Sammamish Montessori

Educating Preschool, Kindergarten & Elementary Students in Redmond, WA.

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Sleep and Your Child

March 30, 2018 By Administrator

Consistent routines and getting enough sleep can make a tremendous difference to your child’s day and enable them to be ready to learn new social and academic skills at school. This is true at any age, but particularly true for younger children, especially if adapting to a new routine.

The recommended amounts of sleep per 24 hours are 11-13 hours for 3 – 5-year-olds and 10-11 hours for 5 – 12-year-olds. Sleep is most restorative when it is consolidated. If, when your child goes to bed, he/she falls asleep easily, wakes up easily and is not tired during the day, then he/she is probably getting enough sleep.

The best way to tell if your child is getting enough sleep is to see how he/she acts during the day. Take a moment to notice if:

  • Your child falls asleep in the car almost every time you drive;
  • You have to wake your child up most mornings;
  • Your child seems overtired, cranky, irritable, aggressive, over emotional, hyperactive or has trouble thinking during the day;
  • On some nights, your child is tired much earlier than his/her usual bedtime.

If your child falls into this pattern, then he/she might not be getting enough sleep.

Sleep deprived children may have more trouble than usual controlling their emotions. The part of the brain that helps to control our response to our feelings and actions is greatly affected by sleep deprivation. A child who does not get enough sleep may have behavior or attention problems, be more likely to hurt him/herself and just not be doing as well as expected.

A recent study published in the Archives of Pediatric and Adolescent Medicine conducted at the University of Washington also suggests children who do not get enough nighttime sleep are also at increased risk of being overweight, or overweight to obese. Researchers further noted that napping was not an effective substitute for nighttime sleep in terms of obesity prevention, citing that, “sleeping at night is deeper and therefore more restorative than sleeping during the day.” (For more information read, In Young Kids, Lack of Sleep Linked to Obesity Later.)

Make a calm, happy ritual of going to bed and getting up in the morning and keep bedtimes consistent. Make it a special time with a predictable, calming routine. It is your responsibility to put your child to bed so that he/she will have enough sleep, so be loving but firm.

Put some thought into finding your children’s ideal bedtime. Notice when they are starting to slow down and get physically tired. That is the time they should be going to sleep so complete their bedtime routine and get them into bed before that time so set a fixed bedtime and stick to it. If you wait beyond that time, children tend to get a second wind. At that point they will become more difficult to handle and they will have a harder time falling asleep. So keep consistent playtimes, meal times and nap times (if your preschool child still naps).

  • Give your child some “heads up” time to put away toys and get ready mentally for bedtime.
  • A warm bath is a good way to wind down after a lively day. A special toothbrush and toothpaste could be part of the routine.
  • Try to keep the bedroom at a comfortable temperature with a dim nightlight if it helps. In the summertime try to block out bright daylight.
  • Limit food and drink before bedtime, but at bedtime provide a sip of water so that your child doesn’t get out of bed to ask for one.
  • Allow your child to choose which pajamas to wear and which stuffed animal to take to bed. Some children have a favorite blanket that is definitely part of the routine.
  • Do not crowd the bed with so many toys that there is not enough room for your child and use the bed only for sleeping, not for playing or watching TV.
  • Read a favorite story or recite a favorite poem. Quietly go over the highlights of the day and then mention what will be happening tomorrow.
  • Soft, gentle music or a “Sound Soother” that emits white noise, waves, rustling leaves, etc. can help block out distracting noise. Stick to the same music or songs every night for preschoolers.
  • You may wish to reevaluate nap times for a growing preschooler.  Often a child is ready to give up a nap if napping in the afternoon means that bedtime becomes very late.  A consolidated night’s sleep is more beneficial to a child than a nap and a shorter nighttime sleep. (See article The Effects of Napping on Cognitive Function in Preschoolers which concludes daytime napping is actually negatively correlated with neurocognitive function in preschoolers. Nighttime sleep appears to be more critical for the development of cognitive performance.)
  • Tuck your child into bed snugly for a sense of security, give a kiss, say goodnight and close the door (or leave it slightly ajar if the house is quiet) and leave.

