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Great book on montessori!
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. _ . , . - . r i , : t : . . . o I i g L r i c l e l r r l d , l \ \ o l l l i i l ) l 1 l j ' i l . l a o t a h l o l l l : 1 n I
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\ . . : f ! ! i . i r , r : i : i , ' : . r . l . \ l L r r l l i r t l Y e c l r r h o l r r . . l l l L l l o o l c d l t i c l t l l , :
c h i l i r ' . ' n . . . ' : r - . : , . : . . ' t r r r L ) u t r o \ \ ! r k . ( l h i l J r c l l \ \ . 1 e g . r l . f r l h o L ) L - L l i e l l t -
i t ( ) r l \ 1 . . . . : : r . : i , r r r : f . , r . u r ' p t L l r i r h c r l t h c ' r u s c r c r c h i i t h e r r v c l e r l o t
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. 1 . t r : S h c n r . : r i r . ' r . . : . . r , c r ( ) r ' L r r r s i n e s \ o r ' l r c I n l l t . r r c r o r r o l k . J r r s t t o
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l r o n r c ( r i . r i r r r l l r . r ' . \ r r r r t . l t l 1 \ l l ( ) a i l l l l ! h c I ] i r i r l g l ' r l ' l l o k i n g r t t e r i s l l l : I l l
g r ( r L r f ) o t ! l r i L L r l i ( i L r \ ( J L l l t S t t ) : t o t o \ r h ( ) ( J l . I t l n l . t r l r ' c o n l l I i e s d i t o l c e
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t L r l c r p o n s i b i l i r i c . , r i l . , r L , r n . l F . u c r r t l n q i n . r s i r s l c F . r r ! ' r r r h o u s c i r o l c l
t \1e.ur \h l lc . \ tor i ( ' t r t lh i r lc \ \ rP:LPers. i l l : lg . rz i r las ,1n. l or l TV rePo!: t
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c \ lL ' r ic l rccs . l r c lb l brbic ' . tLrc l i l lcLr i r r ld \ . t )u l lg chi lL l fc l l Wc tLndcls l r l r l thr t
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, _ r e i a f e r o _ i o l r i h d = . b e . o r _ e
re ' ro! t ! : - ia i _t ioalr ! of c ! _ ve: .
Our corrre-cuor u rth orrr chi ldrcn is t i l med before bi l th. lrrcl Ltsts for otr l
cntile li\.es. ()rel rhc !c.rr-s. r\ c :rre thele beside tl)crD as thc)' lc.I n to sl]lile,
cl lu, l . speirk r|er t i r rr l or r is. t :rke thei l f i rst steps. and toeethel *,e r lar*
the nri lestones in thcif joLrfnc\ torvarcls :rdulthood.
Life t.ith chilcircn ir rot .rls lt s cas,\'. Sonr.times. along l'ith the hugs
and cuddlcs, \\.c- sh.rlc' rhL'i- slccplcss rights. the tilres rvhen tliev l;:e i11.
thcir tcrrpcr t l ruLur. end f ights nrth sibl ings lnd the nunv other
ch:r l lenqes ofbei[g r Frfcnt. As t]re\. gct o1dcr. i t seelns thi l t orrr chi ldrerr
corrre to knot ' us better rhi ln \ \ 'c kno\\ otr lselves-Thel lcarr-t Nhrt buttons
to push to nrake us egqrlete.l rncl horv tLrev carr bcst rnarripulatc us into
. . ' . - r l I r r r ' , r v t L r r . l \ c r c r r ' . r r r r , ' t l , r ' r . ' t i l r
our chrldren c.rnre \. i th .r pifcDtinq rrxnurl.
I t \ rrot r.rrrusul l f t i r p.r. ' rrrs !o be unsule ebout hot. to r-aise nice kids
in rhis uro,: lel l norld.Al i rroun,.1. our chi ldren see end hear-other- chi ldrcn
.rrstering beck to rheir Percnts. alquin{ in dre pla,vground :urcl savrng
unkind thrngs to one rnothel- Parenting advicc abor-rnds. but rnuch oi i t
clocsr-r't sccln ro l'ork thlt rvcll. This is in part bccause it tends to oflcr a
cookbook.rpproach \\ i !h dc-t:r i lcd suggestioi ls :rbout \vhrt to do in specif ic
sitult ions. r 'adrel than:r coDrplehensive, svstcnri l l ic epploech ro parentlnq.
a ciiffer-,
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\ ' l . r ' i r Nlonrcrsor- i r ls born in 1S70 in l t :r l r . . : l counrr ' \ . th: l f : l t drrt t i rne
\\.r \ c\Faai.r l l \ aorscr\.r t i ! !- i l r i rs lrr irrrdc toNlrcls \ l 'onrcn. J)cspicc r lr .rr l
ob.t i lalc\. \ , lo11tc\\or- i s.rs dre f irst l t :r l i : rn tornln to trecornc n r loctor-. Shc
\\cl l t (r) ro tc.rc1) rr the r lre,. l jc l l school of fhc LLrl lcrslf \ of Rorrrc.Jr)d.
r L t : r ' i - r , . . . r r - r r r . : . i l r r ' r r , . ' . r l r I l r - r ' '
rhc poor' . l hnrugh her uork she bccrmc convirtct-r l th.tr l l l chrldlen ale
boln l i rh rn : lm:rzinl l hunrln potentir l . \r t ich c. lr1 de\ clop ori \ . i f : lc lults
pro\ '1c1. thcnr s-rrh rhc r lght strrnLrlrt iol durng thc i i rsr l i ' l ' r 'c lrs oi l i l i ' .
ADrious to ploYe hcr pcrint. ir l lc] l)7 Morressorr st:rr. ted to ovelsee r
r iurser\ lbr \olkirrq c1:rss chi lclrerr \ l io \rer:e too voulrg to go to sc1ioo1.
Lo..rtc 'Ll in onc ol_ Ronrcls \ \olrt \ lLlnr\. rhls becenre her i i rsr ( l ,rsl d. ' i
Bembrni ol chi lchen\ holr\c-.Thc rol ldi t iortr rele rpp:Ll l i rrg. :rrr, . l rrrrrrv ol
rhc chi ldren \\ ho cnrL'rL' .1 u t ' rc rggresrn c. inrPrrient : lnd Ll i \o1-clcrh:
\,lonrcswri bcg.rn hcr urrk bv rc:rchrng the olclcr chilcLcn ho\1 tu) hclp
out \ \ i th e\,er\11.r\ t . lsks-To hcr: l l ] )rzerl lcr l t . t l rcc lrrcl for vcrl ol ls took
gr. ' .r t c1t- l i .ght ir Ic,rr r irg pr:rt ic,r l l ivrng ski l ls. Soon rhese chi lcior l . ' lc '
t iLkin!I crre ofthe school. r \ \ i \ t inla \ \ i th the prcprl ' i t f ion : lnd selvinq oime:rlr
:rnd hclprDg fo [r:]inllin :r spoflc!! c-tN irol|ncrrt. T1r!-ir bcLi.1!ior.rr cl lrgcd
drru ther ofstrcct Lrrchrns r Lurning \\ ' i ld k) lnodals ofgr:rcc .rnd colrrtes\:.
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p.," 1t,".,"r.,oJ, luopaog oqt pnqdde s:aqr6 Suru:ee1 :o3 .r1ol rlrtll
elcr:arddr pue'str-ropnls asaqt .{q u,uoqs :nor,rtqaq alqrsuodser 'urFr f,qt ol
p:l:erlr a;r eldoad eruoq uon?nlrs tru? lsoruls uI Prulelsns prte Pelellldar
:q ur: q:to:dde lrl1]ruets-'(s ]rH ,{ePol uo sa^II }I]o \ srloss:luoJ^J
, I . ,, zE6 L ul qleep r.rl llun qlreJsJl lJq panulluo:)
aqs'uaJplrqr IIrJo pnuelod pnlcelelur pue srqEu oql :o1 elttro^p! ssJi.:rl
V-ppo,\\ llt punolr qooqrs r:cisi5ruo141-1o Pe ds aqt Sure.srr o ot lErru:
.,ror{.to^ap ot eJnrerd Irrrp3ru rJq dn a.re8 eq5 sriqtotu pue srsqle.l
's-rau4\o -fuotrpj put srrpesl rnoqel'stsDuer]s put srrPrl3l I?uorltuJo lsolelul
eqt p:-rn1dt: eqs pue .&4rqper .rr: E ptr{ rrossrtuol4l 'tsnuelrs petr.dsrr
,{puortru:etcr ue sy ppoa eqt punoft-pJ6lns tseretul pue urltprt tuttsur'" t '
p. rarer rsnorl quarpFltr tsrg rqr I.eOOOP leUOllEUJalUl
'sa^lesrurqt :o; sEurqr op ot Pa8erlro)u: Put
tq8nu ara.& .{eql sr a:uapguo: pue lrodsa.r-31es 3o s1:,r:1 Sursta.our -n:ql
pezru5orer pue eruepuodapur.;o esues rrrqr dole,Lop ot r{lrunqroddo eqt
urerlt r^eE oqg Surqtaruos paddo:p ro palquLnts Xarlt u.q lt PJqrnt\rP \r,{\
ruler :ql -,{r,u. eqt Jo elrTsrp rrrql PJtoo pui 'stireure,roru rrrqr Iorluof ol
urr.l uerplrqr rrp peq:tt,u eq5 erqd pelt:o11t srr stq Surq .ra^e qJrq.{\ uI
tuJluuolr.\ua .{llapro Pur u{rr r o1 Puodsa.r uJlplllla ,{\orl Pr^resclo :q$-
inor^eLIJq ur sarloepual
ItlntErl Put Sartr^rlJe par-rsjerd umtrrf qll,\\ Suop 'luarudole,lop 3o a8rls
rlreJ tr lr8ol u^\o lralF a^!rl uerplrql teqr prmo3 aqg SuqurqtJo sdtr put
stsaretur rsuoqrurlrur :gr:eds dq paztretrueqr auo r1:ta'(11 11 sa8ed ees):{-
seliets leluourdola,rep iuo,ras qEnorqr ssed (eqr reqt papnlcuor rrossoruol4l'uarppq: qtlu Surlleretur put Sur,r,rJsqo srnoq ssepuno: Surpu:ds::l3y
'>lro,^ s,rllto q:e: ldn;srp ueql
rorlter ru.rit punore 1p,rr ot p.uft.l ,(14ornb deql put stJrt )ro,{\ rrsql
augap or s8n.r Jlull ru3qt a^c8 aqs os'roog aql uo ls ot pelol uorplrrll
aq1 dloq rlnpe tnoqtr,\\ 3^oru ot u.rplql :o3 q8nou: lq3q uo,"'t ttqt
srrrql plre s3lqet p3zls-pFlr plnq srrtuJdr?l peq aq5 putq ,{uu s,ppq:
r otul pelu tcqt s.^lull punoJ pur'pa:ederd q,uoc1 pr-,t31f..r.r"Flrrt,,.
peq eqs os 'plio,{\ PJzrs-tlnPe ur aII uoDr]rtsn-r-:] Jo :su:sr e a)uarredxa
uerpFlr Jlurt teql pazruSora-r r-iossJluol l p ll O/v\ S,P l!q) €
iisouno-. 1p:Eu?q-r rr1(
sFJ(r-+o 5(rr
ared\ rrerpJ|
loot spio rr
dlaq or rroq
ri1:rp-
JO AUtrU PrIl
r.p esl:J 1\l
'Iooqrs or o
'3JIl-Io \rf.
slppe-I .r1u
3r? u.lPIq-.
Jo u.rPlrqr!pue !:uroll
.rls rorrof
-{rreur:rrdr:
JLUII ltqt lf
uap qr Surle:npa o1 q:eo,rdde
^^au e papuno] rosseluoL/.] elr?h
,ropop uerel 8u;uuq8aq ,t,\ou V
.:.
fl ilrossaluol.,l : r:Lr/n
;!'ior:i:-F3s o:"i i
\ : '
lVlonressor-i lecolt l ized t lr l t chi lclren qo tLiror- lgh sl,rgcs of intcl lcctrral
intcr:ert:rne1 curiosltr ' t 'hich she cr1l. 'd scrrsir iyc per: ioclr '_ lr t r '1t ic1t
rhcl br 'conrc intr- ique.l .rnr1 .r l t .orLred br prl t iarr lJr .slect\ oi theif
en\ ' i r-omlcrrf . I t r : i r forr, t thxt r\c ul ldcrst. !rd this pr-ocess becausc c;rch
stilgc r cpr L'\cn t\ :u1 ()fporrlulir\ n hich.litlken ldr,:rnt:r!!e ol_. c.lrr plolbundlY
rni lucnce oul chi lclrer r r lcr. ' lopnrcnt.
Monrcssor: i i i lent i t lecl s. ' r . ' r .r l di f ier-cnr sensit ivc p.-r iods occurrinq f ionr
bi l t l i t l r ough to :rge si: i isee prgc5 l(r 1 7). Elch one lclels to i t pr edispttsi tr orr
conrpel l ing chi lclrc'n to :rccLLlrrc specit lc chrnctel ist ics. For exarrrple, ci tr lrng
rhe trrst ti-u. r'crls oi llfi'. chilcir-en :Lre il) r1 scnsitile pcliocl fir'llnguagc.
Thcr.p. i1. closc attcrrt ion to lhrt lc s:rt ' l t rd hot ' t 'c sl tv i t . rr tcl bclbtr- s.c
knon i t thet spcrk rhc saur. ' lugulqc rs us.t lcl l i fh a sinri ler- lccent.
Whcn perents lnci terchcrs rccogrrizc end taLe l , :1r 'arrte-gc of the
\e[sit i \c pcr ' ]ods through Nhich chi lcicD p.rss, thcv c: lr l Lrecol l lc rr lore
cft i 'cr ivc in suppolt ing rh. 'rr I !-rr_rr inq al)d dcleloprtrcrtt .
Erch scrrsit i lc pcriol l i \ . l specrtrc Lirrd oi conrpulsion. motiv: l t i r lg
\.orur! l chi ldren to i i rcr.rs irr tcrrt lr . or l sonlc pl l l t icular :rsPcc! oi dleir
crl'ironmcnt. clur rtter d.rr,. rlithour becominq tircd or bor_cd. (11c:rrlr'. rhis
ir rL biologicl l rrcchlrr isrn hl-cl l i lecl i r i to chl lclren. lhxt helps therl l to
I sno tsuolun ]SoLLrP uJlal o1aLq? eJE
uJrpl ql 'aLU ] ]Ll8 r 3Ll11r UOLI! nLu 1s
lqE r eLll u3^ ! uJeal ot eulll V
-* tt-iri
qtrn." rnq'rs?nsurr ro, polrrd "^,,,,..]11t"";i-""t liil: :H'i::,.::go eiir :qt le uerpyq::oj [sta ile,rrttle-r sr se8cLr5utl e-roru:o euo Suru:r:1
'.1drurr,.rn; ̂,. r, .. .'q1 1-!p pup {ro\\ prrrllo 'rro( .utnbr- rr .\\ou lrr!
ltunr:l Jq IIns ut: s111s rq1'sstd tt,lr ureal ot trrruuoddo :ql :ruu tq8u
aqt tr uortrlmuns pue aruer:edxe tqSr: eqt ot pasodxa 1ou t ualplqa
;:r os':reddesrp ot sur::as por:ed a^Itrsurs :ql 'paqlosqt JlJ,u iaql q:rq,r'
ur tde:uo: lo [DIs arl] perJlselu a^tq u:lpllqr aau6 s:lels trlolrsuerl :.lt
spor::d alnrsues 'rJ^J,\\oH ilsnollsootruLl tsoruF pur llsselurtd sortrltqt
s urelq naqt Jo slr:rdsr do1:,r:p lo sl1r>Is ,{\ru :atsetu 'sSurql ,t\au ulcel
ur..u:rplrq: por rod r,rrrsu:. . Sut.tnC r(f;Unf-f OddO PAllLUII
'tlrnq Jq IIh\ s,l\ollo3 t€r{t qrnur qllr{,!\ uodn uollepuno; oql sr se6els
,{1.reo eseql Srrr:np Suiurerl s,ppq::no,t teqt -rJqruarue}J dlllnPr^lPul
u.rpprltr rno ot puodsar put,{pg:;tr qcte,n
ol pJ.u r,{\ os rplqr or PIIqI ruoJ r{lrp uJuo
p,u por-red .^DrsuJs qJ€eJo pua pue Suruur8aq
:q.r ,(1qr ruul €rrreq ur,unq <e 3$r1rr'.q rrr,'.1o
l:rd .{1lua:oqur are tr:ql srualtl put s1r1s dolo,rap
,\
ot ut.qr \dl-'i
srqr {pro13 i
rrrqt -]o lrrn
€ttEarrlour 'r
alotu Jrlro--)a
aqt ,]o aFtltl
'luJa:)t.l
a,{\ ero-}iq P(r'c8cniurl:or
5ur:np'-:rldrtn
uoursodstp..r.
ruo4 Sutrrn,-
,{lpuno,tord u'
qrrJ isnfr:al
rraqt _lo sr-r:
rpltl]\\ rrr .
lEntlallJlrr _i
_.. s
.*$*#
ffi
I
1 *"*
, , v...,\ - /
' ";tt
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E
FL'rI-ttlit
N
I
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Ir l
:i: rr a ii iir! a_ a, '-,r r:l
'.1.: : I :a-,arln al ',r :i!!i:.1
:. :a:t::. t,'1. ifi _.i.: . ir.. ;
l: I ) _-'l'r t.'... ':aa!t. -:a' '.
,_rja, t'r :.1:rtr:; i; ::jt:__ ..: i:r.: rt,::
-!.]|].:'..
: a. rtl: :, l
::llL JL iria!l ::
t,,i ..1 =a;1:: .- -
,f,.- ",71
;.r
it
ite
lr il!ai.,: il ll. i._:: :.
-rr, ,rrji.:lar! r':.
::r i : ,j !rr -r ! , ,:ii .,'
jl'.r '. I I ... :-i_i:
:r'r , :j li' r.-::,r r' l
(i9
a
.t
L
t 8
olJl-"'l' t,^
t l rr l . icrr lho l lc t le.rte(l \ \r t l ) rcspccr,rnd l 'ho l t lc cucout.tg.-r: l to tr l nel
.ki l l r le.rr l ) r l lorc rc,rdih ro do thiDqs t_or t lr . ' rrrsck'cs. N,lontcssol i t :rught t l t . t t
.r ihr1,1 \\ .ho iccls lcspr'ctcd rrtr i corrrpcl. 'ul ni l l . lere1op .t t i qrc' .rrer lcrel
,r ienrotionir l rrcl l-bcirg dun.r chi lcl uho ir sirrpl, . l , rr ' . 'd,rnd dorcd rr; .ort.
\ , lortcssol i tcrchcr-r sh.r le .r cotrvic! lotr th,r l succcss iu sr 'hool is r lrccr[
rr. J to thc dcgrcc to l hich chiLlrer b,. ' l lc-r c drev :r le crprblc- indcpcldcrrt
h unun bcinqs.You n q clr i l t l cr r .rr. ' s h ol_n hot to pout L cluids. u'r i lc lcttcls
. l l r( l aolrrfr l ta \rLrnr. () l . leI chikLcrr rrc sbon tr lcsc;r l .c]r techDique\. rr l tcr l lc ' l
\ ! ,rah roLtt ine\ lncl ruor. ' . tc|.rr ' tc.-d iornrs oi n l i t i rr ! : . \ I , ' l tcrr chi ldren
.11:lop :r nrernirtgt ir l dcgrcc of inclcl .cndelce- t |cv sct.r prttcrn i i rr ' : r
ht.r i l rr ' ofgood tolk h,rbits. scl l lc l isci ir l inc lnel l scnse oi lesporisibi l in ' .
<=
{
(
II
1,"I
Gett ing ready to workWherl
\,.,or<, rg or'r the f ocr cl'i laren maal
o|]t lie a vrork area '/r ih it 5r'ta I mar
l r \ l . r r r L < . . r r ] , , . - r - t l r . r . . ' r r -
. :r , ,LrrLl r Lrl t ' r ,rLrorLt bchlr iour ' :rnrl tr , l i rc;s. but bcrond thesc ehi l tL'crr
- : , iho,, 'c r h.rteYr'r .rct irr n' thc| \ i rh. ul lc] to \orl $lt l r l t for es
. . . . .r : t to Thcr ,uc l icc to rrror e .rbor,rt . trr r l sork,r lone ol nith
,: \1Lr, i , ,aih. r lnre cirr l . lerr r. '1.-cr \ork th:rr c.r; ,nr|es drcir
- : . : . : . : i - . , i l r , : r . l r . l l . t l r . ' r r r r , r choose ac t i v i t i c s t l i . r t r l i l l l t l c sen t
)
t4'
tE"if ' tti.'t
iI 'iltt 'J
, " t
i1;-
ffi{ :.:
r
I
IU\ - ll - -z.-!
rfr
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F-
' t . r : : : .
l rr \ \ .hi l lhlge\.urLl nc\\ ,rrL' i l \ ot rnqLrir\ : \ \ 'hcn thcr ,r lc f inirhed u,irh r l
l ! t i \ i f \ . .hi ldfcl1 rrc . \ fc.rcLl t{) fLrr rhc nr, lrr ' f r , l l \ L..rcl i lhcrc rhcl br ' lorg.
S (L ldc ' r r \ , r c t , r 1g l ) t t o r ) . l f . t gc r l r e i r , r \ r r c . r l l r r r r r r r i t r . . r r r r l t he r c l r | e1 , rp ,
in,. lcpe n. i . 'nc. ' l r . l str,rng l t ' rclcr ship shi l i . .
Such qu i c l r l i nc i c r \ i l . , ' . l J . l p t r o rhd l ) ( i n r c . l t r L ru c re r t c i r \ 1e1 . ! r n r l ng
L r r t , , r , l t r Lv \ l : r . l c . t i ) l \ ( ) L r ch i [ ] r . r . u rL l . r l l on r l r c ru t o no l k :LnJ p l l
i i . cLr: thclr ' .()nf 1d.n.c rnd l l r . lc l .nLlf n.f rr i l l LrLl lsL,rr.
/
' "'.Et ,
: '
\fl,i fr:
:ir Lr L 1.,,
Llo Ia \ali
iitrt)l..rl
rrf rIL ,,
"-f w-i{'..,
&!'!'tX*#
h.\I\II .r'!
7vil
't
ffirlJ
gI
a
\ \ , 'hi [ ' l . rbics ulc (] i t i rrcrr! l ionr .rdrrLts irr tnluv ir l l l t , l r l . rnl l rrr. crch i r
t i r l1 ,1r.1 conr;. lcrc lrrrnrrrr bcirrg lr iro i . prcscrl t i r l thc roorl l rr i th us.
' l r . r r . r r t l , . r . . t r l r ' . 1 r " ' . . ! l l
r lctp. ' i r rrrenrol i .s. \ \ 'hctr. rLs P': t lct l ts. \ \c t lul \ Luldar\ l . l l r t l t l l rs- ue crr l
L r cc , rn re n ro r . ' ; r r r , r r c o i t hc i r r rF r t ' s r i on l c t i b r r r h r t r r e t l o .uh , r l \ \ e i r \ ' . 111 ( l
nhrr $, ' r l lor.: oL rhi ldr! ' rr r() conlr ' i rr fo corl lJr l \ \ i th i l -onl thc t l tol l lct l t
oa t lr( . i r Lr lrrh lnLl throuqlt f l t . ' i l f \ t r l . t \ s. inonths .urt l r , . ' . rrr ot thci l l i r cs.
: , . : , : . i ' l _ ' l : - : . - l l ' " : l f t r " , . ' \ \ : l s . r r | r e . r o t \ o l r r . 1n \ ' \ c : r r \ : l go . \ \ hL ' r r
b.rLt ics l ' . r-c del i \r ' rad irr b,rspit l l op.r 'er ing roorl l \ . . \ l icr l l i l )c l l lol l lh\
f lo,rr ing Lr thc \\rrnr. .os\. J. lrk r ' t t \ ' i rott l l rcr l t oi tht ' i I rr lot l l . ' l \ \ \olub.
crpcri t t tcirrg orr l l trruldcLl soul ld.. b. lbl t-q \ lcl l l lhroLlgh thc t l l t r l i . l oi
blrth nrl ertt . ' rc 'd r bl iqhtlr LiL. loi.r roortt r lh.r-e the .t i r tr . cool. r trrcl
nhc l c t he r uc rc h , r r r . l l cd l r , uqhh :1 r sce r r r ' d i i t l cu l t t t ou t t l l l l r . r g i t l e r l
n. ' \ L.or rr bcirg heLl br .r 1cg ,r. the t loctLl l g.1\ c i t . l s\ r t Lrt l 1ts bott(n] l t !)
gcf rr hlci l thir lg. \1' l thl \ Lr icd to lrc c,r l l lnlotr l :rrr. l l .c. \c\t . r . l t l )cl_ th. l l l
, rLlol inq urotlrcr ' ,rnt l b.rbr t t , rrrect ()nr ' . l l ic i l l tcl .rr tLl rc! i- l l lL ' Llnlblhrl l
corr l l . rs slr l th cut.tnrl t l rc b.rbr_ lrr ' t .r lcr l otf i11lt) r lr l l ) l l lL 'r ' lort t l r to b. '
l cighc.i rD.l rr.r :hc.1.
fi
::. r; ii'.a: rr r)i. r 1.r
.:: :::-i- : ir'. i, a rr'; !l
_ : .::,.: .::,:rair i::..r;-'i. :_r'r:.
'r-rr(l fJ\uFl 1r lr P.)lPLIrLl \r irrIIIl iri.\.r '\i!l(I.ril t _
If -) LParrr .r.lL]i u L :ldr.r\:l .rr-\o f .rl )Iir P trr f rII:ilr.\ 'l-lo P.rrDr \\ itr r.\q .r Ll
plr()(l frnr l\.r.r tlt irnutLrt s.-r..L1tottr lll lro PJrfLd sr tr,ro(1.\\.rrI rLIl tll tt,l _
rrqv \riro \ p:qsnq trr s1rr.l' llo-i L.i.\.r 1)LIr Pi.iflcl rq rnr -rrsrrl(r itlltlll
'rLrrr:r'. tc1:1 sL inr]ur.rdulJ:r rrto()r rqr:i(nltlSIT Prlllrqrts .rsn slr'lrdsorl p.
\a.uLrr-) i{rLrprrcl rr.rrpoL t $ IrLl -lc) ss.).rord rqt rrI t\I\\r \lrtroA\a+oti .-r'
rplrLl .llrrrorssr:Jtrrol i:l.)llI :r:rll.rrlF{II !.IJoss:rlLlrl1,,1 ':rl l-n,i ttt slllfql.,\r'fr'l
' .
'\{ixis*
ll'rrlr!|lii
ur'rll r.r l l
r:,,Lrr;'r1..
PIrt l(i,,'
-1O f[rf,] :
'(l(ro\\ . .'
\ll:rrr(,:L:
(l)llf. L -
\i r.l I :
pLrr if"
Ltf.r .- f
\lrI ri]iLL '
'i r1 rltr',
| \I ilri _
.*
q
)4 f i c n t e s s o r i ?
bonding with yout" newbo! l't rn rlic fir.st rcrv l.io.r'saftcr brth. thcrc is : i scnsit i lc pcr- iod irr t 'hich inlhnts fbrnr l pnr-t icula v
closc troncl n'ith their- par-ents. Accolding to l)r' Sih'.rru Montrn:llo. liorr
the Associ, l t ion Montessorl Lrternrt ion:r le (ANII) Assrsrlnts ro Irr l lncv
r ' r , n - r R , r r r - . ' R - ' , . r ' . l r l r . r . J r , r u r r l r r r r ' \ r , t r r t , L l . 1 r ' ] r n , t . r
the mothel provides the child ale stlongll conclitiorccl b,v the rvav thev
spcncl thcir t inrc tol icthcr dul jn!! rhc f irst d4 s l l icr birrh."
This connection Lregins f iolr the;rhvsic.r l conhct crpcricrcecl.rs the blbv
is cuddled :rnd rorrched bv his perenrs. end qtickl-r ' beconres rhe enrorlonl l
connecti(xr thrt \1'e celeLrlaae in all irealthl.relationships betrveen pareDts
rrnd chi lci-en.It ls l t \ \ :o-\ya) ' con n cct ion. Thc b.rbv ft 'c ls sl l i ' i r his pnlcrrrs'
:rlms. antl tolms :r pon eriirl :urd lestint impression of their irces. smell and
t h c s o u r r d o i r h e i , , o i c e s : i l t l l r e s i l r r r e t i r r r e , t h e p ] r e r t s u s u l l 1 , v f i l l h e a d
ovcr hccls iu love rr ith theil child, thich goes l long u,:r,v to helping them
L c , p - o 1 1 1 1 r l r l r e - ' r l v r r , ' r ' l ' ' r l r e r r l r - r , e i - r , " r r e d i . l - e r ' r ' d
adjusting to rcu' pncr:Lthoorl.
Iloth parcrrrs should rakc rurns holding and c;rrcssinll thcir ncs'born.
to ensure r closc bond is forrned rvrth eacir oi therl. (lentlv strokc vor-u_
b:rby rvhilc hc lics in your llp or hold liinr aglirrst ,vour bale chest to
establ ish the tar-r l th ofskin to skin contect.
Almost al l trelr ies..urd in part icul:rr those $'ho are born prcnr.rturclv
or who licc urcdicll chdlcngcs. rcsponcl bcauti ll_v to gentle inftnt
r lessage. Messlgc rclarcs vour babv end dccpcns thc bondirrE proccss.It is
al l \o kl lo\ul to corl t l ibutc to lestful sleep:rnd goocl digestion. There are
l]ranv books lrrcl r ' lc lcos.rvl i lablc that clcrrol)str:r tc rnd explain horv to
nrasseqc -r.our bebr'-
: - . ::. I ::r,
.ii...
'olrII l\lliql ll.rrq '..
l)1.ro\\ \\.-{r.)itILrrl\ \Irll irl Pitrrol\t1a.r1r srtrro.l)! rII \l'\_;ulfrrLl()rtr\\ 'L
t\nlFf IIr.\\ arl irrrnt Lri \\ol \! l'l ifiuqllrl -rqr !l.r.rl |IIu rulq Ptrll()tr iL ,
sl..\iL r\rou .J..r) ot.irt i1t1or rrrnl ot 1r':cls :rpu.ri -\.|! rL1()\ q:'L'
prroq rrroi Ir ii-Llr)-!l.).!\ Li:,.r1 l<n1_ urrrl ():l i(rr! t() -rr'r(1\ lloi lr.rr[\\ \f
rrrrl or s.rr::,: rq-1 ,ro ilu \Irll ur \:t-)f.r:t iqr.l .rllo\-lL PJ(Lllrllr iLl l-lrL L
'P1r11o\.ro lllFrl rl-)nol ol .r\IrI\lri\ ilIfL1\nuLl f,q.\r'rtt \tll] Io r1-r.rl\Lr IItT ,
ll11.q-]lP r Irq srrrpo rlq-\\'.\lr.l
.i.L.) pLrr: -rp.rtts !rrqrq JrIro\
ic1r,q .'rrr.i.r:r l rrltoos or ' rt rr rr.-.:
irll .r.rr .rnrr[] r rII :jro.r -iFlr.ii llri.
\r fn()lLr iurpr:a.I ro \rr(lrllnl ;-(rr:rti.
's.rrrr.iLl I ir.r\iLltr .ro \.rl.ro('l !el]r]1.1.- L
rrql P,).ef :1.\\olrlrr .i1;trrr..1nI5 11 "'r!rL1(Jr
-lo l.(rv'uoL:irr.lt| rrirll Pl{)ll
r)r PoJr llu \rrro-\ -ills tll i-Ilr'lllr
'j-r-rrrlirrr< iL or,-r :sllnfr tlro,q )lrr
iqr:q -1o ytrnos :qr -iolir.r s.rrqt 1l
'] '::
a)l \!1i:i :
sI ll \_.
]1II'TLII .'
:rLtr-..t:.,
'rr.ro!l\\ '
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i1:rr1n..r:, .:
\in()rl .,'r
f.il
ii
Breast still best Breastfeed ng
. r .lF tr..pn+F.l ri +hF ha(t
icrm of nutrr on ior youf baby
Dad's turn G v ng expressed b i?aat
m k from a bol l le means dads needn t
be exc uded from the feed ng rout ne.
the beSt fOOd rrt" promotion and popularity of baby formula
in and around the 1960s made breastfeeding seem pass6 in many parts of
the lvorld for several decades. Non, thanks to a better undersranding ofthe
benelits of breast milk and campaigning from 55roups such as La Ldche
League, breastfeeding is once again acknorvledged as being the best source
ofnurrition for babies and is more rvidely practised than ever.The United
Narion'.s World Health Organization recommends that nrothers should be
"informed about the superioriry and advantages ofbreastfeeding".
I worild urge any mother who is able to breastfeed to do so. Breast milk
has mrny benefits:it is easily digestible, provides ideal nutrition and contains
antibodies thxt help to protect the newborn fiom infection and disease.
Equally importantly. the process of breasdeeding strengthens the bond
between mother and child. Dads can also bond with their babies while
feeding expressed rnilk fiom a bottle. If you are unable to breastfeed,
strengtben your bond by holding your baby close, gazing into her eyes and
talking soothingly to her while she bottle-Geds.
. rex i :o
-..
: -r
.i xrliL\. fLnr PtrnL
ir.\(i(rl ol rrr()f.r.r.rt irrll turrl r\rir (rl .r\rlorl .)Ill rPI\lrr !r.rll (rtLl\! |-r.l.r.\r).rl
:Prrfr[ |In] l.r.rl \rl .r\f.rl ol l\.rLl \r rt 'l1f\\ .illfnrrr...\.) lrrrf .l11 .Jl.1!|l::
ll11!l I!\1rr.r'r.,\() tr(11l (il \lrr;,.(l frtLf I:flo \rr-( \lItl Irl(i\ \r'ii.\i\\('i
'\.)rLrrt rr .ln p.rlflrn(l ililltl\ ;itrr.rq -1o iLrrl.r1 .rr1l ioLrrr.lrrtlltt.lrtr:11
'o(r:l ) r()(l\ \llfrrrol \l|! J.r.-j o' r::l srrl rrol,l.
or.tr)lLl llr\\ iclr'.1rn,r.r rro trlI I ttr.rLIr itrl.r..-\(r.) (rl'tll .I.rrllf.r'.'rol(1\.r ()l Lrttl
\\rillf ot lrorls \lrnr.rrirnt :.'.,1r'11 .rLror J-r-r,\ \fL'fII II..LII qrr\\ \.,+J()q.tt,)Ll
'll,r'.rr.:rrll
ol prr.rir s.rirqfrl .,rrLos.irr'.:ql \l lrrrrlflltll IlI.J\ o:l ilttlrL.)t.)11\(l .t:qlotr\i
'rlrlr )ool tlllll i)f(Lr lli \
)rnrll n{).i \rLIl.l-r irrrinil LrIr1l I.rt!r.I .i:lrrorirl .l(rl irll l-rol|lrri-r i. itlrq rn, ''
il.r.r1 siruly r.lr,rc1r1 .rrrilltlli\ uIo.rl .rfr'rtt !llt.rlrt.tuli \\!tr-l P!(J\r flllr :ful:
Il.'r\! ir tr.llt itlrrl]!rlr -r\ooLI-) rr()rlf]r:ro Lrr)\ p!o\r ()t irl.lIJ IrrLrrrrr.rttr:
.r..qr(r r() rro|n.r Iflnllxr r\.iorl .rrp .iFro 1o .rffLrt .rrl flnorJ\ irrLrllol-r pLr
..1\' \
PIIf \i \-
.rlrq.\\ ., .
