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 our 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 biking trails and parks very close by, such as Farrel McWhirter, Grasslawn, Anderson, Perrigo, 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/

 

Practical Life and Sensorial Activities in a Montessori 3-6 Classroom Are Foundational for Math.

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. 

 

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)

WA State Public School Kindergarten Readiness checklist

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

www.montessori-science.org

www.amshq.org

 

If you are interested in learning more about Montessori education, you may wish to check out one or more of the following books:

• Montessori’s Own Handbook by Dr. Maria Montessori
• The Child in the Family by Dr. Maria Montessori
• The Absorbent Mind by Dr. Maria Montessori
• The Science Behind the Genius by Angeline Stoll Lillard
• Montessori: A Modern Approach by Paula Polk Lillard
• Montessori Today: A Comprehensive Approach to Education from Birth to Adulthood by Paula Polk Lillard
• Montessori and Your Child: A Primer for Parents by Terry Malloy
• At Home with Montessori by Patricia Oriti
• Education and Peace by Dr. Maria Montessori
• From Childhood to Adolescence: Including Erkinder and the Function of the University by Dr. Maria Montessori
• The Secret of Childhood by Dr. Maria Montessori
• To Educate the Human Potential by Dr. Maria Montessori
• Montessori Play and Learn: A Parent’s Guide to Purposeful Play from Two to Six by Lesley Britton
• Montessori Madness! A Parent to Parent Argument for Montessori Education by Tevor Eissler
• Understanding Montessori: A Guide for Parents by Maren and Dana Schmidt

You may also wish to peruse the following websites that contain a wealth of information about Montessori education:

• https://amshq.org/Family-Resources
• montessorimadness.com
• montessoriforeveryone.com
• montessori.org
• montessori-science.org
• www.amshq.org
• www.mariamontessori.com

We have found the following books on brain research and learning to be excellent resources for parents and educators alike:

•  Zero to Five: 70 Essential Parenting Tips Based on Science by Tracy Cutchlow
•  Your Fantastic Elastic Brain by JoAnn Deak, PhD
•  What’s Going On in There? How the Brain and Mind Develop in the First Five Years of Life by Lise Eliot PhD
•  Pink Brain, Blue Brain: How Small Difference Grow into Troublesome Gaps – and What We Can Do About It by Jane M. Healy, PhD
•  Your Child’s Growing Mind – A Practical Guide to Learning and Brain Development from Birth to Adolescence by Jane M. Healy, PhD
•  Different Learners – Identifying, Preventing and Treating Your Child’s Learning Problems by Jane M. Healy, PhD
•  Endangered Minds – Why Children Don’t Think – And What We Can Do About It by Jane M. Healy, PhD
•  Failure to Connect – How Computers Affect Our Children’s Minds – And What We Can Do About It by Jane M. Healy, PhD

With summer right around the corner and beautiful blue skies tempting us out you may be thinking of exploring what our community has to offer.  There are plenty of fun adventures just waiting to be had right in our area.  No formal vacation plans required!

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.

Please let us know if you have something else to add or any feedback about any of these ideas.

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

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

Beach Days — Golden Gardens/Ballard, Alki Beach/West Seattle, Seahurst Park/Burien or Jetty Island/Everett all offer a local sandy beach experience! Idylwood Park on Lake Sammamish, and Juanita, Houghton, or Medina Beach Park on Lake Washington offer lake swimming and water play.

Bellevue Art Museum: www.bellevuearts.org

Bellevue Parks: https://parks.bellevuewa.gov/parks-and-trails/parks/bellevue-downtown-park

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

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

Crystal Mountain (hiking and gondola ride): www.crystalmountainresort.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 – Thomas the Train event (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 (Artlington): www.outbackkangaroofarm.com

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

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

Remlinger Farms – U-pick, Farm Animals and some small rides.  www.remlingerfarms.com

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

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.

Enjoy!

 

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.