Remember that children will naturally be more tired as they adapt to a new school routine, so adjusting bedtime to be a little earlier now may make all the difference to help your child be ready for school.

About the Article’s Author: Joan Starling, Founder, Sammamish Montessori School serving preschool, kindergarten and elementary students in Redmond WA.  
Joan established The Sammamish Montessori School in 1977.  She began her long career in Montessori education more than 37 years ago training under two Montessori trainers who were themselves trained directly by Dr. Maria Montessori. One of them, a wise and practical woman, Margaret Homfray, when young in the late 1930s, accompanied Dr. Montessori on trips to translate her lectures on her speaking tours.  Joan has been a pioneer of Montessori education in the greater Seattle area, establishing one of the oldest Montessori schools on Seattle’s Eastside and now one of the largest Montessori schools in the state.  Joan’s two daughters and husband now share the running of the school and are supported by a wonderful group of teachers, assistants and supporting staff from all over the world. 

 

Filed Under: Parenting Tips, Uncategorized

Bring out the Young Scientist in Your Child

March 29, 2018 By Administrator

Young children are young scientists at play. While they’re baking mud pies or building worm playgrounds, you may catch them conducting playful experiments. If you listen, in addition to giggling you may hear an exchange of observations or well-thought-out theories. In their early encounters with nature, children develop ideas about our world based on experiences with real things. Young children love to stick their noses into nature. You can support their explorative play by giving your children the time, space and equipment needed for investigating the world around them. Science doesn’t always require direct instruction, but it does take practice.

Your most important role is to encourage, rather than direct your children’s explorations. For young children, too much direction can dampen your children’s budding interest in science and nature. Activities with lots of choices will allow them to follow their own paths of inquiry. When you give your children choices you’ll be treated to a kaleidoscope of unique and meaningful explorations. Tools are important too. If you give your children a wide array of equipment, they can pursue many different investigations. Watch your young scientists exploring, and you may observe them pausing to search for the right tool, such as a magnifying glass or a stethoscope. By itself, each tool helps a child focus on a particular avenue of exploration. A child with a magnifying lens is bound to look closely at things, while a child with a mirror may end up playing with light. Another valuable way to encourage your children’s interest in science is seizing the moment. On rainy days, children can investigate earthworms and puddles. During a snowstorm, bundle them up to explore the crystals in snowflakes. A walk in the park may reveal hidden caterpillars or sparkling rocks.

Beaches, woods, parks, backyards and even vacant lots are a paradise for a child explorer. When you supply young children with a variety of materials and tools, when you help them grow gardens or take in small critters as visitors, you are sowing adventures. It doesn’t cost much money. It doesn’t need to be dangerous or messy. You just need the time and place.

One of the best things about science for young children – and about childhood as a whole – is the joy of wondering. Why? How? Where? When? As an adult, you may want to jump in and give the right answers, but if you let go of that impulse, you too may be immersed in the wonder. By sharing your thoughts as a partner, not the source of all knowledge, you can participate in your children’s ponderings. Join in the wonder and go where it takes you!

****

Weight distribution experiment in Enrichment class. We walked on real eggs!

Using our senses to identify different herbs.

Science is a big part of the Montessori classroom and our Enrichment classes have a very strong emphasis on STEAM (Science, Technology, Engineering, Art, and Math).  Our Enrichment classes are designed to be complementary to our Montessori classes.

Making flubber in Enrichment Science.

Cloud studies in Enrichment Science.

Cloud experiments in Enrichment Science.

Exploring seeds during a farm field trip.

Filed Under: Uncategorized

Ideas for a Fun Spring Break

March 7, 2018 By Administrator

With Spring Break coming up, you may be thinking of arranging some fun family outings or play-dates to enjoy some quality time together exploring what our community has to offer. Here are a variety of options for every kind of weather spring break may bring.

