MONTESSORI - VISIT TO WA- ORA - Montessori NZ
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MONTESSORI
N
EDUCATIOPAYS A
MINISTE R - RA
TO WA O
VISIT
FREEDOM AND RESPONSIBILITY
IN A MONTESSORI CLASSROOM
CURIOSITY IN LIFE
EARTH FRIENDLY
SPRING ACTIVITIES
ISSUE 91 SEPTEMBER 2018
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2 Montessori Voices SEPTEMBER 2018
CONTENTS
Contents 4 Editor’s Note
5 Quote of the Issue
6 INFOCUS: Education Minister pays a visit
- Ora
to Wa
8 Explained
The Work of Wool – A Montessori
Handwork Album
InFocus 10 At School
Building community
Freedom and responsibility in a
Montessori classroom
The Remakery – Refuge Project
18 At Home
Hanging around
Curiosity in life
Earth friendly spring activities
6
23 Community
Matariki at Inspiring Minds Montessori Preschool
The realisation of a vision for the Courtyard
Montessori Preschool
Pyjama day: Teaching children about giving
26 Newsboard
Marshwood Montessori celebrates Chinese
New Year and Lantern Festival
27 Situations Vacant
27 References
10 20 28
30
Contributors & Columnists
MANZ Member School Listing
Front cover photo supplied by Wa- Ora Montessori EDITOR: Cathy Wilson. Email: eo@montessori.org.nz Copy Deadlines 2018
School, Wellington, New Zealand. ADVERTISING: Cathy Wilson ISSUE 92 DECEMBER 2018 (12 OCT)
PHOTOS Email: eo@montessori.org.nz
ISSUE 93 APRIL 2019 (13 FEB)
Montessori Voices needs your photos of Montessori Phone: 027 448 5525
infants, children, students, teachers and families. Contact Cathy for the Montessori Voices display ISSUE 94 JULY 2019 (1 MAY)
We would love your photo to be in the next issue or advertising rates for 2017. Classified adverts $1.60 pw. ISSUE 95 SEPTEMBER 2019 (23 JULY)
selected for the cover! Photos need to be 300dpi. MANZ member school discount rate is 70 cents pw.
Please supply the original file from the camera. DESIGN: Hothouse Creative, Nelson
A 3+ megapixel camera is suitable to use.
Advertising Deadlines 2018
PRINTER: Spectrum Print, Christchurch ISSUE 92 DECEMBER 2018 (1 NOV)
MONTESSORI VOICES
Montessori makes the difference. Montessori Voices is The opinions expressed in Montessori Voices are those ISSUE 93 APRIL 2019 (21 FEB)
provided to all wha-nau (families) attending Montessori of contributors and not necessarily those of MANZ.
ISSUE 94 JULY 2019 (22 MAY)
centres and schools that are members of Montessori All materials may be reproduced only with the prior
Aotearoa New Zealand. The magazine is posted to written consent of MANZ. To MANZ’s knowledge all ISSUE 95 SEPTEMBER 2019 (1 AUG)
Montessori professionals and organisations that are information is correct at publication date.
members of Montessori Aotearoa New Zealand and also POSTAL ADDRESS: Montessori Aotearoa
subscribers in the rest of the world. For international New Zealand, PO Box 31461, Lower Hutt 5040
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CIRCULATION: 5,000
WEB: www.montessori.org.nz
PUBLISHER: Montessori Aotearoa New Zealand
Montessori Voices SEPTEMBER 2018 3
EDITOR’S NOTE
Editor’s note
Kia ora,
Our MANZ Conference 2018 has now been and gone and it was
fabulous. We had awesome speakers and a tremendous venue at Napier
Convention Centre with the Pacific Ocean as a backdrop. We even had a
family pod of Orca whales (mum, dad and two calves) swim past during
the first lunch with the dad playing in the surf! If you are interested
in reading reflections from MANZ Council and a few from kaiako on
different workshops attended, visit the MANZ Facebook page.
The InFocus article in this issue of Montessori Voices features Minister
Hipkins visiting Wa- Ora Montessori School. This visit took five months to
arrange and was the first time the Minister had visited a Montessori early
childhood centre and school. I offered the Minister a copy of the latest
issue of Montessori Voices and he now receives a quarterly issue of it.
Stay warm!!
Cathy Wilson
EDITOR & EXECUTIVE OFFICER
MONTESSORI AOTEAROA NEW ZEALAND
Our Cover Photo
The cover photo for this issue is from Minister Hipkins’ visit
to Wa- Ora Montessori School. In the photo a primary boy is
discussing with the Minister and MANZ Executive Officer
how the Checker Board material works.
Wellington, New Zealand.
4 Montessori Voices SEPTEMBER 2018
QUOTE OF THE ISSUE
Quote of the issue
HOW ARE DR MONTESSORI’S
WORDS RELEVANT TODAY?
Independence, in the case of the
adolescents, has to be acquired
on a different plane, for theirs
is the economic independence
in the field of society. Here, too,
the principle of “Help me to do it
alone!” ought to be applied.
MONTESSORI, M. (1994). FROM CHILDHOOD TO ADOLESCENCE. P 67.
Dr Montessori’s view of the child as a need for them to be independent. their needs and approach vary for
a person came at time when children Independence will look different at each stage, the principle of ‘help me
were encouraged to be seen and not different stages, and it can only be to help myself’ doesn’t change.
heard. Referred to as ‘it,’ the infant achieved by letting the child do things This, Dr Montessori calls, “serving
was treated as a helpless creature in on their own. the spirit” (The Absorbent Mind, p257).
need of help from adults, twos were
At 0 – 6, the infant needs independence This resonates with me as a Montessori
terrible, and the rod was never spared
of movement, opportunities to develop parent and teacher. I have dealt with
for the older children. Dr Montessori
eye hand coordination and balance, all these stages and want to keep this
recognised the child and young adult’s
to name a few. A toddler is learning quote in my mind at all times to show
need to become independent and the
to be independent in self-care and full respect to the person I am dealing
yearning and potential of children
care of environment which is then with. This enables me to look at the
to be seen and heard as intelligent
carried through to 3 – 6 where along baby, toddler, young child or the young
human beings.
with these skills, other areas come adult as a person with full potential in
This quote by Dr Montessori is such into play. Between 6 and 12 the child my role just as a Guide.
a strong and a consistent reminder is learning to orient his/herself into
Mamira Ali, Montessori House of
for us as Montessori teachers and society. 12 – 18 is the turbulent period
Children, Hamilton, New Zealand.
parents. It is important to note that which Montessori likened to 0 – 3 when
while the child goes through different a young adult is going through both
stages of physical, mental and physical and mental maturity. Read about Mamira on page 28.
emotional development, there is still While these planes of development,
Montessori Voices SEPTEMBER 2018 5
INFOCUS
Education Minister
pays a visit to Wa- Ora
RELDA HERMANN WRITES OF THE RECENT VISIT OF EDUCATION MINISTER
- ORA MONTESSORI SCHOOL, NAENAE, LOWER HUTT.
