Co-sleeping and Montessori are not necessarily related, but the truth is that many families who practise co-sleeping are interested in Montessori, and the other way round.
This topic is quite personal and each family has to choose the option that best suits their situation.
In my opinion and in my experience the co-sleeping can fit perfectly with the Montessori philosophy if we consider two things: respect and independence.
We have to try to respect the needs and preferences of all family members.
In general, babies and children tend to like sleeping with their parents but we cannot take it for granted, it is always good to ask instead of imposing.
In the case of adults, if it is a couple and both agree to co-sleeping...that is great…. but if one of them is not satisfied, it is important to talk about it and reach an agreement.
Montessori gives great importance to the independence of children. In the ages between 0 to 6 years old this independence translates into independence on a physical level.
If we are co-sleeping it is important to take into account some details, for example:
can the child get in and out of bed without help?
This is where the famous floor bed comes into play, which is placed on the floor to allow that independence .
The best option for this will be to set up a large floor bed at least until children can safely get on and off a higher bed.
If this is not an option, we can always set up a normal height bed, but we can adapt it to make it easier for children to access the bed, for example, by adding some type of step.
When asked: CO SLEEPING ... UNTIL WHEN?
I personally don't think there is a "due date" or an "age limit" for this situation. If we go back to the base of everything, which is respect, the ideal is to do it while we all agree.
The time to make the transition can be done in many ways, but for me the most important thing to consider is:
Now the question is: Once the transition to their room is mastered…..what type of bed is ideal for my child?
If we believe in the Montessori philosophy, it is logical that we ask ourselves if we want a COT with bars, since they are designed so that the adult can rest in peace knowing that the baby is not going to move from there.
Choosing this cot with bars or a bed on the floor does not make us better or worse parents. It is important to assess whether as parents we feel comfortable with them and keep in mind that parenting is much (much) more than the choice of a bed.
From what age can they sleep in a Montessori bed?
I can´t stop repeating that each child is different. If you want to try, they can start using Montessori beds at an early age and only for naps. And to feel completely comfortable, you can reinforce safety by surrounding the mattress with cushions. And in case the baby turns and falls, the cushions will catch the baby before he falls. As the child grows, they can adapt the bed to their needs but still respecting the first rule: that they can access and get off the bed by themselves.
I hope that all these tips have been useful! and I can't wait to share more about what I've learnt during my teaching journey.
]]>Due to the COVID crisis, during 2020, many educational institutions closed. So, it occurred to us to set up a workshop in which children could gradually reconnect with the outside and with other children.
This is how MONTESSORI SUMMER CAMP was born: an outdoor workshop divided into four stations.
To start with,the SENSORIAL station.
The main character of the sensorial station was the sensorial table. The table was divided into different containers with mud, water and soap and dry wipes.
Next to the table, on the floor, there was a farm game with all the animals toys that belong to the farm . Next to the table, there are other sensorial containers but placed on the floor so that younger children can easily access them. Those drawers contain sand, soap and water, and ocean animals.
The second station, the ART station.
Composed of a whote canvas, white paper sheets, letter format sheets, hand paint, colored paper, glue sticks, brushes, colored crayons, etc. The Montessori guide proposes different options but the child is free to choose how to express using artistic tools.
The third station, the gardening station.
Children had the opportunity to build their own pots using a wooden “pot-maker” and newspaper. Apart from enjoying building something with their hands, they also practised and exercised fine motor skills. They filled the paper pots with soil, buried different types of seeds and sprayed them with water using a hand sprayer. Through this process, they learn about flowers, organic food, and how to care for a plant after planting it.
The fourth station, the music station.
The children were responsible for bringing an empty plastic bottle to the workshop. The idea was not only to make a music instrument but also learn about recycling and reusing everyday items. They could choose from three types of seeds (or use all of them) to fill up the bottle and experience what it sounds like depending on the size, quantity and type of filling. Moreover, children had access to other musical instruments so they could explore and feel different types of rhythms and melodies. The montessori guide was in charge of making music with his own instrument and the children were free to join in with their own.
The Summer Camp experience was a great start to the European summer, it was very gratifying to see the children enjoying the outdoors in the company of old or new friends. Many of them were shy due to the “setback” they experienced after being locked up for so many days.
Each station provided them with interesting work that not only amused them but also taught them many new skills and practiced others that they had been working on for a long time.
]]>Maria Montessori was an Italian doctor born in 1870 who leaned her career towards education. He developed an encouraging and stimulating program in which children could learn the skills they needed to eventually become responsible, independent, productive, and care for their community and environment.
What is the Montessori method?
The Montessori method is a scientific method developed by Maria Montessori that is characterized by providing a prepared environment.
The environment is organized ,attractive, simple, real, where each element has a reason for being in that exact place.
The prepared environment offers the child opportunities to engage in interesting activities, freely chosen, where long periods of concentration are achieved.
Freedom develops within clear limits, and this allows children to live in harmony and to respect and look after their community and their planet.