Drr(iq.il:
.rrL PlLrir..
P.rllLr I
.'rl-,.1I lIll.lti i:i :
flrrrLli'j
it'
F{
L'
28
. ,&i
_ I r , r 'crr rs . r r -c \ t l l )ngh i 'naolr f . rgcLl t r r u;c ro i i
.o l fon D.rpf- r ic \ f ionr Lrrr - th. r ' , r thc l th. rn thc Ll i r l . , rs . rL. lc orrr ' ' rh. r t l r . t c 1. . ' . , r r lc
\() a(,r l l l l ()a. f i rcc goocl rc.rsLrns l i r I thrs oLrtr|crgh th,r
e : ' ou l o l L o t l . r J r l r e r . l pF r . \ o r f l r r ! \ p ( J ) . ( ( ) i l r s i r g
. r r ) . l l f \ l . l l r r ( L \ s r r r i c c : l r r i l . Lhc \ i dc1 . r c . r i l r r { o i _
Ll i ipLrs.rhlc n.rppit ' r h.rs l .ui lr up nroulrr ini of <lol lr
dcc.l i rg nrrtclr.r l .ur( l Lufrr. l tr( l t .rsft i l crcrr crfr ' \
r .rDit.rn 1.rrr.1t l1l: sccorrdir. rrrnrr. t l .Lrt lof rr l r ' \ \ i r rr f .r t i r lg
' l l r . " r l l . r . ' , 1
' I r ' l , | . - r '
I:
-\e,*****.
\ \hr11 lhcl uf i l1xt. . This r. .ogrl i t ion is impoltunt \ \hcn \1)ur .hi l l l i !
.1. 'r clop.nrentl lh fclr l \ ro Lrcgin rrr irrg the tt , i let i \cc fr. lg$')1) l)
InhDt. r lcefr . l qfelf Jel l . Likc .r. lul t . . rhe!
11c , : p t o g r r c L l r c r L ro iL r i ' s r . i t . r r . l f ( ) . r l l o \ \ l l r c i r r r r d \ 1o l r r oac \ \ , r ) d
iLrt. 'gr ' .rrc rhc \cr lsor\ 11rfrc\(1o11\ rnd L'\pf l icncc\ of fhc r l I : Slccf I t
c\rt ' r t i ; r l t(r ini irnts toI l .orh th. ' i I phr. i i r l \ t '1i bcirrg:rDri rhcrr r11cnr.r l
l r e . r l d r . l l . r L r i c : u i l l o t r c r L | i t - t o t i r o s l c . p t l r . r t h c r . r t r i r c i l , . r i i r l r c r . r r . '
o\_L'f \ \ 'hcLrr 'Ll \ \ l rh iL'r \or\ i rrprcsrroni. L,nt i l r ' . 'cc'nth: r_Lrul l . :r l rr l i r . 'Ll
j r r ' j r | r ou r uo r r rb : . r l . r nn . i , r l r t i r r t . t L , l c . r l i r r l r l i t t o l l l l r r l r o r rh ro t t
r ou rcL ,u rc l r o rL rL rqh c ,1gc . . No r r hc r r r ' . ' r i c l i s t r i l c c l r r t h i r i ghL l i sh t s .
lourl r1oire.. Lrne:, irc.rc J nro\ f t l l i ] ) f . ln( l i rr . lngc rhi lrg\ th:rt touch her' rkiLr.
lrcrrr lbh: rhcr. l l rc r inrr. \ \hL'n r l l ol thir becLrrDer too n1u.h rDLl \hc
r \ l t i l r c s o i i . u rL l eL r t \ i ( ) . l c r | .
Youl b.rL.r . locs not rec. l t i r bc ht 'Ll .r . , ,h! ' qot 's tLr r1ecp. Shc nr,n:
lron c r r ' r . l ikc to Lrol th.rt r ou .rr. alosc [r\ : \ 'oLr rr iq_lrt l i le to p1.r.r . l l . l rqc
frc.c ()1_ I lcc.. . r snrr l l lut( ir ()r ,r \nr l l rrrLLrc\\ l i )r r 'our brbr rr . ' . rclr
ro(rnl \ \ l lc lr \1)uI l ,r lnih Icqlrhr ' l \ rongleg,rrc., . l l r is.r l lo\r roul l . ,r1.r 'ro
l.e n hcre th. ' ,rct ion i i . Shc l i ] ] Lrc c,rnriolr. ' , i ro b. ' rrr ' ,r ' r 'ou. ro lrc ' . l r oLrr
r r l i c i r n .1 k r \ L ' c n r ( r \ r r r a l t . r o rL rd hL - r ' Shc c rn l oo l t , r r i l [ s t cn . . r r d t h r ' l
( l r i t t oi t f ,) ' lccp \\ hcDc|cr . l rc i . t i lcct.' ' l )or ' t r l ,rkc J \ l .cFrrg Lr.rL'r ' ls .rr ol, l s,r\ i )q. p.ss,:d i l l r r t i 'orrr
mo lhL ' r ' t ( J , - l r ugh tc I t i ' r ' g cna r , r t i on \ . , r r l r i r t n r l k c . \ L ' n \L ' l Ld l \ ' oL l ] h , r l ) \ '
r1rrp. Ar oiJ nro\ ing hcr ' frrLrghh l hen rhels ' l t 'eFirg. ker;. thel ights t lonn
loN . r r r d spc . r l i r r r o i i , , o i i t ' . r r o r r r r L l i r c r .
Li\ir,f .:
Lr rr I l.r
rl.rL i (:
.iii if L'
-\l'ti, r: \
30
{* eLI t
l : le , . r d isc l r ; r : r " . . , : r ' : r : (1. , ( r ' r
- ._r .a irrt L_r-tt r!
E
a iVlontcssol i hrrcl ;r sinrplc lpplolch rLr b;rbics. She bel ier.eci l c should:
. r 'espect:r l1 blbier:rs incl l ' rclrr l l hum:rn bcingr
..r l lon thcnr ls nrrrch iect lorr oinrovcnrcnt ls Posriblc'
. help rhenr to beconre iucr-ersingh indepenclent b_l ' crexting x srfe. chi ld
t i iendlr c 'nr i lor irr iert thrf rrr ir les i t casier ' icr l thcnr ro cxplor c.
l-or thc l l rsr nronlh or so. blbi! 's tcnd ro hrrr.e l inr i tecl control oirhcir
nr olcrr cn!. Thci l xrrrs irrcl icgs nrolc. jclki lr ' . lnd thcv c.rnnot holcl thcir
hcacls upl ight. rvhich ir shv rve nlrst :rhvlvs be cltet ir l to suppolt therrr.
Then, el l of ,r rudden ir sc'erus. ther, discoler ' thei- i r :urLls. leet rnd f ices :rnd
.r 'c lescinetcd bl thcnr.
l jv thlee r lonths. babies can olten lr ise their 'ht ' :rcis lnd chest! \ \ ten
the\'.rle ori their' \tour:r.hs. Thev rulkc l grrb lbl objccts tli.lt iucr d:urlilirrg
:rncl they gr-:rsp encl sh:rke h:rncl toys. IJr. rcr.cn months thev ele plrving
sith therr-toes lncl r-erching t ir l objects. Nol evervthing is gorng intcr
dreir nroutlrs or is being b:rrgetl l .g.r insr thc door. Wlth l 1i t1c- hc1p. drer.
c:rn sit up.l3ebies er-e usrrr l l l cr-, tr . l ing ebr)Llt olr their hrncl\ .rnd knces :rnd
crl pu1l themselves trp to st:rncl br, thcir'lirst bilthc|yThcv mrl be lble to
rakc l l i ' t 'stcps l ,hrlc- thcl hold onro rhc f irrni!ruc. stand l lolrc l . . onrcnt,rr l lv
lncl cen t'l:rlk ifvou hold their h:urclr end lalk l ith thern-
I)
I : L L(ialLLLL \ I.. i a!l rrr irlr(i:i
tLttlL: Llt Iltt1.r.itl(ri L[]r\\ I i I .-: I t I t t (-r I 1 \ I I I .rrlr(iri irl,)\ _rLLtiLr_L\.rtr.r.l
ll'L I L:I
'':'
\.rLllo.r.r!l .\l)-, rl, rj f.).\.)rf l-rfi.r.l \r.,rl .)[rit\\ rr](il .Lri rri:Ll r lrl() fl,'
rln. r' ;.1rrq or Lrri.,q 11r rr r[ .]lJrLrr\ir tL)l rr.rrrliJr r[]iirr.r .'r 'rLr '.,LrLtrr. .
rr,11 ..1,1r'Jr', pL!r' .rlrLl.Lu.i1;LrrrL:.r'LrL .rrtror.rq \.rr!lr'rl tr'.,i lrrr()rr! rI.rql I
'{9,!. ifl . ir i*l'ii
\ir rfrLr'
f ) .rli.
frlrr'4.':'
\.rrp.LL'
olu.:lilr
;iLrr i r'1,1
iLrrl;rr, r
u.rrl r\ !:.-
ril.irll I i
rirrll lrL
IIrrF ll i
fL'1t.,'l
tl
-1rll.
:{t""
r s lGi'
\X, 'hen rhinkirrg lbout hot to mrLke oLtt l ronrcs nror-e i l kccpinu l ' i th thc
Montcssor I rpplorch. lc uce.l fo rt 'cogtr ize the signit ic.rrrcc of thl ' thngs
drir lc bring into therrr. cspc'cir1h. those our chi ldrcn ni l l crpel ierrce i t t
drei l t i rr t thr cc vc,rr_s.Ytrnnq nrirrcls rbsorb r11 rn1.r 'essiorrs lr lc- \ forrges. ind
irr thi; p. 'r ' iod betirc l lngu.rgc dclciops. thei l serrsolt ' t ' rpel ictrces r le thc
rrun rot:r l oi th.- ir norld. I iccp ruo oLrjectrvcs irr rnincl:
. Lr lglr ize rorrr l txrrc to hclgr )r lrr chi lr l Lrccorle nrole inclcpcndc-rrr l rrd
se'1t_ contrclcnt. l l t l ls kccpirrq hc.t l th lnd srlet l i l rr t rcl
. clcsign :r horrtc th.rt corr le\ ' \ : l \cl l \ !- oibclurr ' :rnd o;:der:.' l ' : r le
l look . l ! the \ izc oi thirrgs in lour- horr c- QLritc loeic.r l l r ' . the
tirrnirtrrr- n.c usc lnd the \\ . tv ol lr h()n1cs elc.trr. trrgct l ele designccl t i rr
rdulrr - sir tLs : l l ld toi lL- ls. t lbles. cl i l i ts. sol is arrcl beds .t le l l l .r t . l hcight
irrrcndcd f ir l e. lul ts. Brt L' . tbicq ud vounq chi lhcrr .rr-c lerv sm:rI1.Withotrt
turl ing \1)Lrr ho11re topsr tLrl \ ' \ ' . l r- \ ' f t) m,:rcl i t i ' t l ic toolt ls t theLe ttrLlt
t imih grtbers r i) .raaornnrodl le \ !ul rourrgcst chrlr l .
:- j :1'eI-/ i lal1,gl-- i S.rt i 'n ' is.:urt l urusr .r lNiNs be. i pr. inlrr ' ) corlc!-r 'u.
Lrrrr chi l . ien r lso rc.-d ro bc gi lcn the f ieedonr ro nrole r lotrnci rnd c'rplolc.
Your gol l is ro plL'prlc vour holr.- et l ' i r-onnrcnt to rtr :rkc ir sr i i ' f t r l blbrcs
\ "i \
ile'- 'f,
r! I , _ r ,
_ _ l : " ' :
: - l - , . , - l ' a . ' . a : .
pr tloqr i,r.or. or iiq,, rt,,,r ,"'i:-u::irit,;,:::r:::::l'";rrr-r no,i rlls-p1q-r arn)q .mo.i o'rrL1t'Lrr or (Iollrl:rrrr snollrlr:)itrr i :
,ig Srrnr:l:1 Lro sprrrq -Jo rronrlnlult! ,iro\LIis Jrlt qtr.rr 5rrol' rp,- .
por uoDtuLproo.) rtln:smtr iitrrclolorlp u.rLl r,\tq PIno-) \.irqrLl i
'ruof.;r-iJ r-ronr u.,\rr) l!ol ,'itnrnt:oddo Lrt'!I l.rL-r,tl'-).(c1rq r ttr p:ttt:
lrr:ds :noq ij.r-\i trqt pIIltsrrpLIll or prJu osllr sttr::n:d tncL rrtrr.'::
.\l.r-Ilr!-Io Jsnr:-r.1q oJrPInl) rrrrJrro-r or il.lfLrosf.rr sPlILro\ lI iJ,\JI .rtro rt( )-trulu()J .ro tnJlu:,\ouL Ittl\rirld .(rlt tnoLltLr\ pol-loru P,tli.rr
_
ot pgqr :rp.'iur.uolp ln:t1-rrlsrrr:1 r olrr sdr:rts rulr:l rrt Llrlrl.\\'tl'rs.Ir r t l
sdnrs q:rq-r'l:x,L.rt-r .lqrc1 L: ,rtur p;cltlt.us p1n1-r Lr ias ()t troltlllrortrll r(']i:
tl rlrl rqt prrr s.rrr:q.lt1strcl <Srrr.ur's.rrr:q.lr1itr1 sttos,icpcl srn.l.ir1,:1 sqr.:. '
q:n\'srrl-\rp ra,lppot prlr ,ic1:c1 :,ru.lr,rts.r,r rII u.rPIILIr iirmo,i lrrrlt rrrrtr:
(, rrri,lF sffrl rrqt prrr .ir.r-ir:s :)rloclr parr.I.ruor -i1-r:r,ro trr stllillrd iln l'rr:d,:l:q or llroalf sr JIqrrl.T:l;- Irprtuo\ lr:qr :rrnrLtttr,i-t:.ra.i::ron ol i'.rtt r'
no,i t1rolltr.!\ tnrl rrorsr-r.radrrs ,n]ar.i -L.rl)uu 'rlrp rsnL oP ol s:lJIPpol f:.
\rrLlfLl l\,l
'J-rolLt\t r..:
trlo(ltr l
IIirIl r :
-ro-l Lr.r ui r. _:
irF r\lli.':
prllr llltli . .
..([] Jlf .._'
PLrf \..iiu..-:.
trr .r-rtr:.t:'.i
rFrrnlt ri1: -
:rp rltr rr : .
snoraBuEp eq uPr suroorqleg .
lf,ol lo]"s aql esn.
spr€oqon) Jo
, slourq?r lrol ro s^oruau.
snouosloo
aJe slueldasnoq auros.
salrxr Au€ a^oulal lo 3lnf,as.
sote8 ^lales ll?lsul .
stalros lerlrllala ll" re^o3 .
j lural!Ji.l, iL:_ n!,'. Iil:.! ir, r.:r:llrai. r..a:lrr.:r '-i:: rl :
:-L. ar].,:Lr.! .r o r j:.': Pl
'! l rrra::r J\!1. al l::rr r; ar! rJ:::'l i: a.
:r.'a: '!'::. '- -'l
.*s *'
t l , r b i c r , r b s o r l . c r e r r r h i r r g t h r l l i r t l - r o r r t l . l s a l l . ' l 1 1 j r l t h ' i l c n v i r ( ) l l l l l ! ' l l l ' l l l ! r
, r1r ' . r ! :Lr tc l \ ru.r l c ' o i ( o loLl l \ . P, t t l . l l l i . 5oLL1lr l ! tc \ l l l rc \ ' l l l ' l ' l l -o l l l1 \ ' \ \ i l lc l l
P l . l r t n i r r g r o r r r l - r b r ' ' l i ' t l ' r ' l l o o r l l \ o l l r r L l 1 \ r ' r t l l t o I r o \ l t 1 ! ' l L l r c l l \ l r o r l l l l c l l t
rhr t i r t i l l r , l 1\ r ih hr . r r r l \ . l t rhoLr lc l l 'c b l ig l r r ' rn iL colorrr i i r l i lc ' r t r 'urd
or L lcr 'h. \ \ ' i th r l r is i r r r l l r r l t l . lLro l , t t lha r( )o l l r lnrr r r rour t r ' r i ' r s fc f \F" l i lL '
( , f r . i ) \ \ n o l l i rc i l . , ) l i \ \ ' l l . r t . lo rou se. : : \ ! l l l t L ' l r ) roLr hci l r : f l lc tn\L
i i \ \ \ \ a.k\ . lad n1(rr t !h ' l r l l l 'c thc t i r l le u l r t rLrL i ' r i l : l i1 ' ' t l rc l l e\ ' l v thnr!
r . t rcsh . r r t t l nc l . r t r , l l r t i l , , r lg i r r rp let : rot l t t l l l L ' t t l l ' l t l " 13l i r lg toqcrht ' r
. ' lcnr . r r ts t l r . r t , l fc \ 'c lL r r r . rL lc . r r l . l i l lorcr l lb l thei l bc 'nLtr '
: At L. i l rh. b.r l r ies c|e l l t ' l rc l to f i r t r r : o l l
o l - . jccts rhr t . t lc i l l r l \ a lo iL- LtLtr thc l crn r l \o rcc ' l r l r l i r r ' \ l i r l lL l l l lcd Lr \
sornel l r i r tg rh. tL is t i r r ' thc l . l \1. r \ ' c \Fcai l lh 1 l_ i l r l lo | t l ' ( ) l l ' o i t l ) ' hf \ l
r h i n g s b r b i . ' r i . ' e . r r r , 1 i i i L L . o r l i n ! i i r l . l i \ a l r i s t l l c h L L r l l ' l r l f l c c Y | ' L l f
|1! ' !crrac l l l ld l l l lcr . la l lo l l \ \ l tL l \ ! ) l r r [ l rbr l t ' l po\ \c i iu l \oru ' ! ' . )1_ rL ' r i l ]
\ t l l r ru l i l r ior i . Ar i l rc r l . l \ \ go L ' r : h is l l l teLcsL l t r dr ' ' r iqht t r l foLlr lJ l i r l l g fo\ \5
l l rng.r r lobi ic orc l r 'or t r br tbr ' i Lrcr l . rn.1 r l rppr - ih:L l lq i l lg l t ' ' l ro l l ' ' hrs
\( )n l r iL inq to oLr i r r \ 'c . I lonlerrr . lL lc I r lobi lcs rhr t crL l Lt t ' rdr lcc l to: r l lo \1 rorr
' ' i l
I t 'o nI r t ' /
l i
'Po..r! 3Lr:Lr?ur lcdlr -jo paq s j
:rrc :lunq a cciu p U] ̂/, uc s ̂ 5..{q!q
. nol alE nlLrlS suorssardru! ]srll
'.,usLracltJur r(la^rt!lr.r rlr iarlt pup JIcF)!.lrqun lsal -Io Jroru a1! slol ru''
'suors\rrd[rl d:osuas ;]^rro.qs Surutro3 rr :q qtrq,n 5ur.rnp por,rrcl a,rur'l:'
lu ur sr plr{l Srnroi {:o,r .rno,{ lttil -raquraul.l11 doqs {ol u::pottt .(F r.' I
prrlo-t.uJIrr\ ' r.r 1d,r: ur t t r''qr"- ' io: uJp ',\\ Jf rr-lr\\ to, I I
'P.umtrrtu,r Jq ol SuIlItA\ ,ra,\iasclo :^Issrd ! lou'pailfi'-:'
dlJ.lrtlr eq ot plnll lroi aiurnorLrJ ot tut.\\ ll(N sarJJlt,lr pilqr.ln!
clrq.'. Surqteruos srop,tldrtrrs trqt,(ot,(ut PIo^V laqlout ro,{t,rr .rtr
Ltr rltr^\ trrr.rlur ro olqru:sst 'lfllls lltr PlIqr lnoi lerll .pttLt ]\lllljllnf..'
.rr qlqr\ srior :rU {ocrl !P!.tsul e.iqt -}o .3t .Llt ,r.Pun u.rPlrrl-r r! l
iltr::rdsa'sriot peltleclo-,{-re:ttrq e,usrrrdxa ,(Lrq ot p:etr ou sr .l.rlf Jiori:
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Horr nruch t irue do votr speld s,:rtching vour chi ld? I don t ntean l . l tching
h:rlihelltedlv \'hrle 1ou :rr-e doilg sonrcthinq elsc-. I mcen lbcrrsing I.our
l t tcnt ior conrpletclr,on vour chi ld ior:rn ertcnclecl periocl of r i tne.Ther.c
is ro bcttcr \ \ ' i tv to bcgin using Montessor. i ! prrrrciples in ."our.hotr lc than
bv sirtir-re beck ancl obscr vins n'het vour chilcl is lookirq ar. rr,hlr he 5.1,s
ancl rr i .r t he docs. Childrc-l luve so rrLuch ro tcach us about lheir.needs
and intercsts if $.c r'ill onlv rlke thc tirre to px,v uttentiolt.
hOW tO ObSe! Ve you nrev fiucl rt usclil ro kcep r boundrotebook ol jour-nl l i rr r lhich \ 'ou can |uke Dorcs tDrl kecp I lecord oi
r.orrr obser-verioris. I{egular. lr ' sct lsi t lc sonre l inre ro obscrve -r.our chi lcl . St
soruen.hcLe conrfott.rble close to hinr so that 1'ou can easi lv sce and hear
hinr .rnd anl other childrc-n wilh u,honr hc is pl:rving Make rlote\ e\:er.\.
so ofien abour \ hat You see - thcse \\:i11 :lccL1ntulare lo lblm en inter-estirl1,
lecold oiyoul chi ld! bchlviour.ar dif l i -r .enr:rgcs, as n-e1l es heipng you ro
notiac i fx pattcr l l of behaliorLr is enrerqinq:rr e plr. t icular t j l l te. Trv to
lDte rplet \\'h:rl voul chiltl s beh:rvjour. rreens. When \rou noticc :l ne\r
f iscinarion. t i r lnk aLroul t ' . rvs to innoduce \onre rre\\ .acrivi t ies rhlr n, i l l
fi'ed llcl exrcrtrl this lltc'lert.
;,'. a -- a il :rr E ,1.. al. O l,:lf-rr: ill
a n! ilLti r ::noLr :Lll ri ar.a a:ia.lrl
-r rr' a,' ,ia- -)'ti.l\t-ta:taair:e,at
'lulq SIII]]Jr ro-) pur cln b-rrrclllrnf de,r1 , .'i-ulop sr rq trq.\\ luo-rJ urlral o] sr tsrJ,r-i\i stql r lto5.rLron iurop :r :'
r"r.''r l . r.r.. r'tr'r'rr r.' .r,t.1.1 . r.\.)r .r.r . \.r '.1 ,r, \
.j-irp sftl rnollr )[],] or s.r)rl :q rr-
.rrrq P \lllt sl :!.rroDIrJLLr lI r-\uqrq flqa lno i sJop -\\oH .j rror]rurploLr.
prllrq Poon- rl]r,\\ PUlr,i1:lr,r,rclorddr rrood\ prll] a-Jru-] ':.Jro-] r, Jsll ]rLrf ;Ltri'
llloq r\ ILITTP .rl ul J s,(o ftri tso t|r P [q] lno,i trq.\\ rlou '8un!J Ui q,\
ilooo,r trllt ol rtrftJ t.rrrltlr ot suLiJs trll/!! jrrr r(l ot s.rr-iard plqr lllo-\ I.
Jruorl -mo,\ ur llrooj r rr;rqt \J iuoudLus4) alalurapLsoor Lltr,\\ io r(lln+.)-lr :.
prrr -iprnlb ar{rld ot.rJrl.l [ro,rJ o r rq s.oc .snorl arl] tnoqr -(r.\.:
plql rnoi I\oq a.\rasq(J .rJlrrn r.r,\o sru.r]]rrJ .irrt rrrl{lrr no^ o(l :sliql
rpl\\,1o Jlro|r,ir1cl ot prr;t .rl \roc:rui.::
asn Jri. sJoP .\\oH -slr.rlr\ rq siiot ll-)[i ,
llolriluriirld sr plnl:) .moi -rpl^\'.\\oLr trl5rl 511(rJcldf I
,ip:::r sr trqu uo sn.)o-+ prn: sLrorldJrlar-.
ro s:r-ttr.tr.rlc1r.r snorrard tLroqr li;^rol r)l
\-11 PInP rllo,i a-\-r.rsqo no.( nrq ,\r.r \l
s-ir:-r o1cltt:rp::drm rrr .rlQLrrrJr sJrtrTr.li'
I ir r \.Jr r '.J ...r. t..rd .r r r ',o.f 1 I.lq I,r)r '.1 rrlrr rr p 11r ir ,
Lro lLrll()f rr!.) Lro,.. tr:r1:] ;-trLqt .(1uo :lp'iorT a-n.l\l -I :-.1-r-.- ^: r
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\ \ ' c l r . r r r ' r Lc r c ] r r cc l l r , l r ' l . , r l . i es i r r t c r . r c r l i t h t h t ' r r o r l c l r t o r t t t t l t hc t t t
r l r ough t hc r r \ c r ) \ a i l l o rn t hd l r o i r a r r t L r i b i l d r . \ ' l o r l l c s ro l i l r c l i e l t r l t l r . l r
\ \e. l l1 Lnrj l( l {rrr thi\ ]1111 crraoLtt, tgc [. .rL. iel . tr lcl \ 'oLl11g rhi]Jrcl l to I ir .Llc
r lrcir :r t tcrrr iol rr()rc a.rrci i l l l \ on t1)a fh\ ' \ l i . r l \ \ol l ! l - a\ l lor ' l rrg t t fh c.rc1l
oa thcir ' \r l )sa\ r lght. hc. l l i lq. f .utc. louch .11)d \rrrL' l l \Lrbt le \ . l r i .r t ior l \ i r l
fhi f .rol). ' r ' t rc( oi qi\ .rr ao1l.. : t1o11j oiobjccr:s. Ercrci: ing.1)i ldrcrt\ \ .11\c\.
L.r cLrrr lrng thcir r trertr iorr r{J l \pc.t\ oialcr\.1,1 l i t i or LlrtoLrglt r l .ecit ic
r. 'nsor- ir l rct ir i t i rs. r_,nr glc.r lh irrrpr( lr ' . ' r l lerI r \1rr i ! r){rs!.
| | " f l
. \c lc i . ! r \ to L lcr . '1o1t s. 'nsor-r . r \ \ . l rcr lc \ \ Jre esl .ccr . l l I r , r l rL,rLr ]e bec.rLr \ . l l ) i ! l \
\ \ }cn drc l I r ! \oLr i s \ ' ! lcr l r i \ (1. ' \ r ' lo l - . i l tg. A\ \ \e i l i l l l t l l r ta ahi lJ le l r ' \ \c l l rc \ 111
\ \ . r \ r tLI . r t rcql r l rL ' lhc l l r lo r l r ) ! i .c . rnt l t l i .c r l l r r l i l te bcn\celr t l re ProfL ' r_ l ie i
o i . l i f tcr c r r t , rb jccts. s igD.r l r . r r c rcrrr lhtnr lha r lar \ -ot l \ s \ \ lc l l1 lo t l lc l i l . l l l l . l l ld
b.rck r rgr in.The ruore t l r rs l r , r fpens. thr 's l tor lg.r lhc I rcr l fop. l t l ) \1 ,1rr i l l d lc
br ' , tn becourt ' . . r . th. ' bnir r le ic i r es r r r rpol t . l l l t i I i I r r L I I . r ! i ( i r ) th. r t i r esret t t i r r l to
l . ropcr i iur cdon LDq. L e:r r f i r tg h o\ ' lo l t : t t r r k l l c , rss i t r l i l r t ior l . i r r lagr , l l i ( ) r l , l r l d
. lp l l i . ,1r ior o ikrrou lc . lgct l , r tc l in l i t i ' . | lcr r . ls on \ \ l r . . t1 i . r i o1 rrot lhc b l l i l l
r r ' . r \ pr()p( ' r1\ ' -h, lc l u i lcr l t r r , r r r , l l l L- ; r lh .1gc.
_ :, _ it a:r :-l Jrl
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ulr:]q .rtll l,
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ol IrrIlrIi\\.'.::
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52 discovery through the seises
i''r ;;-1tV nn f.ti ie::i *Xm*H^l #ffi Cffi
their worldAs the early months pass by, babies increasingly look at, listen to, picl<
up, taste and smell almost anything that comes into their environment'
" ir ,si . . i l i ' rhi ie 's
S€IlS*i ')r '
eclucatl l :n: . . - ,*- . , - . - . " . ; : , . , 1-- f i f i : "
- 4 . ! ; : l l L . ,
,i:,i ","jilL.l hei* il*l'. 1 !
il ' i 1..i::'Ll l* A.;" inS
Your childt sensory education began at birth as you held her in your arms
lor che firrr t ime. and cuddled her against you Her exposure lo 'ensor)
experiences continued as she took in the comforting arcma ofyour skin;
the sights and sounds and smells of everything around her; the touch of
clothing against her tender skin; and the taste of the fiIst solid foods that
passed through her lips.
Babies are keen observers in their first few years of life. Everything a
baby sees will make an impression, stimulating the brain and nervous
system, as well as imPacting on the baby's sense of safety and securiry
' ,Vkgen VisiOn one way ue preprre our home enrrronment for
babies is by selecting things that will visually stimulate them. lt helps.
though, to understand something about how vision develops in babies'
When they are born, and for the first month or so, babies' eyes tend to
focus on objects about a foot away lf you watch closely, you'll probably
notice that your baby's eyes wander and may even cross &om time to time
Ofall the things they may see, they respond to the sight ofthe human face
most ofall, especially the faces oftheir parents and any other primary care
givers.They tend not to notice subde colours or shading and seem to pay
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: . t ' _ _ : i : - '
t l ra rrost .r t tartrol f() drinqs th: l f shot clL' :u'
f r t t c l r \ \ \ j t l r l r gh r : on t r r s t . c1 r . ' c r . r 11 r t l r i r r q '
thlt r |c bl,rck ,rnrl \ t i rc.
At .rbout thrtc nlorl thi old. b,rbrcs :r 'c
L'cgirr irrg to t ircrrs ,-rr drinqs th:rt ur-c t ir l thcr '
,r \ \ ' .1\ ' . Thcl ni l l l , r tclr pcoplcs t ic,. ' r i rrrcrr ir :
I l r , : i r erts tolIxr Dr.^iuq ol icct\ . Non thcr
.rn lc.ogl iz. l ,rnri l i ; l pcoplc.rrd oLlccts ut.r
r i isturcr. I l rer L.egin tc, r 'c:rch t ir l thinqs rhlt
t l )c\ saa. R\ tbouf lc\r.r) r i lolrth\ thc\ iulc
,-1. 'r 'elol,c. l l i r l l coloul l is lon en.1 l i i r lv rr.r trrr t :
r ' , 1 . . t . t , l , , -
objcctr l i th rhcrr cvcs.
lhclc ule i l l l jort \ of things drl t \ou
..rr . lo Lo hL' lp Llcrclop roru chi l t l r r , isuel
f c i cc f t i \ a r i ( ss .T . l l L t o vo r r r b . rb r : . u rd \ \ hcn
r orr clo. nrlkc . lrrecl cr_e conlrct \ l rh h. 'r .r)(1
|{rt j .c ho\r sl t , ' tcsl. ,r |11s. LooL ut rhi l lgs
fLrqrthcl xni l tr lk rbout l i . r t r 'ou rcr ' . tr Iohi l . 's. .rs thr-r ; lol l r sFiD- fr leseD-
.rr l c\ 'crah.rr lgr l)q \ ie\\ ol i l r tcrcrr iDg ohjccts rhet rr-c nror, lng.\trLL rrr icht
l ikc rt hrl 'c Ltrr or t l trcc .rroLrl( l t l l ! hourc rncl lor. l tc t l lcnr t ' r 'cr-r 'so of ic 'r '
rr) crc:rtc lr tcrcst. l tcl dcl icl tr in thc nc\\ siqhrs.
| | - I r r i . ' , . r
a\pl-r ' lc- lrac. Ybu cJu i l l lol lucc vouf bxlr\ : to lrLrsic i1r nrrn.. r \- ts.5o.rc
p:r|entr l .egin l .r ' pl1., i ,* rccort lcrL rrrLr!c to rheir r ler,clopiDg brby ,- lur ing
pr.qlrrnc\ ' . senrin.q thrt drcir unlrorn clr i ld c,rr hc.rr sorurt ls urrr l lhvthn<.
. j us t , r s nc ce r r l l r c r r n r ' . r r r ' r r n r l e l l . r t c t .
qrour s,{qlq rnol u aln pue o]
sLlaes qtec, ! tlli/r'\ 3u q JoAa
'sqlLro[ x i l€ PooS so]s?a
'arutFq Pooii t tls4.llls. ol P.Ju .^\ tlltrpl lIoIlEIntIIl! .
oot sr 3J.rlt trir\\ cliJlsr llB,l osF rt.ql d.lJF ol o3 PUe poss.rls .tu!'
[eq] pcre uortqmutts qruur oo1 3ur1ee3 e.rt ieql r\otl ^\otlI sn;r::l-
1r pooF a;r sJlqtq - uolttlnlLuts rrPun ro ,la^o plo t ot lutllodrur sI ll
'JlualtEd rlrultttr qll^\ uoI]uJllr larl srqrl!l 1lql FuRpJLoos Sunrnr:'
,ro {3urqrtu-{\ 'attrtu.ruol Pun snro.l ot eiqt ptrt snol-rn: -{18trtstr:'
eruor.q IIrA\ plqr rnoi plo -rE.,^. Juo sI .qs.lluu.ql ^cl PrV rllttl :'
sJssoll ltql l^Unpdj:l,r.l altiillss,\ur ol JSou PLI! qllrortl 's-!te 'sri: spl:'
raq rsn IIr^\ JrlS arnltredtt:rt pur: a;nlx.ll 'tq8r:r,t .rr: ql o-roldxr Put slr.il.
cln 1.lrcl or :1qr sr,(qrc1rno,{ p rt ertrt ori uJ Af,Ueleq e SUfUeB
-qtnoul rerl olur tq8ir,us oli lll,u q:lrr.r req uqllr$ l.Jfqo -i'r.
