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What Are Your Summer Plans? Becoming Media Savvy Families

Written by Foothill Montessori on . Posted in Blog.

MCS School Psychologist Melissa DeVries, Ph.D.
 
With the end of the school year fast approaching we are all likely finalizing plans for how our children will spend their summer days, whether it be a day camp, travel or time at home with a parent or other caregiver. Whatever your family’s summer plans may be, it seems that the majority of us loosen up a bit during these summer months. The rush of the typical school morning is long forgotten, bed times creep later into the evening and a sense of relaxation sets in. With our children having more free time, it can be easy to reduce the amount of time spent in organized activity in lieu of more free-choice. Oftentimes, however, free choice can result in increased access to technology. Youth may spend more time watching TV, YouTube and movies, playing on game apps, browsing the Internet and social networking. While these activities can be fun for children, it’s important as parents to maintain an awareness of our children’s media and the impact of that access. 
How much media content does the average child in America view?

A 2010 study noted that children aged 8 to 18 years watch an average of 4 hours of television and spend 1.5 hours playing video or computer games per day. Children will see an average of 2 gun-related violent acts for every hour of television they watch. As of a decade ago, 40% of the top grossing non-animated G- and PG-rated movies featured at least one character with a firearm and an average of 4.5 armed characters per film. Even current animated films and television often contain some intense scenes with aggressive, if not violent, acts among characters. Often pitched as slapstick humor and “jokes for adults that simply go over a child’s head,” children are exposed to violence, aggression and adult innuendos in animated features as well. Approximately two-thirds of E-rated video games contain intentional physical aggression.

In younger age groups it appears that 66% of children aged 6 months to 6 years watch television every day, averaging 2 hours per day. In children under the age of 2 years, an astounding 83% use some form of screen media on a typical day.

What do we know about the cognitive and behavioral impact of media on child development?

It is difficult for research to keep pace with the advancements in technology; however, years of research on children’s television viewing have produced impactful findings. According the existing research, consumption of violent media predicts increased aggressive behavior among youth because children imitate the scripts they see modeled by others. They can also become desensitized and condoning of violence, believe that the world is hostile, and lose empathy for victims. Longitudinal studies have revealed that 1st and 3rd graders who were heavy viewers of violent television content were three times more likely to be convicted of a violent crime by the time they were in their twenties. Admittedly, violent media is not the only culprit for future behavioral problems, but it does represent a substantial risk factor. Even mass media preys upon our survival instincts by stressing elements that trigger rapid, irrational fear responses through fast paced content, sales pitches that demand immediate response, and by presenting rare violent events as far more commonplace. While younger children may be more frightened by fantasy material, older children are often more disturbed by such realistic content, including the news.

Violent content aside, even heavily sanitized media access can have unforeseen consequences. Research has argued that having non-stop access to media content through handheld devices and personal computers produces a high number of irrelevant distractions and demands to attempt to multitask. This creates too much to pay attention to and in turn, can degrade our memory for important information. For example, reading is an activity that offers few distractions. It requires intense focus for sustained periods of time, imagination and memory. In contrast, TV and other media content, often demand little imagination, and require fragmented attention and frequent, rapid task switching. Distraction is the norm, thus inhibiting memory and development of sustained attention. Children who watch more “pure entertainment” media (i.e., no educational value) demonstrate lower academic performance, even after controlling for other factors. Television viewing at young ages (under 2 years) can prohibit language development because young children, including preschoolers, need responsive, engaging, stimulating interaction with their surroundings including exposure to language and sounds. They learn through interactions with adults who respond to their actions in real-time, and free and creative play. They need to explore the world and manipulate objects around them, accompanied by guidance, structure, support, praise, attention and positive feedback from adults and peers. Children younger than 5 years old who watch TV spend less time in creative play and less time interacting with parents and siblings, which extends beyond the time they are in front of the screen. TV viewing among children younger than 3 years has been correlated with irregular sleep schedules.

Pre-teens who use social media have been found to value fame more than kindness and community involvement. Video game play late at night reduces the quality of sleep. Periods of downtime (i.e., without the constant demands of Tweets, texts, and Facebook status updates) are necessary for consolidation of learning, which is virtually impossible for youth who have 24-hour access to their smart phones. Other risks of technology use may include reduced empathy and increased stress. Studies have even shown abnormalities in portions of white matter responsible for decision making in brains of adolescents who were “preoccupied” by internet usage (defined as those adolescents who had repeatedly attempted to control their use without success, resulting in restlessness, moodiness, irritability and depression). Overall, studies have shown that youth who spend more than 2 hours per day watching TV or using computers are at increased risk of psychological difficulties.