CHRIS HIPKINS TO WA
The Minister of Education, Chris Hipkins and from reading the Minister’s Minister Hipkins’ first visit to Wa- Ora
paid a visit to Wa- Ora Montessori in website, it seems that this is also what and any Montessori school.
Naenae, Lower Hutt in June to get he wants for New Zealand children.
As a school providing education from
hands-on with the Montessori method
Wa- Ora is located within the 18 months to 18 years, Wa- Ora was
of education in New Zealand.
Minister’s electorate, just down the able to provide him with an experience
When you read about the Hon. Chris road from the primary school he of all three sectors (preschool, primary
Hipkins on the Labour party website attended as a boy. Although he still and high school) and showcase
and his passionate belief “that lives in the Hutt Valley, this was Montessori in Aotearoa.
every New Zealander deserves the
opportunity to reach their full potential
Montessori education is commonly referred
in life,” similarities with the Montessori
philosophy are plainly evident.
to as holistic and seeking to maximise the child’s
Montessori education is commonly potential, and from reading the Minister’s website,
referred to as holistic and seeking it seems that this is also what he wants for
to maximise the child’s potential, New Zealand children.”
6 Montessori Voices SEPTEMBER 2018
INFOCUS
Minister Hipkins, together with his that occurs in a pre-schooler between
Electorate Agent Janette Granville, 3 and 5-years old. They could watch a
met with Wa- Ora Principal Ava recently started 3-year old, working to
Szabo and MANZ Executive Officer master one of the dressing frames in
Cathy Wilson. The main focus of the the practical life area, in stark contrast
discussion was to share a little of the to a 5-year-old nearby working on the
background to Montessori, as well as 4-Bead Chain.
some basic philosophy; introducing
While visiting one of the primary
some of the essential elements of
classes, the Minister was lucky
Montessori education also helped
enough to receive a lesson on the
to provide a context for what the
Checkerboard from a student! He was
Minister later saw on his visit around
very interested in why we transition
the classrooms.
He was very interested in why we transition
children from preschool to primary at 6-years
old, which provided an opportunity to talk
about readiness being more developmentally-
related than aligned to chronological age.”
Following their discussion, the group children from preschool to primary
took a tour of the school, visiting at 6-years old, which provided an
classes in the preschool, primary and opportunity to talk about readiness
high schools. The minister was able being more developmentally-related
ability to follow the students’ areas
to quickly gain an overview of what than aligned to chronological age.
of interest, whilst still meeting the
Montessori education looks like at all
Minister Hipkins’ fascination with New Zealand curriculum. The way
ages and stages, the similarities between
the high school and its workings in which it is possible to integrate
the different sectors and also the ways
was evident. Discussion about Montessori philosophy within the
in which the programme is modified
micro-economy and the real world current high school qualification
to take account of the changing
experiences that students have from framework, giving students broad
developmental needs of a-konga.
barista training or selling at local experiences and the chance to pursue
In the preschool, the visitors were fairs, helped illustrate the experiential their interests beyond school, was
able to witness the huge development nature of the senior programme and its viewed very positively by the Minister.
At the conclusion of Minister
Hipkins’ visit he was certainly
more informed about Montessori.
Having the opportunity to
observe students in their learning
environments allowed him a genuine
insight into the workings and benefits
of the Montessori philosophy as a
valid offering on today’s educational
spectrum, not to mention elevating
the profile of Montessori within the
Ministry of Education.
His take-away copy of Montessori
Voices will certainly provide the
Minister with further information
and food for thought!
Read about Relda on page 28.
Montessori Voices SEPTEMBER 2018 7
EXPLAINED
The Work of Wool –
A Montessori Handwork Album
CAROL PALMER, WELLINGTON, DESCRIBES THE
JOURNEY SHE HAS TAKEN IN DEVELOPING A
NEW MONTESSORI TRAINING ALBUM.
You may have heard Montessori a thread that was then woven or knit, by unseen machines, most people do
teachers referring to their albums. and then cut and sewn. not have to spin, weave, knit or crochet
These are the collections of lesson out of necessity and the connection
Not only would this knowledge give
plans that we put together during our with our ancestors that these crafts
them a connection to their textiles but
training, which serve as our curriculum once fostered is becoming lost.
also a natural sense of gratitude.
documents throughout our careers.
When children realise how many Handwork is the thread that connects
We have albums for every subject from
people have had a hand in the work of all human beings on every part of the
maths, to biology, to music. What we
creating their clothing, their clothes are planet and at every point of history;
do not have, is an album for handwork
no longer something that just appear the lack of a handwork album has
– or handcrafts – the traditional skills
in the shops – they have a history. always felt to me to be a hole in the
and crafts that are the cornerstones of
As most of our textiles are now created Montessori curriculum.
human culture.
One of the key aims of Montessori
education is to connect children
to nature and give them an
understanding of their environment.
When they have this, wherever they
find themselves in the world, they will
know something of their surroundings.
For example, Montessori-educated
children can look at a plant’s foliage
and know the shape and size of its
root system; they can look at the
mountains around them and know
whether they were formed by tectonic
plate movement or volcanic activity –
these understandings help them feel
grounded in the Earth.