We’ve compiled the following list of day trip ideas we hope you will find helpful.  Some of these ideas are geared toward younger family members, some older, while others hold interest for the whole family.  Enjoy!

The Arboretum and Japanese Garden: www.seattle.gov/parks/parkspaces/japanesegarden.htm

Aviation Center & Boeing Tour (Everett): www.futureofflight.org

Bellevue Art Museum: www.bellevuearts.org

The Burke Museum (Seattle): www.burkemuseum.org

Chihuly Garden & Glass (Seattle): www.chihulygardenandglass.com

Experience Music Project (Seattle): www.empmuseum.org

Farrel McWhirter Park & Farm (Redmond): http://www.redmond.gov/ParksRecreation/Farrel-McWhirterFarmPark

Flower World (Maltby nursery with a small petting zoo area): www.flowerworldusa.com/aboutus.html

Fox Hollow Farm (Issaquah): www.foxhollowfamilyfarm.com

Kelsey Creek Farm (Bellevue): www.farmerjayne.com

KidsQuest Childrens Museum (Factoria): www.kidsquestmuseum.org

Museum of Flight (Seattle): www.museumofflight.org

Museum of History & Industry (Seattle): www.mohai.org

Northwest Railway Museum (Snoqualmie) www.trainmuseum.org

Northwest Trek (Eatonville): http://www.nwtrek.org

King County Parks (link to list of area parks): www.kingcounty.gov/recreation/parks/inventory.aspx

The Pacific Science Center (Seattle): www.pacificsciencecenter.org

Outback Kangaroo Farm (Arlington): www.outbackkangaroofarm.com

Padilla Bay Beach and Estuarine Research Reserve (Mount Vernon): www.padillabay.gov

Point Defiance Zoo & Aquarium (Tacoma): http://www.pdza.org

Ride the Ducks Seattle Tour: www.ridetheducksofseattle.com

The Seattle Aquarium: http://www.seattleaquarium.org

Seattle Art Museum: www.seattleartmuseum.org

Seattle Bug Safari: www.seattlebugsafari.com

Seattle Children’s Museum: www.thechildrensmuseum.org

Seattle Waterfront & Ye Olde Curiosity Shop: www.ye-olde-curiosity-shop.myshopify.com

Skagit Valley Tulip Festival: www.tulipfestival.org

Snoqualmie Falls: http://www.snoqualmiefalls.com

The Space Needle (Seattle): http://www.spaceneedle.com/home

Tillicum Village/Blake Island Tour: www.argosycruises.com

Washington State Ferries: http://www.wsdot.wa.gov/ferries

Woodland Park Zoo (Seattle): http://www.zoo.org

Museum of Glass (Tacoma): http://museumofglass.org

Local magazines Parent Map www.parentmap.com and Seattle’s Child www.seattleschild.com/Things-To-Do also contain a lot of articles and ideas for family-friendly excursions.

Please let us know if you have suggestions for other types of outings we have not listed here.  We are always looking for new and exciting ideas to share.  Thank you!

Filed Under: Parenting Tips

Why Outside Playtime is Critical to Development

March 1, 2018 By Administrator

There seem to be more and more things competing for time in the day. With parents’ busy schedules, unpredictable weather and the temptation of television, computer games and other electronics when children arrive home after school, it is not hard to believe that, statistically, children in our country are getting a lot less unstructured outdoor time than in past generations. And that is a problem. It is important for us as educators and parents alike to recognize the importance of and to preserve unstructured outside time. Being outdoors in the natural world is a vital positive influence in every child’s development. For that reason, at school every class goes out to recess every morning and afternoon in all but the foulest of weather. Children staying for lunch go outside for another short lunch recess. Spending time in unstructured outside play after school and on weekends is also important for children.