Make an Informed Decision

Technology is so pervasive in our day-to-day lives that it may be difficult, or even unnecessary to go totally “screen-free” for the summer. Many sources argue about the immense benefits of raising tech-savvy children in that they can keep up as adults in the modern world. Thus, I frequently encourage parents to consider technology like a dessert, “okay in moderation.” While some media access is acceptable, if not beneficial, the most powerful protective factor against all the potentially negative effects is parental monitoring. Let’s pay attention to what our children access, how much time is spent with media and encourage them to have a balanced diet of activities for the summer (and beyond).

Helpful Resources to Monitor Your Children’s Access to Media Content

www.imdb.com (database that contains a detailed parent guide for content of movies, television series and video games. Each instance of sex/nudity, violence/gore, profanity, alcohol/drugs/smoking, and frightening/intense scenes is identified).

https://www.commonsensemedia.org/blog/internet-safety-tips-for-elementary-school-kids

http://www.safekids.com/kids-rules-for-online-safety/ http://internetsafety.trendmicro.com/

Consider adopting a media diet:
http://www.huffingtonpost.com/wendy-sue-swanson-md-mbe-faap/tv-for-preschoolers_b_2704097.html

References:

https://www.commonsensemedia.org/research/media-and-violence-an-analysis-of-current-research

http://www.cnn.com/2012/09/23/opinion/gazzaley-mobile-brain/ http://www.i-a-e.org/articles/46-feature-articles/48-the-effects-of-electronic-media-on-a-developing-brain.html http://edis.ifas.ufl.edu/fy1074

http://www.huffingtonpost.com/2013/04/18/social-media-kids_n_3111259.html

http://www.nytimes.com/2010/11/21/technology/21brain.html?pagewanted=all&_r=0

http://www.nytimes.com/2010/08/25/technology/25brain.html?pagewanted=all

http://www.nytimes.com/2010/06/07/technology/07brain.html?pagewanted=all

http://www.nytimes.com/2010/06/07/technology/07brainside.html

https://www.commonsensemedia.org/research/children-teens-and-entertainment-media-the-view-from-the-classroom http://kff.org/other/event/generation-m2-media-in-the-lives-of/

http://pediatrics.aappublications.org/content/126/2/214.abstract

http://pediatrics.aappublications.org/content/early/2010/10/11/peds.2010-1154.abstract

https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america

http://pediatrics.aappublications.org/content/early/2011/10/12/peds.2011-1753.full.pdf+html

http://www.psychologytoday.com/blog/the-power-prime/201212/how-technology-is-changing-the-way-children-think-and-focus

What Are Your Summer Plans? Becoming Media Savvy Families

Written by Foothill Montessori on . Posted in Blog.

What Are Your Summer Plans?

Becoming Media Savvy Families

Melissa DeVries, Ph.D.


With the end of the school year fast approaching we are all likely finalizing plans for how our children will spend their summer days, whether it be a day camp, travel or time at home with a parent or other caregiver. Whatever your family’s summer plans may be, it seems that the majority of us loosen up a bit during these summer months. The rush of the typical school morning is long forgotten, bed times creep later into the evening and a sense of relaxation sets in. With our children having more free time, it can be easy to reduce the amount of time spent in organized activity in lieu of more free-choice. Oftentimes, however, free choice can result in increased access to technology. Youth may spend more time watching TV, YouTube and movies, playing on game apps, browsing the Internet and social networking. While these activities can be fun for children, it’s important as parents to maintain an awareness of our children’s media and the impact of that access.
How much media content does the average child in America view? 
A 2010 study noted that children aged 8 to 18 years watch an average of 4 hours of television and spend 1.5 hours playing video or computer games per day. Children will see an average of 2 gun-related violent acts for every hour of television they watch. As of a decade ago, 40% of the top grossing non-animated G- and PG-rated movies featured at least one character with a firearm and an average of 4.5 armed characters per film. Even current animated films and television often contain some intense scenes with aggressive, if not violent, acts among characters. Often pitched as slapstick humor and “jokes for adults that simply go over a child’s head,” children are exposed to violence, aggression and adult innuendos in animated features as well. Approximately two-thirds of E-rated video games contain intentional physical aggression.