But what about their connection to
the human aspect of the Earth – the
culture of people, what Dr Montessori
called ‘Supranatura’? What if children
could understand something about
their surroundings, just by looking at
their textiles? They would know that
the clothes they wear, and all of the
textiles around them were made from
the fibres of a plant or animal that had
been gathered or shorn, and spun into
8 Montessori Voices SEPTEMBER 2018
EXPLAINED
So, with the support of MANZ, through
the Binda Goldsbrough Research
Fund, and Wa- Ora Montessori School,
I set about to create a Montessori
handwork album for the international
Montessori community. Three years
of researching, consulting, testing and
revising later, I completed the first
section of this Album. The Work of
Wool – A Montessori Handwork Album
was published with much fanfare and
joy on 29 June 2018.
In New Zealand, publishers are
required by law to submit two copies of
every book they publish to the National
Library. One is placed in the National
Archive and the other goes into the
library system for people to read. Books
may be submitted by mail or in person.
of handwork and sharing stories of
As the children in my class had put so Handwork is the
the crafts they used to do as children.
much work into the book along with thread that connects all It was a wonderful community event.
me, we decided we would all go to
human beings on every The library staff were amazed by the
submit our copies in person.
part of the planet and high turnout and had to rush about,
When I rang the National Archive to at every point of moving shelves and finding extra
ask if it was acceptable for so many
history; the lack of a chairs – they hadn’t experienced
people to attend the submission the strength of a Montessori
ceremony, the archivist told me this
Handwork Album has
community before!
had happened only once before in her always felt to me to be
whole 29-year career, when another a hole in the Montessori Since publishing, the international
response to my handwork album has
teacher brought her class to submit her curriculum.”
been huge. I have received orders
book and guess where they were from?
from all over the world and been
Yep – a Montessori School.
for the official book launch in the local invited to present workshops in several
They were so happy about us coming library that night. The Library Launch countries. The Montessori community
that they arranged a tour of the was truly a celebration of everything are more than ready to integrate this
underground archives for us before that has gone into the Album’s missing curriculum area and pass on
the submission ceremony. This was creation over the last few years. the heritage of our ancestors to the
a huge privilege as members of the Yahvi, one of my students, introduced next generation. I have high hopes
public are not normally allowed into me with her natural pizzazz, and I for a handwork revolution!
the basement archives. When we took some time to talk about what
arrived they led us down several the Album was, and thank those who
flights of narrow stair into the ‘bunker’ have supported me along the way. Read about Carol on page 28.
where the national treasure trove Freya, my lovely daughter, sat proudly
of books is housed. We got to watch at her stall, selling books alongside her
as mechanised boxes travelled along loving grandmother. Renee, one of the
train tracks mounted to the ceiling, parents from my class, brought a huge
retrieving and returning books for the basket of home baking and another If you would like to read more
library users above. It was fascinating! set out drinks for everyone. Children about why handwork is such
Several of the children declared they from my class – past and present – an essential part of Montessori
would like to live down there! brought along handwork and invited education, or find more details
people to have a go. of the album, please visit
After the submission we had a pretty
www.montessorihandwork.com.
fast turnaround to get the children Members of the community stood
back to school and everything in place around chatting – discussing the value
Montessori Voices SEPTEMBER 2018 9
AT SCHOOL
Building
community
CARLI HAUSLER,
AUCKLAND, DISCUSSES
THE IMPORTANCE
OF ENCOURAGING
RESPONSIBILITY
AND COMMUNITY IN
THE UNDER 3 YEAR
ENVIRONMENT.
Have you ever noticed that many
Montessori environments for walking
children aged under three use the
word ‘community’ in their title: Infant
Community, Toddler Community, Young
Children’s Community. Whatever the
title of the environment they share the
intention is to build community.
We can define community as a
We had a newly arrived 14-month- to make when we prepare our
‘unified body of individuals’ and
old child, who was now well settled environments in how far we want to
Mario Montessori Jr wrote of his
into the environment. He had up until take this empowerment of the child
grandmother’s work that “...human
now been wearing a bib at meals but to develop and follow her will and to
development is the result of an
today finger food was on the menu contribute to group life.
unconscious creative activity of the
so we adults had decided a bib wasn’t
individual, and that this process is Using the above example, we can
necessary. As we began eating the
possible only in association with others.” consider the necessary elements
meal, one of our two and a half year
required to make this moment possible.
Dr Montessori spoke throughout her old children suddenly stood up from
We had a child-accessible linen
works of education being an aid to the table. I only just managed to refrain
cupboard and the children took an
life that should begin at birth. The from saying “We sit at the table to eat”
active role in laundry procedures, so
education she was speaking of was and instead observed as she went to
this child knew where a bib could be
that which would assist the child in the linen cupboard, retrieved a bib and
found. Children were actively involved
adaptation to her time and place, to brought it to the table, then informing
in the running of our programme,
learn the language, culture and become the other child he needed a bib she
part of this community in which she helped him put it on. With her external
finds herself. order restored she sat back down to eat
her own meal.
Human development
Anyone spending time with a child is the result of an
I believe it is in these moments that
under three can endlessly find unconscious creative
moments over which to marvel; in an we feel our work is truly worthwhile
when our youngest children can
activity of the individual,
established infant community these
moments are amplified tremendously. act in the service of others while and that this process is
One of my favourite stories to tell is simultaneously working to build possible only in
how we sat down for lunch one day. themselves. We adults have choices association with others.”
10 Montessori Voices SEPTEMBER 2018AT SCHOOL
from food preparation to setting what a solution might be, she possessed We can only aspire to the graciousness
the table, loading and unloading the the confidence and self-esteem to act of a two-and-a-half-year-old who is
dishwasher to washing the windows, on her logic without needing to be told empowered and confident of her place in
so this child was well practised what to do from an adult or wait for the world. And as we go about preparing
in making contributions to the approval before acting. all of the elements in our environments,
community. Our freezer was accessible let us keep this idea of building
In describing this moment in such
to the children so bumps could be community at the very forefront.
detail, it is all too easy to understand
attended to by any child fast enough
Dr Montessori’s vision of the child as
to get to the ice pack first, so this child
a hope and promise for the future. Read about Carli on page 29.
had plenty of experience of caring for
her peers.