's,\o-r5 rqs sV sarLr]\rt put s:tstt se;o1dxa ,{c1tq :noi st luaturlrl\-' f::
lr:-tJll , 'Jtr"r.ru.r_. poo-t \\.\u Ll.rr-- /.nJ pllc.'i lllllpollul r._ lrr.lorr t '
tnoqr: sr .{qtq -rnol Surural[ r.!ltsl]3ld PuE rlorltlold\aJo .r-rl1os lr s.tllor-:.'
qtnour s,,(qrc1 -rnod 'p3+ 1s.rq {:re,r roq uro.{ LllnOLU O} PUeq
'tuelrrdol:,rep surPlq lr.lql ol rrcIlnqr-oLIo) Itrl ,{lJ,\ ! salEru lI'r,\nrs(r."
,tlPrusul! iroru urrplq: sr1tur,,i1uo lott usnrII'splo^\ laqlo Ltl-uollluioa.'i
u:e]]rcl pur s:ntutcqttul rplr\ p3tllaosst rrt ltrll urtrq rql ul stalt .sorll :.
tuerudolc,sp oqt ot pet::rruor ip:arrp :rc1ol u,\\ot{s tt3aq osllr stq .rIsn l4l'uourJllpr .rrsn(u t ro3 suoqtPunol erp,{t1 1p'lap1o sraii Jals sx u-ltrl , :
urieq l1,n oqs ttqt sl-uos ltr[[!Irj o] sP.to^\ oql PrrE uloo t s,pF-q] ilunod:u,'
x1 '.1d no.i rfllr \L\n|lr .'q].J\r Lrr r.\rrr pur l\rr.ro. JtlA P('L'qPl l\ ilr'' l
srrrollr3M petoo d:rp otro]rcL Ptlu lur:llodurt J,rl sarcltllnl Pul salPoFl\
'qtrrq ro.9 ,(qrq -rnoi ol Suts put l,lJxJ luarlluo-rl^ui arll Jo rlol]llnlt :'
Furo5uo arp3o l-rtd st p.rors sr prrc u:,rppq: €uno.{ pur: s:rqtq ,(q ur rr:1'
iluru,ror sr rrsnnr popro).r iirrue:q 1o luruJd\a .ql'slriri dllla arll til
'srrrqt,{qr pru -
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eruos -sAP\\ 1-
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56 discovery through the senses
*asl<"*:'. #i:
treasuresAll around your baby is a magical world
of objects just waiting to be discovered.
Once your baby is able to sit and hold things she will love to explore a
"treasure basket".This is a low basket or sturdy box you have 611ed with
lots ofinteresting household objects and things from nature. The objects
must be large enough not to be swallowed and free fiom sharp edges or
anything else that rnight be harmfirl when they are touched and quite
possibly mouthed by a young cbild. Older toddlers enjoy the trcasure
basket, too -just keep introducing new objects.
What'S in S idg ? a o""r,rre basket should create a sense ol wonder,
surprise and discovery Gather between 50 and 100 objects, each ofwhich
has distinctly di{ferent characteristics: shape, colour, texture, weight and
smell - use your imagination and common sense. You might include
things such as a wallet, a large walnut shell, a pine cone, a brush, a Gather,
a silver bell. a smooth stone. Babies and toddlers use all of their senses,
rvhereas adults tend to rely on sight. Objects that have a distinct visual
pattern or texturc on their surface, a dishnct arcma, that are cool to the
touch (such as a stone) or which make a noise when moved are especially
intriguing.To a young child, everything is a new and exciting discovery
+
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l l l t ' n-c Lsrrr 'c brtkct crn cl lLcrt l i l l \oLl l lq cl l i l '1tcrt t i r l lo 'g l tcl ior ls oft inle:
h.r l f ,rn hour l lul i l rrLrr bc rrr ruru.r i . \X, lrh b. lL' icr. ktcp in nrind thrt i t ls r-er-r
' t i rrul.rnug. ro i . bcst ott i l i cl t l l i t l roul cl l l l t l is rcsteJ 'rrrd r lel t Wllcr l
\1)urlg al l l lLlrcl) ,u. ' t i |st . ' r1' loI ir lg t l lc L"rrkct i t is bcst l lot t() \ ' l \ r l \vold - l1r\ l
.c1i 'r_r rn oLricct. c.r l t t i r lh cr.rr l l i r le ir rr l . l 1' t l t l r Llrek rr l thc b: lslct Ytrur cl l i ]J
rtr. l le.rch l i r i t . ts \()ort .r \ \au PLlt i r . l t l l l ol drc 11lr\ al loo\e \olrrcthiLl!
.r l togcrh. 'r ' cl i i i i r crr t . Al lou her to c: i f- lc,r. 'drrrrgs on lrer ontr ' Cl lr l ldlcn l j l '
ui r : ,r l .c rc.I l .r- brrt dlc\ ' do r lot . t l \ .r \ 's \ . tr l r rrs to ir l tc 'r felc.
-: :t :?s E sprsu sueaq aellor
, : :::a ? iur^'slea,Ms paluals ]nd^ -:*a ? pue repua^elJo sleqles
:--.:, -: s;eq l"rl le|sPq aq] u sNals
-:sail) ^ lnjeJel aLuos alP )eJdde
'. pue l3u..rs_lo esuas Paco a^op
. -; q e s?q lqeq rno ONt'l'l3Hs
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lo suo leurqLuol pue sepeqs
a lqns'srno or lErnleu 31e )a.rcoe
uP) eLls ̂]rnre lnpe seq Mou ̂qEq
rnol mq Surdola^ap I Js seM uo sr^
req usLlM s&p xrea aq] ur luelrodLul
ere/M sls€rluol c._teqs 9|Nl)oo'l
55 SaJnS"arl Jo ra)lseq
d .d3 , ^n * . ^ r r / , . , : l : . f - . i , . . . l i - ' f { . * *1 - i " , r F ,* 1 S * f 1 ; : , ' - . ' , ' ; " " . . . . ' . . " : . \ " . t . . .
j . . i { . * , . : ' : t = '.i
children learnExercises that develop children's sensory awareness help them to
appreciate their world much more fully for the rest of their l ives.
60 discovery through the senses
' ' i-i-i!n: it! iil 1ii j:t: i':,'
e;.rl$;l{|SSS fiLii"*
1r, - ; i . i : { ' " . ' . 'J r
,-, -. ,- , ' -h r',-..' l l L 1 . . ' - * l l I ' , ' ;
l-{ii}rfiSflii'1,r ;:rl
I l ' l d : 1 i : " i : i L u " ] l f l
i i ; ; : . i ieir.q*"
It is important to continue to educate young senses. I don't believe that we
can physically improve them through sensory awarcness training, but I do
thinl we can help children learn to see, hear, touch, taste or smell what
they experience with a deeper appreciation ln the Montessori classroom
an entire area ofthe curriculum is devoted to sensory awareness training.
At the most simple level, the exercises challenge children to find
identical pairs of objects that vary by only one aspect, such as height,
Iengch or width. Other exercises ask them to find identical pairs based on
weight, aroma, taste, temperaturc or sound. At a more advanced level,
children are asked to arrange a set ofobjects in orderbased on the variation
in one aspect, such as length, height, colour tone, shape and so on.
Children find these puzzles and games interesting because they are
just di{ficult enough to rcprcsent a meaningful challenge. They are also
vocabulary lessons, as the children master the names of everything fiom
geometric shapes to plants and animals. As children learn the correct
names for things, the objects themselves take on new meaning.
The activities in this chapter are simpler than those found in Montessori
schools, but are based on the same principles. Many ofthe items used can
be made at home or bought ftom specialist stockists (see page 188)
a)ELr ,{!Lll splnos luarel} p
aL1 ql /1\ SlueL|.rad)<a usEoLl
lelrn8 aq],!o 38u ]s aLll slun.]s
pLrf s>rn d a.ls sv Fr8 J€lln9
at ua.rptrqr d laq
52 r r : : r . r : . i - ' : r - . : t he senses
Colour coded Sor-t ing b! l lons by
co o{r_ stmulates sght anc touch
wButton mix YoL.r can vary the chal enge by introduc ng buitons of cifferent s zes
and 5 rapes, c. made ofci f ierent matef a s, sLrch as bonc wood a ]d me1a.
t t l .colour, snaPe anc slzeManv plav activities th:rt prirtraril-v stimulate youl child's sight rvill lequite
hinr to use othel senses silnultaneousl)'.
sorting objects (2-5 years)Sorring objects according to shape, size, colour or orher physical propcrties
is a r'vonderful activiry that ch:rllenges -r'oung childlen to pay close attention
and to nrake some krgical choices. For this activity, you rviJl want to gather
sever':rl ex:ulples ofsome sor-t ofappealing object in v:rrious shapes, colours
and sizes. Be clreful rvith srlall objects as 1'our roddler can srvallow them
or they c:ln end up in his nostrils or ears.
A good exanrple of this activiry 1s bultorl sorting. Buy sone buttons
from a hardrvare shop or select scveral different sets oflbur_ or nrorc identical
buttons from youl serving box, ifyou havc one. Mix rhe buttons together
in a lalge borvl then show ,voul child horv to select one button, place it in
a smaller bowl and then find each ofthe othel buttons that is the salt1e.
,|{
i(tr$ aluEs 3q1 uI re.\o]
! otur pprq pue raqto qlta rPrsLII ts.u tlLll sdnJ -ro sryo1c1 pelenptrE
iinq ur: no,( atroq ;l1o.{ io{ l3^\ol {urd Jql P.[t] lJs t asn 3,\\ 'slooq_rs
riossollrol^J rrl azls ur PJltnptlg ilt ltql ssqnr 8ur1:tls uapoo,n lo lrs
! sr^Io^ur uerplqr Suno( qll^\ rsll ol;br,lr]:e ptrosu:s pnsr,r pooS y
(s-real €-stlluour Bl) saqn) Suqrels
']t nq si ,rauo] s,uern€l'a:r:1c1 u ala d
lse EL|]S aql q1,\^ nlLPu! puvxls
ri;E;,q YaU aq] oJ too uern?'l
:r'i c u s aqnr sLll alrO I3UHI
dol aql rPau solard,ia !LUs aLl]
sroqsod aqs'a',rer tea,ri SuzelfAll
'rlo11oq aq] ]p aq.l lsaE: q a!1staB eqs
a.rolaq :ldtrrolre i al t s.lel I oA\I
Fuu.ro:8 1 >p nb ra.tro], a!
sees ua-rnll'ELro orola€ UnOJ
eqn: Er >rr1s 5aF,e; aq].ro1 s>loc
uarnel'3n- 1:rus e !o 8ul rog 3NO
ra^ ot >l)olq >luld:dars ,(q ders
a1 ua.rpqtq: dleq
.t_,
discovery through the senses
Wooden puzzle Choose puzzles
with s mp e cut-out shapes and wlth
an ndiv dual knob for each p ece.
geometric shape stacker (2-4 years)There are many variations ofthis toy but most have one or more spindles
and sets ofpieces. Once the pieces are removed, the challenge is for your
child to find the pieces that are alike: squares, octagons and circles, for
example.Then she finds the largest piece within that set, and places it on
the spindle at the bottom. She continues until all ofthe pieces have been
placed.Your child should be able to recognize for herselfifshe has made
a mistake because a latger piece placed over a smaller one will hang over,
and it will not look risht.
simple puzzles (2-5 years)Simple puzzles are a time-honoured toy for young children. Always Iook
for puzzles made from wood with attractive images. Avoid puzzles made
ofcardboard and those that do not fit into a frame for each piece. When
your child is under the age of four, look for puzzles that have a large
knob for each piece.
matching coloured paint charts (3-5 years)Montessori schools use prepared sets of wooden tablets painted with
various colours to help cbildren learn to distinguish berween primary and
secondary colours and tones, while also mastering the woids used to
describe each colour and shade.You can do this at home by gathering
paint chaits from your local DIY store.
You can create three separate sets of colours from the charts. Each set
should be the same size, diffedng only in colour. For younger children start
with a set of six colours, rwo each ofyellow, red and blue. Ask your child
to match the pairs and learn the spoken names ofthese primary colours.
When your child can manage these, collect a second set of 11 pairs of
the prinary and secondary colours and tones: yellow, red, blue, green,
orange, purple, pink, brown, grey, white and black. Invite your child to
match and name thern. For a more difficult challenge, build a *rird set
containing seven different shades ofeach ofnine different coloun (yellow,
red, blue, green, orange, purple, pink, brown, grey), which your child learns
to sort in order from the lightest to the darkest shade.When all of the
charts are laid out in an array it creates a lovely display ofcolour
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url no.{ .1trr8 srqt tt F113q stJB plirlJ rnotr sV
'PJqltrru uaaq a rq sP,lt] IF Iqurl srnuDuol J[R'i]
aql urnt txsrr rreqt sl tr uJrl^\ sP.rPJ Surqrtrrlr
prrg llrl\ (Jq] trqt iF)jq .ro1! tr SuDIBru 'uoqrsod
qrrJ ur st Plrt qalq^\ laqrrerr.r ot lqurJlt s,rJ^tld
'ur!5r u^\op rJrJ rrl:qt surnl rJr(rld Jr{t 'qlterlr
]ou op dIIt Jl rrtd .q] sd..{ ]r[eld ]eqt 'rl.trur
tr:qt 31 :rurl r te ouo sprpr ont -ra^o surnl reltld
trrg rq1 ,uor qrr.. in ssorJt sP-rEr -lrloJ LFL^\ u^\ol
s,lro,r llroJ;o dn eptru e:enbs s ur u,llop rfg (rrl[]
areyd puc sp:tr rqr dn vru 'enrtS :ql ltld o1
'selnlald ro s:duqs lrr:-r:grp
1o s.rrcd tqSra go dn epwu 'sprtl pizrs-leltlr.pr
gl r trl ^\oLr Pllloals 11o P]Pr qtrte ot uo arnt-rrl
lo :clrqs r anlC pasn aq osis rrer sltrlnu! ,Io
sarlltrrd sadrqs rr:1ertroa6 1U:::grp lqSrJJo sJrdo-r
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-.,r! 5p., pl E) tLrap Jo sr !d areq,$. plroqpltl Lnqt Jo sJlJId 9I ttlo tnr 'trs r r:leru oJ u,\\o rno,{ Jletu ue-i
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(s-real 9-6) auueB uonertuaf,uor
'st,rcqr tured eqt ot rclru 'tsJtqijrl ot ls.Irtrf
ruo:g tundgo sqncp Jo sarras r rtBr:lr utl i(.;ql'dt't lt Suxlru prt atrqu
:,roru trq e Surppe pue:nolo: e.rnd aqr qrr.tt Suruurieq trg :nolotr.emrsl\:
ue ot tumd {lrlq ro elq^\ Surppt ,{.q tuted;o saprqs r.lJrp io -r.tq5ri
.tr.rJ ot ,\\oq rrJqt qrrJt ot rq pino,\\ 'u.:pirq: r:pio r1tr,t'tr;r^rlle pltlt v':e1.rep.ro -ruq34 opeqs erro tsnfsr teqt trtql .q1 uo rnolor .qr tno rrrrod o:
'euoP ,{rour{r dq'rurq lst pLrr silroloaJo tas prrtlt rtlt tuor-} lnolor t PI(l:
.rno,{,roqs ot sr .r5riolcqr laqlouv ruoor :t1t ur Surqteruos ot rnolor tr:
tsosoll sr trqt liurlr rqt uo -molor Jqt puu o] plqr rno,{ lst'eldurr:r: ro-1
BurEu:11tq: :rorr {ro^\ srqt Jleru uer noi qrrq,u ur s,{e^\ Lutot J.rt Jraql
ur€al uaJpl!q) dlaq rr.1: sarrrr'rl:r: i.rosues
ftF
t
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Sean €ascide Bulie_ be,rt5 n a<e i pleasaliL
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l]^lf! l.rolpne poo8 P sr s aq _,o
sr Pd SuiLlrl€LU lq apeLL-r splnos
oqt SurzLUSo)a! sllaq Sur8ulU
'leq qfeJ roJ qlleu aql spuu aqs lrun ss. \j:
eqt steeder Pue '!ll3q rJqlouB peles ot uo seo8 usql aqs laql.Sol .:.1
euo ot s[eq Surq]trru o,\\1 aql las uel srls'[eq ]q8lr aql sPuu .qs u:u t'qtrlau e roJ euo tcqt ot suets{ Pue rsqloue slJales eprst lr slrs IJs q-rrr. :
tq8r: eqt tou sr pell aqs [eq ]srg Jqt Jl i{:orueur :aq rJsr.rJrr ot ut.:.l
1eq tsrg aql Sur: or luur {tru:q5 aruts eqt sI tIJr ers o1 1r s8ur: put 1t.'-
raqtout dn sprd ueqt 3qS :pls? lI stos puc IIeq:uo s8ur: ppqr:noa
'8ur.r ot tr re8 ot pueq -Ioqlo eqt qtr-{\ tr se>lrts ro tr s.{rqs Pue Purq.c.
qrl,tl. uoqqr; eqr (q dn I sprd plnp ;nol'1eq rqr or uoqqu c 8urtrt ,(q sr'"':
J^los um no tr ploq deqr sr sputq rreqt -,(q pagmu $ 5ur: rqr rsnsr;-'
q1!^\ :{ro,{\ ot uerPlqf [euK ro] ]Intrrgrp sr ed& puolas arlJ ss.ulrL
qesroq e ro Surqtol: st qrns'Surqlauos otuo paxg ro u^\3s dlleruroii
erB teqt esoqt pur srlpueq qrl,!\ asoqr:IIeqJo Fdlr o,!\1 pug or ,(1aT1 ::r
no pJploJpurtq ro p:soyr setre req qtr-r &r^nfe srqt op ot peeu 11r.{\ p1q,'
:noL'lueregrp 1oo1 ,&ur slaq Jqt asneJeg punos eurts eql Sur,rtq :rti
rlJrJ'slleq3o srnd.Jour ro tqSre reqtrB ot po:u 1pu no( dllluce srql ro3
(s.rea,( S-Z) sllaq Surq:1etu
'e8en5ury pur4 'tuentd Sutsn ytq ruaqt lnd ot it.u
tJelrotr eqt plrqf, rnod,ttoqs punoie II? [rds sueeq eql3r p:sr:d:ns :q l uop'tsr5 tV l,uoq 3ql otur IJeq sueaq erF 1t Surlesjo :rue1:todurr eqt ssar:5'I,,'toq aqt ot tueqt urnter pup dn rueql yrd ot ,uoq rurq,uoqs'tno euos
s1tro@l plqr:nof,31 punos Sunsarelur ue eleru suteq aqt'p.InoJ? spueq
rreqt rlsl\\s f,ar1 sy sueeq aqr qrm f,rld ol uerplrqf Suno( (:e.r .uo1g
ldoq eqt olur {r€q eypel eqt ,{rdrue ueqt'sueaq auros dn doo:s ot tr esn ol
^\oq r.lrq -\\oqs pur 3lpel [erus e p1rl. ]no,t a rC 1,troq eqr otur paddo:p
ueq^\ punos lueseold r e1tlu,{eqt pue'sreJ ro Jsou s.plql rnoL otur o3
ot a8:el oot ere -teql se poo5 a:rt sueeq::rnq peuq sueaq perrp ql^\ rI
IIU Jprl pue sselS:o d:olod trrrerlJo eperu sI terp lri\oq p?Fs a3;e1t purg
(s"rea,( t*sqluoLU I l) su€aq reunq parrp
'ruo:g Sunuor sr
punos €.Jaq.a turodurd ol osp pur spunos tuJr.grp uae.ruaq qsrnSunsp
ot ureel urr aq 'sdols.Lep Suueaq srq pue raplo steS ppq: :no,{ sy
PUnOS
19 uJeal uaJpl!q) dlaq reLp sanr^ole fuosuas
Matching sounds See i fyour
chid can match the sounds made bY
varous objects in pa rs ofconta ners.
sound cylinders (3-6 years)Another exercise which helps children develop
the abiiity to discriminate betrveen sounds involves
using a set ofsound cylinders.You can make these
from any wooden, plastic ol glass containen that
you find around the house.The containers need to
be opaque so you cannot see what's inside, and
they need to produce a clear sound when they are
611ed with diferent objects and shaken. Small glass
jars, such as the ones that ba\ food coltes rn, can
be used ifyou paint the insides or line them with
coloured papelto make the walls opaque.
Six containers should be painted one colouq
and the other six a second colour. Fill pairs ofthe
jars (one jar of each colour) with something that
will make an interesting sound when rattled or
shaken (dried peas, beans, rice, sand). The children
then try to match each green cylinder with the
pink cylinder ofthe san-re sound. In Montessori schools, each set ofsixjars
ofone colour is housed in a box with a lid painted in the same colour.
the silence game (2-6 years)In our modern world, it seems that silence is aln-rost untnown. [t is a grcat
gift to help your children discover the beaury that can be found in silence.
When silent we can hear our own thoughts, and we also become mucl-r
more aware ofthe world around us.
The silence game helps children develop a n.tuch higher level ofseif-
discipline, along with a greater awareness ofthe sounds around them that
most people take for gmnted. ln this activity, get your children! attention
either by ringing a small bell or by giving a familiar hand signal to begin
a game of "silence". Your children should stop what they are doing, sit
down, close their eyes and try to ren-rain perGctly still. Challelge them to
stay like this until they hear you whisper their name When each child
hears his or her name spoken softly, he or she should silently rise andjoin
you. You might want to vary the silence game and help your children
'8uor:3u s pue a:uep drr ol pue
: snL-u ro sodll ie o] ualsrl ot p rLll
Jnoi ea!-rnot!: sJal]€tu )lsnH
'urlor^ .ro ougrd eql st qlns
'luelunlsur ut ,{eld or uJrol uur IloJ Jo a8e eql utql l38unotr .t.rplltl.l
leqt sree,{ roJ u,\\oqs J^eq sraqreat llsnLu D{nzns Purl'P3!rE LllcJrsmu rlt
oq,\\ urlplrqf, ernpo:rd -'{eqt puu ot puet e-}rl Juoq neqt ur Jrsnrll a,\ll ol
uerplrqr rrllt .sodx. oq,!\ sturr?d Patuapt dp:rrsn61 .{poleru pue uqtdq:
'rlrtld Jo tuarudole^ep rql uI lsaratur snoJu?luods I strl pue llsnru lo,J
por-rad olnrsu.s E ur sr PIqtr rno.{'sr3rl eseql Sulrnp'leql :oqualual
'saunt rlrrllo^q qtrd\ SuoF
Surs ot ::q e8e-rno:ua pu€ - rt1ln6 'sulnlp 'ouoqdoltrx 'secucru - dtld ut:r
aqs lrqt stdacrnlsurJo slol ot ssaJJe seq plqr rno,{ eJns e>l€I4l resodtuol
aqt ua^a Jo -,.iorpr-r oqt uo Surteld sr r2/rl ?lms''^!ulunl Jl'- Junl aqlJo
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8ur(e1d crsnu :ql :o;t rq8rr qeoS reql
,(e,u dur ur 3ur:urp ro ipuo8 3u4rr,tu '3ur,(t,rrs 'trrsr-[u o1 asuodsa: ur o1,!s
ee{ srueP .r€J notr Pue teeq eql ol spueq -rnotr dtp u?tr l1o ool'os op ol
plqr rno( Sur8unoluJ 'lrsmu eqt qtr,lt 6uop trlpnol runq :ro Surs ue) no
'raq qI.^\ serrle8 Flrs ujo st:os 1t deld u?tr no.{ tePlo s133 PIIqJ lno.{ sV
(s-real 9-sL.ltuotu I l) lrsntu o1 Sutuetsll
ur rnd a.,1 1oorq eqt ., "^.0 r",0,"1111: :: :.ff "**'::;, i:ruerlt Jo tuo{ ur ouers t eqrnsep notr put sa,(a -rraql esop ue.tplqr rnoi
qcn1.r iq ssero:d e:uonezrpnsrl papn8 sI uorlslJ?^ reqtouvltntr: ^lIeP t
I :{Eru'aurt8 srqt dofua u*ppqc :noiJl .fu.Is aqt .tclf,erddt pue uatsq
'xe1u o1 fi4rqe :qt doya,lap p.ll doqt -{1enPel8 tnq'spuorrs 0g utql alolu
ro.] trr3lrs pu€ [r]s ureur.-r ot JIq? aq lou trtru uuppqr la€u1-to,{ 'tsrg tV'8ur: ot ur:qt 6urlrofic ]noqtr,rr ruoo.r eqt ssorr
qle q i.rn: ol ueqt 8ur6u:1tqr Lq dgrrnb put ,{llnJ::rtr a oru ot urtel
69 urEal uaJpl!qr d;aq reql sorrrr,q:e l.rosuas
70 discovery through the senses
Mix and match F ll a basket wlth pairs of d fferent
frb.as anc >ee i /ou rh ld car 'r d f \e -ra' ' qi^g
pairs with his eyes closed, ustng his sense oftouch
touchThere are many ways to train cbildreni sense oftouch We began with the
basket of treasures (see pages 56-9) when our children were very young'
Now they are ready to attempt some more challenging activities as they
start to rcfine this sense.
texture matching (2-5 Years)This game is ideal for helping to develop your child's sense of touch'
Typically, it consists of a set of small tablets or squares of wood with a
distinct texture on one face, created by gl.uing a piece of fabric, Velcro,
seeds, sand or other substance to that suface.You will need fwo matching
squares for each texture, creating pain that Gel the same when touched.
\Vhen the textured side is turned downwards, the squares all look the
same. With his eyes closed or blindfolded, ask your child to try to "see"
with his fingertips, finding the matching pairs. When turned over, the
textured sides ofeach pair match, providing a visual key so your child can
see if he has guessed correcdY.
fabric matching (2-5 years)A variation on the concept above involves a basket filled
with squares of diferent kinds of fabrics: silk, wool, cotton,
tweed and such like. Prcpare matching pairs ofeach rype of
fabric. With his eyes closed or blindfolded, ask your child to
try to find the pairs offabric squares that feel the same and
to lay them together on the table. When he opens his eyes,
he can check his work by looking at the squares.
sandpaper tablets (3-5 Years)The sandpaper tablets consist ofa set of six pairs ofwooden
tablets with each pair covered with a different grade of
sandpaper. Your child attempts to identifi pairs that have
the same roughness, working by touch alone with his eyes
closed or blindfolded. When he has finished matching the
tablets, he can check his work by turning them over. The
matching pairs will look the same.
:: a :- -C l'C I ., na J.lo,aral i I
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_ .-: -:..-;t::l-- ,.it ;aal prl leq,,.rlt
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Feq .d;atsduu ali?:dals .d.q da::
I ,r. .. rt iPiiiql dla!l
Scent bott les Companng and
matching scents n bofrles he ps
de,/e op yolrr ch id's sense of sme .
smellChildren have a much more sensitive sense of smell thin most adults. Here
are f"vo exercises to help your chiid refine her perceptions and learn to
recogn i ze and 0 r r ) r e d i r l e | en r . { r o rna ' .
scent bottles (3-5 years)These consist ofa ser of 12 small, identical plxstic or glass containers with
lids. Cylindrical spice jlrs with screw on caps are ideal, but you cln also
use baby food jars.You are going to cr3ate two identical sets of six jars.
Cover one set ofjars with blue paper and the other set with green paper.
Put a cotton wool ball inside each jar and place a drop or two of the
same scent on the ball ofone green and one blue jar. Use ditferent scents
fo r e r , h o f f he , i x pa i r . o f j . r r . .Yo r - r r n i gh r u ' e n ro rnaL i c l i q r r i d l l a roL r r i ng .
such as vanilla, alnond, peppern nr, lemon, eau de cologne or a perfume.
ln son-re, you could skip the cotton wool ball and use something solid that
has a strong and pleasant scent, such as porpourri, spices such as cloves or
cinnamon, or omnge or lemon rinds. ln this case, you need to be surc that
your child cannot see rvhat is in thejar. Remember, these substances rvill
dry out and lose their aroma after a rvhile, so you will need to refresh them
from tin-re to time.
Your child selects ajar fron-r one set, opens the lid and snifli the scent.
She then finds the matching jar fiom the other set. She sets the two jars
J \ i de rnd r rp r . r t \ l l r e p roce \ ' w r rh t he remr in i ng l . r r . .
herb scents (3-5 years)lfyou have a herb garden, your child will enjoy smelling :rronutic her-bs
such as rosemary, lavender, basil and thyme. It will be even lnorc satisfying
if she has grorvn these herself (see page 139). Shorv her how co use a small
nortar aDd pestie to crush the herbs, or even horv to n-rake sachets or
borvls with potpourri chat add a pleasant fragrance to your home.
:r.rs r r s,3qs Paq)rcLu uoaq
: : :.. i: rno] le uaqM ssDord
.r.._, :-:::1:r P!P sa rroq SururPLU?r
:,1 or Sururnlar sioJaq sputll
,;j qr€/.\ or sPaau Plrr-l) -rno
'3pise Luaql r3s PUE
5::roq 3!r q)rEur qroq a^o|ller uaql
!)rP!! aqt sPuu aqs lrlun ssaloJd
aqr readar PLr€ sPrsc allloq srLJl
r3s ioN ialLres 3q1 arser rr ssoc
pueq rqSrJ raq tlo ia8uu auo Jo
dD eqr uo CoJp lleLus E slna PU€ Prl
aql s?i^aJ)sun las Puoras eql uo.lJ
atroq c sasooLJ) aqs ̂\oN elstl
3qr ro8 or ll^ ols 1ll)ll ol iaq lsv
PlEq lJel req Jo ltreq eql uo doiP
lleus e rnd PUr aFroq auo uorj
dor aqr /v\arrs!rn 4llnJ3retr uaql
'salttoq lo las qrPa dn eull'sPuEq
"r3q qse/t plnoqs plrqr.rnol
(.ra!!q)rorer' qI.^ paln ltp
aaJror )rElq Pur (^llrs) iaru^ l1les
'(rnos) alrnl uot!31 (rae^^s) r31E^^
reBns ajdur?xo rol sarsu rtseq
rno, 3qr Jo euo sruesarda-r lEql
prnbrl € rll,4 r3s urta uorj sFroq
auo llrl ssFroq redoo-rP rno,lo
stss o/r l a,^Pq nol lnoN Psr Jno,
-raqro 3qr PLrE anlq sallloq inol io
sprl aqt 1!rrd PUe sJaocorP ezoenDs
qrn sa lroq ljeLUs 1!3ra -reLPtt
(s;eel g-E)
saproq Sg11591
'QqBr:1ourd a:s) salltoq l^unstl aleru osle ulJ no1 ,.irfturun6 tuolu.l
,(Je^ sr slqf,, sl etstt Jrlt ltq^\ er tu ot sar.lt pue Surqlaurosjo a]sel B sJ{?l
'srda srq sasop plq:.rno,( tr:q1 ts:58ns utr noI !,l.Dioor PllJ'rq-re5ur6 stqt
ur .reiur8 eql llus puu rtstl tsnf'ssruPooC.! sPoo1 ulcl-ral Jo rlsll aql ol
uouuaue lsol: s-(td plqr -rno,{ ltql tseF8ns ol ocl PIno,\ dlL\Er! rlFouv
,, - (ru d.n ot e11 noL pporyy :3rlq .l!tl sPoo; aruos,.
',(a1s-rtd :ruos ro qsptrJsloq Jo trq (uu r plq.l -rno,{ Buuallo ,{q .rertrcl
ornpo-uur 1q5nu no,{'Jldrutx. rol spooJ lurl:l3lp qlr-{\ rlsel qJ!a alnporur
,tp:npu5'qtr,u tftls oI sJlLIJI.radxe -t;osu:s q5norql selstl pull sluaJs
-u:u s::o1dxa eq se spoo3 ,tou ,{:t ot 8ur[Ltt eloru seruo]eq PlqJ -rno,( lBql
pug ,{tru no1:no,rtg .ttrllruP.Jun -ro 5uo:ts r Jrt.rrl ]crp spooJ 8ur1ta lnoqr
dssn; attnb elt (.rp1ql Jruos ,.Zlolqt no.{ op trqry11,b1ts ti'ro,t sr u.ro:dod
srrF >lurqt L, ro ..itrJ,rrs os sI .lddt slrll 'rurtrru!\i!,:spooJ ltl:logry lnoqt ipl
ot sr etsct3o td:ruol aqt arnPoJlul o1 ,(tn lrstcl lsonr aq; r:rtrq pur,&ps
'lnos'laJ^\s :3n5uot lno qll{\ asuJs ulll a,{\ lErp sals€l Jlstq lnoj 0ll alJrlf
els€1
alq qlPa se>P] aq s€ apPu sPunos ra^a puP salsrl slue)s:rno or ]o lnl p Ll
-rnol roj arua radxa lrosuas_ l nLu P s peles 1 n4 qsa..r1 Eu p; slno^€U llnrl
..*:-
I
I
t
T-reall .%
truHtE]IdVH]
76 d o r !
<aY- : :
Stepping out -fodd
e-s get a taste
:: - :aoare nrob e
Fron very ear'l1, in life, childlen rvant to practlse the skills that rvill rnake
thcnr indcpcndcDt. Hclping childr.en leern to do things for thelnselves,
t'iom dlessing and rvashrng to pouling cl-inks and naking snacks, sets them
on thc rcad to iDdcpendcncc.
According to rheir ege, young children cln be vely helpful around the
house.Thev can clean up theil roorns, help to chop vcecrables, srvecp up
rDesses, dus! and generdiy help us in the kltchen as rve cook and bake.Thcy
can iearn horv to set the table, carrv food ro the table, ar-range flowers and
t:rble decolatioris.They can :r1so learlr tablc rnanners, horv to gleet guests lt
thc cloor' :rnd horv to act :rs nice hosts ilnd hostesses to young fi_ieods, gr.rests
and relatives r'vho corne to visit. With gentle guidance, children quickly
lealn to rvolk neatly, pick up :Lfter thenseh'es and help out rvith cholr:s,
and they rvill thoroughly enjoy practising these skills.
SenSe Of S€lf clitar.,l ",ho
ieel respected rncl co.rpetent develop
e fh qreater sense ofenrotional rve1l being than cirildlerr rvho ale cloted
upon.The activi t ies in d-fs chapter al: designed to hclp,vou tcach vour-
chilcl spccific cvervday living skills that rvill help him beconre increaiingly
independent :rrd self contident. Lessons in these skills lr-e inteDded ltot
] --!rr - -..J :lu I ap .l J ar :! |:
,l[-iPa] j ir. .3L,\,1' 'ral LL]:a.l /r'
l, Ll-r r.... af ueguadetui Sulri!e3
-]iJslulll lI Iu().U:lIIl.lP ol .\\oll rulll iillrllril tIISJq ol 'lLlrn ]qEr'L
i)qt rq PILro^\ rlrql dn.) t Ploq ol ,(rl IIr$ p|q-) rLroi ll'qr\\ lulod I s'Itro-)
Jrarp 'Jldrutx.. -Ioj sLrollrr qlr.\\ lnq sP'Lo,\\ qlr'\\ ilLro loo 'lro'i Fll{l'] sI
plrlr rLro,i lPrl,!\ ol LIoqtrJlllr ]\fcl ol sr Lossrl tllfr 'IoJ lrFiu sr 'luq JlF TIJLI'\\
,\\oul ot Ir.\\ lsrq Jqf Ilrt:l sr PIqr 'tno,\ Ira-I Lloi rr'\'u'q\\'rn-r 'ilru lr
lrrts urr,(..qf r'ilLltooLtrs o;- ss.'lolLi Jr[] d1--q or s:rl-:lrrls i)rtros -rlldr:qr sLtF
ul pul] llLr\\ Lror( 'r1Lg:rloF1 itnloi lilan rlt,(atP u']rlr\\ LlJlPlILll ll'ql qlt'l
ot -i:rl strt::rtd lsortl llrql suoss:l Jl: rsJLlI NtrrlqtuLlls ro trl.lrp l-rrrcltlor;'
trloLitr\\ sFLIIrlt i.r,rt-r :ro inf 1llrtis I rlroq 'mod'ttollLlq r- o:lst'+ ol '\\or
sr LIJLl\ 'sllLjs -Iolotu :rrr+-lo ,t,t.rlst:ur .'aF r-\lo^Llr slrossrl ''sJrp -lo '(rltt\
'(rLrtr3 ,rctdr:q.l irs) ,isJlltlol ptn: :.lrtF .