Unstructured outdoor play is essential for a variety of reasons, among them:

  • Physical play increases overall fitness, builds healthier bodies, and helps prevent childhood obesity.
  • Children need to develop large and small motor skills along with cardiovascular endurance.
  • Time outdoors raises vitamin D levels, helping prevent future bone problems, diabetes, and heart disease and may also help boost the immune system.
  • As little as 20-minutes of exercise has been linked to a boost in brain function afterward.
  • Teachers know that outdoor play can help children release pent-up energy and doing so improves focus and concentration.
  • Outdoor play has been linked to improved distance vision and lowers the chance of nearsightedness.
  • Children learn important social and cognitive skills while playing outdoors: creating and organizing their own games, developing friendships and learning to resolve conflicts.
  • Outside time allows children to learn through constructive play, social play, socio-dramatic play and rule-based games.
  • Free time outside allows children to develop observation skills and learn about the world, using all of their senses to feel the wind or sun on their skin, observe an insect or flower, or listen to birds chirping, for instance.
  • Time outside allows children to create, explore, experiment, manipulate, reconfigure, expand, influence, change, marvel, discover, practice, push their limits, yell, sing, dance and move.
  • Studies suggest that time in nature may be effective in reducing ADHD symptoms.
  • Environmental education has been linked to improved test performance evaluating critical thinking skills, math, reading, writing and listening.
  • Green spaces help reduce stress levels in children.
  • Children need free unstructured playtime to protect their emotional development.
  • A hurried lifestyle and loss of free time can contribute to anxiety and depression in children.
  • Studies show that time spent in nature enhances social interactions and interpersonal relationships.
  • New studies show physical exercise actually increases white matter in the brain and speed and connectivity of brain activity.

At home, spending time outdoors can be as easy as heading out to the backyard or playground, walking to a meet a friend, having a picnic, going to the zoo or a local park. We are lucky to have a variety of wonderful parks very close by, such as Farrel McWhirter, Grasslawn, Anderson, and Marymoor parks, to name just a few. With the longer days and hopefully nicer weather of spring upon us, take advantage and spend some time outdoors with your child. You will both be glad you did.

Sources and additional resources:

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=360

www.kidsdiscovernature.com

http://www.teachpreschool.org/2009/10/preschoolers-should-go-outside-everyday/

http://www.livestrong.com/article/141891-the-benefits-outdoor-play-children/

http://www.npr.org/blogs/ed/2014/08/06/336361277/scientists-say-childs-play-helps-build-a-better-brain

http://time.com/3145404/exercise-makes-kids-brains-more-efficient/

 

Filed Under: Parenting Tips, Uncategorized

Building the Foundation For Math

March 1, 2018 By Administrator

Practical Life and Sensorial Activities in a Montessori 3-6 Classroom Develop Math Readiness.

Math is an abstract concept. The ability to count, compute and use numerical relationships are hugely significant human achievements. The number system is an abstract invention that has been created over thousands of years. In primitive societies, the counting went “one, two, many.” It is exciting to witness the young child’s readiness to understand this same concept.

Children are naturally attracted to the science of number. They are trying to understand their world and make sense of their environment. They have an inborn ability to see differences and similarities, patterns and sequences. The child learns to notice and adapt to changes in the environment and as the child’s knowledge of the environment grows, he/she is able to make a mental map and feel comfortable in his/her space. The Montessori materials that are designed for categorizing and sorting help build this internal order.

The mathematical concepts covered in the primary Montessori classroom are numeration, the decimal system, computation, the arithmetic tables, whole numbers, fractions and positive numbers. Arithmetic is the process of addition, subtraction, multiplication, and division. Geometry and algebra are introduced in the sensorial area of the classroom.

The sensorial and practical life areas of the classroom prepare the child for math and language. The foundation for geometry is developed through the sensorial materials. For instance, some of the materials are graded by size. Children experience spatial relations by manipulating these materials (the pink tower, the brown stair, red rods, constructive triangles, two main types of graded cylinders, plane shapes and geometric solids.) The plane shapes and geometric solids are the basis for computing volume and surface area. The monomial, binomial and trinomial cubes are all geometric representations of algebraic equations, used in higher math. Squares and cubes pave the way for the golden beads where the child experiences the concept of one hundred beads joined to make a square and a thousand beads joined to make a cube. Sensorial activities also indirectly prepare for base ten counting. The pink tower has ten graded cubes, increasing in size by 1 cm.; the brown stair has ten graded square prisms, each 1 cm. larger than the last; the ten red rods are graded from 10 cm. to 100 cm. in length.