Adults endlessly work with children
to develop vocabulary with conscious
attention given to the consideration of
how others might feel or be affected by
what is going on, this child possessed
the communication skills to let the
other child know what was going to
happen before offering her assistance.
Children are involved in active
problem solving and conflict resolution
processes, they are empowered to say
“no” and make their own choices.
They are acknowledged and thanked
for the contributions they make and
their kindnesses to others.
This child had the possibility to notice
something wasn’t quite ‘right,’ she could
independently, logically think through
Photos provided by the Bambini Community at Montessori Children’s House Wanaka
Montessori Voices SEPTEMBER 2018 11AT SCHOOL
Freedom and responsibility
in a Montessori classroom
WE HAVE ALL HEARD THE TERM ‘FREEDOM AND RESPONSIBILITY’ IN RELATION
TO MONTESSORI. IN THIS ARTICLE TESNEEM COUPER, MONTESSORI @
HOWICK PRIMARY AUCKLAND, DISCUSSES WHAT THIS ACTUALLY MEANS
AND HOW IT IS CREATED IN THE MONTESSORI PRIMARY CLASS.
The thought of being free, moving So what do I mean by freedom in Where does responsibility come into it?
around and chatting in school is the classroom? A host of questions Sounds great! How do I sign up?
one that appeals to many parents – instantly spring to mind, don’t they?
We can’t very well ask Maria
especially since it is not what most
Who knows? Do the children do Montessori what precisely she meant,
people experienced while growing
whatever they want, whenever they so a quick Google search of the word
up. The image of a classroom, with
want and however they want? Who ‘freedom’ yields:
desks all arranged in orderly rows
decides what they should be doing – the
with the teacher at the front is a 1. The power or right to act, speak,
adult or the child? How do you make
familiar picture. Thankfully, this is or think as one wants.
sure they’re covering all elements of the
no longer the case – definitely not in
Montessori or New Zealand Curriculum? 2. The state of not being imprisoned
a Montessori environment and not in
How do the teachers keep track? or enslaved.1
most mainstream classes either.
12 Montessori Voices SEPTEMBER 2018 See page 27 for references.AT SCHOOL
At the end of my first article, I briefly The students are able to direct their to classroom practice. In Nigel Latta’s
mentioned the three elements that learning, the pace of their learning and book, Politically Incorrect Parenting he
are requirements for any Montessori the majority of the content of their talks about setting limits for children,
classroom: the prepared environment, learning, with minimal interference which he calls ‘fences.’
the prepared teacher and freedom from the teacher and using the
“Kids need fences. Make rules, set limits,
with responsibility.2 Freedom and curriculum as a check and a guide.
and stick to them as hard as you can. It is
responsibility are nurtured within Some may query how this can work,
in the nature of children to move forward
the Montessori classroom through when there are Montessori classrooms
until they come up against a fence. Some
the prepared environment and within state schools in New Zealand,
kids need only to know that the fence is
prepared adult. and as such have to show coverage
there, others need to bang into it several
of the New Zealand Curriculum.
Freedom with responsibility is a times, but all of them need it.
The reality remains that society and
lofty goal for children – but not
the government expect our children to “A world without fences is a dangerous and
only is it possible, it is necessary
know certain things – so if we are not frightening place for a little person. Fences
for a Montessori classroom to
offering these things to children, say ‘You can go this far, but no further.’
function effectively.
Fences keep you safe and secure. Fences
help you figure out where your place is.
We do not tell them what to think or how to Fences keep out the bad stuff as well.” 3
think – we give them the tools to make their own Those ‘fences’ are what keeps the
judgements, reflections and decisions.” classroom functioning – like any
other society. In any workplace, group
or community, there is an agreed
First, we need to understand the to best equip them for their future
set of rules and expectations that
freedom that is available to the child in learning and schooling, we are
are written and understood. It’s no
the Montessori classroom. One of our doing them a disservice. It is our
different in the classroom. Children
goals as Montessori educators is to help responsibility as educators, to ensure
will push the limits, they need to, so
children develop the skills to become we are setting up the children for
that they can understand and judge
independent, self-motivated and self- success. In terms of specific curriculum
for themselves where the boundaries
disciplined. We do that by offering requirements, the New Zealand
lie. By having clear, consistent and fair
them the opportunity to be free. Curriculum is very broad and open
expectations from the prepared adults
The children may select their work ended, so its objectives are easily met
in the environment, the children can
and who they work with. We do by effective implementation of the
continue their most important work of
not tell them what to think or how Montessori curriculum – without
being free to construct themselves.
to think – we give them the tools heavy, teacher-directed impositions.
to make their own judgements,
We also do not dish out rewards or
reflections and decisions. We provide
punishments to the students, but
them with the freedom to move
allow them to experience the logical
through the classroom and beyond
consequences of their choices (e.g. not
the classroom, where appropriate.
finishing their project means that it is
The Montessori classroom should
not ready to show the parents at the
never be a silent one – there
community event at the end of term).
should always be children moving,
This also serves to foster their own
communicating and negotiating
intrinsic motivation and frees them
(yes, often arguing) – because they
from the necessity to have an adult’s
are given the freedom to do so.
approval and being under adult control.
(For more information and research
One of our goals as about this topic, check out Alfie Kohn’s
Montessori educators book Punished by Rewards.)
is to help children So how do we do this? We offer
develop the skills to freedom within limits. There must be
become independent, limits. In many ways, the classroom is
self-motivated and very much like a family unit and some
self-disciplined.” parenting principles can be applied
See page 27 for references. Montessori Voices SEPTEMBER 2018 13AT SCHOOL
But isn’t that imposing the adult’s will providing the children opportunities
on the children? No. to practise their social and academic
learning in different ways. We also
You don’t know, what you don’t know –
observe the children so we can
right? It’s the same with children.
understand what motivates them,
We are in the classroom to keep them
and what demotivates them.
safe, to ensure that we provide them
By working with the children and
with the ‘keys’ (lessons, presentations
their wha-nau we are able to gain a
and inspirations) to unlock the universe.
better understanding of who they
Yes, we follow the child, but we don’t
really are, so we can best serve their
follow the child off the edge of a
needs. We give them tools so they can
cliff. Maria Montessori stated during
develop a sense of community and
a celebration of the anniversary of
wha-nau in the classroom. Within any
the first Casa dei Bambini, “Anyone
successful classroom, the members
who wants to follow my method must
(students and teachers) have a
understand that he should not honor me
responsibility for themselves, their
but follow the child as his leader.”4
environment, society and the wider
community as a whole.