J'll 'r. Ll o rll "''r r r' 1 ir''' '
-+l.sllltlJo 'll:r '
:\ra.Ir -rJ.rql olLrL o.\\oP u.lo'ral:(l llr:-l
slr, .l pl(p rLro,i suo\srL rql S{_jCSSAi 3-ii:
.,cln,r.rori ot.t..Pio rtr oP lsllLu tI-rlPIIqr )lo\\ \I
t1 ,ir:ld tsnftou sl r-roJllrcl\i qrns ]las \,ioo r(r
ii-d[pi(Io\ op o] i)lqr r(l ol sI illloPuJdlltll -lo
rruJssr JLlf.. Iloss.lLrot\J lrljrl/{ ol slr+)iorlv'irn-ui
pul: SLlIrLrr'aso-rlcl ILg.rso.1:nd'pesrod .tq ol pr:'rl
',t\ .Lrl rrv i 1'r ' - .r"r 'l-pL'r'r \ ' '.r \lrrl
.\.\ tr lr. , tol .rl l. .l ;\r rl.lrt.,- ,1 \lr,r,'.tlr'l
Jql o1 arr]\Las Prlf slarPo o] ilr,\L:]IsrIJs'ss.rLIrll\f
--1:. jr r1',1 ^.ir'\'\rr'\r,l^ ,"' 'r' ' r' lr
'.rrulllarJlJs prrr :trqclDslp-1ies uolluirdo()'
'rroOlritu-r-)(Ioa'ssJlllLIllrl-+o Js(lJ! {r dolJ,\aP ol PI(ll
rLroi cli.Ll ol o\ll locl'+l.sll III)ls rtll r1.)trl o1 llucr
78 let me do it
. - ' - . : : " - - . ; ' - ' ,= : ] : - : : : . : ]
worl< and playSmall children want to be part of your world. For them, worl< is
every bit as much fun as play if they are given the chance to do it.
The best way to encourage your child to try new skills is to demonstrate
them precisely and slowly in simple ways that he can understand. Then
give hirrr time to practise and to be allowed to make his own rnistakes and
correct them. Try looking at the world from your child's perspective. By
giving him clear boundaries and careful guidelines, you can allow hirrr to
learn how to do things for himself and give him the self-respect and
confidence that come with independence.
a mattef Of SiZe The first step is to seek out tools and utensils
that are the right size for your child. Most ofthe tasks young children can
do are much easier if they have equipment made in a size that is right for
their age. It is easy to find cbild-sized toothbrushes, but there are also
child sized cups, plates, forks, spoons, watedng cans, brooms and brushes,
and even tubes oftoothpaste.
thg feal thing wrry would you buy your child a play kitchenwhen what she really wants is to be with you helping in the real kitchen?
I'n-r not suggesting that we should turn a three year old loose with a
78 ler me do it
i . i. , - i - t : i r - l i . : , - : . , ' - : l - . . ' .
- ; -i _ : : : ! \ 1 . r . _ - l , : . - : : : - . r . .
worl< and playSmall children want to be part of your world. For them, work is
every bit as much fun as play if they are given the chance to do it.
The best way to encourage your child to try new skills is to demonstrate
them precisely and slowly in simple ways that he can understand. Then
give hirr tirne to practise and to be allowed to make his own mistakes and
correct them. Try looking at the world ftom your child's perspective. By
giving him clear boundaries and careful guidelines, you can allow hirn to
Iearn how to do thin_gs for himself and give him the selirespect and
confidence that come with independence.
a mattef Of SiZe The first step is to seek out tools and utensils
that are the right size for your child. Most ofthe tasks young children can
do are much easier ifthey have equipment made in a size that is right for
their age. It is easy to find child sized toothbrushes, but there are also
child-sized cups, plates, forks, spoons, watering cans, brooms and brushes,
and even tubes oftoothpaste.
the feal thing wrry would you buy your child a play kitchenwhen what she really wants is to be with you helping in the real kitchen?
I'm not suggesting that we should turn a three year old loose with a
Setting the table Buy ch ld s zed
cutlerl Out nes ofeach p ece show
your ch ld how to set the tab e and
- , 1 - , 6 . - + ^ - r . - h - . - . 1 - . . . 1 . -
cleaver or oven, but there are marry things that arc not dangerous that your
child can do ifyou take the time to teach her horv. For example, she can
easily stir things that are cool,wash vegetables or learn how to set the table.
Children do not always want to do what we ar.e doing, and I an-r not
suggesting that you should make a young child wash the dishes when she
really wxnts to play But rvhen your child asks or shows that she wants to
help, be ready to show her howAnd, ifyou ve taken the time to organize
your kitchen to provide a snull work table and some cbild sized basic
tools, she is more likely to want to help and to come back again and again.
SteP by St€p uany of the things that we do every day involve
several different skills, each ofwhich we leamt along the way. By breaking
tasks down into small steps, you can help your child to lnaster each level
of difficulty one at a titr,le. Take this approach when you want to teach
your child how to sort clean socks in the laundry or put flowers in a vase.
Think about each step and how you can make it simple to foliow Explain
each step rvith just a ferv words as you demonstrate it, so your child
concentrates on what you are doing rather than whrt you are saying.Then
let your child practise until she is con-rpetent at each stage.
ase lesursql .{q uo lueql
tnd ot Sur3Pueru]o elqtdeJ ere daql lel€ SuoI
saoqs ro slPoJ lleql olul uarPllqf, lno elPunq
ot Sumuquol se lesJno Pug arA op uauo ,1Aoq
'sFeq^\ JezrFq€ls ol >lf€q seoS ollq rel35q.^d-o,!\l
e epu ot Paur"el seq oq,{\ PIIqr c leq! 1se33ns
relau ppo,^ e,u.Ir{r{! 8urr.Ielur lnoqlr,^ aJll
(ep&e e rreqt Jo ucd se 1qs srql esn:erd o1
anuquotr 01 uI.t{l 1t\oIIE ueql o1 sl '[Pls .^ au e
u3lpIIqJ rno tq8nEl a^eq e,^ e]uo'lueled e flr op
ot s8urqt rplrgrP rsolu Jqt Jo :uo sdeqr:.1
'saldurexe :aqto ue dled leus e
ueld pue sSur,cs aSeueu! 'sPu3uJ qlld slilEuo:)
rll-^d Ieep ot moq Sutu:ee1 u.'no:8 lsorup
sr .qs uaq,a surt.l p1q: :nod pls a;q ,ftpd:e.te
ur 3o eydurexa poo8 e u all.lP ol la8eueel
:nod Surqreet3o ssaoo:d eql dn,to:8 uerplrqr
se enuquol eseql se qjns suossyl slueltd uro{
uoddns pue uonlnrtsur lueged put Suruueld
p-1arer .(q re$te aperu sr lqs depf,re,re ue
3uL.r:lst'ru Jo ssJloid srqld:ls (q d:r5
iualuleq ^laJes lleql
rea,?t\ ot rueql puru* dl SurNq ,{Fu€lsuof,
ere e-^ put 's.Irq rlaql uo punow Surddrz
ere daw '1r A\ou>l J.{\ ero.}eg sleeq-{\ lazuqEls
eql aloruer ot sn >lse (eql ltun luepguor a.rour
dals Lq dels llDls ,^ au e ua.tplql.rno Pu€ alou suroceq (aql "(laols
-selelq pue Sulreels 'qtpad eql or pesn
q)pa, ear' ̂̂oq Io etdue^e ooo8 e ' 1:3 ol u;lp1rql nole pue'tq8tldn :1tq :e8rel qrnru stql dJrl dLJq 'l'Jq^\
a1q e apu o13utu.tee1lenod ppoS "llxa
esoqJ sleeq./r,r ]JzITIqels rllrl\ peddrnbo saruo: lr pue'PlIq) rno roi
azrs lq8r: eqt $ leql a)lq t asoorll uJql ar1 ,.l4q 8rq., r :o; Isr uJrp qJ
rno ueqa serlof .ufil eql dflenlue^g rueql ePrl uaJPIIqf, lno lel e^\
araq.^ InJer"r e.It e^\ Pue 'salerq e^eq lou op dlFnsn ^eq] 'elt sall^3l]] sa
eJ€s sV slepod eqt )l]o.\\. ot ,aA.oq Pue re3ls ol ..A.oq 'lunoutslp PIIE lunoru ol
^\oq ureel ureqt lal put eltr^Jrll € rueql e,t8 ueljo 3.a\'-{Peer aI? uerPlqtr
rno uaqrl l-8oput d:rs-{q dels poo8 e sl epf,crq e eplr ol SuIuJee'I
lg &{d puE ryo/$ ol a^ol uarPllql
82 let me do it
Learning order Teach your chid
to take one book offa she f at a t me
and,to return lt when she s fn shed.
Look at the label LabelLng baskets
anc sne .es v/ i th photos he ps your
chid rc.-u.n .er toys to the rght p ace.
a Sgnse Of O fdgf A key element in teaching children evetyday
life skills is keeping everything tidy. ln the crucial sensitive period for
order (see page 16), their world needs to be well-organized. If taught
where things belong and how to retllrn then correctly when they have
finished using them, children internalize this sense of order and carry it
with them for the rest oftheir lives.
Most of us can be overwhelmed by the chaos that quickly develops
around the house ifwe leave things lying around. Children are particularly
sensitive to this.Although they arc often masters at cteating a lness, most
find it diificult to clean up after themselveq.The most elficient approach
is to teach them to clean up as they go along.While some children may
be born with a "neat gene", they all can be taught right fiom the start to
work and play in a tidy way without stifling their creativity or stripping
pLy t ime o f fun .
The secret is to establish a ground rule and gently but firmly teach
your child that while she may select anything from her shelves to work
and play with for as long as she wishes, she must return it when
she is finished with it, and may not remove something new until the last
thing has been put away.
Some toys are better when used together with other toys - a set of
building blocks and a collection oftoy can, for example. A11 you need to
do in this instance is incorporate the two toys into a collection. Children
can easily learn special rules, such as the idea that the toy cars and blocks
go together, and it's fine to play with them at the same tirne.The key idea
is to get all of the toy cars and blocks returned to the shelfbefor.e your
cbild goes on to the next project.
photographic labels Use photos on storage containers to
help your child return things to the right place.You can also place a
photo on each shelf showing how the entire shelfshould look when all
the toys, ganes, books and such like that are stored there have been
placed back in the proper order.This allows your child to use the photo
as a control oferror (see page 84) whenever she is returning nuterials to
the shelves after she has finished playing or working with them or
inspecting them for damage.
'LUOO-] eq} -ra^o llP tno pesJas luop
leLU e L.rO EU leld lrur eql lno llou
[e1d71ou lualerxe uc seugep'(].]i x %Z) rurg7l x g1 sdtq:ad'3n: leus y'lueqt uretuoJ or ppqr .rnod dpq t.uop no-{JI ruoor e relo 1c tno puards ot
,{:uapu:l t a,r.rq selzznd pur stro1ea:r -,(t1d71:o,t::q augap ot stelu ro s8nl
lerus ppqr rno-{ e,uC roog rqt uo elqetlo;luotr lsour ut -(aqt,{ofu: (aqr
sanhntre arlt]o ^uelu roJ tEqt pug uo]Jo uaJpllqtr 're^e-{\oH elq?r t rt euop
tseq ere eruos rlos e uo rltr^\ (eJd ro ryo,tl ot eug Jle sSutql :uto5'asn lou pproqs feql teql Surql:ruos ol ssacre 1e3 ol ueql
,{\o[e r.uoq i.]ua;ep dyuo eqt sr uouue,r::d 'ureqr qlryl srelppot qtl,l\ IIa-{\
$o,r\ t useop ueuo slqa dyeq ot lsrc1 re ro dn tI utell ot req tradxJ ot 'J3?
s,ppq: rnod uo SurPuedep 'Jlqeuoseal sI tI 'apeur ueoq sEq s$trr e.11 s8uoyaq
&r,u1rt srqt a:eq,Ll ot :eq rurpar'ece1d 3uor,\\ eqt ur Lot t Sursn p;qr rnol
pug no(31 salelsrru Suqeu ro3 rrq Burzrirtul ro Surqsrund utr{t regtt:
,(p:o::or €urql op ot ^\oq plqc:noL q:eor u.qt'uEId JnoL gsqqrrsg:.r.pr"8
"ql .r,
".,op eq or peJu pue
'qpq Sur,uo:ql :o SuDlro.\\poo^\ se i{Jns 'saquDrr? rooplno 3lt s.rsrlto [r]S'oF pue eluotr faql sr ruaql re o dJ]s ot o.Leq p.t aldoed eraq,{\ tou tncl'uroo: (pure3 aqt ur Jsn ot auu aq tqSnu eruo5 rurtd.ro pooS pepds dn
ueap ol eldrurs (pre; tr se:{eur teqt roog slrt e seq teqt luooJ E uI lo ueqrtDl
eqt ur auop eq ot lqSno seur^rtre .ruos dn u?eltr ot plql rno-'t ro3 tlnJIJP
aq plno,{\ tErlt sseur e 8une3ltr tnoqtl,{\ f,IeJEs Pssn aq utl qJe: araqd
Jurrurat.p pu€ 'ppqc rno( ol elqqre,tt eltru ot 3uro3 e:e no,{ 1cq1 -'!nurr
pue trol qree tnoqx 1unlJ r3qtlJ rsJle,l eqt uo Surlured ::q tue,!\ r{uoP
,(lurrtra: no,13n: rroor-8uhq rnof,Jo elppru :qt ur Sunured-;e3ug plqr
:no,( 1ue.u 1,uop dlqeqo:d no1 SeaJe ,fuldAJO/v\ pAUUAp
'suoqnlos poog epr.r.o.rd yuoq
:o :ef e3.re1 e sdeqred ro xoq uepoo,tr (p:nls e 'te>lseq Suols e 'reurttuoJ
crrsryd .(leaq e to1 :e1ncq:td e Jo arnteu aqt uo Supuedeq esn qtr,u
perauet lool ro ]]tdt lpj ot 1ou qSnoua [p;us pue sacerd eqr p ploq
og qBnoua eB.re1 sr leqt ;auretuol Jo lros auos Sursn se,tlo,rur srql dlensn
'e.req,tr,{.re,re SuroS ruorj ruorp daal ot stred trutlu qlr,!{ sdot uleluol o1
s,{ar. purg arun lsour aql pueds ot puer dpue3 eqi put nod Jl3qlr asnoq
3qt Punore suoor esoqt ur PuE uroorPaq raq uI seuErS PuE s,tol '$looq
qpI.RIr rnotr ploq ot se lrqs ,uoy dn ra5 [9 e8rd a:s) srxoq Lor Sursn
tsurt8e pururruotrar I '[ere] 11Lu no,t sy 919.,1615 lef,l]f,€Jd
gg leld pue rl.ro/y\ or a^ol uarplrq)
84 let me do i t
'1;il'"'i :i ;-'ll"!" a:;-
't._. ,,.'. ':'',':, i :' i--, i-, ,t i','.,-,, i :
i , . ,a : i l ; l t . . . ' . , ,
i-,:':: i"i:,' }..:.i i'a|.
i.iii- lt fi-r; !.,.t'.:
i . i i ; l : : : ' i , r i t r- :r : .
: : :*; : i ! ; ' j l l : .1-,, i l "
drea on the floor. For larger projects, such as a giant city built ofblocks,
your child can use two mats together. Teach your child how to roll and
unroll her mat and how to store it in a basket.
Safe manoeuvfes Thirrk about how your child can safelyand carefully carry each toy or utensil ftorn the shelf to where she wants
to work and play Often the best way is for her to carry the toy in its own
container. Some toys, games or utensils are easily carried by themselves - a
doll,for example. Others involve many pieces and sometimes the set is too
large or hear,ry for a child to carry In this cue, provide small trays that your
child can use to carry enough pieces to work with in one or trore trips.
Keep in n-rind that children do not automatically know horv to carry
things on a tny without spilling, so you will need to dernonstrate and let
your child practise. A small basket may be easier for a child who finds. - ^ r -^ ^ . - ^ . , l :4 .^ , ,1 r
Pride Of OwnefshiP Teach your child to take care of hertoys and other belongings. Rather than punishing her if she breaks
something, or simply buying a replacement, take the time to show her
how to use things correctly.When a toy, game or anything else is broken,
see if it can be repaired, then make that prccess a lesson itself. Encourage
your child to help you repair things and teach her how to do simple
repairs herseli Demonstnte how you personally take care ofyour family
home and encourage your children to do ljkewise on a daily basis. Draw
her attention to the small details, such as picking up scray pieces ofpaper,
bea& or other debris from the floor.
COntfOl Of ef fOf wrrenever possible, try to build a control
of errcr into each activity so it becomes clear to your child when she'has
made a mistake.The rationale behind letting children use cups and bowls
that break ifthey are dropped or misused is that children quickly learn to
be careful and controlled when they use thern. Mistakes are an opportuniry
for patiendy showing your child once more how to do a task correcdy,
and generally lead to a new lesson in problem solving:"How do we gather
up aII those beads?" or "How do we saGly clean up the broken pieces?"
InjrlntJq Prnr slloruotu.rf tl
arD ltql s5u4)uLrollll! paltdilcl .tttrala ot Prtr lsa-ralul s.Pltql ,mol I\rlP
[r,\ ]rql sJrlr]\rtrr r6rsJP ol 11oi -roJ sI (trlt aq.L luJlr o,Lt,\ll.l aluorl
,(1.rr:: rraqt -Jo J.lrtnLr,(:o,rl :ecgtotLr.-rt put qiosqt uJlppp il'Llllo
'sltr Lalelll ll]lLllxu ltlttllls Put ssrjq'ra,\1ls'sstl.s'Poo.!\
JU \)r r-q rqrL'r Pr ''c rr 'r)rnltrl-l rlroJlr pr|' L, ru rrr' n,,i trq '.r'rr'rrIrtr
a.\rtl[r]lr tso(rr allt roJ Prrlsur )ool - lrlsBldJo sPtrLI Put dt:q: lrt qrnl,lr
si-urqt plo^r'(cA1-31, se5rd JJs) slllls .-I4 ,(tP,(r.^. trr rsn o1 Pllqtr lnoi
.ro.l slrs.r.tn rIlto pur s8l]f sdrrt rsooql no,t uaqrll ,tnrlq Put iiurlputq
Jor. ) r./r\ u rdo,\...r rrrr'r ru \r\'!l 1r.l u^ r\tr llt.\\ rlll(l '.1 l"i lrqt'lr \
ir:pr,(:e,o .r:rqto pur sloor'sio1 rrrl.S {LlOLU.jet"i pUe d}ngaq
iroo/' sr: .ln!
5 r]. .lfr! P- n}|L io llnlaa JLI o]
:r..-r..!arLa I Lll sAot InjrtrlEa8*3i
1
cg.le1d oue >1.to,"a
8 6 . d o i t
. . ' ) .
, i
, i ; - , a t . : 1 , : r i i . . ' ] . . ' : ! :
Tap tact ics Learning to manage
-_ _ _: iaiea'_oin a lap is a blg steP
:.. :r , a: b:throom ndePendence
. r : : . : - : t . I t i , . i _ : l - l
Many of the skills yor-rr child needs to be able to do ro look aftet herself
are learnt in rhe batlrloorn. Look carefully at your bathroom and nake any
changes needed (see pagc'+1) to ensure this is a safe and comfortable place
to r y , ' u r ch i l d t o r r y r h . f " l Jo rv i r r g r ' t i v i t i r '
turning the tap On and Off ruirirn,'t'"igt'tronvardtaskIt requrres a smell platforn in front ofthe sink your child uses, allowing her
to get up high enough to use the tap. Be sulc a sma.1l band torvel is close by
for her to usc to dry her hands.
Show your child horv to pull out the plug, and explain that it is very
important not to allow the u'atel to overflou'frorn thc srnk Sborv her the
cold w:rter tap, and tell her "Tl-ris is the tap fbr cold $'ater'" Nolv sho$r her
the tap fbr hot rvater.Tell her "This tap turns on tl-re hot w:rter.You havc
ro be very carefull The u'ater is so hot ti1:lt it can hurt you "
Now slorvly turn on the cold water, p^rt ,"1y, "td
turn it back off'
Invite your child to turn i! on- lfshc turns it on too fast, say "You hxve to
be careful not to tuLtl the water on too f:lst' becalse it r'vill splash
evervwherc." Norv ask your child to turn offthc tap Don't be surprised it
she tulns the rvalcr on full force when she means to turn it off.The point
'r;:ta -11r/i r t o1s;l1roq PLr! La\rLrnl
L irEoq 3aa!/u rer"., aPrltrul
s. d!rr.(: poct qri/,^ ltld ot plrqr
ncl -ror s;ir iir lnJ;L!os api^o-rd
r3l!^ eql r€au.ro Lll
'r|] r]]; a rc dreqs SLrrltlrr s? qrns
's!alqo urer-rar 3ur,1 oll€ rou PUE
;.r,us:jds ou se Llrns sa nr plrno-r?
r s€a airos ariolLa pu? qsrqPls!
'an PacaoLU ,{lrsfa 3q !l]r rolPM
Pail05 ;.r:qM roou a 1l P qliM LUoo-
L! dn rns alqlr rarer loollrsard
E.ro ^\oq € )urs all asn ufr
-c_l /l arys fu d lrr plrq) .rncl o,raqM
: os ratr.,r rrle d ol a^ol uarplLrll
uJrplnll u3rl.\\ peerds uaSo lsolu arn surjaS'uoslss plol PuP nu aql ol
spu€q rf,q qsg\\ ot iet!./\\ 1tl-re-'!\ Pu€ dcos Sulsn Jo eopt eql arnpo.uur 'dc1
.qr {ro^\ or.tloq spuersreprm plqc no.{ er"O SpUeq SUtqSem
'a1q,,tl e ro; urc3e -r:,ro pu! l:,{o eslrlrxe srql :snle.rd ol slut^\ plqr inoL
gr pasrrdrns eq t,uo1t ip:qsruU u.no-'( put'spueq rno-{ -trp qtoq ,uo5
'Lolel\ sI {uls llt ur rote.{\ aql 1tun.rereal toq ppe pur dr1
-ratsrr\ toq :qt urnl uaqr'ur Enld aqr qrul luls eql olur l3le^\ plor !l[os unl
ot ,toq plqc -rnod ,uoqs ot pJau p,n no,('sder PIol Puc torl elued:s o,r.eq
no,{31 .trog s1r Suonpe: ro,(1:taldruo: :-rour uo de1 :re1e,t toq eqt Sutu:n]
Lq unluradrral:qt tsnfpr ot ^!oti lJq A\oqs oslv Euruunr sl lal?A\ aql pIoJ
ro toll ^\L,q le. or ,{pq8q ,^^\ru .rJrr"\\ rqrln :Fp: Jrlr qlnol ol ^ oq o'rrlr
-rno( r*oqs,.toq lou t1lcl'urle^\ Jtuotraq puE xrttl,{Jql'lal?,{\ log aql uo
uint oeql pur']s-rrj rele,\\ PIol 3ql lrets r,\\JL, ureldxg lsru 8ur^\og i3le,\\
ploJ aql rpr,\\ srqr op'sdu rexrur a,rtq no,(-]l lelr.tr toq .ql qll,l\ Sulql auts
rqt dl ol Ja.l Ist'Jo puu uo rote.\\ PIor eql urnl u?l pllql rnod rruo
'}]to Put uo,\\oU JrP ulnl ol ,\\orl puE'loq aql sI gtrq,\\
puu dtt :ete,u pior aql sr qrrq,r. Surztsrqdrue 'prpsJu se uossei aqt tced.)I
{u$ e ur Jetr,\\ Jo ^\ou aql lorluotr ol ,\\oq i:q qlral ol $ uossei eqljo
JateM q]r^^ unJ'LlroorLllPq eLl] ur qlea, uel aqs
a^a ! 1e sla^\o] pu€ auuPl] u^\o -reLl
seq p Lll,nol a-rns a>lEN atej u€al)
ure,p alll u,, oP PU€ u >ls s,P rql.rnol
flo Lrraq] slaS 1 'sLuoE ll> I usaoP dlos
q8noqtV d€os,o sJapuo/v\ aqI
l8 sllr)is Luoorql€q .-, " ri : rl :!rll3;
88 . : " . do i t
Tooth care Buy your ch d a sma
Loothbrush and ieach her to b_Lrsh
her teetn al1er every mea.
touch their fingers to their eyes, nose or rtlouth- Olrc ofthc most cllccrivc
rvavs to r.educe the spread ofinfections is co encour?gc youl_ child to wash
her'hands olicn, scrubbing ther-n wirh soap uncler the nrnninlj u'rter fuL-:rt
least 30 seconds. So:rp doesn't kill thc gerrns, bur it does loosen the dirt and
grine. Harrd rvashirrg undcr_ rurlnins lvarer in rhis rvay is effective because
ttrost, ifnot a1l, ofthe g;ernrs on your childt hands ar'e u'ashed olfand go
down the drain- It never hur-ts to explain \\,hy \\'c do things like this, usirlg
simple language and a sholt exp1anatio11.
O f U S n l n g t e € t h r t 1 , , e i o r r , b i . d . k n o t v . l r o r t r o u 5 e t h e ' i n k .
brushing hel teeth just requircs a sma1l toothbrush, pleasant-tasting
toothpaste, a rllirror lnd soDle instrlrction. Ask youl dentist for aclvice
about the best toothblush :rrrd toothpaste to use, as rvell as the best rvay to
brush. then tcach your child to do it in the rvay your_dentist recollllnends.
The general mle is to te:rch ,vour children to brush after every meal. Dont
forg5et to explain \vhy br ushrng is so importrnt.
bath time M:rny children cnjoy the ti.re rhey spe.d
togethcr with mum or dad at bath tin1e and you \\'i11 want to
super-vise until you c:rn clear-\ see thlt your-child is old enough
and capable of ba$ing herself safely. Usually, sonetime betu'een
the lges ofthree and five,1'our cl-rild rvi1l let,vou knorv that she is
old enough to bath herself. Follorv hellead, but rnake sure sl-re
knows the con'ect wiy to wesh hcr heir and use a face cloth.
bfuShing haif M"k. ,.,..,uour chilcl has her o*o br ush orcomb and shorv her horv to brush and tidy her hair'. lfshe preGrs
you to blush it folher, that's fine.As she gets older, she might like
to learn horv to put in easy to use hair clips and bands.
Tidy hair Hav ig he- own harrbrirsh
^ . . m h h F n c / . r . h l . i 1 . F i r . l .
tai .e Pf de n hef epPearance.
'LDPJ-] lsea U aJP spseLr aLls s8u q] eL,1 llP os plrt-ll,rnol ..-,
urocrqPq aq] u uoiel €rr.rs ? dnles ul€ol o1)l)!no
tq"
i*-
88 l ec me do i t
Tooth care Buy your chid a sma
toothbrush and teach her to brush
her teeth after every mea.
touch thet firrgers to their eyes, nose or lr1outh. One ofthe most effective
ways to reduce the spread ofinfections is to encourage your child to rvash
her hands often, scrubbing them with soap under the runnir-rg water for a!
least 30 seconds. Soap doesn't kill the germs, but it does loosen the dirt xnd
grin-re. Hand washing under running water in this way is effective because
most, ifnot all, ofthe gerns on your childt hands are washed oIf and go
down the drain. lt never hurts to erllain why we do things like this, using
sinple language and a short explanation.
bfUShing tegth o,r." youl child. knows how to use the sink,brushing her teeth just lequires a small toothbrush, pleasar-rt-tasting
toothpaste, a mirror and sone instruction. Ask your dentist for advice
about the best toothbrush and toothpaste to use, as well as the best rvay to
brush, then teach your child to do it in the rvay your dentist recommends.
The general rule is to teach your childlen to brush alier every me:ri. Don't
forget to explain why brusl-ring is so i111portxnt.
bath time Many children enJoy the tlne they spendtogether with mum or dad at bath tirne and you wili want to
supemise until you can clearly see that your child is old enough
and capable of bathing henelf saGly. Usually, sometime between
the ages ofthree and five, your child will let you know thac she is
old enough to bath herseli Follow her lead, but make sure she
knows the correct way to wash her hair and use a face cloth.
bfUShing haif nank.,u.. your child has her own brush orcomb and show her how to brush and cidy her hair'. Ifshe prefers
you to brush it for her, that's fine.As she gets older, she might like
to le . r r r t how to pu l in r rs ) - ro -u \e l r .L i r , l i p . rnd bands.
Tidy hair !aving her own ha rbrLrsh
or comb he ps your ch ld to earn to
take pr de in her appearance.
'qleej lsea u orP spaau aqs sSuiq] eLl] lE os p ,lr ..rnc,( -ro]
uoo-r]lpq Jq1u !o l?:ls IPLus P dn 1as ul€al olltlno
EE*'3.
<'
\F*-
,JF*€.'-.
trcr'-
90 ler m€ do it
toileting tips. Be patient and encouragrng.
. Pr'epare your bathroom to
support your chi ld's independence.
. Dress your child in cotton
training pants during the day.
.Teach your child how to
undress, clean up, flush and
dress again step by step, when
ne seems ready to start usrng
the roilet.
. Explain bodily functions
patiently.
. Keep old towels on hand so
your chi ld can clean up accidents.
. Vvhen accidents occur, be
gently understanding.
introducing toiletingChildren learn to use the toilet when thev are readv not when their
parents get around to training them. Readiness to use the toilet, Iather
than wearing nappies, depends largely on the maturation of a child's
nervous system, as well as the desire to feel independent and grown up.
This tends to vary fron one child to another. YoLr cannot hurry the
process, and gende patience is certainly a virtue. But,like so many aspects
of living with children, if we understand how things develop, we can
prepare the envircnment and play a supporting role.
It all revolves around your childt amazing brain and nervous systelll.'When
children are born, their brains and nelvous systens are at an
incomplete stage ofdevelopment. Between birth and 18 months, the cells
ofthe nervous system become coated with nryelin, a fatty substance which
facilitates the transnission of impulses ftom cell to cell more efiiciendy
throughout the nervous system. This allows babies and toddle$ to gain
more and more refined control and coordination oftheir movements.
This prccess of myelinization, or integration of the nervous system,
develops in stages. Babies gain control of their head, then arms and the
tnrnk oftheirbody and eventually legs and feet. From random movements,
they gain the abiliry to move with conscious intent and control.
tOilet CUfiOsity ct.itaren often become interested in toilets
when they are about a year old.They like to flush and often want to play
with the water in them.If this is the case with your child, give him access
to more appropriate water play, such as water in the bathroom sink.About
this time, children also become fascinated with their "poo" and "wee".
Dont be surprised or oifended. Just explain that "Everyone poos it is
how our bodies get rid ofthe part ofwhat we eat that we cannot use."
By 15 months, n-rany cbildren become interested in dressing and
undressing themselves. They often also express interest in wearing pants
and n.ray try on thei older siblings'or parents'.This is probably an indication
that they are becoming curious about learning to use the toilet.
Around 18 months, children enter a sensitive period in which they
can n,ost easily gain control of their now much more developed and
integrated nervous system. At this stage most children have both the
,(pea: a:e ,(aql uaqo rueqt troddns e,\\'tJpot eqt esn o1 u3.lP1ql ulr"rl
l.uop ed! slr,\\oq pue JaPpllq slq loJluof, utr JLI areqm rurod:qt paq:ru
:::: ::i: ,J,,J ;:,i:::ft:'i":"J J;;'j; ::":, *'::":l'* 'p3ureqse IaeJ rrq DI€ru pue ur qsnl
t,uoP tnq 'p.!uleq,{\ra,ro ,(1:ea1l $ erlJr lo 1l slsenba: aq LIaqA\ plrll rnoi
d1e11 sluapnre dn adr,tr. ol asn uer eq leql sle'{\ol PIoJo :{llls e dn les pue
a:uapuedapur 'lo; onup aq] ru:ql ol le8 ue: p1n1: :nod ereq,u putq uo slutd uealo deqE Sur:nsse:: :q
pue luarudola,rep €r 3o o,rnau Jo pue rupr Fels 'lnJlo deql ueqTyl sluepoce guotse::o :o; p::eda:d ag
po s,uo:81eq1 ssarold 1e..rn1eu spuEq snl qsBA\ PuE tegor oqr qsng'dn uued srq [nd'uolloq slq adr,{
E sr ltlod aq} 3u sa tl op u€l I o1 :oded lepol esn tlti3rrotr telot Jql uo l$ 'sluld srq u,lrop 1nd o) .noq
rurq Surqrral -(1,tro1s 'lse.relur s.ppqc -rnof, uoddns
Lpua5 1o:luor. Ie^\oq Pur repptlq pedolarap
ted tou oAEq ,{eqr q8noqt ue,ra 's8urlqrs :ep1o
pue slue*d :rreql;o uortttrur ur ,&]od ;o lelrol 3q1
uo trs ot tue,{\ [L{\ urrPlqtr Auelu ,{\ou lnoqv
1l3 ro f,oq 3rq
e e{4 telrot aql 3u$n uI epud aler ol Puol pue
[nJ sr ]rppelq rreqt ueq^\ uolllrsues eqt ezruSo)a.I
ot uftel ot f,1e14 aroru qrnru o.:IB (eqt 'slued
Surree4y e:ar E p"rl e^ErI deql teqt esuas dluer utr
serddeu elqesodsrp Suueear uuplq3 lr Jo alse\t
^letn)e eluolaq oslB IF-{\ 3rl lnq luaPr)f,t IEuorselco
Jqt e,Nrrl [ \ aq Lep eqr 8ur:np lseal lt 'e8els
srqt te $rddeu ueqi r.qtcr slur:d uoror ur pyqc
rno.{ ssa:p nof,;1 sellsnur r3tluqds pue rePp€lq aql
Suqlorluor put suouesuas prrsdqd SurzruSorar 3o
elqeder pue pedole,rap eJou qtrnur ,la.ou sI ruetsLs
5no^rJlr s.plrqi Sunot y fgq fifq e a1t;
aseqr Jo sseuaretr\r ."t".', " ",;,,l;t**jl;ou::
urqt reqler 'stuBd ur :yqrssod se aun qrnu se puads
ol &runt:oddo aqt ualr5 erc daqr 31 yeuoq put
r:ppelq Iorruol ot tseratur eqr pue dr4rqe 1errs.(qd
92 ,- d o r t
ACTIVITY:CCJS
Complete mastery Give
. , r .h . l l mF 1^ n , : r i i ( c :n . l
she w ll soon master even the
more cornpl cated fastenlngs
S.rrn.."h... betrveen the ages of six nlonths and a year, rnost cl-rildlel
begin to hold out a haod or lbot while they are being dr-essed. At about
18 nonths, many roddlers want to stafi wearing pants like their oldet
siblings or friends (see pages 90 1). Sone may begin to take delight rn
dlessing and undressing thenlselves and it is not Llncomnon for children
ofthis age to try on their older sibl ings'or parcnts'clothing.These :rre al l
signs that your child is rcady to start dressing hersell
When your toddler starts to show an interest. rnake tine for sone
trying on sessions with hats, scarves and slippers. Sit on the floor next to
votr child and both put on lrouseLs together, then socks and a T shirt.