In younger age groups it appears that 66% of children aged 6 months to 6 years watch television every day, averaging 2 hours per day. In children under the age of 2 years, an astounding 83% use some form of screen media on a typical day.

What do we know about the cognitive and behavioral impact of media on child development?

It is difficult for research to keep pace with the advancements in technology; however, years of research on children’s television viewing have produced impactful findings. According the existing research, consumption of violent media predicts increased aggressive behavior among youth because children imitate the scripts they see modeled by others. They can also become desensitized and condoning of violence, believe that the world is hostile, and lose empathy for victims. Longitudinal studies have revealed that 1st and 3rd graders who were heavy viewers of violent television content were three times more likely to be convicted of a violent crime by the time they were in their twenties. Admittedly, violent media is not the only culprit for future behavioral problems, but it does represent a substantial risk factor. Even mass media preys upon our survival instincts by stressing elements that trigger rapid, irrational fear responses through fast paced content, sales pitches that demand immediate response, and by presenting rare violent events as far more commonplace. While younger children may be more frightened by fantasy material, older children are often more disturbed by such realistic content, including the news.

Violent content aside, even heavily sanitized media access can have unforeseen consequences. Research has argued that having non-stop access to media content through handheld devices and personal computers produces a high number of irrelevant distractions and demands to attempt to multitask. This creates too much to pay attention to and in turn, can degrade our memory for important information. For example, reading is an activity that offers few distractions. It requires intense focus for sustained periods of time, imagination and memory. In contrast, TV and other media content, often demand little imagination, and require fragmented attention and frequent, rapid task switching.  Distraction is the norm, thus inhibiting memory and development of sustained attention. Children who watch more “pure entertainment” media (i.e., no educational value) demonstrate lower academic performance, even after controlling for other factors. Television viewing at young ages (under 2 years) can prohibit language development because young children, including preschoolers, need responsive, engaging, stimulating interaction with their surroundings including exposure to language and sounds. They learn through interactions with adults who respond to their actions in real-time, and free and creative play. They need to explore the world and manipulate objects around them, accompanied by guidance, structure, support, praise, attention and positive feedback from adults and peers. Children younger than 5 years old who watch TV spend less time in creative play and less time interacting with parents and siblings, which extends beyond the time they are in front of the screen. TV viewing among children younger than 3 years has been correlated with irregular sleep schedules.

Pre-teens who use social media have been found to value fame more than kindness and community involvement. Video game play late at night reduces the quality of sleep. Periods of downtime (i.e., without the constant demands of Tweets, texts, and Facebook status updates) are necessary for consolidation of learning, which is virtually impossible for youth who have 24-hour access to their smart phones. Other risks of technology use may include reduced empathy and increased stress. Studies have even shown abnormalities in portions of white matter responsible for decision making in brains of adolescents who were “preoccupied” by internet usage (defined as those adolescents who had repeatedly attempted to control their use without success, resulting in restlessness, moodiness, irritability and depression). Overall, studies have shown that youth who spend more than 2 hours per day watching TV or using computers are at increased risk of psychological difficulties.


Make an Informed Decision

Technology is so pervasive in our day-to-day lives that it may be difficult, or even unnecessary to go totally “screen-free” for the summer. Many sources argue about the immense benefits of raising tech-savvy children in that they can keep up as adults in the modern world. Thus, I frequently encourage parents to consider technology like a dessert, “okay in moderation.” While some media access is acceptable, if not beneficial, the most powerful protective factor against all the potentially negative effects is parental monitoring. Let’s pay attention to what our children access, how much time is spent with media and encourage them to have a balanced diet of activities for the summer (and beyond).