We can’t teach “One can speak of a true community
children how to be only when each member of the group
responsible, but we feels sufficiently free to be himself or
can help them to herself, while simultaneously restricting
develop this skill.” his or her own freedom for the sake of
adjustment to the group. It is in seeking
an optimal solution to this tension So, while constructing their own ‘social
What about responsibility?
between personal independence and being’ the children learn to put the needs
Where does that come into play?
dependence on the group that the social of many above their own individual
We can’t teach children how to be being is formed. Too much individual desires. This takes self-awareness,
responsible, but we can help them freedom leads to chaos, too much independence and the freedom to
to develop this skill. We do this uniformity, imposed by adults, leads to make mistakes in a safe environment.
by offering them presentations to impersonal conformity or to rebellion.” It is through freedom that the children
develop their love for learning and Mario Montessori, Jr.5 develop responsibility, but it is only by
being responsible that the child is able
to be free within the classroom. “To let
the child do as he likes when he has not
yet developed any powers of control is
to betray the idea of freedom.”6
Therefore, freedom and responsibility
are like yin and yang.
Yin and yang can be thought of as
complementary (rather than opposing)
forces that interact to form a dynamic
system in which the whole is greater
than the assembled parts. According to
this philosophy, everything has both yin
and yang aspects (for instance, shadow
cannot exist without light).7
Without one there can’t be the other
– and together they form the most
beautiful, balanced and inspiring whole.
Read about Tesneem on page 29.
14 Montessori Voices SEPTEMBER 2018AT SCHOOL
The Remakery
– Refuge
Project
SARAH-JANE LAMBIE
DESCRIBES HOW THE
ADOLESCENTS AT
- ORA MONTESSORI
WA
SCHOOL HAVE FOUND
A MEANINGFUL WAY
TO CONTRIBUTE TO
THEIR COMMUNITY.
From my perspective, no stage of the
journey from childhood to adulthood
is more complex and challenging than
that Dr Maria Montessori called the
third plane of development. In these
years, 12 – 15 year-old adolescents are
beginning their transition into the adult
world. Their bodies are going through
tremendous change, they are wanting
to take on more adult-like roles,
relationships and responsibilities; they
are seeking more independence; and
what their peers think, and are doing,
takes on a whole new level of influence.
The third plane of development is
also a very emotional time; a time She said: For a healthy, confident entry in the greater community... and out
when energy and passion for righting into adult society, the young person to the whole world;
the wrongs in the world, and being must feel that he [sic] can contribute in a
• empowers adolescents to know they
active in a cause, is high. By working meaningful way to the community and see
can make a difference;
alongside adolescents and supporting that value reflected back upon himself [sic].
them to participate meaningfully • encourages them out of a tendency
This is one of the main reasons
in the world outside their family to egocentricity, to see beyond
community service is an intrinsic
and peer communities, teachers themselves and further develop
part of a Montessori adolescent
are helping the adolescent towards empathy and compassion;
programme. It:
‘valorisation,’ a concept Dr Montessori • encompasses the adolescent’s
coined to mean the “internal and • meets the needs of this age group to
preference for work that requires
external validation of personality.” support big service ideas, and issues
physical activity;
• provides another opportunity for
The third plane of development is also a very adolescents to work freely and
emotional time; a time when energy and passion independently, with minimum
for righting the wrongs in the world, and being guidance and direction from the
teacher;
active in a cause, is high.”
Montessori Voices SEPTEMBER 2018 15AT SCHOOL
• helps adolescents understand
their place in society and to find
opportunities to contribute to
society;
• and it makes them feel really good
about themselves!
An example of how community service
work contributes to the development
of adolescents is happening at Wa- Ora
Montessori School in Naenae, Lower
Hutt. The Remakery – Refuge Project
is one of several service work projects
happening during community work
time in this environment.
Our story begins earlier in the year,
when I took my occupations1 group on
a field trip to The Remakery Common
Unity Aotearoa2 as part of a food waste The students started a food contributions basket
unit. The students were deeply moved into which members of the school community are
by what they saw happening there invited to donate food. When the basket is full,
and inspired by the way in which the
students deliver it to the Remakery Share Store –
coordinators have turned traditional
language, practices, and attitudes
a place where anyone in need of food can call in
associated with charitable giving, for supplies and leave with their dignity still intact.”
into something empowering and
very special; something that values, members of the Wa- Ora Montessori to eat meals to women and children
supports and grows all those involved School community are invited to when they first arrive seeking that
as equals. donate non-perishable, nourishing organisation’s support. She explained:
foods. When the basket is full, students
Back at school, the students couldn’t “As part of the rehabilitation process,
deliver it to The Remakery Share Store
stop thinking or talking about what inmates working in the prison vegetable
– a place where anyone in need of food
we had seen and learned so began gardens could be giving back to the
can call in for supplies and leave with
exploring ways in which they could community and restoring, within
their dignity still intact.
be part of this positive movement. themselves, a sense of self-worth.”
First off, the students started a food From there, some of us went back to
Interest in being involved with The
contributions basket into which The Remakery following our school visit
Remakery was still very much alive
and got talking about, and planning,
among the food waste students – even
other possibilities. Some of our students
though our unit had finished – and
with barista training could gain
had spread to others in the class. We
experience while helping out at Koha
formed a small project team and went
Coffee; others who love to sew could
back to Julia with an offer to make 60
join the sewing collective; maybe some
freezer meals for Women’s Refuge
students could go help with gardening
every fortnight.
and odd jobs during community work
time – enthusiasm and ideas were This is where micro-economy, another
flying; the possibilities seemed endless! curriculum area specific to a Montessori
adolescent programme, gets involved.