Make ,r,our carefu1 denronstlation into a game.
everyth ing with in F€?Ch you rvil 'enember rvhen r r.vasdesclibing horv to organize your child'.s bedroom (see pages ,11 3) I talked
.rbout the inrportance ofproviding hooks,l-nngers, shelves and baskets that
.lre lo\\ enough so that vour child can reach thenr on her own, and drarv..rs
chat shc cln easily open helseli Thke a close look at her bedrooln and
make srue evelvthing is accessible.
pl'?CtlS€ first
Encourage yo! . ch id ro praci ise
dresslng s ( i l s b. fore t l / ing rhem
out on c lorhes she is weaf ing.
FastFning but tonsAl ow her ro
pract ise burroning and unbuttoning
on a piece of c loth int wi th large
bLr l rons la id on the f loor
Bow-tyint frame Thls has two
-: . _ : : orred r ibbons, one
: : : : r : r .h s ide, io help
.r ry ng bows.
I can dress myselfl At about I months your ch ld may start
to deve op an inter€st in pLrttiig her c othes on b/ he'se I
As children get older alid n-rore independent, it is a good idea ro give them
choices. Set out two outfits that your child can choose fion each nrorning.
As the da1' dmlvs to a close, discriss with hel rvhich clothes she n-right like
to wear the fbllowing norning.You can also help by buying clothing that
is easy for 1'our toddler or 1'oung child to pur on and take ofi- by hersell
Look for trousers rvith elastic waistbands. rather than beks. Avoid clothes
that havr. lots of bLrttons or zips until your child is ready to enjoy rhe
challenge. Choose shoes thxt slip on or fasten rvithVclcro.Try to be patient
as your child learns to dress hersellYoung children need lots ofpractice.
,s 5 -1 :r1,...',. .:i. :1.: :l - _r rc Lr:. n I aan 5 leSPd
i-u:r-l a;. :- . :a..rlll,,,.:alAlllf,dlOlO E
:. : ::,:r:.:-,,.fa s3)v'l gNl,l._L
G
rr'1
-: uaq] rd Lrr! pufr.i. 1.",,,, 1r:,r .rql .la!l la:i cr
'i -. , ,r.aLrs p Lll.rnol !or lt ali<ap rnLrELLr arnba-r
i,i sjric; .r/,\c : Ll Lro ]-d o]:L :!LLt.l No s))os
sa^.;rLraJ]lq Lro saoLls, aLll:u1rnc Lels o1 (pra. a.:
laLll arlo Llt ,\,., ! Ea .: Lrr- pi ur ;ullo,{ ro_L Ia sla a!
; tp s teLtelsl1 orr aA Lll./.r i3oLrs s:IoHs ouf,_lf A
r ;ir1r rl s;arp o] spaaLr rLl 5 >s aLl],r3]5!Lr- o] IP!4, s
: u--,nol LrL-,\'i ]r od ir 1,rr,1r poo8 r 5i I,rlrs! pr!'tlLl
': sE rtn5 lLLral i cu. rro aLr tlnl lov3u DN|IIS9
95 let nre do i t
step by step: putting on a coat
ONE Eden ays his coat on the floor
wth the In ng uppermost and squats
down at the top where the hood s.
T1^/O S otting h s hands into the
s eeves, he lfts the coat over h s head.
The s eeves s lde down over h s arms.
THREEThe coat fal ls neatly down
over his back and Eden straightens
out the front. 'See, can do t myse fl"
Putt ing on a coat can be the nost lwkward aspect ofgett ing dressed fol
a young clild. Froln tine to tinre eve[ adults struggle to find a sleeve ieft
hanging somervhere behind. In Montessori nurseries in winter \\'hen a
large group of sr-nall children all need to put o11 coats at the same time
to go outside, there is a simpie technique they are taught to help then
get leady with the minirnum ofassistance.This technique isjust as easy
to learn and use at honre.
PfePafatiOn helpS s,"r, by organizing your hall with shoeracks and a low peg on u'hich your child can hang his coat (see page 41).
Shorv your child how to pull his coat sleeves the right way out each tine
he hangs it up. Norv shorv hirn how to put on his coat following the steps
in the sequence above. Approaching the coat from the collar end is
inportant (lany children end up with an upside down coat the fint G-r'
times) so demonstrate this step carefully. When your child masten tlis
trick he r,vill feel a huge sense ofindependence and achievement, so let
him practise as nuch as he wants to.
eP :c Ll]/!\ slleeq aF1
: -l:: _l: -:q] !!J u .l asLl.l Ll lq
: l: : i -, ..O:ral ,/\/\C! Ur:l LlaPl
:-:: -l ::: l'!. a :J,.€F UnOJ
98 let me do it
. " = : - : : r ' . ; r , * . . j
**us*he i*
chc;'*: rls ;;'r=rni:'; acE!!,:iy i:l
: : : i : :eh rir i .-:r +r;
,r:*-i: i-.a lti i! *=.,:*"
t*1+.F*hh
EFia"j n
A\,
= ?-:;uE; I
I
FTl l
I I ouseChildren naturally want to be with us around the house when they
are young. Most want to help, if only to feel useful and more Srown uP.
Ifyou think ofthe household chores as a family activity in which children
are welcome to participate even when they are very young, you can instill
in your children a sense ofpride in keeping the house and garden neat and
clean. Work should never be thought ofas a chote, but as an actiwity that
Ieads ro a.ense oforder and complerion.
Obviously, children do not know how to do everything that we can
do, and it often seems easier simply to do things yourself. But by taking the
time to prepare the environment and to teach children patiendy how to
do things step by step, you continue the process of teaching skills as well
as attitudes about work.
the fight aPPfOaCh start by gathering together equipment
that will enable your child to help. She will need a child-sized broom,
mop and bucket, and her own feather duster, cleaning cloths and access to
the polishes and other cleaning supplies that you use She also needs a way
to reach some of the areas where she most wants to help, such as the
kitchen sink, but is not yet tall enough to reach.
Remember that whereas adults do their chores without thinking
about the process, children need to have complex tasks broken down into
r q Lls qqn, aqt c:l I sa -r.r!-r a:.ls sP aLLl aq1 e I ;u LlllP,,^
ii nla-rpr cn sla; pur ala Lrrd +snp cLll 5p oLl aus sEu daa/!\s ar.l]
in >r d ol qsn rq pL! Jld Fnp l] sesn JLi.rotllEl'Lls uU oISfUHI
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plqc rno-( Surqraruos Buroper pue rusonur 'Jluerledrrl '3ul33eu lnoqlr.tr
'l.p:*jor €urqt qreorddr nof,j1 pe8t8ua ere nod qcrq.nl ur qof eql qlr-t
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'p"etsul >lset e qsrlduotcr ol u,{\o rrJql uogo og o1 rue-tr lou trlqeqo:d
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gr-tl rno dlaq ol ,arap eqa dlruce laqtouP ur P.ssor8us .q [r^r'! 3qs sarun
reqto t€ pu"'dleq ot snoD(rE eq III/ eqs saluneuros leql eunsse Plnoqs
no 'a els 3l]tl e olul plrlJ ]no,{ u]nl ol rule aql lou sl lr 'asJnol Jo
'II!)ls eq] Perelselu strl aqs Iaun sqluou .!o
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'uonneder pu€ elurerd dq ureel us:p;n13 replo eues Jql uI Put 3rull qlee
lueurdrnbe arues eqt Sunn euop sr Sulq :rale leql elns SuDIelu 'sdJls aseql
ozrpntrr ot luetrodrur s,tr'p1s e Suru;ea1 sr p1n1: :no( elll{71\'sdels IJerus
'sa ]hrl]€ ellrno^eJ s pa-l! ]o euo s
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sle$ treq] ]ueure sttl)e ]o esues e )nl
sa^r8 seoLls SuLqs od 3u!ultls ooqS
i(]flqrsuodsar re.r Lllr,^^ lnq ^? d Je1€,4
se un, qlnLu se s,] dn 3u qseM aql op
o1se^ol aso! lJn rale,v. qtl|\ unJ
sradlaq ol}}rl rnol
asnoq oql PUnoJe ]no Suldlaq
102 = : - -e do i t
Pouring lentils Llly Rose pracrises
pour ng lent ls from one jug to another
A co ourcd tray catches any that sp ll
Water skil ls Supporting the jug wth
both hands, L y Rose then pracrises
using water nstead of ent ls.
leafning tO POUf Learning to pour l iquids is much easier to
master ifyou give your child small jugs with handles that are the right size
for her sn-rall hands, and which ar.e not too hearry for her to control when
they are full. The entire process is also made easier if as a fint step you
teach your child how to pour somethiIrg dry, such as uncooked rice or
lentils, from one sn-ra1l jug to another. Fot this first exercise, very small jugs
such as those used for crcam are the best size. It is a good idea to put a
coloured tray under the jugs, then arry spilled rice or lentils will be
contained and can be easily seen and cleaned up when your child has
finished practising.
Show youl child how to grasp the handle ofthe jug using whichever
hand she is most con-rfortable with. Then demonstrate how to support
thejugjust under the spout with her other hand.This gives her ntaxintum
control as she pours.The exercise is to pour the dry rice or lentils from
one jug into the other.When done, she can iepeat the process with the
other jug. Emphasize to your child the importance of being careful.
"Darling, see ifyou can pour the rice from onejug to the other without
spilling a single grain ofrice."
'sead uaaJ8 Palool
JO aSAeqr ro saqn) se qrns .-|arsu€rl
ot saruelsqns 1q3!r aql llelas nol ]l
).ro' P asn or plrlll rnol Sulll)eal roj
ssaroJd etu€s aql asn uer no
'ssa)o-r6 oql lEada!
'3r|r Paup s? rl)ns rSurSualieqr
eroLLr 3ulqtatllos ql)v\ sueaq relnq
aSrrl aqr SupEldar lq Aln)ll4!P
lo lo^al aql esPar)ur'3urllrds
lnoqll,1 slql oP ue] aqs e]uo
'slu?,i aqs s? saull
lueur s? ssafoJd aqt reador u€)
sqs PeLlsrug slq 3qs uaq /\llasraq
l! op ol Plrqr rnol eSuoll?q]
'reqlo aql ol l/v\oq auo rl.lor, eulll
? l€ auo'sueeq eq3 Jorsur.lr ol /\Aoq
rJq noq5'p11q: rnol .roj azrs lq8u
aqx sr r€qr uoods e Paau llr/v\ nol
'suEaq JaDnq paup ss qrns'uoods
or lsea ll.rrq Sulqtauros suteruo:
q)rq/ Jo auo'sl/r^oq o/Y\l Pu? ftll
P qlr,{ rrers slll}s aLuBl?aLLr dola^aP
ot dleq llr/"\ s)JoJ pue suoods'slr' oq
qru^ saLuPB a)ll)€rd auros 3utl{
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spsnur auu qSnoue !!P3 o1 LUeql
3u1d1aq sa,t1o,rul ssa:o:d oqr 1o
uPd'sreuu€lu alqq poog uarpllql
rno q)ea] or lrl snjo lle ellqM
Poo, Suruoods
'd1aq iue rnoqrt.u dplailol lnod o1 pepeJu
uoururprooJ e(e-pueq eqr ure8 ot erqleld Jo stlluoru ^utu us:plqi)
Suno-( tsoru se>lEt tl i.(ep t uI luleal to.r sI sserold slql taqr[rLua]f
'dorp e 8u-q1ds lnoqtltt sse13
eql otur rett \ 3q1 rnod ot -raq a8ueleq3 8lrteqr uI aJIr PruPJo plslsur
:elr,tr e:t1d tpta.r sr plq: :no-{ lurqt no.t ueq,u 'lpurg ploq p,tr sstf
oqt utrl1 8nf aqt orur .fll erotu Surnnd lou dq p:a::ns [L{\ Plrlr lno,{
Irqt i1a11 e.roru tr :{eru utr no1 ssr13 t olut 8nf:ql ruo{i slrl eql lnod
ol (:l :erl 8urrcq (q uerp pue 's8nf:o8rtl dpqSIIs raq 8ur,t8 ,(q req :o3
Eu€uelltq: erout tr eltur uer no-,('1sel slrll Prl3lselu serl plql lno,{ urq,ll!
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ll nlarel ,Lalp^^ Jnod 01 a qe ̂\ou sr aso; l1 dals luepuedopu! uV
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qtl.\\ P€aJds sfi1rErf Jruos Put eusueq Palrls Jo eltld e f,ledald ol rulq
asHnoruo llesrun{ loJ 1rEus e Surr?drrd luJpguof, sl Plrqr rnod axuo
'I{Jear slq uqll,e\ .{lqelJoj tuoJ JI3qs ̂\ol e uo 1d3{.q pFoqs a8pI]J
Jr{t ur paro}s 3cl o1 prsu ]eq] srtlell dlaq lnoqll-{\ >lllus e .IeIu ol sPsau eq
slrsuetn pue sru3lparSur .qt [t q]€al ^Iste utr PIqf, lno-{ erns 3)l?W
,{ra1ec put slol.r€l sE qrns 'allls o1 sSuq]
tplrfpp .:roru rlrrl e,t8'e-1u1 aqt 1o:luol ot elqE rroru pue .re8uo:ls ':sp1o
sl:r8 eq sy eueueq e se qJns'pooJ ltos dn 1nr ot eJnDI eqt 3sn ol ,{\oq
plrq.l .rnotr rlrpJr o.r uo o3 ucr no,{ Sutpeerd\ prlel\eur \tq )q JJUO
. rrlleJtr r uo elrl qlns Put ru€l
're1nq peards ol tr esn or,roq pue -{1t:arror 3lPu€q eqt dr:8 or,toq p1q:
:nod uoqg rurueq e lo as.rqr Uos qSnorqt tnl ol qStour dreqs tsnf
e3p: ue seq a3ru13o ad-'{r srql a;ru1 eseoql fierus t sP qrns'lutod papunor
€ seq leqt auo JsooqJ e;ru1 lprus e esn ot ^\oq plqc :no,( Sutq:t:l
trq urSag 3lesulq ruerlt SuDIeut uI p.^[o^ur trlq 1e3 ot st slleus dqrpeq
tee ot plqr rno( o8ernoruo ol trt.t eu6 )f,eus e SUf.fgda,f d
'alaldLuol s >l)€us srq MoN al n
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S0l asnoq aq) PunojE lno durdlaLl
108 keeping the peace
KEYIDEA
We can help our children to learn good behaviour, courtesy and
compassion by demonstration, reassurance and unconditional love.
ln a Montessori-inspired home, parents try to be empathetic and caring,
respecting children as real and separate human beings. Children also need
to develop a sense of empathy for others, and must learn the rules of
collrteous everyday behaviour.To accomplish this, we need to help thern
learn selFrespect as well as compassion and respect for others. Since we
cannot always be with them, we need to teach them to act with honour
and integriry whether or not someone is watching.We cant prepare them
for every situation that they will face over the years, but we can teach
them how to apply general rules of kind behaviour to new situations
baby behaViO U I Babies and toddlers dont respond to discipline,
rules and punishments, but they do respond to unconditional love. They
are not yet at a stage where they know right from wrong.They live in the
moment, and when they want something, they want it "ight now".
One secret ofliving happily with very young cbildren is to work hard
at understanding what they are trying to communicate when they cry.
Crying is one of the few ways they can communicate. It can mean that
they are hungry or that they need to be winded, they may be in an
uncomforcable position or rhey m:y need a nappy change.
Making an impression Happy
times spent with you leave a lasting
impression in your babys memory.
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lrrr srrLlrq -lo l1roI.\Lrq:q rt11 no.i 1lirl ol i^lIr'ill sr .rqs :lfL[.\\ rLlntr'ri]JP
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proiblrnci,r i fcct ion rnLl \ \ 'xrrt us to bc plc.rscd l i th thenr. (Jur:trrrr is Ltr
t .r lc- oLLr' .hi ldIL'n belonrl srmplc obcclrcncc. \ \ her-c thc! do \ hat \c rck
rn hopr' oi.r rcu.rt l or to loid rorrrethirrg urrplc.rs;rnt. Ll l t inr:rtch'. lc
rr ' .rrrr to hclp rhenr to i ler,elop in lrr tclr lr l izL'( l sensc'ot l .ol l tc- c.rrr lu
bch,l ' iour- rnrl oi ulrt t is r ighr .rrd \1r 'ons. I hi\ r 'ccluircs th.tr chi ldrcrr
clc!c1op .r strcr.t l aonsclL'rr.c :r trcl u :cDsc oi scl l l , l t sctPl i t t c. \ 'hich c:rn ort lv
l i lp|qn .1t rhet don| nr.rt tnc.
( lhi lcLr cr h.n'c rhc senre curotiorrs .rs .rclLrl ts. brrr thev . l<)n-t insrir lct i \ t lv
kncxv lron to c\ l)rcs\ i_Lrst l . t ioD :rrrcl . trrqcr .rppropl ir teh: nor- do thev
irLlf t)nri l t icr lh knol hol to solr,c- corrdicts.As prlcnts- \ \ 'c luvc to tcrch
ou l ch i l . Lc r I o r . . r o gc te lonqs ' i t h o thc lpcop l c . so t h r t r hc r ' , r r c k i r r r l : r l d
aol lr teol l \ e\ 'en \\ : ] lc 'n \ \ c .r lrn t prf\crrt . I ' ( tr b. ' l ler- oI \ olse. r l l Pitr crtts . tr c
rrof,r l eLlucrtol-\ . Our go.r1 is fo sho\\ our chi lcl-en the vulrrcs rvc Irolcl cleer.
rnrl to tc.rclr t l )cr)r i l soch .r \ \ ' l \ t l l : r t t l rcr l i rc br, thcnr. ( lhi ldlen l 'ho
'peri€ts ^lFuollolue
eq [u s. 4 ]reql leql atrueqJ pooS e sI araql ueql'SunuaJaq ele (oq]
teqt eldoed eqt ur Pgtuloddesp eft .,44 leql lo suouelladxe lno ol dn
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et:ldcuor pue 1pg sr uodser qrr,t rurtp lae.rt ol pJJu Jaa PJJ::ns o1e;doed
SuqurqltuepuedepLn sP uottJury ol urEJJ u?J {:qr qrrq.r,r ul Jurorl e
etrJl) ol {ro^A qI!_luJuluoJtlua Jtfl qtl4\ Pue oldo:d p qrt rr 'sen1:sru:qr
qtraa duourreq pue e?ead ur aArI ot uftel uerp;n1c :no dleq o1 1ue,u. erl
'prp e,,u se lsnf'ecuer:edxe qSnorql
:;1 rnoqr ureal dpo uer ,teql leqr Suzlpar tou 'ue;ppqr rno lrelordrero
seurteuros sr 'stuartd sr dlaleunrro3ln elqrsuodsu pue tuepuedepur
'o.rntEur allloleq ot uuppqc .rno dpq ol aq ppoqs po8 ;n6 'eanelual pue
luelrsaq err &qenpr,tpur:raql ssa:dxe ot stdruele (pee rteqa lueurdole.lep
u/rdo lLaql or.fu1 eqt sr^lJsuJql unllL,,vr fule.r uJlpLlqJ lng euqdr:srp
lrrns qSnorqt srntnJ pue lrqeuosrad qppqr e edtqs wr f,eql leqr a,leqeq
s:eqceer pue sruend "-o5 1396153; ,O Af,U€ilOd11;l aql
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1l{ alqqderat Al]?rlos t ur uoqenlls
f- oqr epueq ol .4 oq urnl ,e\oqs uaql Lpr:g rnq dgul"r root,rerloqsrtu srq
\ dors tyartudorddeur 1re seop p;qt:no(;1 urrq qsrund ro uelrcll{l'Plof,s
\ ,t"qr plrt e.o"q.qsnu ot urnl roJ tre,4\ ol ueqt rre or de,u 1q3IJ erlt urrq qt€el
J or:eleq sf,e,u1t sr 11 'uorqetqrs.^ eu ? elpueq ol ,a\oq.^ oul ,{IltJn"uolneI
\ ttr,^ .q leqt petuer3 ro1 tr e>pl t,uop tePlo sle8 ppqr rno[ ryL puno$ aq ot tueseeld ilueueS ue
pur:'s:sqlo3io slqSrr eqt rcadser "{eql sdrqspuerg 8uo:ls qqlqerse ol lelseo
tr puu or puel oqe &qa'rradsa-31es 3o 1e,re1 q8tq e dolarr.ap sql srerqre
||I ctul|' 8u!^ol e orearr
I l2 keeping the peace
' t
, ] /
,r;tantrusiC*s€ffiPF
mDuring tantrums, both children and pdrents can get completely
out of control - but one of you has to be the grown-uP.
ra tantrur:: may! i ' 1 I t
De ycL!r ini ic sa . -
var?.Y-- GT a=:-ring
the i imies te;!
Se€ n$!ar YSU
vni!l reaen"
-P . 'r
./' n1;.,. ', ,. ,/ -. t _;!uJ,e>,Temper tantrums are ty?ical among toddlerl, although some children
carry them on for many yean if they find they are a way ofgetting what
they want. Children most commonly throw a tantrum because they are
extremely tired, irritably hungry, emotionally overwhelmed or feeling
sick.As your child becomes more "knowing", tantrums may be no more
than her way oftesting the limits or seeing how you will react.
Children always pick the worst possible times to thrcw tantrums.You
may be driving your car, out shopping, eating at a restaunnt or at a ftiendi
house, andjust when you would least expect your child to make a scene,
she does. Our tendency is to want to do something right away to get her
to stop.-We are embarrassed and our stress level soars-This is when parents
often resort to threats and punishments. Instead, we need to remember
that the tantrum means sornething, and the only thing that wolks is to get
to the bottom ofit and try to address our child! needs.
q/PeS Of tantf U m There is a real diference between a temper
tantrum in a child who is tired, hungry or sick, and one thrown by a child
who is angry frustrated and testing the limits. The first tlae of tantrum
requires litde more than a parent determining the cause, remaining calm
,t s.,o,{ ri. nLl PJ-r}5,fr5
ean!r-lq I n.]:u!] - acLrrJl I ,\^o Lll
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'LtlJqt ot :lulrrJlsrl sI iuoiuE
Itrp l-r.-l l.uoP ,(Idttrrs soutnouros Lt.]lPTnl. sllnPu J{Ii lsnf uelsll ol uoi
roJ sr pJp.r;u \rtql lir lltlt aq tq6rut t1 sr :i-tssltu urpPlrl 3LIl ltq^\
aunulal.p ol ,(-rl pttt ptq d:ls tultr,irts ot :r,rcq noa no,( ot iurtp:tttos
rtrfrurlL[rlro] ot Strl,|tl arr: r(Jql tunrturt ,rldulol r: o,lr:q lo !!ioN!.
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rnoi sr tl Jln-Snrls r.,!\od icli: :1q sr utnllutl -lo :cl,{t puo:as :q1
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no,(JI tno lr:inlir+ no.{ rruo p.r^losol acl Lllrr lrrll tunllrllr] Jql Sul{llapun
uoupLrtr\ [r]rsr(rlci ! sr rlJrll lslJI lt jl^tInno Iutros t Lro lo la:'lrlrtlllJdrls
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&\
I l4 keeping the peace
behaviour PaftefnSOftin there are patterns in family
life. See if you can idendfy triggers
for tantrums. then avoid them.
. Leave your child with a sitter
if she tends to have tantrums when
you go shopPrnt.
.Talk plans through with your
chi ld in advance and st ick to them
- chi ldren often play up when plans
chanSe abrLrpdy.
. Explain the limits to your
<hild before you do somethint.
For example, if you are going to
rhe shops and your chi ld wants to
buy a toy, tel l her in advance what
you wil l agree to and st ick to i t .
You choose Avoid power struggles by gving your ch d choices For example,
choose two outfts you are haPPy for her to wearthen ask her to choose
the one she prefers this way she st I feels she has some contro .
fgSOlVing iSS UeS lr may be di8 rcr.rlt 'ometjmr\ ro know for rure
what a temper tantrum is all about because your child is not capable of
explaining the problem. However, most parents lea::n to recognize symptorlIs
and can make an educated guess.
. Ifyou believe your child's behaviour is a result ofher being hungry, find
some food for her to eat as soon as possible, even if itt not her usual
mealtime.It's always a good idea to carry some sort of healthy snack with
you forjust such emergencies.
'uorlrntrs eql elpueq
ot nol Jo, rarsea tr sa)rLu Pue'no{
PUnOJe aldoed aql ot snoatrnol
sr srql alr^rJd ur ll€r PUP auole aq
u?) no/( eraql auros ot pllq) Jno
a)€I r!lqnd u! urnrluel reduol
€ ql!,v\ leeP ol lduolle luoo .
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relpo 1€ xno qs€l ol Jaq seqr?al
srqlJnor^eqaq raq elnrlPu Jo pl!r.{t
JnoI sseJJeqrue ol ful l.uoo .
ilEuoP?rJI3ulaq
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e u!,1 luer no^ enSJ€ l.uoc .
'un8aq /p?erl€ lroulrnt lEuoloura
eql el€Prse lluo pue llor\
r,ubp 4durls osaqr 'llu ollerrt Suleq
eJ€ uarPl!L{) uaqM slueurqs!und
JO Sl€aJql ol froseJ luoo .
ft,\^ alerpatrlu! pus
lear l.rar raqlo aruos u1 llasraq
urJeq ro frJJer] olu!lno unJ o1
rnoqe sr aqs ssalun ulnrlusl.reouJol
€ Jo lsprur eql ur lllsrlslqd pllttt
rnol uErlser ol IJI luoo .
'sJaqto ot rualol^ eq ol req
qreer or ftn $a]ns aLF s! t€Ll1
'plrq) rnol SurluPds Jo Surdd?ls
lq atualoll o] uoser l.uoo .
:urnrluer P Sur^eq sl
Pl!qr Jnol uoq^{ raqL!auar Plnoqs
nol reqr s8ulql lEJa^as arr araql
gdgl Surdor
'eurlprep e toaur ot aler ot elerl tou IIr4\ nod lrql os aunr q8noue -^^olIV
'rtllnrtuet iJdLuJr roJ :3err eq t rter pue s1:AJI 'sJ.l ls s.JuofuJ^J sJsreJ JJq louP
ot Ltrlnce euo tuo:J 3une1 ue:p1qr Suno( ro3 sessep pappaqcse.rd rerpo
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'snore8uep (prr 3u1qlaluos op [Lu.qs reql nedsns no(jr rqt oP luplno,tr
nod ',{pnor.Lqq uoor eqt 8ur.te1 dq ro peor ot u.uop Suntrs dq :sqll:
a8e8uasp ot rq8no dlqeqo:d notr 'u,ltoP rupl lou seop el{s JI ts aA\oH'>po,tr uer lurutusi t Jo ugts ls.rg erp te eure8 e qrrm relppol e Sugcc.usrc'uouenls eql etelndrueur ol Sundurere :o Surpueruep '8ururq.ll are {elp
:eqteq,!\ 'u^\op >lf,eq ol nod te8 o1 gdruaue s,uap1n1c ol ur e.Lr8 lou og'peq.ru9 :neq nol
ueq,u uoguelr 3o ,!ue1d relppol :no( at3 no,{ a:ns :1eru euoqd eqt uo
ro alqet qrunl orll te eurn Suoy e ro3 puarg t or Suqpr ueeq e.leq nod;1 .
.;rlf,unl .{e!u o1 euoq
ta8 ol e,\?q e.^ tnq'punoJ8dpld aqt le e.raq drls ppo: nod qsr.tr nod rtql
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olur Burle8 pro,re pue uqec dels'slrurJ eql Sunset f,1:eap sI P1r.qJ ]no^JI .'IFlloorus JJoLu \uonrsuBJl JSeuPLu
ot pFqtr Jnod dpq p.ll arroqr eqt pue efuelpe uI Japunuel eqa..23ur.us
eqt uo oB :o urc3e aprJs eqt u-^dop o3 ot e111 nod plno ! selnurur 0I
ur eruoq o3 ol e,trq l,sr11,, uoos Suneey eq paa nol teql ecuelPe ul{\.ou:{
plnlc mod tel'puno:3[e1d eqr rt elt nodl 'eldlutxa roJ umllue] e ol peal
upr Jlestr ur srql pue 'suoErsuel q]r.^I\ euIr] preq e eA€Il uelPIIqJ euros .'elqrssod se Lplee se slueue8uu.rt aql eltu 'uonuatl"
FJrpeu speeu
3qsJI qtopeJe3 lure-^a ? pu? urq rlsrqqn::o 1,troq lrdure ue nod le8 urr
Lq:eau auoaruos3r ees'1:rs aq ol Euro8 sI slls {urqt no(I req Surrnsst:r
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rnooJpeq rorl ot r3q .{et pue lJeq 1:o: .ro ploq'ectoa Sur,tpoos e uI leads
put 3un1pt rnod eznurunu 'perq .(FeAo sI pln{l Jnod lErlt a.teqaq noLJl .
I 15 @*g the peace
*'do the sarne
thing everyt . ,
evening; Deci lmg
rit irals heip
children to ealn't
downr and fee!
neassilred"
banishing bedtime battlesBedtime can eitherbe a special time or turn into a Power struggle between
parents and children. Cbildren can resist going to sleep for many reasons:
they resent being told they have to; they are aftaid that they will miss
something; they are not tiied; or t}rey simply want to remain close to their
parents. As in any situation, ask yourself what your child's behaviour is
really trying to tell you.Then look for a way to give your child some of
what she wants, and still get her to go to bed.
eStabliSh a fOutine A good bedtime routine might include
a bedtime snack, followed by a bath, brushing of teeth, reading a story
then a snuggle before tucking your child in and kissing her goodnight.
Do the same thing every evening; bedtime rituals help children to calm
down and Gel teassured.
Begin your bedtime ritual an hour or so before you actually hope to
have your child asleep. Keep everything calm. This is not the time to do
anything to encourage excitemenl. Give a warning l0 rninures or so before
it willbe time to begin the ritual. This dlows yout child tirae to wind up
whatever activities she is engaged in. Tiy to avoid power struggles by
offering your child choices, each of which is acceptable in your eyes. For
example, "Would you like Mummy or Daddy to tuck you in tonight?"
Ifyour child has difficulty going to sleep,try using guided visualization.
This is a process where you use words to describe a pleasant, calming
experience. Some parents use soothing music in the background. You
might tell a gende story such as how you and your child are going on a
trip by magic carpet or sailing down a beautiful river.
Another strategy parents use is to have a conversation with their child
about happy memories. "Do you remember when you were litde and I
used to carry you on my shoulders?" Or you might tell each other
something that you particularly appreciate about one another: "I love the
way you are so kind to everyone. It makes me really proud to be your
Mum." You can encourage your cbild to talk about her day by asking the
right questions in the right way. For example, "What was the best thing
about today?" rather than "\f,4rat did you do today?", which usually
prompts the answer "Nothing."
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irrr]]=r-e plt1.r .n-rrr r -lo n.r:ltLrd ssJlPtra III plo\lr (L l\p''Lrltr lllo(xf:Ll slplrll:r
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.&6,
I I8 keeping the p€ace
posFeEv€ appr#achto discipIine u\-
Direct action lYake it one ofyour
ground rules that your child cleans
up himself l f he spi ls someth n8.
Many parents believe that the word discipline
means to punish. In reality, it means to teach.
Every child will test the rules to some degree. In fact, most acts oftesting
parents are a normal part ofa childt Process ofgrowing up.When children
test adults, it is often their way of expressing feelings that they dont
understand, and from our responses they gradually learn how to handle
their emotions appropriately. By testing the lirnits, they learn that we really
cale about certain ground rules ofgrace and courtesy in our relationships.
In acting out, they are taking their first tentative steps towards independence,
atternpting to demonstrate that we dont contrcl them comPletely.
family ground rules agr"" on your family ground rules andget them wdtten down and displayed where both parents can reGr to
them.Teach your child how to do the right thing rather than focusing or:
his mistakes. In the Montessori-inspired home there are usually just a
Gw basic rules:
. Treat everyone with respect.
. Ifyou use something, put it back correcdy when you are finished.
. IFyou break or spil l something. clear it up.
. Tell the truth and don't be afraid to admit when you make a mistake.
You should be absolutely clear in your mind about your family ground
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,iq rLnq rr:.np:r: trrr ncrl qsnrncl -lo llaltr.tLll 'PI()rs lrlql l.LIlo oP ulr'r
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,(r:,1 rqt litrolr Ltrtq
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n-rrrop pltqj tno.i tI:lt: ol i.rl ilsnorrsrro'1 Ila.lpllq-r Ino,( Lrr ii-ulnortlJ
ot ir-Lrri,rt attr Lro,i tr:q] s-rLror-rr:r1:c1 .rurs.rLI] I.Pot\ s111s Frrlrq.iL:pi'r:,ro
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Jo fr.t\rrJ sLrorlrclnlold sr: Llrq:l tJrlltl .tlr\aIsod rrrltp trrtlcLg s:1n:r
t 2 0
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ro Plrqr rnol LUrPq tq8!uJ lrql
lt!^!l)€ u€ sE qrns sanssr tu?tJoouJl
lll€er eq] roJ .,ou,, e^reseu .
'dn u^\oJg pue lnla^^od loaj
raq sa)Eu slql ,qlllqlsuooser PUP
a)uaPUadapu' lo sla^al InJSuru?e|u
plrql rnol 3ur^r3 lq pozlujlulur
aq u€J salSSnrls Jaaod .
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lo 1lP lou j,'rsor.r 1a3 urr Plrql
Jnol pur nol qtoq'esruoJduro)
q8norqr'ualo lllnJa)PJ8 u,\^op
)p?q o: nol ^\olP rq3rlu leql slen^
roJ )ool u! o^!S lldurls l.uoo .
,,sJo3uP,Ds letot uae^ taq',urt{l
'uerpl!q) pu€ s)ue.r€d pu€'ss^r^ pu?
sPu€qsnq uean laq tu€tJodur! tsrolu
u.e^a aJ? lsalJnotr Pu! sssuPU!>,,
:e,!l lllu.r€J Jo alnJ uoploS
qurelureH lraqou requreureu .