Helpful Resources to Monitor Your Children’s Access to Media Content

www.imdb.com (database that contains a detailed parent guide for content of movies, television series and video games. Each instance of sex/nudity, violence/gore, profanity, alcohol/drugs/smoking, and frightening/intense scenes is identified).

https://www.commonsensemedia.org/blog/internet-safety-tips-for-elementary-school-kids

http://www.safekids.com/kids-rules-for-online-safety/

http://internetsafety.trendmicro.com/

Consider adopting a media diet:

http://www.huffingtonpost.com/wendy-sue-swanson-md-mbe-faap/tv-for-preschoolers_b_2704097.html

Screen Time Article References:

https://www.commonsensemedia.org/research/media-and-violence-an-analysis-of-current-research

http://www.cnn.com/2012/09/23/opinion/gazzaley-mobile-brain/

http://www.i-a-e.org/articles/46-feature-articles/48-the-effects-of-electronic-media-on-a-developing-brain.html

http://edis.ifas.ufl.edu/fy1074

http://www.huffingtonpost.com/2013/04/18/social-media-kids_n_3111259.html

http://www.nytimes.com/2010/11/21/technology/21brain.html?pagewanted=all&_r=0

http://www.nytimes.com/2010/08/25/technology/25brain.html?pagewanted=all

http://www.nytimes.com/2010/06/07/technology/07brain.html?pagewanted=all

http://www.nytimes.com/2010/06/07/technology/07brainside.html

https://www.commonsensemedia.org/research/children-teens-and-entertainment-media-the-view-from-the-classroom

http://kff.org/other/event/generation-m2-media-in-the-lives-of/

http://pediatrics.aappublications.org/content/126/2/214.abstract

http://pediatrics.aappublications.org/content/early/2010/10/11/peds.2010-1154.abstract

https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america

http://pediatrics.aappublications.org/content/early/2011/10/12/peds.2011-1753.full.pdf+html

http://www.psychologytoday.com/blog/the-power-prime/201212/how-technology-is-changing-the-way-children-think-and-focus

Service-Learning

Written by Foothill Montessori on . Posted in Blog.

An Early Child student is read to by a Lower Elementary student.

“If salvation and help are to come, it is from the child, for the child is the constructor of man and so of society. The child is endowed with an inner power which can guide us to a more enlightened future.”
– Maria Montessori

Service-Learning is built into a Montessori Education’s curriculum starting at the toddler age through adolescence. As per the National Service-Learning Partnership, Service-Learning is defined as a teaching method that engages young people in solving problems within their schools and communities as part of their academic studies or other type of intentional learning activity.

Montessori Community School starts this education with a simple question, “How may I help?” This simple question plants a seed within children early on in the toddler years. There, it is nurtured, and cultivated. As the years go by, this seed continues to grow. Soon a sensitivity of self-awareness and self-reflection emerge.  Not only do students begin to recognize and develop their personal talents, abilities, and interests but they are also able use them to meet the needs of others.

This academic understanding takes deeper root through our literature and writing curriculum, class meetings, informal and formal class discussions, and day-to-day interactions. Concepts such as empathy begin to intertwine and connect with not just, “How may I help?” but, “How do I recognize when another person’s fundamental needs are not being met, and how may I be of service?”

Montessori Service-Learning Education fosters respect for others, inspires children to build positive relationships and make contributions to the local community, and to the world. Emphasis is placed on taking care of the environment, self, and others.

MCS’s Collaborative Murals

Written by Foothill Montessori on . Posted in Blog.

“The human hand, so delicate and so complicated, not only allows the mind to reveal itself but it enable the whole being to enter into special relationships with its environment…man ‘takes possession of his environment with his hands.’ His hands, under the guidance of his intellect transform this environment and this enable him to fulfill his mission in the world.”
–       Maria Montessori, The Discovery of the Child

Thank you to MCS’s Art Instructor, Kindra Fehr for organizing and implementing the painting of two murals on our school grounds.
A garden theme designed and executed by our Middle School class. Oquirrh, a Lower Elementary (1st – 3rd grade) class and two Early Childhood classes, Sequoias and Willows (ages 3 – 5), contributed to the design by adding various bugs, butterflies, and flowers.
                                                    Mural 2 
Mural 2 is being painted on MCS’s new traversing wall. Designed by our Upper Elementary (4th – 6th grade) class, the wall features a desert theme. Wasatch, a Lower Elementary (1st – 3rd grade) class and two Early Childhood classes, Aspens and Magnolias (ages 3 – 5), will contribute to the design by adding various desert creatures and plants.
Art is one of the many ways children express themselves. Art is a way for children to communicate their feeling. It is through art that children develop their fine motor skills. In the Montessori environment, we provide open-ended art activities that help children explore and use their creativity.
When it comes to art, it is the process not the product that is important to the child. As adults, our goal is to produce a product. The child interacts with the world differently. The child works to develop self. The focus is on the process, not the product. Once a child creates something, he does not feel the need to keep the product. It is the process that gives satisfaction and inner joy. (Personette, 2011).
It has been a pleasure to witness the processes our students have gone through to prepare, plan, and employ as a school community to make these murals happen. It indeed, has been beautiful to see the cohesiveness and tight-knit relationships between our students, no matter the age or grade.
Cited
Personette, Pamela. (April 2014). Art in the Montessori Environment. Montessori Services: A Resource for Preparing a Child’s Environment. Retrieved from http://www.montessoriservices.com/ideas-insights/art-in-the-montessori-environment