During this conversation, Julia Milne,
In this subject, students create and
founder of Common Unity Aotearoa,
manage small, profitable, businesses.
talked about wanting to develop her
Among other things, students are
idea of sharing vegetables produced by
introduced to best practice ideas such
Rimutaka Prison inmates, along with
as business-related social responsibility.
her knowledge that Women’s Refuge
At Wa- Ora Montessori School,
would love to be able to offer ready
16 Montessori Voices SEPTEMBER 2018 See page 27 for references.AT SCHOOL
adolescents explore, and practise, usually in crisis, at Women’s Refuge;
The adolescents
different ways of using a percentage of prison inmates are gardening and
the profit they make in micro-economy
involved feel proud of producing something tangibly good for
to ‘give back’ to society. what they are the wider community; the adolescents
contributing to the involved feel proud of what they are
By tapping into this practice, The
Remakery – Refuge Project team
community while they contributing to the community while
got agreement from the class to use develop skills that will they develop skills that will serve
them well in their own lives. As the
a percentage of the profit we make serve them well in
teacher privileged to be supporting
in micro-economy to purchase base their own lives.” this project, I get to experience a sense
ingredients. Combined with fresh
of meaning that enriches my spirit
produce we receive from Rimutaka
At the insistence of the students, we and my life immensely.
Prison, students make a range of
have extended our contributions to
simple, cost-effective, nourishing, The Remakery – Refuge Project team
include as-healthy-as-possible sweet
delicious, heat and eat meals for now meets regularly with Remakery
treats for lunch boxes along with
Women’s Refuge during community staff to manage the project and plan for
puddings and custard.
work time. The meals are delivered future development. Our dream is that
with recipe cards, so they can be made Although the feedback we receive from word will spread to other schools and
in the future by the recipients. Common Unity Aotearoa and Women’s they will join in. Before long Women’s
Refuge is wonderfully positive and Refuge could be receiving more meals,
Energy for this project continues to be
rewarding, the most touching aspect of more frequently, and more adolescents
strong indeed. Participating adolescents
this work – for me – comes from seeing could be experiencing the benefits
have been making and delivering meals,
the students hard at meaningful work, of participating in this meaningful
as promised, since April this year.
and keeping it real by acknowledging community work.
Generally speaking, they use plant and/
that the rewards are equally shared by
or dairy-based protein; occasionally we
all those involved: women and children
use donations of small goods meats, to
have meals on hand when they arrive, Read about Sarah-Jane on page 28.
enhance the flavour of dishes.
Children’s voices “This place (T
he Remaker
y)
ve he lp in ”
g.
is so cool. I lo
Neha, age 14
“It makes me feel
“I feel good whe
n we drop the good to know I’m
food off and w
e all know the helping someone.”
women in need
have food.” Tori, age 12
Aaria, age 13 me feel
“It makes
en I know
better wh
need are
people in
od.”
getting fo
, a g e 12
Olivia C
“The Remakery is ed
grant
amazing and it is ke for e
“W e t a e hav
f ood w
good to be helping mu c h in the
how
m e p eople
them help others.” or so that.”
and f ’s n o t like “I think it’s good to turn
Hunter, age 14 i t
world e 12
el, ag vegetables from the prison
Cash
into something well meaning.”
Alexander, age 14
Montessori Voices SEPTEMBER 2018 17AT HOME
Hanging around
PAUL SCANLAN, MERAKI MONTESSORI SCHOOL,
AUCKLAND, DISCUSSES HOW GIFTING MONKEY
BARS TO HIS ELDEST DAUGHTER IS AIDING THE
DEVELOPMENT OF MUCH MORE THAN JUST
GROSS MOTOR SKILLS.
Monkey bars. There is just something The benefits of monkey bars have been engage in activity that is purposeful.
about this very simple but effective well documented and a quick search Activity is the ability to move which
piece of equipment. I got my eldest girl on the internet can inform readers. involves both the mind, body and
a set for her sixth birthday, I wish I had I thought it would be more interesting spirit. It is both purposeful and
got them sooner. I have seen a huge to look at the Human Tendencies in meaningful. By acting and interacting
change in her and her sister ever since. relation to this simple but effective with the bars children are learning to
piece of equipment. further their own self-development.
A child’s hands are the most powerful
tool for learning. Montessori wrote in The human tendencies are predisposed
The Absorbent Mind, “the hand is the innate urges, belonging to the individual Activity is the ability
instrument of the mind… it is the work by their very nature, that make us
to move which involves
of the hand that is in direct connection interact with the environment and
with man’s soul.” find what is needed to survive and
both the mind, body
develop. Below are some of the human and spirit. It is both
With an increase in bar time I have
tendencies in relation to the bars. purposeful and
also noticed an increase in writing
time for both girls. Most of us now Firstly, exploration. Children are
meaningful. By acting
know the importance of fine motor naturally exploring this equipment; and interacting with
control particularly when it comes to they seem to be drawn to it. The child’s the bars children are
handwriting but let’s look at something curiosity is natural. The tendency to learning to further their
different in relation to the bars. explore describes how we find out about own self-development.”
the environment. Through exploration
of the bars children learn from their
One of the first things I noticed was
discoveries. Furthermore, their
that their concentration was so intense
exploration is intertwined with curiosity.
while they practised. Concentration
Children explore with activity and is seen when attention is focused on
movement and are very curious with one thing. But it is rarely sufficient to
the bars as they set new goals and accomplish something new without
explore. Curiosity is sometimes known repetition. So, their tendency to do
as the spirit of enquiry and is the the activity over and over again is
need and want to find out more or to required until perfection is achieved.
explore. As this happens the tendency This is evident looking at the blisters
to develop creative imagination kicks on their hands!
in as they find new ways to solve
The blisters on the hands makes me
problems on the bars.
think about their tendency to self-
The need to move in response to an control or their ability to decide if we
interest and this comes from a need to are happy or satisfied with our work.
18 Montessori Voices SEPTEMBER 2018 See page 27 for references.AT HOME
Sometimes the blisters say take a break I watch my girls at the park as they muscles that must develop before the
but they just have to keep practising. observe other children on the bars. finer muscles.
They watch and then imitate.