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laa, tou op lllEar | 'trlntJ,, ',(lelllod
..ou,,Ies ol pl!qt rnol qr€ol.
..iJauulP qtra a)rnl ol€rxol -ro
ret?/ a)rl nol PlnoM,, sa^lleuJatl?
alqlrdatr)e lll€nbe o,,^1 uean^taq
erlorll e a)€ur Pllqr rnol lal ol
s.4P?14 Joj >lool uetr no.^ JaiauaqM
'so)!oqt pllq) Jno,( o 19 .
..ioN,,Jo asn pu€ saF3n4s
Ja/^od jo reqLunu eqt alnPeJ
dlaq ot sar8aterls auos aJ€ o.raH
satSalEJls ((ou''
'.ra.4 sue fi$ " le3 ot {1e1T er,no( 'uousanb dps
e 1se no-{;1.,2eru 131 ot a Bq nod op seurn fueru,uoll ip€C .troul t.uop
y,,'aq ppor esuodsu elrudo:dde :qr qrrq.{\ or !.a no,t 1el or e,req 1 op
saruu (ueur aolf,,'se qrns'suousanb ayqeJe.4 sueun plql rno-{ 1se ot re^eu
&r 'aqa 1p a,roqy dsea s(aup lou ql1 :a3ue put sllnsur Sursn ueql leqte.l
a,ursod sq1 azrseqduro pue dpru.:ror s3urql op o1 p1q: :no,{ qrtaa's*ec pauatca;qt Sureq uosred eqt3r f,po 1:o,ra. pue Sunsq-Suol dyaer
erc treqt 'stlnser aterpeumrr ernpo:d ol pual nuaurqsrund epqrl eurtdosrp
Jo surro; raqto ot [e-^ se lsnf puodsu 1JL/4 ue]plrgtr eseqt '{1qen8:y
'e^ol rno {tr"q ul^\ pue sn asreld o1 snorxut a:e sluoruqsrund Lq ualeqs
aft pu? stearqt ot puodser oq,{\ uerpllql'pueq reqro aqr u6 peqsrund
arc deqt 3r .ref luop pu? ol"qeqsrEr uego deqr 'eruapusdepur rreql
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pooS rou o:e sruaurqsund pue srearqJ q)€Al ,qSlUnd lUOp
's1ua:ed :req1 qtr,r,r
drqsuonela rreqt ur rau.odgo eluepq pJo srorx i{srlqetsa pue f,luouolnt
rreqt tressr ol Surldrue]]t ale pu€'ssal.:raaod 3u4ea3 -{1ensn ue sqt sl? rlrns
suonentrs ul u.rplrq3 &r:oqlne:reql Sur8ueleqc (pre:rp ue u.rplrrlo rraql
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'(tq8u Iaued ees) uerplrcIl r3plo qtr-^.:o splo:ee( o.Lll qlr^{ tou .q ol
a Erl t,useop r tng..iso.$l elqural,, aqt a8els rappol eql 1ec eldoed due6
'eruo3selope pu€ pooqppq: rnoqSno:qt senuuuor uotjo pue s:ee,t .rappol
oql ur str€ts teql al83n:ts :a,ra.od rrsseyc eqt sr snlJ..iot tue \ t,uop 1'o51,, (ts
f,proqqnrs p.u ppP &e^e:letelro JeuooS,,OU'' UO U Op lnf
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pue ure8e:pr e aro3ur:: oljyas:no{ 8ur.rq luer no(JI tuotsrsuoJ eg'suonenl$ qlns slpueq ot,{\oq lnoqe uossel f,rsBq eqt qrrel 3l
um nod'(petele:SSe .(leoosrad tou are noL3r's reqt) pe5reqo ,ficuonoure
lou sr uonant$ eqt JI dots ot urq 1se ,tlurg tnq -{ar11od pue ep:
puno:3 eqlgo urq purura:r uetr no etrroqJ eteudordde 3roru e SuuseB3ns
122 keeping the peace
your child learn how to behave well in any comPany.
Lend a hand Being helpfulto
younger children is a key lesson
rn grace and courtesy.
Few people seem to consider the value of teaching children the fine
details ofacceptable behaviour.In Montessori schools the "lessons in grace
and courtesy" - exercises which set a tone ofrespect and kindness - sit
alongside the more conventional subjecs on the curriculum We show
our children how to shake hands, greet a friend and say goodbye. We
demonsffate how to interrupt someone who is busy and how to tell
someone "no thank you"politely.We teach children how to speak indoors
and how to play nicely.We show them how to offer a sincere apology and
how to resolve conflicts peacefully.
Simple lgSSOnS The first step is to exAlain a situation in simple
terms and demonstrate the right way to handle it Then have your cbild
practise with you, role playing the sequence of events. Children enjoy
these lessons so long as they are kept short, and if they have not been
embarrassed or threatened for making a mistake.
For example, ifyour child tends to yell at the top ofher lungs inside
the house, you need to show her how to keep the noise to a level that
does not disturb other people. First, as it is happening, instead ofscolding,
politely but firmly ask your child to speak softly please Then, choose a
COUI-t€S/ lessons
Here are some moae ideas for
lessons in tiace and courtesy:
' sating "please" and "thank you"
. using a kind tone when speaking:
no whininS or yellint
. how to ask for a turn or if you
can play. too
. how ro introduce yourself
. how to open and close doors
. what ro do if you have to cough
of sneeze
. giving people compliments and
encoufagement
. allowing others to pass in front
of you or to go flrst
' saing "excuse me" if you bump
. responding politely when
someone calls you oa says
your name
'walking around areas where
other chi ldren are workjng or
pla/int on the floor and not
srePPrnS over rnem
. learning how to wait
. not interrupting other people
when they are talking
. answerinS !he telephone politely
moment when neither you nor your child are upset about the behaviour
to give her the lesson on the right way to speak indoors. Speak in simple
language and show her what you mean. For example, you might say: "1
want to talk to you about indoor voices. When we are outdoors, itt so
big. and somecimes we need to shor.tt so we crn heJr each ol her. Outdoors
it doesn't hurt our ears when someone talks loudly. So outdoors we qan
use our outdoor voices. But when we are indoors, it hurts our ears and
bothers the neighbours, too, if we talk too loud. Indoo6, we need to use
our indoor voices."
Now show your child what you mean.Jalk very loud, and ask, "Was I
using my indoor voice or my outdoor voice?" Talk normally. "What do
you thin&? Was I using my indoor or my outdoor voice? Indoors, we use
our indoor voices. Outdoors, we use our outdoor voices-"
You can teach all sorts oflessons this way, such as saying "please" anci
"thank you" or closing doors without slamming. Some families have the
manner ofthe week.They introduce a new rule ofeveryday courtesy each
week, and practise it with one another over meals and around the house.
fOlg mOdelS To teach children good manners, they need to see
that their parents, older siblings and ftiends follow then consistendy as
well. The example that we set through our own behaviour is more
powerful than anything we say. Children are absorbing everything they see
us do, especially when they are very young, and soon they begin to talk
and actjust like us.We are their role models.
Bearing in mind that your child will be influenced profoundly by the
people around her, choose wisely the children and adults with whom your
child will spend time.Avoid loud, chaotic situations where large groups ol
children are over-stimulated and generally behave rudely.
Choose your child's playmates thoughtfully.If she spends time with a
farnily that allows children to create havoc in their home, dont be surprised
when your child brings that behaviout home with her. Pay attention to
the way prospective playnatet parents supervise their children. Do they
ignore them or talk on the phone amidst chaos? It is not your place to
judge other families and how they behave, but it is your obligation to
make good choices for your child.
selqpooB pur sEu 13e.r8
..,,!r"\,]elrro ol Moq uMoqs s eLls
-:-..' : Dls crrlspLrarl uJPe o] sfels
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Jnol LPeel 9Nt,tuuvf, 'tnlf uv)
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t1
126 l<eep ng the peace
ACTIVITYFOCUS
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W ed *& %'*"e %W W s %-&
\,;\i'i-r e rr clrilciren need he ip is iesoive issi"r*s
:i:heri: sei.res. cllrecr: tr-ierl ir'r ;he :eace cai:le"
From time to tine, children fall out with siblings or friends - it may be
over something as sin-rple as whose turn it is to play with a toy or over a
bigger issue such as friendships. Sometimes they reach the point where
they are too angry to reason with each other.This is where the peace table
comes in, providing a place where the children can cool offas they follow
a procedure that stops the argument in its tracks.
The peace table is usually a child sized table with two chairs, a bell
and a flower or oLnament that symbolizes peace, perhaps a rose, an olive
nvig or a dove. Ifyou re short ofspace, nvo chairs together are fine or x rug
in the corner ofa room or even a particular spot on the stairs.When children
are accustoned to the ritual they [-ray go to the peace table without being
pronrpted;at other times a parent or older sibling n-ray see a row developir-rg
and suggest the participants try to solve their problem at the peace table.
Once at the table, a certain procedure ensues. The child r,vho feels
especialh *ronged places one hand on the table and her other hand on
her heart. indicating th:rr she speaks the truth, from the heart. She rhen
looks at the other child, speaks her name and explains hor,v she Gels about
rvhat has occurred and horv she u'ould like the disagreement to be settled.
{ 1'. i.
,.{
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l isr, .rs ro horh sir les ol t l rc stolr:
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ruqe r ir posinLrn in the t iur i l r . thci l point oir ics sl l l bc hclr lr l l rrr, : l t l lcr
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ploc.. l , .r lcs is ch,rr,r lgunrerrtr rrcc(1 n) L)c'sert let l l i th l tortc, i t t :rnd qoo.l
t r l l ro nriLrt:r in .r hlr rrrrt trrorLs. coopcr' . l t i \ ' f . t t i rro\Phdrc l l t horlrc.
'p es seq LuolleqM o] spuocsa-r
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the televislon
130 (eeping the peace
Hypnotic viewing Chidren w I
sit passively for hours n front ofa
ry set when allowed to do so.
Television is a major source of confl ict in many households. Estabri ish
some family ground rules regarding viewing, then sticl< to them.
Childrent values and knowledge about the world have traditionally been
shaped by four cultural influences: home, school, religious olganizations
and peer groups.Today, television reprcsents a fifth and incrcdibly powerful
culture over which most of us have scant knowledge and exercise little
control. This is unfortunate, especially when you consider that it has
become the babysitter ofchoice in all too many farnilies.
PaSSlvg Pafen$ There are several problems with uncontrolled
television and children.The violence portrayed is ofgteat concern.In one
year a child might see thousands ofmurders, fights, car crashes and rnid-air
explosions. Certainly, the values and problerrr-solving approaches considered
appropriate by many producers differ fiom our own.
An even greater concern is the hypnotic charactet of television
viewing. Many parents observe that their young children can sit for hours
enthnlled by Saturday morning television. Of course they sit and watc}l
for long periods: they are efectively in a trance. Television viewing is at
best a passive experience. It requires no thought, no imagination and no
effort. Quality chitdren's programming can be terrific, but most of what's
available is anything but.
'lueql SuIrJJtea Pueds ua:p1qt :no( teql arun3io lunoure 3q1
ttuq urr€e tnq'tuaulela puorlef,npe ut qll-^d sC C put soapl\ lJeles'paqsrug seq tr aruo .reqteSol
sesEr tr s.nss eqt ssnJsrp uaql Pue lI qlle.{\ PFoqs ^IrueJ )loq,^^ eql
'seseJ eserlt uI tuatuoc Surq:ntsrp ro Butsn;uor e,teq deur lr lnq'3nP Fa.r
e.leq ,(eru aururerSo:d e saruneuog srseq eser-dq-:str e uo eler.rdo:dde
$ uorsL.elet Frlreurluotr tou ro leqleq,'ot raprsuoc slue.rtd aruo5
..aoq ot satrroqf, s.,{tpol lue^\ nol. oP leqlf,rr\tp auo luP ur lrr3ql Jo eelql
q:le.u dpo uer nod lrelo,e\oq :seuruuSo:d 8ur.l, o11o3 aql Suorw uro:3
asooqlu€Jno ,!:elqrssod se acroqc qxru se uetppl::no.{ aarg les eqlJo
luo:; ur pueds ot ue.rpltqtr rno( ,lr.oll? no^ ^tP E srnoq;o leqrunu aql lr-urll
pur 'qltrr ot uarplrqr :nod ;o3 dddeq e:e no,{ leql s.lrorls eql eurtu:el3q
'nof, ot asues a>ltrn teqt saFr Punor8 ,(gtut3 aruos qsqqqsg ss lesureql
ur€tJatu3 ot uorsr,lelat peeu lou op [1eu ua:rPIIqS sesoP Pa]nseeu Pue
peuuqd ur dlngereo 1no palop tseq $.rorsll.lol SAInJ SUDlet11
'spreM.reue sanssr eqtr ssn)slp ueq]
uerplrql JnoI q!,^ 1r qlle.^ ]ueluo) slL
moqe pauJo,a are ]nq en e^ seLl Moqs
A le lea] nol ,l loJluof l€luaJed
l€l uols!^elal aqr jo lorluor nul)el
lntJE]IdVH]
l3a exploring the wider world
Children have an inbuilt drive for discovery. Encourage your child to
fuEE#r#gk
Slittle tistsobserve the world and to feel a sense of wonder for everything in it.
"'see the worid
as ;vl-=ur ehild
sees it * t-rp
ei*sc and !+'*"; ce
the g;-*und"
Maria Montessori believed that a.11 children behave like "little scientists" in
that they are eager to observe and make "what if" discoveries about their
world. Babies and toddlers test the envirorment to see what happens
when, for example, they drop a toy out oftheir highchair or play with the
water in their bath. This drive for discovery continues to develop as they
grow and become more adventurous in the things that they try out, ftom
making mudpies in the garden to starting a worm farm in tJre living room.
Cbildren are born with marvellous imaginations and a keen desire to
explore the world. Encourage this in your child help her to discover the
beauty and wonder of everything around her.
child'S eye view Remember that your child's world is up closeand low to the ground. Seeing life ftom her point ofview can h+ you to
rediscover the sense of wonder of a young child. Keep in rnind the slow-
moving pace ofher world. Follow your child's lead, and be prepared to stop
and exarnine anything that captures her interest - a ladybird or a flower, for
example. Dont get impatient when she dawdles - adjust to her pace.
The best way for children to learn is by doing things, not by being
told about them.This is especially true when they are young, but it also
saas aqs leq,^^ ]e >ool P e)lel pul la^a
s.p qr -rnol o] LrMop lat s]lnpe ulo4
. la^a! +ue-lelj p ? uo plJoM aLF ees
ua-rP rql e^llradsJad tueraJJ!p v
pue tq8rs eqt'pEoqr.^o Susstd spnoll slooPlno .ql.lo sPullos Pul slqEls
.ql qrosqe sarqcq Sunod (ra^ ue^g PIro,{\ lnoi. o1 rerl sfnPoillll ol .lul]
rTJ {leq Jno.{ uo req BrlIFJ]tJ lo l lqlqsnd leq uI suolslntrxa alll{ roj
tno req FuDIer,{q s.rooplno.JII EpllqJ rnod ur$rq,tlqeqo:d g,tr. no1
'qyaqs :o3 Suqooy qrrecl e 5rro1t
8ur:qe,rt put IJ3IJ € ur 8ur-{qd'spoo.rt eqt ur stusled:rerlt ritr,n Ernltq
lueds siep 3o sar.:rorueru Suolegr rurog -'{eqJ sue>lf,rcll pup sllqqei's1lnp
sE qrns splurue flerus 6urp:JJ ro u:p:t8,{puel aqt ]eIt {ool ol Suldl.rl
(ofua daqa s:e1uor Sunlelor 'sar:.req Sur4crd's:J-n Sulqru{r 'Punore
Suuepup r'srooprno acl or r ollr.rplr.lC PIJO/V\ JOOPInO aql
'rluJrrsdxa uo-sPugrl
Pulr uorllr^rasclo trrrrP u1 plel eq ol sP.3u uollPPunoJ aql lnq'sPuruI
.rlaqt ur rIIlJSol sJluauadxe put suolsserdrur llgrauod eseql 1nd ol
uerplrqr dlaq sprretctu -rrqto pue sloog Eurql per eqr 3ur(pnls i1:sop
auu Surpuedsgo onp.r. eqt a:t1da: uer 3ol3urr1or t :epun lo loorq 1trus
I punoie slslxa teqt Plro,{\ aql aqllJseP o1 suoEllllsnlr Pur? sPlo^\ Sulsn
{ooq oN ureel o1 ,toq Surureel .rt ,{Jrp's5uqt Surureol ,{.pto lou e:r
d:ql'8unod a:rt uJrplqtr ueqdr sllnPe ua e Put uJrpllqr:ap1o ol seqddt
136 explorrnq the wider world
smell offlowers in the garden, the rvind rustling the leaves id.thq trees.All
these leave a strong and lasting impression.Whether it is summel, autumn,
spring or winter, every season has its own beaury Point out small things: a
tiny flower poking up thiough the snov', a beautiful shell, a perfect leaf.
As your child gets older, begin to point out familiar things as you walk
around. "Look, there's Grandma's housel What lovely flowers she has
growing outside her door!" or "My goodness, Mary, can you see the nest
those birds have built in the tree? Some day they will lay eggs, and they
will have baby birds up there!" In the winter, when you see animal tracks
in the fresh snow, ask "Who has been walki4g here?"
stewards of the PlanetAnother key Montessori idea is that children are stewards of the Earth
and must learn to care for distant places such as rainforests and ice caps as
well as pockets ofnature within the city or suburbs, and to preserve them
for the future. Teach your child a reverence for life. After all, we are all
part of the web of life, dependent on the delicate balance within the
natural world for our own existence. For example, children often learn to
think of the soil as "dirt", a word that implies something nasqr to many
people. Teach them to rcspect good, rich soil and all the life that it
supports on our planet.
Emphasize the need to treat every living thing with care.Teach your
child not to pick leaves and flowers aimlessly then toss them aside, but to
gather them only for a good purpose. It is fine occasionally to gather
wild flowers, then dry or press them or place them in a vase with water
to prcserve them for as long as possible,but never over-pick any one plant
or flower Teach your child to walk gently upon the Earth, taLing only
what she needs.
Encourage your child to enjoy the forest and meadows,leaving nothing
behind. Teach her never to litter. Ifyou see litter on the ground, pick it up
and carry it with you until it can be thrown away. This is especially true
ofbotdes, broken glass, cans and plastic bags, which are not only unsightly
but also could harm animals.To gather up cans and broken glass safely, you
rnight carry an old canvas shoulder bag.As your child gets older, give her
a bag ofher own to collect litter in, too.
i'
.t
E s e *r A E.e- =E= E= s4. € = =:- lE E-- e
V}.'o5 =i Eq= F E-H E E E LE EU
familt EtrdenHelping in the garden is a great way to build practical
skills and to feed your child's quest for discovery.
138 exploring the wider world
"oe i f i nc r -h i i i n+ , - t
f r ' \ F l t uFrF f = , - ! i !3qqJ
; ̂ - - - , -^ : . - -
nrnhie"r- r* , i . r = ni / r
- ! r ! r i ' e r i ! i i r E ' - ! !
, i
themseives"
When you plan your garden, try to make a space where your child is ftee
to expeiment and grow things. From an early age, children can be involved
in the cycle of the year, from planting seeds indoors or in a cold ftarne in
the early spring and transplanting the seedlings to the garden when the
danger of frost is past, to tending the gaiden and watching the ftuits and
vegetables grow, all the way to harvest. For young children, there is
something marvellous about going out to the garden and bringing in a
basket oflettuce, spring onions and tomatoes that they helped to grow
getting children to eat vegetables is rarely a problem when they have
grown, picked and washed them themselves.
Dont forget to include fragrant herbs in your garden. The aroma
of ftesh basil, fennel and sage should be part ofyour childt rnemories of
childhood. The fact that they can be picked and eaten, adding colour,
scent and flavour to your food, is yet another benefit.
child-sized equiPment you can buy garden tools, wateringcans and wheelbarrows that are just the right size for your child. Set up
racks in yourgarage or garden shed to hold these special tools, and teach
your child to clean them and return them to their places when she is
uerPlql Suno^ ssnoq eql ur sese^ .ltlrT ur uraqt a3u?rre Pue ureql >prd ol
.{\oq plql lno,( qlBeJ solqtt rno sfer8 Pue suaP&8 lno ot dtneaq pPe leql
sFruueled pue slenuue puonrpErl Jql pue uor8ar .rnod ot e Ueu s]a.{\og
pl.r\ qtoq's]..l^oB roJ uap.reS ino.{ ur errds e ea'I Jal^od J a/v\ol}
'uJJplrqJ lplus JoJ lJ^Jl r.lJyJd p rp uJpr?5 Jqr !tnd I trqr sr Suruep.res
JeuretuolJo se8?tur^Pe lsetrarS eqt3o eug,,"ro:3 o1 1uarua,ruo: pur {sea
IIr 3rE sqroq pue sweq 'sredded 's:olErrot 'sellloq.^Aers artds lFurs e ur
ernpo:d;o lunoure Suueure ue asrc:r uel noL'uourcol duuns e pue Suuate \
lros tq8r.r aqt qlrryl uap:e8:euretuol a elBerl Jo sexoq ̂\opul,r\ r3prsrroJ
'ueprrs L1rrrlq E eleq r.uop no^Jr pAUWll Sl A)edS Uaqi1
'1ee o1 dprer pur edrr eruoreq -{eql se strello: ppq: :no( leqt so1qe1e8:,r
pue strn{'srJ,^^.og .qt p[oq o] s].>lseq pezrs-plqJ roj {oo'I repro Puessautrau Jo tdatruor eqt pIRIJ rnod q:ee1 dpq o1 suo:dt 8uruepr€ uae.r6
1:rp ,(p.rnx pue sa.top Suruap:e8 pezrs-ppqtr apr.tor4 (ep eqr roJ peqsruU
'uape8 aq1 ur s1ue1d rege 1oo o1
. ,\ oll pue sqlnq ]ueld o],4\oq pllqr
.rnol qrealJauepJ"S Bulppng
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arot{ sleurrue puP slrleld qPlro/1
aqr 1o lle qrr/\^ luaPUedsprerul
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Jo luEr! nlEu aleururop 01tq8l.r
aqr P?Ll s3ulaq ueLunq l?q] Pa^eJlaq
aldoad aruo sraqM qrrel srql Lro
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aluos al]^ur 01 u€q] sSurql SLI,\rl
areoaldde or pllql rnol e3€JnoJue
or le,M Jartaq ou sr sieql
s3nlP^ lPulu€
'saifuflor 3rn]ed pue
s8urclqn: Trcl Jleru ot posn oq utr ltq Surse.ld J^r.l teqt srrrt Pooapltq
.,(uErtl3o saq:uuq aql prrc:suon?-ro]rp rlq?l 3urryru w rlJns'sJLrrJo suos
IJr -roj prsll aq uel sauotr aurd PUe surolv slelsr:q elpeetr-:urd olttq eleru
prrr srssLrB qlr,r J^ea,{\ ura -{iql sriooqduls uI ruaql l noru PtIt sl3,{\out
pull s3^1r:l ir\raserd ot ssard rJ,\\og [rrus t esn o] u-It3l ttlll r(:qJ sleuellul
lurnlru qtr^\ trE Surinru 3^ol uarPlrlJ s.ssDiS Pue spaas 'sa^eel 'sl.^!ou
esn suErf Jo srros 1I? teqr ta8roj l,uoc aJ nl€u Lll olJ sU€J)
'$loocl Jraqt;o saBtd eqt trr suap.reS rrarlt ur
purlo3 J^!rl ri.rlt sJ^t3l -ro slJ,{\o6t-Io sr-mt.lrd Sutpug trofue ue-rppp -{utw
'p.rlsr1qnd Jrq J^tq lrqt pgo,tr F-mttu Jqt Pu? spnrut'sr.,nlog tnoqt
slooq In3rJprlo,{\ ,trn:ru eqr Jo :ruos Jptlllur plroqs uollrellol ihe-tqll
splr{l rllo s8uDured snoutJ Jo slulrd put sqduEoroqd lJe dn-esol.
qtoq 'aruorl rno-'( ur srJ,\\og puc stueld go s:lltltd In;rtneeq SutH
'suirlq Pur sadrJtrs
lo-J tueluturo InJ-rrPLro$ r sI'aldrrlExr ruo st 'solv asnoq eq] Puno-rt
prre 8ur1oo: .rr sJsn Ielnrprd :,rtq osp slotlcl .{uey4i uo os pux ,{>lps
'qlino;'13uo1 ypurs 'a5rrl 'pr-r :rullt Jqr.rlsap ttqt se,rrr::fpe :ql ::q qrrol
osp ur:r nol rr:p-rrE inoI ur Sunltila,la :rrr[(I ot JIqr aq [I.,lr +ls']r rtoul
nor( :.ro1:rg oosras otlrr euro: -,(aqt se oyqtto8e,r puD trn{'r3,{\oE qJto
Jo s.!!reu rr.iror aqr plqr :no.{ q.t.r (JElnq€lOA UApJ€!
srr lou PUlr slurld luerelJrp;o ss..l:lt\\? qplql
rno,( Suru:da:p sr IIr^\ sr'sruoor Jno,{3o -,tnteq Jql ol ppe.{arll - eruorl
rnor( Jprsur arnteu 8ur:q ot plq: rno,{. r\\olll sluflurEutl]t l3^\olJ
'sesr^ erlt rrplm JJeld ot seryoP [rrus etros
apnPur ot lur,{\ uJAJ ]q8rur no dn Eururrlr,roj asuods t Plrt saslr l|ruls
;o s8uruado aql otul ralta rnod o1 relsEe ll J{EuI ol louunj !'lelt^\ atF
Surppr .ro; :u ol 3nf[r!us c'sre-,lroU Jtl] trll ot srosslrs urprtS3o .rred lptus
e prau oslr llrr\ noI'0s11 ot raq roJ s-rf,uleluol fitulsJo .{]elrr^ r s! [e^1 sv
'rlleal roq urqtrr\\Jlaqs .rro1 e uo t11 Snt8uu;e-l:,uog qplq: -rnoi dao;,y
'p1os e:e r:urBue.rg pLr? rJIJrad s! qrns s)iullPJo sgutdles 1rnpl^Ipur
q:rq,rl ur saptoq p:rdrqs,{1aru rqt rsn uer no stueura5ucrru a8:q att:::
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ItIIIII
142 exolorine the wider world
^:J:",jI'F*
i i ; i i . ,e ... ' ..f; i l i . :: ;t-r i:L-: i.t i t i i i ..,:: i i l . : ,:;- ,,.,. ' ' !<iait i!, 11;i:!r; l- i i l !
nair-i i e, i i+qui:l ' iaai,, i: ' ,1 ::;r ",:r l. i :-
: 'Li:-,-,! i , ' i i ir-,.
You can make walks exciting by adding a goal set your childrcn the task
of collecting san-rples of something specific, such as dilierent types of
florvers, leaves, rocks or grasses. Each child can car'ry a small paper bag for
their specimens. Erplain that a specimen is a sample ofsomething that you
find interesting or rvant to knorv more about.You may want to put a limit
on how many samples each child may collect (three to five iten$ at rrlost).
When yott are out walking be sure to talk to your children about
what they are experiencing-Talk about the weather and the seasons What
do they notice?What does the sky look like? ls it sunny?Are there clouds?
Point out other things that they might 1lot notice, such as the colours
ofleaves on the trees and other seasonal clues. As you walk, encourage
them to renain quiet at times so they can hear the sounds of nature
as well as observing.
Don't be deterred by bad rveather - it does children no harn-r to feel
the sensation ofrain or wind on their faces. Children can be expected to
walk a mile for every year of their age, so don't underestimate their
capabilities. Stopping for snacks ol a picnic gives them time to rccharge as
well as to observe and enjoy the outdoor world around them.
Wnl le out and about
; . lca, I squi f l e l . adopt a t ree '
. . , i r i h e l e a v e s . s i t b y a i a k e a n d
w,atch the geese ' look for wi ld
sarawberr l€s ' hunt for unusual
stones . search for wi ld f lowers
(don' t p ick thern observe. study
and remember) ' l ie on your back
wirh your head up against the l runk
of a t ree and look up into the
branches . l is ten to the wind '
warch bi rds in their nests ' fo l low a
butter f ly . s tudy the shadows casi
by rhe sun . learn the names of the
trees around your home's ludY
rhe shapes of leaves' use char(oal
and t racing paper to mrke bark
rubbings . col lect seeds' look for
. iny baby t rees' sear.h for p ine
cones . look for animal t racks
. find a falJen tree whose wood
has begLrn to d€cay - explore what
l iv€s here. s i r sLi l l wi th /our eyes
cLosed . l is ten to the bi rds cal l ing
. look {or baby ferns ' smel l the
breezes. f ind a l l t t le g len where
fai r ies might l ike to l ive 'have a
picn;c outs ide in a meadow' run
down a hi l l wi th your hands sPread
wide l ike an aeropiane' f loat
popcorn boats down the stream
. pic l ( up l i t ter a long the rra i l
. look fo[ nrushrooms - but
:
I
Learning to observeTake l lme to slop and exam ne th ngs your chldren are
attracted to u,hen walkng. Don't ove'burden /o!nge'ch ld_en wrlh too much
deia I aboLrt the . d scover es ask them to describe lo you what they can see
Pfesefving natufe once you arc back home, emPtv the
contents of voLrr specimen bags onto a plastic garden bag a1ld ask your
children to tell you t hat each item is.ls it living or non-living? Where did
they 6nd it? What do they knorv about it? On other occasions, make the
weather-, birdlife or forest sounds the focr-rs of your rvalk, and jot down
rvhat your children see and hear itr a notebook. Explain that ifpeople always
collectecl specinens from nature. eventually there t'ould be nothing left'
a^]]ads-rad luana]} p P epr^ord u€l
aaJ] p olur dn 8uL>loo Suqls ol slue,^
aq -ra^oueq^ ae] pue ees uel eq leqr'
q,rosqe pue dols ot Lu q Eu r\olp'ar€d
splqr rnol le >lpMSf TUOIS'l'lvL
'seas aq leq,A Jluapr ulq o aq
o] nol ql|'\ >looq renods e e)el
q4eM p_rq o] s_re nlou q asn o] Moq
p rql Jnol MoqS l\'/r^StHL)OO'I
$rlue ls aLltrl .rnol Jo_] ]uaLuu|elJalua
PUE +rdrd+u +rdr. }u drrlu> E drl
lLMJeel e -re^o Suidoo-D LUJoM e
3u qr+e^n slunl:ut grNt^t'l
'rnolor se llaM s€ e]nlxel pue
adeqs raq] aq J)sep o] ueJplLp Jnol
)sv uo4eLUrolu leLrosees ]o alrnos
1eer8 e ere sa eol sNoss3'l llvf'l
S' I lsa.roj aql ur >11e,u e ro1 Suro3
natufe equipment
These i t€ ins wi l i be,rsefu {cr
er l | l pping ycur nal l r fe nrLiser l r
" r ragnrr l rn! g iass
. sP-oi t . r s .ope or a r f rPo<i
. sornd' lmpl i iy ng nr lcrcphonelr
. D|rg Doxes inc Jc. !
, l l r d . 3 g e
. : r c l iet c : :Be
. ipe, : i :c boc(s iof iaert i f i .at ;o i r
. : :1: io rb: l ing
Most clilclc[ hlwe a strong desirc ro bring somc samples of natrrr-e honre
rvith drcnr and rvrll be deliehtecl ifyotr can llncl saYs to acconmoclate thcir
frnds. Depending on the space you have evaihble, a nlture ere:r in votrr
childi rconr can be anythitrg lionr a simple tablc of"finds" to an aquariutrt
nrd rerr-arium housing the bugs,beetles,fiogp, turdes and other-snrall aninels
that he has lbund and invited back fbr a sholt stal'.
ln oul horle,r 'e cel led ouL tulure museuil thc Dew lh)P lnn.I l the
spr-ing and ear-ly snnrnrcr rve had snall llonerPots irolding t'ild florvers
end b:iby trt'cs th:rt \\,c found in the neerby r\,oocls. We brought caterpilhr-s
back to keep in a covelecl terliuiunl so that rve could sce the chlysalids
that fbrmed and thc'rroths or butter{ies th.rt emelgecl.We collecred fiogs'
eggs and watched them ttlrn into tadpoles before releasing then in the
pond near our housc. Frorn time to ti1ne. \'e even h:rtched brby chicks in
an incubator.And, ofcourse, the occ:tsiol l l l l i l ter ofkit tens oI prippies \vr1s
ahva,vs thc highlight ofrny year.
OUtSide inSide our.t.ritarcn s died flowers, corupa.i.g difli 'ent
spccies and colr i l t i r lq pehls lDci stenrens- ln thc l tLtrrrnrr, rhey col lected
fiuits. nuts lncl berrics, noticir']s ho\v thcl ll'ele ciistributed atrcl rvhich
'edols relods s L.l q8no.rq] >loo
Jesol) e se>lel u Mso lds a{f
Jlerls elnteu aql ot eluoq lqSnolq uooJi{snur Jo r3,1 oE p.lelo$ ue ol
sedrrsputl Surdee-^ds ruo{ 'e.rnlru SulqderSoloqd pue Suntrrp trofue uago
u3lp11qr replo rrrq punore 11e l]nreq pu€ lJpuo \Jo esues erlt a.rntder
teqt $rrots pue srueod elr:-ra ot rutq e8ernorug plrg 3rF uI pue euoq te
suortelr.sqo sn{Jo leurnofe deel ot a1q delu aqteplo sr33 plqr rno( sV'8unod erelr uuppql eql uaq,lr rII 5Iq e ere^\ - 8ur,llo:3 uaes aq ueJ
stoor os sse133o 1e,r,r Juo qlr,t\ sratueld - sexoq too;1'eyq^\ t ro1 esnoq rno
trsr^ ot eurEr ttqt seFlru put sseq elq 'sl.t\3u 'suoalelll?ql 'sluEJo se{rure]
f,urru :o3 saruoq papuord srunr:enbe pu? sllrnlreiral pala,loo dlrq8ra'sauoq prurue pelreserd
puc spesul Pelunou 'suooJol 'poo,r\ eerl ll4IruBJJo seldruts put suorl::s
oel'surls eleus's33a pue stsou (sprlq'sJ^rq.Jq PeuoPurqt :sPug JrJql
30 suorlca110: padeldsrp u:rplqr erll's.AIIIs [erus uo qooqdurs punoq
otur ro preoqpJel oluo luerp Sununoru 'saleel put ua,tog passad puc
percalor oqc ,{eqa (eldsrp pue Surleqq'uoD?rUItuJPr .roJ urnesnu einteu
eql ot >ltreq sueruoads tqSnorq deqJ pooJ sa urrqt lE polool sFlulur
148 exploring the wider world
pieyE ffig s=&Eu s*** bas*tr
PartY gamesThere are many great games for parties
that teach them about the world. Here
or groups of children
are three of them.