The numerical rods in the math area are similar rods but are divided into ten consecutive red and blue sections of 10cm. The child can set the rods out from numbers one to ten so it shows that the longer the rod, the higher the number. Simple math calculations can be performed with the red and blue rods. It is easy to see how the “two” rod and the “three” rod combine to make the “five” rod. In mathematics, objects are classified and have a definite order. All parts of the sensorial curriculum have classification activities. Practical life activities are done in a definite order, which is internalized. Pre-reading activities include matching, sorting and sequencing activities.

The practical life activities are the foundation of the entire Montessori curriculum. Its direct aims are coordination, confidence, independence, concentration and order. These five attributes are internalized and benefit the child throughout life. Manipulation of the materials requires coordination. Finally, the child must have the confidence to work independently.

The Montessori math program addresses three separate concepts: number, quantity, and the relationship of the two together. The child uses concrete materials that isolate each concept. Then the child is shown how to label a quantity with the appropriate numerical symbol. The child then advances to a progression of sequential materials that combine number and quantity. In the same way that a child can learn the “Alphabet Song” without having any idea of the sounds of the letters, similarly a child can learn to count without actually understanding what it all means, but the concrete Montessori materials make sense of it all.

After children have become familiar with the numbers one through ten, they progress to the teens, and then focus on numbers to one hundred. After that, he child is ready for the golden beads which are used for large number recognition over one hundred. Golden beads are also used for the basic arithmetic functions of addition, subtraction, multiplication, and division. Children enjoy working with large numbers and compute easily with hundreds and thousands using golden beads and numeral cards.

Golden beads are all the same size. A single bead comprises one unit; ten beads strung on a wire make a ten bar; one hundred is a square made up of ten ten-bars side by side and one thousand is ten one hundred squares stacked on top of each other to form a cube.

Additional work is introduced with the number chains–which are separate chains of beads one through ten–that demonstrate squares and cubes of numbers. Children love to skip count using these chains, which forms the concrete basis of the multiplication tables.

There are many more math materials to challenge students since the Montessori math curriculum in a 3-6 classroom actually extends to 3rd grade. They are varied and enticing and children are never bored and can work at their own level with joy and confidence. It is amazing how far these students can progress with the foundation of confidence, curiosity, and order they learned in the practical life and sensorial areas of the classroom.

About the Article’s Author: Joan Starling, Founder, Sammamish Montessori School serving preschool, kindergarten and elementary students in Redmond WA.  
 
Joan established The Sammamish Montessori School in 1977.  She began her long career in Montessori education nearly 4 decades ago training under two Montessori trainers who were themselves trained directly by Dr. Maria Montessori. One of them, a wise and practical woman, Margaret Homfray, when young in the late 1930s, accompanied Dr. Montessori on trips to translate her lectures on her speaking tours.  Joan has been a pioneer of Montessori education in the greater Seattle area, establishing one of the oldest Montessori schools on Seattle’s Eastside and now one of the largest Montessori schools in the state.  Joan’s two daughters share the running of the school (Janet Villella is now the school’s director) and are supported by a wonderful group of exceptionally talented, well-educated and experienced teachers, assistants and supporting staff from all over the world. 

 

Filed Under: Parenting Tips, Uncategorized

Encouraging Healthy Eating Habits

February 1, 2018 By Administrator

Preschoolers have reached a time in their development where they like to do things for themselves and if shown correctly, can be very capable. As preschoolers tend to be more willing to cooperate with mom, dad and other caretakers than when they were toddlers, it is a wonderful opportunity to teach about healthy foods, a balanced diet and to model good eating habits and table manners. Do your best to continue to encourage healthy eating habits as children grow up into their elementary and teen years and into adulthood.