They practise over and over until each The effect on their confidence has had
This is the need to observe and follow.
goal is perfected. Repetition makes an enormous effect on their self-belief
They have imitated just long enough to
perfection possible. When there is as they concentrate, practise, persist
acquire a new skill and then have the
sufficient motivation to do an activity and build confidence. Through hard
ability to modify it and make it unique.
over and over again until it is right, work, persistence, perseverance, and
we call it repetition. Repetition simply Lastly, I love the tendency to be practise they have become children
means the act of repeating something, gregarious or the need to feel you who believe they can!
and to seek perfection we have a belong, a sense of belonging to a
tendency for repetition. group, oneness, and kinship when
thinking about the bars. This tendency Read about Paul on page 29.
This freely chosen purposeful activity
motivates us to be connected to others
also comes with the tendency to
in the environment. The bars even
perfect it. Perfection is the natural
encourage relationships with others.
desire to improve and enables us to
find satisfaction in personal growth Monkey bars are a great way for
and a desire to perfect. Perfection is children to develop gross motor skills
simply a stage which is sought on the and visual hand eye co-ordination
way to achievement. as they learn to swing from one bar
to the next. Children are developing
On the way to achievement the
their core strength and these are the
tendency to calculate is very noticeable
on the bars. They work out how much
of something is needed. This tendency The hand is the
has naturally motivated the behaviour instrument of the
of children on the bars to exceed their
mind… it is the work
current level of achievement. It helps
to adjust, refine and improve tasks and
of the hand that is
also makes it possible for the mind to in direct connection
work mathematically. with man’s soul.”
New Perpetual Calendar!
This manipulative calendar allows children to
touch the year and understand the passage of
time. It would make a wonderful addition to a
Montessori birthday celebration with a small
candle placed in the wooden bowl.
The set includes 12 coloured ‘Nins’ to represent the months
and seasons of the year; a wooden platform divided into
four sections to represent the seasons; a beech wood bowl
and two beech wood number cubes to represent the days.
www.everyeducaid.nz www.nienhuis.co.nz
Montessori Voices SEPTEMBER 2018 19AT HOME
Curiosity
in life
- ORA
SHARON UDY, WA
MONTESSORI SCHOOL,
WELLINGTON, HAS
WRITTEN THIS
DELIGHTFUL ARTICLE
OF HELPING TO
DEVELOP SKILLS FOR
LIFE IN HER TAMARIKI.
Well, it’s happened. My children but also to know where they can find bags, soap, shampoo and other goods
have reached the point where they help if needed. for children going in to foster care).
physically fight. It hasn’t happened The girls were fortunate to be helped by
I have told them that I don’t like seeing
often, and so far this has been limited a student at our High School, and they
them fight each other, and that I will
to a few pushes and maybe one of were amazed at how much was donated.
not help them if they make the choice
them hitting – no serious injuries! – but At lunchtime on PJ Fun Day, Christina
to fight. They are not enjoying the idea
nevertheless it has started and I get the looked around the primary playground
that I will not help them sort out the
feeling it may not stop any time soon. at all the students in their onesies and
issue, or help them if they get hurt, but
pyjamas and said, “Wow Mum, all
I have been working on a few different I think it is important to allow them
these people are in their pyjamas just
strategies to cope with this, and I’m to solve the problems as best they can,
because of Mischa and me!”
getting better at leaving them to work and only come to me as a last resort.
out problems for themselves. I have
tried using humour and exaggeration
(suggesting we call the police about
All students were invited to wear pyjamas,
the one who transgressed, or call an and bring a donation of money or goods for
ambulance for the one who is very a local charity (toothbrushes and toothpaste,
mildly hurt) and this has worked at pyjamas, bags, soap, shampoo and other
times. On other occasions, they have goods for children going in to foster care).”
been too upset to respond to humour
and I have suggested they take some
Of course, I also want them to be What an amazing way to experience
time apart, have a cuddle with me if
compassionate and empathetic, so we the joy of helping others and
needed, and we talk about it when they
are having more discussions about contributing to society, at such a
have calmed down.
how other people feel, and all the ways young age.
I don’t want to get involved every time in which we can help others. I was
Both Christina and Semi have been
they have problems, so I am keeping thrilled when Christina (at age six) and
participating in gymnastics this year.
in mind my long-term goals – I want her friend Mischa (five) got together
I’ve never been a gymnast, or even
them to be capable, confident and recently to organise a PJ Fun Day at
close to it, but I was very keen to get
compassionate. I want them to know school. All students were invited to
them involved in order to help develop
that they can work things out for wear pyjamas, and bring a donation
core strength and flexibility for
themselves, after all, “Every unnecessary of money or goods for a local charity
whatever sports they want to try later.
help is an obstacle to development” (toothbrushes and toothpaste, pyjamas,
20 Montessori Voices SEPTEMBER 2018AT HOME
This has been a really interesting
It has made me
experience as I watch my headstrong,
independent and very active children
wonder about whether
being told to sit still and listen to she would have this
instructions, then only work on the much curiosity about
equipment they have been allowed everything she does,
to work on. Both of them really were she not in a
had difficulty with this for the first
Montessori environment.”
few weeks!
I was actually feeling quite
been belaying – controlling the rope
embarrassed by Christina’s behaviour,
as she climbs) is listening to her talk to
as it seemed she wasn’t listening to
herself as she goes higher. She has a
the coaches a lot of the time. As I
mantra – look up, make a plan – which
was wondering if I should apologise
she repeats every few metres. She
to the coaches, or talk with her and
also occasionally looks down and tells
suggest she apologise to them, one of
herself something like “I can’t do it!” but
the coaches let me know that this is
almost always follows it immediately
totally normal and that almost all the
with something positive like, “Yes I can,
children go through this as they settle
I’ll keep trying.”
in. I was relieved to know it’s not just Fortunately, she is getting better at
my children! After lots of discussions On her third visit to the centre, she picking times that staff members are
about the importance of following was about three metres below the top not too busy before she asks, and
instructions and keeping everyone safe of the wall, and told me she wanted the staff have been very patient and
in this environment, their behaviour to come down. I asked if she was gracious with answering her questions.
has gradually improved. sure, as she was very close to the top.