Predator and preyThe mountain
lion sts quiett wa;ting to catch the
antelope in the waterhole game.
When you have large groups of children over for special
occasions such as birthday parties, play games that will teach
them about some aspect of their world while also keeping
them entetained.
the waterhole gameThis garne is played by eight or more cbildren - you might
want to play in the garden rather than risk getting your carpets
wet! Tell the children that they are going to pretend to be
animals, such as antelope, corning down to the waterhole at
night to drink. One cbild is a predator, such as a mountain
lion. He sits in the middle ofa large circle, surrounded by cups
of water. He is wearing a blindfold and is "armed" with a
spray bottle of water. One by one, the antelope creep up to take a dink:
picking up a cup ofwater and carrying it back to their seas.The lion cannot
see them and depends on his hearing- Ifhe hears an antelope approach, he
can spring once, shooting a spray ofwater in the direction ofthe sound. Ifa
child is splashed, he or she must leave the group. Once every antelope has
taken a drink or has been "caught", the game is over.
1t
150 exploring the wider world
Tagwith a difference Chidren
have great fun pretending to be
animals in the food chain.
the food chain gameThis is a variation ofthe game oftag, and is designed to teach children the
basic concepts of a simple food chain. Choose a food chain with four
levels and describe it to the group of children. For example, plants are
eaten by grasshoppers, which in turn are eaten by frogs, which in turn
are eaten by hawks completing the food chain.
. Divide the children into three groups. In a grcup of 10, have seven
grasshoppers, two 6ogs and one hawk.
. Give each child who is pretending to be a grasshopper a small plastic
bag, which represents the tiny tummy ofa grasshopperTie a strip ofwide
brown ribbon on the arm ofeach grasshopper.
. Give each child who is pretending to be a frog a bigger bag representing
the larger tumrny ofa frog. Tie a strip ofwide yellow ribbon on the arm
of each frog.
Give a large plastic bag to the child who is pretending to be a hawk.This
rcpresents the still larger turnmy of a hawk. Tie a strip of wide green
ribbon on the arm ofthe hawk.
. Now spread a thin layer of popcorn across the carpet or lawn to rcprcsent
the plant food for the grasshoppers. Explain to the grasshoppers how they
7
..r..uG3sAsof ai
€ +e S3**3li*= =sSE*
,lireqloue auo Peeu IF .,'!t'eas,, Flmmeq Pue xeldulo. (Ia $ 'peqsrug
::e nod ueqm 'qrqr* '{llJo qJ.4A Jqt sPpnq sq L o.{\l eqr uaratt:q 8ur:rs3o
::erd e unr'spr:u ll lJ^JtPq,{\ ol 1norue ro rueld qrea lJJuooJ no,{ sV
,.iop Leql'se12rale^\ paeu sSop oCI se irel" \
peau sprlq oC[ i]elE{\ sPeau oq1h,,,.ioP ̂eqr'se auns aql Peau sPrrq
oC auns eql )PJJu otl,lN.. tjlnl ur qJEJ JIPI'lPluruP Dqlo ro p.rLq'rue1d
e prprd srq plrqJ qJpt u:q16..de; rnoX ut tt ploq puellot {ot rqr elel
notr ereg poo5 131olr :qt qg ;eue[ :q ot e1L1 no,{ p;non pulrue ro tueld
teq,r ,t oN,, uns eqt tuaserdu ol ,Lro11ed Surqleuros s:ee,{\ elPpru .q} ul
slls oq,t\ pl.rqr .qI,, elJ.rrJ rno Jo elPplul aql uI er.q srrs uns eql auns
oql eq II!1 oqltr,, {sv elJ.rrJ e3:e1 e ur u.'nop lrs ol euol:a'to all.ul'buuls pslnolol tuereglp Jo sPuErls
Suol peeu 1ur no,('uortlppe u1 releo..luesudel ol ueeJo JLll pue le'{\og
c'ssBr8'ae.u EJo sarnrrd peeu oqe 1lu no epnlJur ol qsl^{ no^ selnlea.rJ
ftqrttr"J reqto Je eteq-I!\ Pu" ndotr e'eeq "'qsg
e'el nl t'3og e'lulo,1d
e 'p{q e - e.}II Jo qa.4A eqt ur spumre snoue eql tueserder o1 qerurut
;o sarntcrd ro qerulue ,br pegnrs 1o uonleles e peau 11r \ no uerPlrq]
erour ro 0I qr4 ps&1d eq uer leql lr4rlre dep (uru pooS e s srqa
aure8 ajrlJo qa/v\ eql
sauseaS auj€3 *i€u} pG*3 F"i3,,
'uleqf poo] eql Pe urns a eq
pue erue8 eqt ur lus ere €o5 put ueddoqssu8 (utur ,troq ees 'selnurlu
e.rg regry tno sln 3og leql Pue u^{o sII otw druunr s,8og eqlJo $ualuof,
aqr lrdrue u€tr eq euo seqtrreJ er{.}I urc6e put sSog er{l aseql o1 >I,!\Eq
aqt tes 'lno slrs reddoqsserS wql pue dururnl u \o .rI3If olur (3eq cuseld)
&rnunr qreddoqssa8 eqr ruoS u:ordod eqr dldure uel (eql'auo qlrl daql
;r pw s:eddoqsser8 eql Surseqc sSog aqr te5 's8eq rrrseld rreql ur lr Sunnd
pw eurn e le ecerd euo dn tr lctd ot u.trop Burdoors (q u:oldod aql,,we,,
P+3ueleq*q3 ucrpli|".|}
1g1 sauret Ared paseq-a.rnreu Sutleld
1 5 2 wide r wo r l d
Different worlds Bl nra. l1g things
;.ir i - icre :n acaess Lr e to cJ _
. .1,e_ ..a .c J thenr to a,ppre. ate
:_ : L . ' a l c_ ; l : c l i i ewce r ' r o d
As pllerrts, rve can hclp oul children lear'n to livc i|i pcace and h rnolly
lvith all pcople-We clrn do this by introcluciltg therrr ro diflerenr places rn
the rvor'lcl. and flliing thcir lnirrds *'ith l,oncler lnd fiscin:rtion lbl lll the
clillerent cultru_es et an age r'hen t1-rey hilve yct !o encounter the kind of
:rt i rudes rhat bleecl ferr lnd prejudice-
A11 of lrunranity is parr ofa global faniil,r'. !fc- share the sarre needs. and
hlve nrorc' tirings in conmon than divicle us. Thc differences anlong us
stc'nr fiorn our difFerent cultulal rvays ofnreeting these sarDe needs. Rathel
than fcf,Iir-l!! those differences, childlen can cotnc to undcrstand and
appreci ir te the crlrural r ichness and diversity that defines us.To learn offrr
rwa-v pl:lces, to dl-eanl, to i1r-iigine, to hope to go there some clay has alrv:rys
allorved children rnd adults to emblace the wholc Norld and to cale about
its rvel1 being.Thele is 1lo educrtional objective nole ilt-rport:tnt than to
bring orrl childlcn into full nenrbelship of dre htman tinih'.
CUitunal StUdigS To acco'rplish our gorl. rve ]rave ro make
tl-r11rgs thir! lrc fbreign to chrldlen! experieDcc coole alive. Perh.rps che
casicst rrrev to do this is througit u,o d cclcbntions and conract rvi th
people f lon ot l lel culturts. Monressol i schools Dr:Lke use of h:rnds on
s,: - ]- a: t.ar;_rtJ L!o-4 siol lll r1r
':al i!r:':;LJnrSal Lr uil SSaiP o+
a'r -r.- p !r i, ro,\Fr3 u?:ulv
'tr Surr?dardJo ssrrolcl 3qt III p:^lo^rll oslt Jlr iJr]tJI Nrtr Srrrtlltroos
-,(l 1I,n urrppqt tsour pul e:u:r.todxa Ilrlrosurs t ol JIJSII spual lrlnrlllrcl
ur pool ,i,rols pooi_ r prrr J-rlrtp 'iuos 'poo] liq PJlutdrllortrr 3r iilll:r:ecls:
'uorssardtrr Burtstl t si]r'arJ put unl sr sJrtlntsoa turrr:llrP ur c'ln Strtss:-r11
lrl,Lo^\ rqt punor[ ro{ sJ]urp llol pur s8uos u-rr:a1 ot :,ro1 ,i'rqa':tsntt
ot,Suruetsq prrr j.ro,\\tlr,lrau Slni-o,(ofrr:r i:q1 seuttn-rol rJrllo uI a^Il
u.rplql r\orl tnocN serrols jt:rl ol alill,{:qf u.,rPlrql leq]o ur p.lsrlrllrr
rrr rra,rPlql i^uno :rLroq tt LlarolddE eluns aql qtrnlu asn rltr no
'patJar[ro]lrtLtl POr uo-sPuttl
t:osrr:s-rtlnrrr st rt,:lo:t .t:u t ot qlrorddr lno uI Surqt(to,\E suoqHq.lrr
prn aau[p lBrror]rplrt'rlsntu'l-rt'sprr:otr1 Prn
ser-rots 's:1its:3r1 'ssa-rp 'pooJ 'Eursnoq ,rroql
prw eldoed Jqt 'ar.qt .^{ rttlt spLo t pIIe
stutld :qt 'otllurP .qr JIJsr pLrq 3rlt .te lool
r,\ 'rar-rJv -\pnts .1\\ (I.rq.!\ 'ilqlur>i] rol
'sr^uraclsrJcl(urtr rtro.r3 lr tr Srrlriool'.tlrll
t lr: rrdot ro JruJql ualli ruo uo sJrpnts rllc)
sllro] r^|Pl.roi\ aaF -1.^o Ifc t[Io.r.l LI]\\r]p
\rrorlr.r(la[J] luuortrurJtur PLrt s.lJlIaIlaoxa
t _ |
CUltUfa l ho l idays
- r : :e l i r : .e lebrai int your iar i l , .s
or ' : r t :_.d i t iona f . , |g iou-. of .uku[al
hoirCrys . :1.1r yearr r r ) / f inding ou.
abolr t cr goir - rg ro waLalr so.ne
ot l rer cuirur ' : l l celebrar iors.These
ir fe cf ten m€nrofrb le expef ierces
ior- yoLing.hi ldrei r . i lere : r fe scn]e
cf t i re rnai . f ro i id i r /s :
" Cli nc!. N.iv )'.a _
. Rcsir l i . \ l r , rna rn. iYonr
Kip! i r f 1 je ' rv is i r )
' Cjr rnt | l ( i I ( le ' ,v i r l j )
' Pas5over- e!.ilsh )
, Diwal i (Hlr . j ! r )
' Eid ( f ' lLs i im)
" Cir i is .mas {Chr 5 i ;a r l
. Nl€wY€a. ! Da)
' Fastef lChr i r r i :n)
.Valen! i1 les Diy
" ;i: Pn,:r'icki Day
" l " i r / De)
' i ' l o r l r e r s D ; r y
. FrJref ! Da)-
. Shrove _iiie5day
' l-li ic.re en
. Gry F3i / (es and bcnfrc f ight
WhiCh CUltUfgl Srrrr s.rall a.cl simple.Just focus on one co.ntr)
for,vour l i rsr veer.You mighr l ike to st:rrt with a lovel) pictule book or ' :r
r ' ldeo aborrt thL'coul l tr ' \ i Sinrple things such as col lect ing pictures and
postcards ale a good eally step.
Kccp thc follorvir.ig points irr rnind:
. tsegin by rdn ttinll that you don't knorv everytling about the culture
you rr-e stucl,ving. butjust l ike youl chi ld, you are lcarning nror:.
. Convey curiosit ,v lnd ldventule. Prctcnd that,vou.uc going u' i th 1'oru
children on :r trip to this strenrte countr\', and you ar-e pr-eparine fbr it.
. Ahva_vs speak n'ith respect and c:lre about the cultule. Cl-rildlen pick up
-vour underl-vin g enlotions.
. Make sure th.t everything vou sharc.r'r'ith yor"rr child about thc culturr- is
authentic anci accLrrrte.
Cfeatg a display Gether as '*rch i' lbrmarion as yon can rboul
the couDtr-y you have chosen florl your' local librar'_v and bookstole'.
Borrorv artefacts fiom lelatives ancl liicnds r,ho :rre lionr the cour-itrJ or
r iro have been there: sonre people nra-v be n' i lhng to loan yru artr.ork,
lecordings of fureign music or- audrertic n:rtive costunes. These c:ll be
cl isplayed in vour hornc lbr a shorr dme, xnd then returned.
Ifyou are lucky enouqh to be visiting the country you al-e interested
in, rnakc a collectior-r r,hile vou arc thclc. Look for starnps. coins ancl papcr
lnoDev: souveni$; newspape$ ancl nragazincs; postcards shorvi|rg cit ics
firlous landruarks end evetr,'day scenes;small e\:lDlples oftypical ar tli'or*
al id crafts. l iom pottery to baskets, carvirgs and statuettes !o postels, nrodcl
houscs. boats and so f,rrth: dol ls clressed in tradir ional nrt ive costunre;
tradrtional hats end cosrurnes thxt the children can trv on- If ,rtou knor'
someone else \vho is going, give them a rvish list.
Set up a special ar-ee, a table or- shell, soile\\d1ere iD yorir hone to
displal ' vour treasures: doJ1s, toys, errrvork, books, model honses, picture
collections, coins and such likc'. lt is useful to have a wali behind vour
clisplay so yor,r can hang a poster rl1 p;rinting as part ofyour disple,vYour
children and their ftiends should find the cultur:rl display attrlctive and
eppealine. Decorate i t . ,r , i th i tems such as papcr hntelns. sculptule, brightl l
i rrrprinted fabrics, f lags, ornarrrental f l rns and f lorvers.
{.t!
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a*#r'
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-5
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156 exploring the wider world
ber€hdmy pmr€yMontessol- i :chsois use a special celebration that you
cari casriy rdopr rt l roire tr) inart( your :hi ic 's brrrhdav.
Traditional birthday parties often tend to focus on presents,party bags and
lots of sugary food. A Montessori birthday celebration takes a different
approach, airning to introduce a little wider understanding and ceremony
into theploceedings. Children are given a first impression ofthe relationship
between Earth and the Sun and taught that a year is the amount of time
it takes for Earth to circle the Sun once. Children are also told the story of
their lives, year by year, ftom birth to the present day.
COUnting the yeafS You will need a small globe to represent
Earth, a candle or lamp to represent the Sun, and a circle (or ideally, an
ellipse) drawn on the floor with n.rasking tape or laid out with a long piece
ofyarn, representing the orbit ofEarth around the Sun. Make notes about
important events in your childi life to date, and collect photos of her at
different ages to help tell the story ofher liG so far.
On the day ofyour childi birthday, gther your family around the line,
leaving plenry of space so the birthday child can rvalk freely. Bring the
candle (or lamp) and the globe to the gathering. Have your notes and the
photos ready. Place the candle in the rniddle of the circle and light it.
Remind the children that it is fire and is very hot, so they rnust sit in their
The story so far A candle
represents the Sun and a g obe
rFnrF<Fni< Fr, th Ph^t^< tF thF
story ofyour chid's i fe to date.
..;lLlrD aurl 1lL1\ -rql PLLIi()lll o;i o:l llllf:l .lol .lfil.i I
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nrt.irr.rJ rtnS rql Frrlll()(lr oi o] Llltr:l .rr!.'rltrl .ettol r \Ilf'l ll IIn\ -rql
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pFoqs xoq eqJ 'ppe or saPrrrP pllqtr rno^
leqt stf,elqo rJr{]o -to llt Iuos sdeqled Put{prp puE runu luo5 r4lel e 'oapl^ trIrtrre:}
e Jo (dotr r 'sotorld apnpu! rq8ltll sqJ {q
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erurt r Jlrduol ol aTT srqlruej e[ros
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r.q roJ seulrl -:Io rf,qunu lJrlloJ eql Jurl Jql Punol! Prllt{\ s?rl uw
ueq1!\--rJuueul srqt ur -l(lols aql rnunuo] ,. f,F"".] rJq q]IA\ dePqllrq
rsrg:eq Suutrqale: sr aqs pue p1o:e:,{ ouo sr u141 lods tcqt ol peq la8
no,( uaq,tr dotg 2auq eqr punon ,&,rt eqt [e {F^\ nol. Plno,u 'eIW,,
,(qtq uroq,tteu t st r:r141;o orntcrd t sI JleH Pnord os o:e
-,(ppe6 pur fturunlX r3luqq t uI dn padder,t pue lcrd p pue - 9rq srqr
i.luo - IuI] sl JqS Z00Z'82 r3qoltrO sl lI uroq uaaq strl tItr l ,{\oN,,
dets auo pre.,nroj s11uu eq41 ,,2esr:1d p:e,{\.IoJ ders .uo
qel no,{ plnom'er141 uroq sr eqs ueq,u. .{qeq ,\€u aql qlll\ dleq ol asnorl
rno te trnts ot rruol e rq srllrlN edputrC Put turPuelC pmr'aruol ol eulD
:aq:o3 trpnorxue Surlrrlr art ,{ppeq pur ,{urun141 lel uroq uaeq l,uslr{
arls uns .qt punore qtrtg qtIA\ deurnof leq SuluurS:q lsnf sl eryg,,'p1o s-reotr ;no3 sr eqs asntleq 'sJuu l1loJ euq .rll
puno:rt f,1,uo1s 1ytu. pur eqol8 eql d-rrer ol Suro3 sr tr11 (e,u. ltneds ino ur
tr alerqaleJ ot Buro8 r:e en pue dtpqurq s,eq,,g sr (epoa,,:seuq es.ql SuoF
Surqtaruos trols:aq 1ar o1 ur8ag prP no,{ se tsnf eu1 eql punore .{1,uo1s
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162 !h€ best t ime to learn
Some children also enter their sensitive period for learning acadernic sLills
at an early age, othe.s will not show the slightest interest until they are
older. With dre right approach you can increase the odds that your child
will want to learn to read, wiite and work with nurnbers with natural
enthusiasrn. This chapter shows you how to let your child develop at her
own pace, within a home environment that sets a good example and
provides the right stimulation and support.
feading alOUd no" of us provide a wide variety of books for
our young children. Publishers increasingly appreciate the importance
of beautifully illustrated cbildren's books, and wonderful selections are
available.As my grandmother used to say,"No matter how tight our budget
was over the yean, we always made money available for good books."
As soon as your baby is able to sit and focus, she will enjoy short periods
spent on your lap looking at picture books and hearing you talk about
what is on the page.As she grows, read to her every day, not only at bedtime,
but whenever you can. Pay attention to her favourites and try to maintain
your enthusiasm when you are expected to read them over and over again.
Chil&en are absorbing those stories into themselves by repetition.
fon learningThe sensit ive period for language begins at birth and all young
children respond to an environment that is rich in words.
Pushy parents
Learning is not a race! Children
learn at their own pace and, in
general, the more parents push,
the more children resist. Pushy
parents see children as an
extension of their own status as
adults; ifthey have a child who
reads at three, then clearly they
have done their job as parents
well . But i f a chi ld ends up quiet ly
resentful of lessons, teachers, work
books and tests, then what have
we really accomplishedl
'5rOOq lO JAO f_ Jl;Lll Jr;
!d a l i.'f nB.) r Lr; r Ll-- - rrol o]
:- p!n! eurll gurp€er {llluel
-PulllslJPuu ol LoJJs lou sJoP pllqa illo,\-+t
Srrrurartt -rno,i erL.ttsrtourl6l ;itnr 1otl1:rrJs saoCJ Prslguor srloSulits;.rr:
r-roi ttq,t spurts:-rptm:qs3r 11:l ,(11:nsn Lrrl lloi sJia 'Laq qrlh\ nor(-JJ l:q
q 1r:rds nori st or(e orlt trr rrtl 1oo1 pur sesuqd ptrt sP:o,\ rlclurrs :sfl tlo'l
spurls-lapun p[r1.r -rLrori ]rql rlunsst ol lorl lr^.l,\\oq lurlrocltrrl sr ll
)llrl icltq .sn ol P.rlI otl sr alaql'otJlll \P'lo,\ lr(l^\
puusr:pLu-r rorr inu ppqr -rnoi qinorplyi, soollnq lllq -rrqlo -rql qlr,\\ rII
suoltncl alllcl :rp 1o IIx rn.1.. :iits no{ ltq,rt ur rullds ir.^ rc1 put i1-rt:1:
ryrd5 .. e1oq Jql llr -Ir!\oU aqt tnd url no'( ,no51 .r:,tog snp rcr3 lq8tr
tsnl :1oq lrqt i_np no1-. ,.-,ir:pot q:mtr os lirrtlur:p r.r! 11oA -^:lslllll '\ la'\
rq lsnlu Lro ..-straddlrl lI st a^oloP pllq-l ,lno^ :rs no^]tq,!\ lnoq! lll'I
..r:pptotls ,iur ol Iro qn^Irl cln noii Srrqll
ru,l oi a,\\ er:g tln noi ):td ol iirrro5 ult J.,lo ,,ila,r\ no,{ rta,\ iiur qO
,torr nod :a^utq.r ot lirtroi tut 1., -'irelncy:o,L r,lnrralx: ut dol:,r:p ot pltqr
-rLro( sclloq prrt rFrnirnl ot stroqrt :noi sou srtla'SlrroP rl[ no,{ ]Pq,\\
rnnt, I,r'rJtnl\,r p, r' i.1rr1 .r rur rot LIJ .,o\ V 3Uf >11g3 daa>;
I
Talking together Spea< cleady
::_: : : : :a r io your ch d. Her e/es
.. - : .a- rhethe_ or not she has
-_:,- ' : : .cd whal you are say ng.
As your child's abiliry to understand grows, the language you use should
become nore complex in vocabulara and sentence structure. Stretch her
lvith new words. Turn the TV ot radio off unless you are watching or
listening together a noisy environment hinders language developr-nent.
When your child is very young, help her to con-rn-runicate withouc
lvords. LJse pantornime to xct out stories or situations. Invite yrur child to
play, too. "Pretend that you are carrying a giant puppy, as big as a horse!"
"Pretend that yorl are a bird flying in the sky. Flap your wings like thisl"
You can also act out what many words n-rean (big, tall, fast, slow, snile, sad).
Older children continuc to enjoy tlis, too.
teaching household names reactr your child thecorrect nxnes for things arcund the house. In their sensitive period for
language, chrldren can easily absorb new words and grasp their meaning.
,;slsanS Jno .roJ ler)eds ,(Ja^ 1l
allr.u llr/t\ a/\^ PUe alqer eqr uo Lr.rsql
rnd Peqsruu arE no^ ueqM-olq?l
aql-roJ lrtard Luaqr 6l€ur o? |Ueql
a8ur.rrP puP ast^ eqt ur sJa,1 ol,
aqr rnd ueql rl u!raren qrnlr
srqt tnoqe lnc PUE ase^ e esooql
uaql iu/\ oP uraqr rnd PuP >lurs aqr
ot rxau dot )lo,^ aql 01 sJa/\ ol]
aseql a)€l as€alo no^ PlnoM,j'dars auo uPqr arolu ur Buipp€ lq
replo ra3 uarPllqtr se SulSuallEqr
aJour aPeur 3q uel elll?8 aql
. uoos oot s!q] ljr nol j! l€,\
aqr Suol€ lsoi ra8 laqr Jl pasrrdrns
aq r.uoo rroo.r reqtou€ ur sr ro,
]s€ no^ lraiqo aql jr rlnrgrrp arolu
qrnLu sraS srql u3rPllq) Sunol rol
,,iaraqt ra^o,leqs dol aqr uo lal]nq
par a8r€l 3qr eur 3^!3 nol Plno^A,,'uo[Etrol slr Pu? ]r3lqo uE ]o
uortd|]:sap ? Surppr lq Sur8uell?q)
aroLU sPu?rl[uo] a)l€uJ uaqI.. oJaqr
JaAO Sr tErll )rall atp eur aAIS
aseald,. Jo .,)pnJt lo1 aqt aLri oArS
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q]|n !€ls aur€3 r ul sraPro rl^ollo]
01 elol uarPlrq) lnq soruDauJos
as€l aql aq ot uraas rou &ur 1l
oLU€8 Pu€r.ur.uor aql
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eqursrp ot Jo serJots [a].r ol req JSarnolug..a (Punoq ll.ssBg s.lnoqqSl.u
rnoq f,qoJ aqlrJsap nod plno,\\ A\oH,, sPro^\ u,!\o rJq ul sSLIIql eqElsep
ot ]aq Iw 'sp:o,u e,rudr-r:sop;o dsuS poo6 t stq plql :no-'( a:u6
,.:1XOU Sauor euo qlq,{\ r\oN ilseSlel eql sI
saqnr eseqtJo Juo q:rq7y1,, o,ul reldtq: ur paqllJsap sallr^Ilrt '{losuJs Jql
qlr,r.8ur1:o.u ale u.lplqr ueq,\\ Fnuiss. sI tr:elnqtro srql ls.[c] pur
.re1pl'ls:8uo1 pur: re8uol'tsa8Brq pue raS5rq:a8en8utl a,ltlrledruotr ot req
acnpo:r1ur ol ur8:q'sr rtlah? el.ndrrsrp rlseq:ql surtal Pltlr -rnod sV
'uo os pus (qtoous pue qSnor)
arntxel'(d-\€aq pue 1q311) rqgla.lr 'fnos 'rrlrq 'trr,lts ',{rps) arstt'(ept,t
lo urql'[r] ro trorls'llelus -ro 8rq) ezrs eqr::sap ltql sPlo,{\ ot PIrF ino-,{.
aJnporlur osp url no1,r,o1oL tq8r:q'1urd de:p 'an1q apd st rllns 'unolof
sqrDsep leqt sP.lo,{\ req qrBal urrll utl nol (uo os put unl'Jnlq lals?o'Jsor'relr1) srnolo. Jo s.pEqs rerlr-ueJ uaql pur '(uo os pue uno.rq'eldrnd
'J8ut:o'ueor8) srnolotr Lrepuor.s ueqt'(&'o[e^ pue snlq'Prr) s]noloJ
(rerur.rd ecnpo:tur 'rsrrg st::fqo Jo srnolor rqt JqrttrseP teqt spto-{\
qtr.{\ trets uef no uou?lol ireqt pue suefqo aqt aqlJJsap ttrlt spro,\\ rJrl
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sr f,repqcro,r e6:q y (Z-99I sa8td ees) uossal:8ets-oa:qt r.rossaluory eql
Sursn tq8nn eq uel teqt saldrurxe poo8 ge ere aruoq rnod punore PGnoJ
€urqt pue st:ed (poq 'salqeteSe^ 'srrn{ 's.Jlt pue sra,uog 'pooqrnoqq8rou
rno.{ punoru punoJ sprrq pue qeurue r€{ruIt; Jo sJlueu Jql SuIuJ?e'I
:ldruex: :uo :q p1nos.
punoq ltess?g r sr ,,(qoa,, 8op q:noqq8rau rnotr put 'alpood q:u:lg
e sr,,qnrsrg,,8op .rnotr leql Sururel sttr pue sSop JugJP laqtrn3 teql
sp;o.u qreet ot ur8eq urr nod'a:aqt ruorg trc t ruo-g 8op e qsrn5uusrp ol
su:ro1 pur '.,8op,, p:o,t\ .qt sule.l pllqr rno,( ecuetsut 1s:5 eql uI '.ldrucxe
loJ so8n:ts ur dole,rep IIrI\ spunos 3o eSur:: eleldrlor e azlplo Put
purtsrJpun ot ,&11tqr s,p1qr :no-( ltq] SurzuSorar 'elulu trerror eqt 3sn
tsnl 3yesrnotr sp:o.tl {1rs rsn l.uop'rueqt erunouo:dsnu.ro dn sp.ro,{\ e{elu
.{eru pplr :no,{ q8noqr u.Ag ireueq lp'ureel daqt sp.ro.t ororu eqJ
166 rhe besr rime to learn
enriching vocabularyMontessori teachers use a three-stage Prccess to help children develop a
rich vocabulary- Childten learn what words mean when they can associate
dre name with an object. For example, here's how you might teach a
young child the names ofsecondary colours.
In the first step show your child an orange-coloured paint sample
Name the colour:"This is orange."Now show your child a green-coloured '
paint sample. Name its colour: "This is green." Finally, show your child a
purple-coloured paint sample and say, "This is purple."
ln the second step, you help your child make a link between the
language and his own experience by giving him the name ofan object
and asking him to find it. "Show me orange." He should point to the
orange sample. Next ask him to "show me purple" and he should point to
the purple sample. If your child makes a rnistake, simply re-teach the
lesson. Returning to the first step, point to the purple sample and restate,
"This is purple." Point to the green sample and restate,"This is green."
In the third step, we ask children to name something without naming
it first as we did before. Point to one of the paint sample and ask, "What
colour is this?" Your child should answer,"Orange." Ifhe makes a rnistake,
re-teach the Iesson by patiendy reconfirming the names of the objects,
using the first and second steps.
l l
a DfOaO fange OT WOI^OS To begin wirh you can use thr
three-stage lesson approach to introduce your child to lots of diferent
everyday objects, such as qpes of&uit or vegetables (for example, pepper,
artichoke and butternut squash, as shown on the facing page), animals,
birds aod household objects. Repeat the game with the same set ofobjects
over several days or weeks - only move on to a new set ofobjects when
your cbild is ready
As your child gets older you can continue to enrich his vocabulary by
using the three-stage lesson. Introduce terms from geometry (equilateral
triangle, square, cube, pentagon), botany (plant, grass, tree, leaf, stem,
lower, petal, stamen) or the vadous land and water forms that make up our
planet's surface (island,lake, ocean,river,isthmus).The more words children
know, the more they observe and try to identifi what's atound them.
'sr eLu€u slr }!qM ur,\\so qse pu? 5J qeFEeA
aq]lo 3uo dn s:l]rd ueq] LLrn[r s H ]IUHI
:1tt
'u-rnr ! a irPleEa^ LPIJ.cl 5tl]seoPa''is lliP_bs]nL.al:lrq
eq] LJJI t -lO arro o] lU ccl OlrLtl !:!aL,sMCNOA\I
'aL!EL sl 5lFr 315 5! arto 'Jllla al slLr od tLrS atqr}a33^
ll a.rJll p ear!].]o sa rr!::J aLi] L| L s il] Il rirl s Lr /v.,:O f lt{O
uossal e8€ts-aarLll aL{}:dals Xq dars
191 Eu ru.reel JoJ
1 6 8
Story t irne A i : !o- a ' d ia a' .roral
. r , t a L t I s fe <e5. . i t i t l r le J l r , :
j l o ) . ; . l , . j . i | : -a : ! le , .e a r : r i i ; . : .
J . raarb- : i r I , i l ! ra , v l . r a , . l
qobi., i"edtrreast are i . (rr: i : ! . i
f . i L _ . ! : : r n l r 5 h e a u 6 . a r , , _ .
! , - : i - a r ia a a aan a:eet (]1 p::Pe
Te ; i me ^ t a i e -_e r r ' r ' _ r r<e : up
_cr l ta _i .r loLi . e r! r :r ra rc
-rLrr'r \,, ia.! | alarr'/r ; i :,'a: t-- r i
frr
I
.laPer?ls I.aJ no]{ rrJq4\
sueddeq t€q1{r,, €qlee., u.^ao roq lnoqe {Pr ol l3r{ {se uaql.tolrBcrd 3ql
ur u,{\oqs eft suonorna qcq \ raq 1rylnJ-(ol'peuarqSrg1GEut 'pes'dddeq
- suolloluo tuereglp Sunueuedxe eldoad -,uoqs reql seuEeSelu ruog ln,
sotoqd3o tas e eredu4 €uqee3 req tnoqe >1e ol p1n1c rnod a8ernorug
..a" JI usdc€q PInoJ lEr{rK,,
..aasnoq rno re,ro dqs aqt u1 dn q31q 8u{g prlq e ere \ nod JI eas no^
pFo.. l€r!1!,, PnoI rno nqSnoql req elecrunu[uo. Pue ezruE8:o or lrrFqt
:eq dola.rep or p;.n1c .rnod dleq suonsanb pepue-ued6,;lr ur res eA?q lsnur
8rq euoeuros pue uJ)jorq sP,^\ ll,,..irLeqJ srq ut Suqtrs uaaq PEq Juoeuos
.trou{ r€aq dqeq eqt p1p ano11,, drots e ur lxeu ueddeq r \ qurqr 3qs
wqr,r 3ur4se 'eldrurxe :o3'dq :aq lduro:d 'seurq lsqlo lv'uelsq ol ,{PEel eq
'{F1 ol dpEer ir ppqc rno,{ uer11x Stullaal PUE SUO!}SAnb
,;(;ols e ut lxou ueddeq lll/v\ slultll aqs leqln8ur>1se ,(q .req rduo,rd u€3 nol lualst; ol
lpee-r oq 2l€1 o1 ,(peor s! Pl!q) rno{ uoLlm,,
'prozr,r uelods egl put reded
uo ueru \ $p€ru uaa l]eq uolt3erruoJ eql esues or ulSeq p.^. eqs larel
auo lno elrr^a ot Jo :lreul e elelu ol :eq aSemocua '1ed elr:,ril luto oqs
JI'peqsrug seq aqs uel{.4 >l.roa req uo aueu rag u8n p1n1o no( dpg'e1oq qcee qSnorqt uoqqr: e 3ur'& pue reded eql ur saloq Surqcund
dq looq t otur urerp pulq pue rcded eoru uo ureql lur:4 sa8ed luo:eg-rp
ar{t roJ suont4snll u^\o leq PPe ueql'ernltrrd req ur an13 or ery,&tl plnp
:nod'r.uo1oq aqt le 3xe1 eqr qtr-ar'e8ed rad acualues euo lsnf ruud noL31
'ruo3 e8ltl r Srnsn lno lr tuud pue relndruoc sql olut tr adll lo tprau 1no
rr Surrurrd 'plor* ro3 p:o,r,r 's{ts oqs req.{\ u \oP otrr4l rirors e dn aleru or
luea deur p1n1c .lep1o :non erntcrd aql ur u1!\oqs qeru&I€ Jo sJalf,Ereq? eqt
tnoqe Surqruros nof, IIat or req lse uJrII tno tr lnJ ol PuE euee8evt e ur
e.rnl:rd Sunsererur up rsooqr or p1qr.rno.{ lsv IJOIS e tUlll3f
691 tulu.rea; aol suoll€puno, oql
170 rhe best t ime to learn
first set
se€ond set
third ser
fourth set
fifth set
sixth set
s r i p
b f o g
h j u l
k q v x y z
tc> reedrmgThe process of learning how io i"eaei ean be as simpie
and painless as the process of iearning ho'# tc speai(-.
presenting letters
Present lefters to your child a
few at a time, in rhese groups:
In Montessori schools we use a hands-on phonetic approach that helps
young children to form a clear understanding of how written words
encode the spoken sounds ofour language into the symbolic letters ofthe
alphabet- Using this technique, children n-raster the sounds made by each
letter, as well as the letter represented by each sound, one letter at a time
until the entire alphabet has been mastered. With some basic equipment
you can use the sa1r1e approach at home.