A variety of nutritious foods provide a child with the nutrition needed for healthy development and growth. A balanced diet and plenty of activity helps a child to maintain a healthy weight. Proper nutrition gives a child energy for learning and playing. Children go through many stages as they grow and their eating habits are often affected by these stages. It is not unusual for preschoolers to go through a short period of time when eating does not interest them. Skipping a meal will not hurt a healthy child.

If a child is active and growing steadily, a small appetite is nothing to worry about. However, sometimes a loss of appetite can be a warning. A child that seldom eats and does not seem to be growing normally could be ill, tense, or worried and should be seen by a doctor.

How Parents Can Help:

1. You can help your child feel more independent by giving him/her food choices. They can be simple, inexpensive, and easy to prepare. Cut up raw vegetables and fruits, cooked vegetables, cheese cubes, cooked and cooled pasta are easy and appetizing choices for preschoolers.

2. Take your child to the grocery store. Involve your child by allowing him/her to shop for groceries with you. Children love to help look and find items in the store. You may ask your child to help count the oranges in your bag or choose something green to take home and eat. Or they may use the produce scale to weigh items. Involving your child in the process of grocery shopping can be an enjoyable experience with many learning opportunities. (Tip: Well-rested and fed children make better shopping companions!)

3. Foods that children can eat with their fingers help foster independence for younger children. Cut foods into small bite-size pieces.

4. Never force-feed a child. Preschool children should learn how to feed themselves, either with their fingers or by practicing using child-sized utensils.

5. Do not force a child to eat a disliked food or to eat when not hungry.

6. Don’t overwhelm your child with large portions. A variety of foods in small portions are much more appealing.

7. Children learn eating habits by watching others and are more likely to try a new food if mom and dad are enjoying it too. Add new foods to your child’s plate regularly to increase variety. If a new food is rejected, try it again later as your child’s tastes and preferences may change as they develop.

8. Children like eating foods that they have helped prepare. Give a child a simple job like washing an apple, peeling the shell off a hard boiled egg or tearing lettuce for a salad.

9. Turn the television or any media devices off during mealtimes! Children may forget to finish eating if distracted.

10. Children eat more when they are feeling calm. Take a few minutes to rest before eating. Choking on food can happen when children are lying down, running, jumping playing, laughing or crying. Be present when your young child is eating.

11. Keep meal conversation pleasant. Choose a topic other than food if your preschooler is reluctant to eat, you may find that your child may forget not to eat and may start nibbling.

12. Make sure your child gets plenty of physical activity, preferably outside to help increase a healthy appetite.

13. Offer snacks that are low in sugar, and high in protein and carbohydrates, between meals. Limit sugary snacks that may affect a child’s ability to concentrate and snacks containing unhealthy trans fats.

14. Consider growing a small garden if you have space in your yard. If you do not have outdoor space, try a kitchen herb pot and have your child sample the herbs and suggest how to use them in cooking.

15. Consider joining a Community Supported Agriculture (CSA) farm or head to a nearby U-Pick farm for fresh farm-to-table fruits and vegetables. This is a wonderful learning opportunity for children to understand how food is grown and even pick some items themselves.

We are lucky to have CSA farms and U-Pick farms in our area, such as:

• Oxbow Farm & Conservation Center in Carnation, WA: http://www.oxbow.org/
• The Root Connection in Woodinville, WA: http://rootllc.com/
• Local Roots Farm in Duvall, WA: http://localrootsfarm.com/
• Tonnemaker Valley Farm in Woodinville, WA: http://tonnemaker.com/csa.html

Additional Resources:

USDA Nutrition and Wellness Tips for Young Children: https://www.fns.usda.gov/tn/nutrition-wellness-tips-young-children

USDA Choose My Plate: https://www.choosemyplate.gov/

Filed Under: Parenting Tips

Why Montessori Kindergarten?