Montessori Community School is in Full Bloom

Written by Foothill Montessori on . Posted in Blog.

Montessori Community School is in full bloom as we move into our last month this 2013 – 2014 school year. The end of a school year can be stressful time. The weather is warmer, summer break is in sight, and both students and teachers are reflecting on the work accomplished, materials learned, and planning for the summer and the next school year.

We are so proud of our students, teachers, and families for the dedication, involvement, and passion thus far demonstrated within our school community. We are so grateful to have such a great environment in which to educate, grow, and explore with each other.

This year, we have watched our students blossom. As we make this last push through the remainder of the school year, we hope there will be time for reflection and appreciation toward our incredible student body.

Montessori and the Myth of Low Student Teacher Ratios

Written by Foothill Montessori on . Posted in Blog.

As parents we have to judge what makes a good educational program for our children. We ask our friends, we look at the school – is it clean and orderly and bright? We look at the children – do they seem happy? We observe the teacher – is she engaged and interested in the children? These are things that we can judge. And then we remember that we’ve heard that a low student–teacher ratio is important for a good educational approach and outcome. (It must be true because all of the governmental agencies are always trying to lower the ratios.)

But it is a myth as far as Montessori education is concerned. Traditionally, a low student–teacher ratio is desired if you are trying to make everyone do the same thing at the same time. (It is a lot like herding cats – the less you have, the easier it might be to perform.) Ratios aren’t critical in Montessori for three reasons.

  1. In Montessori education you do not teach classes (numbers) you teach children (individuals.)
  2. The goal in the classroom is not just to teach the material but to facilitate the child’s ability to learn on her own – which in effect makes the learning one on one.
  3. And because of the nature of the classroom where children are encouraged to help each other – the five year olds teach the four year olds and the fours teach the threes – you literally have more teachers than students.

Parents wonder still – “If there were fewer students wouldn’t my child get more attention from the teacher?” Interestingly, it is not just the amount of time your child needs but the amount of focused time (time spent directly on your child’s priorities and needs) that effectively contributes to her learning.

A Montessori teacher can be compared to a juggler who spins plates on a stick. She will begin spinning the first plate, then the second, third and fourth. She might go back and give the first plate a spin before she spins the fifth and sixth. She might then spin the second plate – and that first plate might need another spin before she gets the seventh plate rotating. Likewise, the teacher notes each of her students and what it takes to power up the learning gyroscope in each child – so the child can keep the learning plates spinning on her own. A low ratio is good if you are driving the learning – not as consequential if you are leading it.

Now, because the teacher doesn’t spend all of her time driving the learning, she has time to study each child(read more about observation here): to study her needs, her skills, her aptitudes and personality. All the ratios in the world are meaningless – unless you know your student.

Ironically, there are many advantages of not having a low student–teacher ratio in the classroom.

  1. Children aren’t smothered by attention. They are given the opportunity to breathe and explore. The teacher does not feel compelled to guide and fill their every moment.
  2. Because the teacher does not dominate the society, the classroom becomes a community of interaction and learning. Cooperation is a virtue (instead of “Go back to your seat and mind your own business.”)
  3. With the adult not hovering and micromanaging, the child is free to develop initiative. This initiative creates the fantastic learning that comes out of a Montessori classroom (which a teacher would be hard pressed to produce in a traditional setting.)
  4. The child develops a personal sense of responsibility over the learning she has initiated.
  5. The child develops the ability to make meaningful choices – instead of just following directions.
  6. The power to choose wisely is a growing marker of maturity.
  7. Real choice making needs the opportunity to make mistakes, to correct them, to recover from them and to learn from them. (That is hard to do when someone is hurrying you along to get to the next lesson.)
  8. All of this allows the student to build confidence in herself. When the student assumes responsibility for the learning she begins to build confidence in her ability to navigate in the world as it is being opened to her through the classroom, the classroom community and the world of knowledge.