She asks questions like this of the
She called down to me, “I know I’m
Christina has also started rock climbing coaches when we go to gymnastics,
close, but I want to come down. I can
recently. She is absolutely loving it, she asks staff at shops and restaurants
definitely do it next time!” and asked
and has been challenging herself to go about the premises, the goods or
me to let her down. The next time,
higher and higher each time. The most the food – it is never ending. It has
she went straight to the top without
interesting part of watching her (I have made me wonder about whether she
hesitation. She was so proud of herself
would have this much curiosity about
when she got to push the button at the
everything she does, were she not in a
top of the wall to get a photo! She came
Montessori environment. She is now
down from the wall, then immediately
six and a half, so if I had not known
said, “I’m going back up!” and climbed
about Montessori she would likely
up again for more photos.
have been in a state school for a year
One of the best parts of all of this was and a half. Would she still be as curious
that Joe and Semi were there to watch as she is? Would she have learnt
as she went to the top for the first that it’s easier not to ask too many
time. Semi was calling out to her as questions, but just to do what everyone
she went: “You’re up so high Christina! else is doing? Actually, maybe in a non-
Keep going Christina! You can do it. Go Montessori environment she would be
faster! Push the button Christina!” better at sitting still when required, but
if that is the case, I’m happy for that to
Another interesting aspect of taking
be the trade off!
Christina to the rock-climbing gym
is the questions it has brought up “We must help the child to act for himself,
for her. She has asked me, and at my will for himself, think for himself; this is
suggestion sometimes asked staff the art of those who aspire to serve the
members, who is the oldest person who spirit.” Dr Maria Montessori; Education
is still climbing? What is the record for a New World, p69.
for highest climb? What is the highest
you have climbed? What’s been your
scariest climb? And many others, too. Read about Sharon on page 29.
Montessori Voices SEPTEMBER 2018 21AT HOME
Earth friendly spring activities
SARAH BOWMAN, EVERY EDUCAID, SHARES ITEMS WHICH
ENCOURAGE FROM TAMARIKI, A LOVE OF THE GARDEN.
Spring provides the perfect opportunity The newspaper composts and becomes The Bee Friendly Wild Flower Seed
to garden and allows children to part of the soil within no time! Mix encourages birds, bees, butterflies
connect directly with the Earth! and other beneficial insects in a
The Wooden Flower Press allows
garden. The Bird, Bee & Butterfly
Every Educaid has a collection of children to collect and preserve their
Nectar can be used to supplement their
garden tools in a range of sizes that botanical finds to enjoy later as framed
diets in cooler months when there are
are perfect for small hands, as well as art or as part of a nature journal.
no fruits or flowers available.
wooden paper pot makers and wooden
Pollinators are essential to a garden
flower presses.
and with declining bee populations
The ingenious Paper Pot Maker worldwide, now is the time to plant Read about Sarah on page 29.
combines recycling and fine motor bee-friendly flowers and set up a
skills as children use old newspapers backyard bee colony! Every Educaid
to make paper plant pots. Fine motor has two specially designed bee houses “The land is where the roots are.
skills are also required to transfer soil for back yards or school gardens. The children must be taught to
to pots, plant the seeds and to keep the Both the Leafcutter Bee House and feel and live in harmony with
pots watered. Once the seedlings are Leafcutter Bee Cocoons and the the Earth.” Ref: Gilder, S.A.
big enough, the pots can be planted Bumble Bee Abode and Bumble Bee (2009). Montessori by Nature.
directly into the soil, ensuring the roots Live Colony can be pre-ordered now Montessori Life, 21 (4), 34 – 37.
are not disturbed in the process. for delivery in Spring.
Every Educaid has an extensive selection of
Living World resources. See www.everyeducaid.nz
22 Montessori Voices SEPTEMBER 2018COMMUNITY
Matariki at
Inspiring
Minds
Montessori
Preschool
We shall walk
together on this path
of life, for all things are
part of the universe
and are connected to perform for us, and in reply to their The children settled on ‘listening
with each other.” performance, the children sang this to each other,’ and there was a real
song – the visitors were very touched. wisdom to their simple answer. With
It is the well-known song, Tai aroha, ‘the heart song’ we talked about how
We had a wonderful Matariki
but Mel’s friends had not seen our love never runs out. It isn’t a pie to be
celebration this year, and it was
actions before, which really came divided, but a deep well-spring within
whanaungatanga, manaakitanga and
from the heart. The children were our hearts; the more it flows, the more
kotahitanga that made it so special.
star-struck, seeing Mel in a different clearly it runs.
The children were excited to see
role, performing kapa haka. When
their families gathering together in The children showed their spirit by
it was time for the haka, the boys
the centre, and we all got to know carefully preparing for the Matariki
stood completely still, some with their
one another with food, fun and celebration. We made stars, and then
mouths open! When the children sang
waiata. To us, this is the essence of decorated the centre. We collected food
their reply, the kapa haka group gave
whanaungatanga, sharing experiences from the centre garden, and wha-nau
them a standing ovation – all part of
and working together. The children gardens, and Phyllis saved an extra
the generous spirit of tauutuutu.
showed manaakitanga, or care, special pumpkin from her garden for
Then we all sang a very loud and
towards guests, creating a spirit of our traditional pumpkin soup. After
rousing version of Tutira mai nga- iwi,
unity – kotahitanga. the kapa haka group performed, we
standing together as one.
shared kai, including combining the
It is reciprocity, or tauutuutu, that
When we were practising the many third birthday for our centre.
underpins all these values. We felt
songs for Matariki, the discussions
this in the atmosphere of generosity This year, the children took ownership
about what they meant were really
and goodwill the children created of Matariki, with the older ones, who
special. Me whakaiti ta-tou is another
with their sincere ‘heart song,’ which remembered the previous year(s),
song about whanaungatanga,
they sang for guests. Mel (one of our leading the way. It reminded us of this
manaakitanga and kotahitanga, but
teachers) brought her kapa haka group whakatauk , or proverb: “he waka eke
what does ‘whakaiti’, or humility, mean?
noa,” (“the canoe we are all in, without
exception”). Maria Montessori also said
“we shall walk together on this path
of life, for all things are part of the
universe and are connected with each
other.” We had a real experience of
togetherness this year – we hope
that it will last throughout the year,
for us, and for you, too!
Maaike Bendall, Inspiring Minds,
Palmerston North, New Zealand.
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