Children work with specific materials that were scientifically designed, which provide them the keys to explore our world and develop basic cognitive abilities.
The adult is an observer and a guide: The adult helps and stimulates the child and this allows children to act and think by themselves.
This helps them to develop confidence and inner discipline.
What is the goal of the Montessori method?
The objective of the method is to enhance the child’s physical, intellectual and emotional development through the combination of certain factors such as: the prepared environment, the role of the adult and the child’s wisdom.
The child learns by himself according to a natural process, as long as he is in a conducive environment and accompanied by an educator who encourages, respects and adapts to him.
Why do we Montessori at home?
The idea of considering the child as an “absorbing mind” and not just as a small human body that eats, cries and defecates is what I believe could save the next generations and lead them to a better understanding of the world, and thus be able to contribute to a better place in which its inhabitants are more aware and contribute to world peace and caring for the environment.
The Montessori method is not only applied from the use of furniture or materials but it is a choice of a lifestyle.
The philosophy of the method starts from how we choose to communicate with children, what we choose to expose them to, and how aware we are that children learn from everything around them.
Taking this into account and adapting the spaces at home to transform them into prepared environments, we can take advantage of the time that children spend at home to empower and accompany them at each stage of their development.
Education going through a crisis. All over the world, we lament the mismatch between the products of the system and the needs of society.
The will of parents, the experience of teachers, the interest of politics, and the work of researchers, nothing seems to work.
What if the question was simply poorly posed?
It is no longer about filling an empty head but about helping children develop and empower their talents, adapt to a changing world, and fulfill themselves in a positive relationship with others.
]]>The kitchen is a space where you can carry out many activities that support the development of children. These activities not only teach them, but also relax and entertain them.
Despite this, the kitchen is considered an environment full of dangers where there are fragile, sharp and intimidating elements such as fire.
Through Montessori at Home, I want to teach you how to turn the kitchen into a place where the child can safely explore, practice independence and also keep each other company and spend time together.
To achieve this, I recommend incorporating a Montessori learning tower.
The Montessori tower is a piece of furniture that makes it easier for the child to access the kitchen furniture.
When they climb the tower, they are at the same height as the adult, and in this way they can participate in household chores such as cooking or washing dishes.
But what differentiates the tower from other furniture is that its design makes the child safe, without danger of falling.
I get asked a lot…
From what age is the Montessori tower recommended?
I recommend the tower since the child can stand up on his own. Children don’t have to be experts at walking, they just need to be able to stand upright. To get on, they just need to climb the steps and that is something they already know.
The Montessori tower is a great addition to your home routine. Before lunchtime, we can invite the child to climb the tower and be part of the food preparation process. In this way, they will be practicing independence and will have the opportunity of taking responsibility for their own actions, for example, washing the dishes after they finish the activity.
Needless to say, by incorporating the tower into our daily routine, we are gaining quality time with our children. They can keep us company while we do things in the kitchen, we can help them feel like they are contributing to the household chores or they can just practice their everyday activities.
]]>Vocabulary cards are a recurring material in many schools and many homes. They help children pronounce their first words by visualizing and repeating a concept. Also, they help to incorporate new words to their vocabulary, increasing their word options when putting together their first sentences. Montessori Homeschool vocabulary cards are available in multiple languages, therefore their function is also to stimulate children’s first words in a secondary language.
But in Montessori Homeschool we go beyond repetition and memorization and we incorporate the flash cards in activities with association of concepts. For example, the child holds an orange as he seeks to associate it to the card with the orange illustration.
Keeping in mind the philosophy of the Montessori method, the Montessori Homeschool vocabulary cards are illustrated with real elements to help the child incorporate concepts from their everyday environment.
It is important that they understand and acknowledge the world they are a part of to help them adapt naturally and consciously.
Going deeper into this topic, you will find many theories which suggest that it is not ideal to stimulate language through repetition. Despite this, I must clarify that I have used them with repetition but only as a first step when presenting the activity. Not only do I use the letters as a “memory test” but I also incorporate them into different Montessori activities.
To make it better understood, here are three examples of how to take advantage of the Montessori vocabulary cards.
1)To identify concepts.
From the presentation of each card and the pronunciation of the name of the object / concept aloud.
First we present all the cards to the child, then we repeat it again saying
“This is ……”, for example, “This is a pencil”.
And finally, the third time, we will repeat each card again but asking the child, Where is the pencil? If the answer is not correct, we do not correct it but we re-ask.
If the child keeps on giving the wrong answer, let’s let it slide; it means that the child still has to review all the concepts and practice until he is ready to say them well.
2)To identify and match concepts.
To present this activity, it is necessary to organize a work table with the following elements: vocabulary cards and a basket with objects that represent the concepts illustrated in the cards.
The adult must present each letter and object to the child. Then the child will name them and then have to match them. Each card corresponds to an object.
3)Incorporate another language.
As I developed my career in Australia, I had the opportunity to work with many families interested in having their children learn another language from a young age. Montessori Homeschool vocabulary cards help the child to become familiar with words in a new language.
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