January 2, 2018 By Administrator

The Importance of the 3-Year Montessori Cycle & the Montessori Kindergarten Year:

The primary Montessori program is designed as a three-year cycle. Ideally children from 3 – 6 years old stay with the same teacher right through their kindergarten year.

The third year, or Montessori kindergarten year, is when all the learning that has taken place in the previous two years reaches fruition and a child’s knowledge begins to fall into place. Your child will be challenged to reach his/her potential by his/her Montessori teacher who knows your child incredibly well and so can provide precisely what is needed next. Children build upon what they have learned, experience rapid academic and social growth and their skill level dramatically increases when they are given the opportunity to consolidate their knowledge within the Montessori classroom. Third year students are ready to explode into more complex learning and discovery and they delve into a wealth of new and interesting materials. They are guided to take on more and more complex work, begin to learn time management skills and have an increased set of expectations and privileges in the classroom. These older children also reinforce their academic skills by helping another child, a well-documented way to consolidate knowledge.

Your child has been unconsciously looking forward to being one of the “big kids” in the classroom so when he/she is put into a school where the kindergartners are looked down upon as being in the “baby class” his/her cycle of maturing is interrupted. It is especially unfortunate for a child who is a younger sibling at home to miss this opportunity to shine. This year of leadership gives a child immeasurable self-esteem and intellectual confidence.

A key advantage of staying at our school is that your child’s teacher already knows your child very well so no time is lost at the beginning of the year trying to assess him/her. Be sure to speak to your child’s teacher about kindergarten during conferences. The gift of this third year can never be taken away and it sets up a child for future academic and social success.

As you plan for your child’s future schooling we encourage you to view a video from American Montessori Society.  We hope this video will provide more information about the benefits of having your child stay in a Montessori classroom for his or her pivotal kindergarten year.

 

Children may be enrolled for kindergarten if they are 5 years old by August 31 (prior to the upcoming school year). Kindergarten students may attend five full days or five half days at Sammamish Montessori School.

Related article:  Standford University study finds benefits to delayed kindergarten (avoiding early entrance).

25 Reasons to Keep Your Child in Montessori through the Kindergarten Year

Montessori Builds Innovators (Harvard Business Review)

Filed Under: Parenting Tips, Uncategorized

Developing and Supporting Your Child’s Independence

November 1, 2017 By Administrator

Developing your child’s independence and self-reliance is one of the most important things we can do for our children.   While academic learning is important, it does not, and can not, take the place of the value of self-confidence, self-sufficiency, and the ability to make things happen for oneself.   Independence and self-reliance form the foundation that supports all other learning as a key component of honing a child’s executive functioning skills.  As Montessori teachers, our goal is to provide an organized environment where everything makes sense for the child, things have a specific place and function, and they can navigate and be successful independently within it.  Everything from the room design and layout, furniture, Montessori materials, lessons, classroom and school rules, and teacher-child interactions are carefully planned and intended to support each child’s progression toward self-sufficiency and independence.  There is much current research relating to the importance of executive functioning skills as a predictor of a child’s future success in life and encouraging independent learning is the way to support your child’s developing executive functioning.

Characteristics of an independent learner:

  • Curious
  • Self-motivated
  • Able to self-monitor/self-examine
  • Accountable/responsible
  • Critical thinker/problem solver
  • Comprehension/Understanding without specific instruction
  • Persistent
  • Able to manage their time effectively

As parents and as educators we have the responsibility to keep our children safe, to nurture them, and to love them.  We must provide firm, consistent rules and boundaries, yet we must also allow children the ability to do as much for themselves as is developmentally appropriate.  If we intervene and do for children what they are capable of doing themselves, we rob them of vital learning and make them feel as if they are not competent or capable.  While the road to independence may not always be easy, over time, children rise to the level of the expectations we have of them.