Montessori teachers have to train themselves in the art of not interfering with the internal learning process of the student. They have to train themselves to observe the child, to know how the child learns and how to allow the child to learn.

Ultimately, they have to learn how to help the child learn for herself – which is always one on one.

Article by Edward Fidellow

www.crossmountainpress.com

8 Ways to Help Your Child Deal With Mean Kids

Written by Foothill Montessori on . Posted in Blog.

Elementary age children are in a socially sensitive period and are developing their moral judgement. Their world is opening and building relationships with peers holds more value than ever before.  In this article entitled “8 Ways to Help Your Child Deal With Mean Kids” Patty Shade talks about what parents can do to validate their children without making them feel like victims of cruelty.  Managing those emotions and sifting through others children’s behavior can be a difficult task for our children as they begin to explore new and different relationships and try to maintain and manage ongoing relationships.

8 Ways to Help Your Child Deal With Mean Kids by Patty Shade

“Ben is being mean to me!!”

“I don’t like Allie. She’s SO mean!”

Surprisingly, complaints like this are common in my Lower Elementary Montessori classroom. And, I’m guessing that, at one time or another, you have heard something similar from your own child.[Read  More]

Courage

Written by Foothill Montessori on . Posted in Blog.

by Edward Fidellow

It is amazing to observe the breadth of accomplishment that a Montessori environment fosters. Courage is not traditionally thought of as an educational outcome but then again Montessori is not traditional. For children, courage is the ability to try new things even if I am afraid. And as they mature courage becomes the ability to do what is right and to do what is good.

For a child everything is new. That is the reality of childhood. The awesome task and purpose of childhood is to create the adult. Life takes courage to navigate and to become a fully functioning independent adult. And it is this kind of courage that must be nurtured and practiced for it to become a practical virtue.

We tend to identify courage with physical courage – running into a burning building, pulling people out of rivers etc. However, real life every day common courage demonstrates itself in intellectual, emotional and spiritual settings. The courage to do what is right, to do what is good for others, to use our gifts, talents and opportunities well and wisely is the kind of courage practiced and displayed in a Montessori environment.

We well understand that the opposite of courage is fear. But for a child fear doesn’t yet have a definition. It is represented by an indistinct but palpable feeling of unease. For a child fear is “defined” by the unknown, the unfamiliar. (That is why Montessori children love and are so at home in their environments because of its constant sameness and familiarity.)

For the child conscious fear starts from the unknown – the dog, the dark, strangers and then becomes attached to the inability (and frustration) of not being able to handle and control the environment – bringing it back to sameness. (Perfectionist children come to this earlier than others.) Then this fear attaches itself to the perceived rejection that comes from disapproval. The child, unconsciously thinks, that if I only do what is absolutely safe or what receives guaranteed adult approval I don’t have any reason to fear or face disapproval.

One of the hardest concepts for a new Montessori teacher to understand (and embrace) is that of not correcting children in the middle of their work. (This is particularly difficult for perfectionists and controllers.) Unless the child is damaging the material or endangering others or himself or being rude you let them continue. There are two outcomes to not correcting the child in the midst of the work. One, the child discovers his own mistake and corrects it which produces a sense of accomplishment and control. The second outcome is far more subtle. Because you are not corrected at every turn, you do not freeze up; you do not constantly look over your shoulder; you are not waiting for the next shoe to drop. You gain breathing room to make mistakes – that’s how we learn. In this way mistakes do not become the end of the universe or the world as we know it. The child is willing to try something new (which is an act of courage) without being weighed down with the fear of failure or reproof.

scaled

Not being corrected (all of the time) is the strange and unique Montessori training ground for courage. In trying something new the child gets to practice courage every day. Eventually, the child becomes use to trying new things without the overpowering fear of failure. The child learns to work his way through mistakes which becomes a normal part of life and the learning process – which is a significant part of adult life.

Life requires courage to live fully. The Montessori classroom provides daily opportunities to develop and practice courage.

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