To aid our collaborative effort as teachers and parents in promoting your child’s independence, we thought it would be a useful tool to have a shared set of benchmarks guiding our expectations of our students both at school and at home:

Developing & Supporting Your Child’s Independence

For more information relating to developing your child’s independence and executive functioning, you may also wish to read the articles listed below:

Sources and additional references:

Dr. Steve Hughes: Montessori and the Future of Education (video)

20 Tips for Parents from Preschool Teachers

Toddler Developmental Milestones

Developmental Milestones in babies and toddlers

Developmental Milestones: Separation & Independence (Age 5)

Developmental Milestone: Separation & Independence (Age 6-8)

Developing Independence in Children

Executive Functioning

Filed Under: Parenting Tips

8 Principles of Montessori Education

November 1, 2017 By Administrator

In her analysis of Montessori education, University of Virginia Professor, Angeline S. Lillard, Ph.D. notes eight fundamental ideas central to Montessori education that in her words, help provide students with superior educational outcomes:

  1. Movement and cognition are closely intertwined; physical movement can enhance thinking and learning.
  2. Choice and perceived-control promote children’s concentration and contentment in the learning process.
  3. Personal interest enhances learning in a context where interests build on prior knowledge and the children’s own questions.
  4. Extrinsic rewards negatively impact long-term motivation and learning.
  5. Collaborative (child–child) arrangements are conducive to learning.
  6. Learning situated in and connected to meaningful contexts is more effective than learning in abstracted contexts.
  7. Sensitive and responsive (nurturing) teaching is associated with more optimal outcomes. (Multi-age classrooms where children stay with the same teacher and many of the same peers promote continuity and close relationships.)
  8. Order in the environment promotes and establishes mental order and is beneficial to the child.

More information about Montessori education:

http://montessorimadmen.com

http://www.youtube.com/watch?v=zQl-7Lmm4hE (Superwoman was already here)

www.montessoriforeveryone.com www.montessori.org

www.montessori-science.org www.amshq.org

http://mariamontessori.com/mm/

Filed Under: Parenting Tips, Uncategorized

Carseat/Booster Seat Safety

October 1, 2017 By Administrator

Use the Right Kind of Car Seat or Booster Seat and Use it Correctly

Be sure you have the correct size and type of car seat for your child and that it is secured firmly in your car using a seatbelt or latch system.  Also be sure that the straps in your child’s car seat are set so that when loaded into it they are always securely strapped in with all parts clicked in and fastened snugly. (For instance, you shouldn’t be able to fit more than one finger under the strap of a five-point harness.) Remember to set a good example by always wearing your own seatbelt and requiring everyone in your vehicle to be properly strapped in.  Be sure to remove bulky coats before strapping a child into a car seat that uses a 5-point harness.

Please be aware that our teachers and supporting staff need your help and support to ensure your child is safely strapped in.  Thank you for your cooperation and understanding as we help you and your child to be safely on your way at pickup time. Please review this flyer, which details the current laws about car seats: The-Right-Seat-English-2010

  • Restraints must be installed correctly (according to car seat and vehicle instructions).
  • Kids 8-12 years up to 4 feet 9 inches tall must ride in appropriate child restraints (eg. car seat, booster seat).
  • Infants and toddlers under age 2 should ride in rear-facing car seats.
  • When children use the seat belt they must wear it correctly (never under the arm or behind the back) or continue to use a child restraint or booster seat.
  • Children under 13 should always ride in the back seat.
  • Cars with lap belts only are exempt from booster seat requirements.

For more information on car seat safety you may wish to visit:

  • http://www.800bucklup.org/
  • http://depts.washington.edu/booster/
  • http://www.safercar.gov/parents/Car-Seat-Finder.htm

Make sure anyone picking up your child has an appropriate car seat and knows how to secure it properly. Parents may leave a seat at the school (please label with your child’s name as many seats look alike).

The school may also have some loaner car seats available.  The driver must park and come into the school to select a car seat him/herself. (Per state law the vehicle’s driver accepts full responsibility for the selection of an appropriate car seat and for ensuring all children under the age of 16 are properly secured.) Please return any loaner seats the next day. Notify the school if a school loaner car seat has been involved in any type of collision so that it can be disposed of.  Thank you.

Filed Under: Parenting Tips, Uncategorized

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