SanAPaPef le t te fs lhe.e prov jde a ract i le a. r , r e l l ; . v i .ua lway to help children to learn the alphabet. Sandpaper letters are a set of26 tablets made ofpainted thin masonite board. On each tablet, a lower
case letter has been cut out of fine sandpaper and glued down against a
smooth, coloured background. Consonants are printed against pink or red
and vowels against blue backgrounds to help children distinguish between
them. Sandpaper letters can be bought from a nun-rber of suppliers (see
page 188) or you can make your own (see box on facing page).
As soon as your chiid shows interest, typically around age three,
introduce her to a few lette$ at a time (see box left). Show her how to
trace each letter as it would be written, using the rniddle and index fingers
)
'dn apls JodPdpues
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'sJ3]]alradEdpues 9Z rnol lno tnf,
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aFur or sro1l61 aqr ro qfea lno lnt
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tuud opd sdD-reqeqdP/salgorls/3Jo
'lJossaluour'r\r/\i lE sJslol lgld€J
roj r.qloue PUe ,Fd'n^ollagrqdP
/soluells/3ro !JossaruoLu',1^,r,i
]e sJe]]el osel .r3/\ ol lol al$ P sl
aroql) allsqol lno tllo{ Peolui\ oP
uEl nol qllq/r'\'o8rrl allnb aPet!
sJollsl aqr qrl/r\ selu PelEdaJo €,\€ll
aM raoPoPu€s auu Luol, sJallal
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'l'q '3
'J'p'r'q - clueuosuol oqr ror slolqs]'eqt
,o1 p", .ro 1u1d pu" - n pu"
o'l'3'r - sF ,\o^ eql lo, slansl
aqr ro] tuled enlq asn srelqet aqt
,o qf,€a lu!!d 1u!ed FLU?ua l€rds
rlxol-uou e 3ulsn'tolqs] raPl,|^ e
paeu /Gur ,,n ,, s€ qtns 'srsrlol aulos
'eplar (u19) u.D51 lq qSrq (ur8) uJoZ
s1alqel9z arEdoJd ol PreoqPrra
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sJa]lal rodEdPu€s3l"ut o1 /v\oq
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r ;o aSets lsrg aqt sI sIqI., del 'uEl '1"tr 'qnt,, :Punos srql qll,^^ ulSaq
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tlunsrp oerql Suhrecer s eqs 'edtqs str stie.n oqs ry'lallel eql punos
pue JJE.lt ot PILI{J rno ( rll^ul ,,r,\oN no^ Jale tr {es ueqr nl\\ ueJplLlr 1(ol
..2.qn1,f,es nod ue3,qn1,sr s$a,,des,,c,,:e1a1 eql 8ur:e:l ellqd!,.urcrur,,
po.-runouord .,ur...t:.ll.l Jql pue ..qn)j..P:.>unouord'..:..LelllL Jt{l J:n fl .JA\'8ni
IIpLUs p uo '.t:tte1 rededpues oru qtr,'r, pJ1l: rno,( JptsJq u^\oP lts
',,qn1,, punos eqt stueseldel 'aldrrlexe loJ '.,1,, Jellel sIlJ'.,ltf,,,
\e qJn\'P.ro,^,\ JLrJuOqd lJrrrl JJJqI e ul sluJ\JldJl lJllJl eql rPql punos
eLlt,(es rlrltsuouop no( :y s8urqt Ploq or seln (11eru.rou:qs PuEq JLllJo
l!l 3u!p"al o1 peor Sutrt.rl,r aqt
Letters in sand Once lour_.h d :r i5
:: l _fr l tar lr-aae ,:Llers on paoer. she
i T i r o T - - r . : t ' : . i ' : .
three-st: lge lesson (sce pages 166-7).At this poini. introducc the seconcl
Jetter, rrsirg the slr[e plocess. Continue on to the second strge of the
lesson-"Can vou sholv me 'kuh'? ( len \ou shorv me 'rumm'?" l f yorrr chi1,-1
nrekcs a rnistrkc, rcprcscr)t d)c f irst stagc lql in. "TIr is is 'kr,rh' .
This is'mrlm'." Then tlv lhe second stalge alaxin. "Clnn voLr sho\\r |1c lrrnnr'?
Clrt you shou'ne'krrh'?" Nor'v go to the t l i rd lessclrr. Lrv out thc tablcts
lbl the lcttcls "c", " l" i lncl ' t" Lret-ole your chi id .urcl she rvi l l pronounce
e rch i n t u rn . " kuh " , " r l h " , " t uh " : " c . r t ' . Shc h l s . j us t r c . r d he r 6 r s t r vo rd l
Gr'aclrtlllf introchce more lettels, per-hrps two more eech u.eek or so,
Llrltll r/oru chilci has rnastcrccl thc clrtirc'alphabcr. RenembeI to fbllorv
,vour chi ld. I ishc bccomcs bolc'd, cnd the lcsson volrr go.1 is to inst i l l a
love of lel lning and rcal i tclcst i [ rc:rding arrcl cornposing words, not to
prcduce aD earlv reacler at any cost.
Mrlr) 'p. lrclrts f iDd i t cnrious lhat ir Moltessori schools chi ldren are
not tauqht the names of the letters, but the sounds rhat wc
pronouncc as \\-c pholicticall,v sounrl out wor_ds oDe letter at
x tinre. Fol a long tinre. they llay lrot klorv thc nlmes of
l c - r ' . . r r . r l l . b r r r r r r l l . . r l l l ' - r r b r r l . . . r r r r d r r r e ) . r ' . \ c
"brrh", "cuh' ' , ' ' lah" rnd so ol1. Tl is el iniD.tes one of the
nlost unnecessrry rnd confl lsing steps thar rnost chl ldren
havc to so through in lealning to leacl: "A stands lor apple.
The sound ir nrakes ls 'aah'."
Il is uot ulcormnon to lind lhat _voung r:Lildren r'ho
:lle lerrninq to read thrs wav will be able to corDpose sinrple
words Lrsing prcpared l lphlbct lctters severrl weeks or
months bclore thev will be able ro read thcnr comfortabl,v
Tl-ris is a by procluct of Montessori's carefully planncd
introduction to languesle. llathcr than learnilg uords bv
sight, childreri spell phoretic u'olds out one souncl xt a tinlc,
l\'hich is elsiel th:ln the plocess of''clecodiDg" plinrcd rvords
inro their componcnt soLrnds.
tracing letters in f ing sand a nice c'xre.sion of thesanclpaper-letters is ro invite vour chi ld ro trace the lcl tcls that she is
lcarr-tir-tg ir't tine slnd, in a trav that is cleep enoueh to nrininrize eccidentai
)jpqr LllrM srs}}al 3u ]r,^^ estpe.rd
o1 Lp qr\ uo p.r?oq ) eql e Plrqr
rnol e rD >l|€qr ql!,$ 8ulllr^A
esodruoJ uer pl.ql rno uaJplrql roJ 3Pe!u slellel lu.u8e!u ro Jrlseld
Jo sruroj r.qlo snoue^ 31n14sqns uel nod ro (gg1 oSed ges) sraqeqdp
alqr^our uoss.tuotr l (nq utr non edlr Ftaru Jo xoq E:slur:d peuotqsej
-plo ue e:fl qJnlu PazmeSro 's:ele1 cnseld Bulureluoc slusruleduoa
qtI,^A xoq e8rel e sr srqa leqrqdp elqe^our e ol raq etrnPorlur uel
no,('.rJlrel rodedpurs Jql q]r^\ \punos ttJtlr puP srJ.t.lJl [tlJ\J( JzIu€o)eJ
ot un5eq seq p1qc.rno.( -"o laq€qdle alqe1ggi Oql
'pereld u:rq e,rrq:rretqo:qr3o ry
Flun enuquol pFoqs Plrqr rno .,el3q l3^o.qnl, eql ,\\oleq lfnJl eql lnc
s,le1 ,qnr, qll,{\ surSoq Tn:IJ,, ..qDL, ,.qqn!,,.r.u,,,.qru,, :punos ^q Punos
t1n;uec tr ecunouo:d ., .{J r, Pro-^d 3qt -1o Suruur8aq eql te reeq nod op
Punos r?q/T\.. rJLl lsP uJql ll JluPu pue stlllqo Jq]Jo.uo lJJlJs or PIlt{J
;nod lsy lalseq e ur slrefqo aqt el"ld teru € uo sleuel l3d€dputs eelql
ro o,&\1 etrrld 'rotlrrt t Pue :{ln]l E 'ureJ] dol e esn lq8nu no,(.r1,,lsllrl aql
:o3 'eldrutxa ro{ 'rerel aruEs Jllt qll,'r ur33q saucu asorl,t ulefqo lerus
e,rg :aqlr8 ot peau par no('(eyd oa p:o.rl trut ur punos lsJU eqt 3zlu3ol3l
or ruaqr Surdpq se [e.rr sE '8ulu]eal ere ,{3ql sreral eql Jo sPunos aql Jo
d:etseu s.uo:ppqr selo3uror rureS srql SJellal qll/v\ SUllgld
'spro-,n eldurrs esodtuol ol ut8aq ol leq e8uoleqc 's:ele1
Lpnpr^rpur arrr^\ uPr Jqs uJqaUP.tPoq lLFqJ aql uo ll Jll.l,^\ ol (ll uJql
pue'sro8ug r3rl qtIA\ sJalel rededPues erlt Jo euo eJarl req sAeH 31u,^
or .{prer sr ppqr ]noL ueq.^ InJrsn ere lFrP pue prEoq lltqr lFrus V'salots plaed Bursn Lflryarrr sadeqs eql ur eptqs o1-{\oq ]eq,{\oqs
'3urlr:,rputq sp:e,,rrol dats t se:eded tr:rlenb pooB uo sedeqs.rnolol ol spcued
punolor .4rrpnb-poo8 :aq aa.rg Surtrr.Ltpueq JoJ tuttroduu os uoneurprooJ
ede-pueq eqt dola,rep or ur8eq p1q: rno,{ dlsq iaql teql eStlue-tpe
ertxa aqt ercq sretdeql ra4rce uI Pere or aAEq e^\ leql sallrllllr Pllosues
aqt Jo iuery Jtrtu ot ureol oi ur8aq uer 3qs eloJ.q pueq rorl Jo IoJluoJ
do1:rap or spaou pln{r rno IOJIUO) ll)UOd SUIdOIOAAP
'3unr:.trpueq otut uogrsuert Prltuo^a req sdlaq pue lettel
:qr Surllrrog 3o ssero:d eql3o d:our:ru relncsmu:Jq seJJoJurel srql Pues
aW ur tr rfeit ot req 1se ':oded uo relel rededputs c Surcul :agy slpds
611 3u;pear ot pPoJ Sutlu^ aql
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aljl lroor alll ssorre alPPeM,,
JO..llop e a{x 3ur,rB.,rsa)ueluas
ateldL!o) Sursn 9a! pr€) pe)uEiPe
aJoLu atea-l)'splPl Pu€ulLuol
proa-euo PPaJ ul] aqs e)uo
'uo os pue pPa! Jaq uo
sPuEq Jaq lnd )uuP'}€a 'e^E,r^
'PUErs 'r!s 'dtp'daels 'u^ €l'alru.ls
'doq:purlutlro] 3qt SLUJoJJad aLls
alrq/ dn r| Ploq ol nol qse uaql
'lt speer'prer ? sprd plrqr ino
'(qra^ e) puEurL!or
prol -auo aFurs ! petuud s] rlJrq^
Jo qr€a uo'sPre) Jo ras E eleri
'auEg PuEururo) 3qt Jo uorsJs
P3le3ltsrqdos arou e ̂rt sPror\'\
eloq/^ PPa.r uer pllqr rnol uaqM
aLuet qJoA oql
'ertloq rnod punoc stf,efqoJo slros
[r Iaqel ot [r.q] sesn erls sr J$ql Surpcar esrt:e:d uEf, pllql Jno rr.ql
uo sl::lqo.rerlrlucJ3o srurtu Jqt qlral petur:rd sP-rer J1eut ot:atndruo:
rno,{ as11 u,ro raq uo etIJI\ put perr ot ul8eq 11r,u. pue :eqloSol 1t
tr 11nd p.tt eqs tpr:: sr Jqs uoqd! pter or ,{\orl rJrl qltet ot ur8rq'tsr-rJlur
tsarqSrls eqt s,{\oqs pllql :no,t st uoos st'Suno-{ ,ttoq relleru oN
'sJrl?roduleluotr leq s? lJ8le sc l usr Plrll
rno(Jr trg ot ss.l.sn sr tr pue tuarejlrp are ue:rplq: 11t lng raSuol e{tt IIr^\
siaqto ..Ierlrle Ptsl II \ ,{\aJ v-xls ro e^Ij ele Aeql uerl-{\ slrrllo loj lnoj
a8r 1e uaddtq p,u srqt uerplrltr euos roC selrots Put s3lueluas o1 sPJotr\
:13urs 8unu,u pur Surpta ruog uoltlsutrt qtoous e sr araqr dltcrdda
P€eJ Ol SUrlrelsl.ro o, pu. s..J,, ruJlrs (.,a.,,'..oo,,)
sir,\\o :lqnop '(,,ts,,',.-r1,, ',.9,,; spualq turuosuor qll,/d sPlo,\\ Jell.l-e^g
pux rnoJ ot sprol\ rattol-aajrl1 tuo:3 Surloru ,(1tnpt.r5 's-rte,{ Ltrtru rol
senurluor leqrqdlu elqt olu JI{t qtl-{\ sp"ro,u Sursodtuoc.;to ssaco-rd aqa'Euo:,t tr sla8 aqs esneceq tse.ratur Eursol
req 8ur1sr: otqt DqteJ'11-lo spro,{\ Punos ol trlr1qc -req ur luopuuol aioru
ruoraq ot raq o8t:no:ua ot iatteq rltr u u lr - s.(ep dpea eseqt 8ur:np
Surleds -r:q €urtrer:o: tnoqc .{-r:o,,lr t,ooq ,.uo3,, st ruoqd Pro,\\ 3ql
qads,(etu aqs'aldruexe roJ .ArtterJ trq e:te5 sarurleuros (tur Suqleds raq'sauots pu! sarueluJs 'sasuqd 'spro,{\ rsodruo: ol sutSaq plqr :nod sy
'(uo os pur ,.oo,,'.,re,, ',.:e-,, '., qd,, st qrns) a8en8uq rprlSug eqt ur
(spunos truusrp ruroj teqt srelreljo suoneurqruor) srue-r8ouoqd luJ-l.gIP 96
Jruos ere .reqr 'rrqraBosry '.,1q3noqt,, ur st ,.tto,, prmos 3qt ro ',,q5noqt,,
plo-{\ .qt ur se ,.qqqo,, punos .qi lo'.,q8noue,, ro ,,q8no:,, ur s? .,I}11,,
-ro ',,q8nor,, ur sr ,.3:o,, pu11os aqt sr a.raq1'.,q8no,, srelel oql dq epeut
spunos tuo-r.Jrp l?ro,\es eqt reprsuor lsnf o8rn8utl rueuoqd .{1:l:ldruor
r lou sr qsq8ug'qsrued5 pue uelptl elqun'ltqt lsqruaru..r ot e eq e,{\'re a^\oH rtuapur pear ot,{\oq uarplRtrJ qoeel ot ie,u e.Ln:ag: lsoru e1Surs
3ql $ srolrJnp. Lq p:zru6oror uaeq 3uo1 sr:q qrto:ddt rrleuoqd sq1'punos txru lp sJ{er! t?qt rattsl eqt Sunlalas'aullt e t! rettrl euo sPlo,/lr
tno sprmos eqs 'sr.uel :adtdpues aqt qtr,\\ sV s-rruJl 3lqe^ou aqt ql \
p:o.u. aql tno Surdtl uaqt pue a;ntcrd:o l:afqo leuts e Suurelas dq spro,u
ACTIVITYFOCUS
i?I
i
l
Lear:Ding to corrnt bv rote is the easiest acrivi ty ro bui ld iDto lotrr dai l ,v l i fe.
You cm count rvith ,vorrl child il rrirny situations: rvhen cooking togcther,
count how rr-ranv spoon ls vou need to add; rvhen our \1.alking, count
slcps fiorr one to 10, theD statt ag.rilr. A sirl1ple game involr,es gently
rossing:i beln b:Lg brck lncl fbrrh benveen vou and -rour child, courrrrrg
e\-erv tiDle its throrv[. Cortinue x high as vour child knorm. then keep
going yourselfonce vour chi ld is no longel certai l l .
What nUfnbefs mean Graspitg the concepr of nu'rbe's bycoulrtins sepxrate objects is mole ditlicult at tirst. While -voung cl-iildren
cln lelLl i to "counl" by rote. recit ing the sequencc of numbers f iom one
to lfl. nlost cannot easily €lrasp the dillerence bett'een one quanti6'and
:rnorher rvhen lookinq:lt rrorc tha thlee ol ti)ul objects. lt's altt-rost as if
rhev rre thirking: " C)r 're. t l 'o. t luee..- nurl l"
C)ne rvav to :[-oid this is bv allorvins children to visualize the concepts
of nnmber-s and qr-rantin by using a series ofseqr-nentcd rods, rather thall
n-r iug to tcach thcnl to count scts of sepalatc objects. In Montessor-i
clessrooms. we Lrse a set ofrods th:rt vi l r_y in length bv 10cn (- l in). The
One, two, three Count ng is a
fundamenta rnathematical ski L
{
:
'tt
B*i
:' "**-""#
' .+.
l#F,
makingnumber rods
To make your ortn set of nLlmber
rods, use wooden lathe or striP
board, approximately the same
dimensions as many rulers (5cm/2in
v/ide by about lcm/,/'in high).You
need to cut or have someone cut
l0 lengths: locm (4in) long,20cm
(Bin), locm (l2in), throt iSh l00cm
(40in). Spray paint the entire set of
strips red and allow them to dry
Then, 0sing mask,ng taPe,
carefully mark off the parts that
should be painted blue. For
example,the "one" rod is al l red.
The"two" rod is red for the first
locm (4in), then blue for the next
locm (4in).The "three" rod i5 red
for the f irst 4in ( l0cm), blue for th€
next 4in (locm), then red aSain for
the last 4in ( locm).This creates an
alte.native length of red, blue, red
secrions. Continue thrgugh to the
' ' 10" rod. which should be l00cm
(40in) in length, painted red, blue,
red to form l0 alternating sections.
Steps to numbersTo introduce number rods, show your chid how to arrange
them into a sta r from largest to smallest Count each coloured segment togetrer
shortest rod is 10cm (4in) long and is painted red. The second is 20cn'l
(8in) long, and is divided into rwo 10cm ('lin) segments, one red and one
blue. This continues through all 10 rods. You can buy the Montessorl
number rods (see page 188) or nake your own (see panel).
One ofthe insights clildren begin to get from working with the rods
is the nature of addition and the concept that two numbers can add to
each other. For example, when the children place the "one" number rod
at the end ofthe "two" rod, they create a new rod that is the same length
as the "three" rodjust above.They explore sirnilar relationships with a1i of
the numbers from one to 10.
'Pueq ot saruoJ ltql esla Surqldue ro lln{Jo soleld qll/( surts aql oP
urf no ,,i.,{\ou sleqt ere dueru ̂\oH uroq sr -{q?q uaql rueqlJo o,{\l ele \
rrrql PJurerq lo3 ls-rlj (ppeo pue -{uruln]Al u3qd!,,:sruns eldurs 31el1sn[I
ot {lop Sursn (:1x1qs raq esu:erd :aq dleq ot esnoq aqt punor plrql
inod qtr,{\ op upr nod s8ulql Jo srros II? r:e ar.ql SUnS AldUlS
'dn pal1g sr,.6,, peleqtl rueruuedurol .tlt u:q,tl lelo t3e1 se:erd due oq
tou [Llr eraq] trytre::or sruno: ppqr rno-,( j1 (ras trrdue ut) euou sueeul
orez tcqt tdaluol Jqt a5? [l]€. uE te Ppq: .rnod Surqre:r ,{:drua r;a1 sl.,9,,
pallsqq rrlseq aql i(lPrntrN ruru o1 (e^\ eql [e'JJlql'o^ 1'3uo :]qslq
q:e: ur o3 ot sererd3o j:qurnu lJaJlor aql lno lunoa or,uoq ppq::notr
noq5 sSadseqtop ro rnolol aures .qr Jo spe.q uapoo-u e3:e1 asn ppoc
nod oruoq tr lnq'qt8uol ur (ur9) uDgl pu? iataluuP ur (uI%) ulll sleaop
uepoo,\\ rsn J,tl. slooqJs Iiossetuoq uy sorard ptnuapt 91 8uruuuo:
talseq;aS:ey ? pa.u osp III,rl' no 6 or dn 't 'z 'l 'q ste>1seq aqr 8uq1aqtl
perpeur prel e qtld\ qlre'strlstq €urs 0J Jo trs e p:au non,buutnb
pue laqunu Jo stdJruol aql Puelslepun o1 8u(uor ur dals xau eql
eleu or uuplqr gutlo( dlaq uelseq es:,{J SIAISeq 3U tlU nOf
,,i,\^ou er3ql e.re lu?LLr ̂̂oH, tlse
PUe OM] SaAOLLTA.T UJnLU S H ',,^^Oq ? Ul
seEueJo slunor urMsO SHIVH IsuH
'sLLrel ploqesnoq Jo
s}-ros P Ll]rM 8u +unol sesrperd
I toH cNttNnot orvrod
']aBJ€] uo sle8 aq raquJnu oq] ]no
slel xeh ]os?q e olu sSeq ueeq
sMoJq] eq sv I3)svg fHINI
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a
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*Kffig#'c
VOUTI
180 the besr time to learn
rnYour home is an ideal olace for scientific exoeriments
that help your child discover how the world works.
There are so many science actiwities you can do with your child that I
could fill an entire book with them. Many ofthe actiwities I have already
suggested in this and earlier chapten are science-related: sensory awareness
exercises, nature walks, working together in the garden and the like. Here
are just a few more ideas to get your young scientist started.
magnetic or non-magneticPlace a number ofsmall objects in a basket, naking suie that some ofthem
are made ofGrrous material (iron) and can be picked up with a magnet.
Ptepare two cards, one reading "Magnetic " and the other "Non-magnetic " .
Ask your child to use a small magnet to see which objects it will pick up
and which it will not, then place the objects alongside the correct card.
i lvrng or non-ilvrngFill a basket with toys and small novelry store objects that represent things
that are aLive (organic) and non-living (inorganic). Prepare cards labelled
"Living" and "Non-living". For the objects representing living things you
rnight choose toy birds, forcst animals, insects, a tree and people. For the
non-living objects, you might choose objects such as a magnet, a thimble,
Magical magnetism lnvestigating
the magnetic prcpert es of different
objects is a lbvourite science activity.
e roJ oC s8al rosnort srq l.^o uo ]nd ol qlos sllods Suoi.Io lled I plqf,
rnod J rC ssers IIBr rl8noql ro spoo^\ eqt ur sIP,/!\ loj oB e,\\ uJrl,\\ sPaas
Sur8uq: :t:qlo pue srrnq dn yttd ol puat sresnor pue s{tros lno'uumln? ul
)f,os e A oJS
'etuunurJg o1 ulSeq Peas sselS aql a3s IIL{\ eq qae,!\ o^\l lnoqP
u1 drutp speos:qr deel or -{tp t sJrnlt Iere^.s retsrcr lueld e esn o1 p1q:
:noL pururo: pue .{\opur,{\ E ot txJu elq"t e uo tJ>lseq eql aleld ur ruaql
ss::d (1tue3 pur pos Surlod eqt rr o sp33s sserS ePluuds o1 .{\oq rurq
,{\oqs .IIos Surlod Jo (uIZ) rutrS uaql 'selqqad lItrus -'o (wI) rurz PPr ol
plqr:no( dyell rqg :rrsrtd r{r!.t ruorrog etfifi;ill#;;;
'tsroru tr daa>l ot rurq puru:1 Fos Surllod qlrr'r pa119lod:ortog
firurs r o]ur tr lueldsue-n ot ,{\oq pllqo Jno-( -tloqs 'saop lr uaq4y uo:ds
ot Sunrets sr tr leqt suSn JoJ poqC drutp pees erlt dJJ>l o1 (rp trre,re
relpm lo $oq aE-re e u lu s ro ]eo; 1e,uot raded eql truds ot ruq Punuet lelsrru lu€ld aq] ruo{ rrlt,lr qll^\
sDaho 1ou ro .raqlaq.^ ]se] 01 e ol I M Isn ol reded put paos eql duds uoql pue ,{Jlu.3 dn lr dt:,u 'l:,tol :aded
p1q': rnol serue8 pue un1 3ug1eo;1 e uo tI arirld 'utaq launq € elet ol .{\oq pyqc :nof, ,toq5 :alsrur lueld
e pu? sla^\ot reded 'sueaq Jernq poloolun
'parrp peou IIra. no^'tuauruJdx3 sII{t lo{
spaas SuDnoJds
'lq8u $ eqJI ees uef aq os Jele,\\
eqt ur st:alqo aql aceld put dal e uo rele.u
;o urseq l dn le5 teog IIla qrrq^\ pur lurs 1p,{\
slcefqo qrrq.a,l lrrperd or ppqr:nod alnuy lurs
IIya qilq^\ sreqto pue 1?og IIL{\ .\\ou{ no
qJq,{\ Jo eruos 'stlefqo Jo rsgrunu r r3q1€c
}€olj Jo )luls
p:e: olrrrdordde eqt epr€uo1e
plJo,tl. Fer Jqt ur Suhr1 uou pue 3ulu1 eq
pFo.,!\ rEqt s3uq1 aqr l.s ol plrl. rno,t {sv'rorrnu
leuls r put asnoq IePou t te] ,{o1 e
LI
best t ime to learn
Making sai l boats Use wanut shel ls,
cardboard, toothpic<s and model ng
c ay to make sai boats that can b-^
aunched on a man made ake.
rvalk through areas where you are certain to encounter these hitchhiking
seeds.When you get home, place the socks in a basin in a place where they
rvill get lots ofsun. Soak the socks,leaving one end in the watel to continue
to soak up more moisture like a wick. After a week or two, the seeds will
begin to germinate and your child will have "gr-own a living sock"l
exPloring rootsGently dig up a plant with its roots intact. Place it on newspaper and
carefully puil the soil away to expose the roots. Explain to your chiid that
evera plant uses its rcots to absorb water and nutrients from the soil.
Repack the soil around the roots and replace the plant in the soil
walnut shel l sai lboatsChildren love playing in water. lJse a deep tray 611ed with rvater as a little
lake on which your children can sail sn-rall boats n-rade fron walnut shells.
To make the boats, open a fe\ / walnut sheils along the edges, being careful
's,e\e4s Sursn r.le,{\:rePun s.lqqnq
8or,uo1q ung arcq uec ua:plqc rno('arurtqleq lY eJe3rns Jql o1 dn 8u(uol
srlqqnq erll J.s ueJ erodre e os 'runuenbe ue uI elIT 'sse13 3o aperu
are reurEluotr eql.]o sapls eql uaql\ lslleq uede fl Pu€ '14{lnq t s€ q)ns
'r3urctuor dJ.p e ur tseq qlo.,'r srr{J sPJBMdn:aucluo: aql Surddn dFua8
(q rrc :qr Gnod) ese.l.J ueqt PUB l3lt,{\rePun lI8 tlt \ pelg reurcluotr e
Sur8rruqns Lq srlqqnq eleur uer -{eql leql -{uun3 tr pug u*plqc Sunoa
Jt€ Suunod
'azsarq B etl?eD ol A\olq
,(pua8 pue steoq :raqt rlsunel d\ou ueJ uerplq: :non lq6r:dn rr ploq ol rt
otur lseur eql lnd pur leqs .qtJo uro]loq eqi ur dep Surlepou lnd-szeJlq
e q)teJ uel lr leql os slurod lq8rr .qt te PftoqpleJ eql q8norqr lcldqloor
aqr 8uqod.(q ges aqt tunoru Pue tserx Jql lo3 1:rdqlool e esn utr treq1
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69 I auoq .rnol u| etuatls SLllrold^a
184 the best t ime to learn
Fs M*$re€ssor[ niehefor your chilAl
lf you have enloyed using the ideas in this bool< at home, you may want
to look to a Montessori school for continuing your child's education.
Dance for ioy Learning n a
lYontessorl schoo is a fun,]oyful
and excit ing experence.
One ofthe strengths of Montessori is the atmosphere ofcooperation and
respect, as different children find joy in learning. Usually, the method is
"righC'for a wide spectrum of personalities, temperaments and learning
styles. It works for families with a range of learning expectations and, in
most cases! paients and teachers work together between home and school
to help children learn and develop.
The programme is carefully structured to provide optimal learning
opportunities for cbildren. However,parents who are particularly concerned
about high achievement may find the Montessori approach diflicult to
understand and support. While we all want the best for our children, it
represents an alternative way from the more conventional thinking found
in most schools.The beliefis that children are born intelligent, curious and
creative, and that all too often schools (and some parents) make the process
oflearning stressful rather than natural.
Families who are generally rather chaotic and disorganized (arrive late
in the morning, pick up children at varying times and find it difiicult to
attend meetings and work closely with a school) may find a Montessori
experience rather frustrating, although the cbildren from such families
often cling to this structure and find it very reassuring.
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lOOq)S e SUtSOOqf
186 rhe besr dme to learn
In the end. the selection ofa Montessori school comes.dowtr to a matter
ofpersonal preference. If you visit a school and find yourselfin love with
the look and feel of it and if you can clearly see your child happy and
successful in that atrnosphere, then that school is more likely to be a good
fit than one that leaves you Geling confused and uncertain.
what to look forAs tempting as it is to enrol your child in a school without entering a
classrcom, put this visit at the top ofyour"to do" list.You will learn a great
deal by spending 30 minutes to an hour watching the children at work.Ask
permission to watch a "work period" first. Ifyou have time, stay for a group
meeting or come back later to watch this part ofthe cbildrent &y.
. You should not find rows of desks in a Montessori classroom.There will
be no teacher's desk and chalk board in the front of the room. The
environment will be set up to make it easy for children to talk to each
other and work together.The furniture in the classroom will be the right
size for the students.. Classrooms should be bright, warm and inviting, filled with plants,
animals, art, music and boohs. Interest centres will be filled with intriguing
learning materials, mathematical models, maps, charts, international and
historical artefacts,a class [brarv, an art area, a small natural science museum
and animals that the children are raising. In an elementery class, you will
also find computers and scientific apparatus.. Classrooms will be organized into several curriculum areas, usually
including: Ianguage arrs (reading. literarure. grarnnur. creative writing.
spelling and handwriting); mathematics and geometry; everyday living
skills; sensory awareness exercises and puzzles; geography, history science,
art, music and movement. Each arca will be made up of one or more shel{
units, cabinets and display tables with a wide variety of materials on open
display, ready for use as the children select them.
. Each class should contain the full complement of Montessori materials
considered appropriate for that level.
. There will be Gw if any toys in a Montessori preschool classroom.
Instead, there will be an extensive collechon of learning materials that
match the developmental capabilities, interests and needs of the children
I
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181 ipl!qf Jnol roJ rLlS -r rjossatuoh sl
188 addresses and websites
MontessoriorganizationsMontessori SocietyAMI (UK)26 Lyndhurst GardensLondon NW3 5NWTel:020 7435 3646 .rvl\,.w.montesson Lrk,orgTtache/ tnittin! and list oJ
Moncessori Centre Internationale(MCD18 Balderton StreetLondonWlK 6TGTel:020 7,+93 0165t'rvw-montessori.uk.comT:a er training college.
Montessori Education UKTel:020 8946 '1433
lv.lwrrmontessorieducadonuk.orgUnbrella oryd izatia listing
Monressori St Nicholas Charitv2,tr Princer GateLondon SW7 1PTTel:020 7584 9987\.!nvavmontessorr,org.ukCImity with nagazine Jor parents.
The Montessori Found.rtionThe International MontessoriCouncil (IMC)PO Box 1302,100 Miguel Bay DriveTerra Ceia IslandFlorida 3,1250USATel:00 1 941-729-9565\\{.\v.montessori.org\,.n-projr tduational orgdnizdtio thatt pparts the derclopnefit aJ Mafltessatitihods drcrnd the ulaid. It dl\a publishes
manufacturersana suPPilersMichael O1af Montessoriwww.michaelolalnetI*ading source oJ Montessori inspiredand campdtible edrcational tqs, games,art tnateriab, music dnd flate.
Arttul Dodgersrwv. artfirldodgers. co. uk
SenseToyswww.sensetoys,co.uk
Absorbent Minds Montessoriwwlvabsorbentminds.co.uk
Nienhuis Montessoriwrvwnienhuis.nl
further readingBrltton, Lesley (1992) rvo te\sari Pldt n d
lxorn:A Pdrent's Cuide to Pwpase.ful Pky
/rorrr Tl,o to Su Crcwn Publisher
Ipstcin, Paulj Seldill,Tit1l (2003) Tl.
\,Ioniesori Ittdy : An Ed tatioll .for LifL
The Montesori Foundation
G.ttnun, David (1988) Aall l4a,tesori:
hdni r Adit uie! Jat Undet jrc
NevYorki Si Martin's Press
Kramer, Rira (1988) rvldrid Ma'it':s!ari:
,{ Blogfdpl} -2"/ r/. Reading. MAI
Lr\rrence, Lynne (1998) ttontelsori Rcad dnd
W e: A Pdrcnt\ Cunle b Litetu y Jot Childft
MoDtanaro. Silvans (1991) Unturstandntg tltc
Hu dn Beinr:The Ilnpondhee aJ the Fnst'I'hM
v€dd o/rfe MountrinVieva CA: Nienhu,s
Montessori USA
Montcssori, Maria (1936) The Seffet o.f
Childhaad: A Baok Fot AU Patcnts and Teacher
1998, London & Hydcrbad, Sengan Books
(Catter hirnsliltion)
Montessori, Marir (1948) The Dnarery oJ
t,e C/iild Revised rnd cnlarged edirion of
111e Mo essoti Mcthod (1912). 1988, Oxford:
CLio (Trans. M.Joseph Cosrelloe. brsed o,i
6th Iblian ed)
Montesori, Mrri: (1948) whatYau Shoutd
K,o,/,41'o,rYo,r Cfitld.The folowins
editions are currendy in print: 1961,Adyar,
Mrdtas, India: Kalakshetrr; 1989, Olford.
England:Clio Prels
Montessori. Marja (1949) Tk AbsotLtur
,Mnrd. The lollorving cditions are
cuftentl), ;n print: 1959,Tlliruvanni}lr,
Madras, In dia I Kalakshetra (Fint publication
of edition rewitten by Montesori in
Italian and tranllated by Cllude Chrernont.
AI subsequent Inglish cditionr based on
tlis one)i 1988, Oxford, England: Clio Prcs
Ltd; 1993, Cutchogue, NY: Buccaneer
Books.Inc. (An nDprinr olRandom
House)i 1995, NewYorki Henry Holt & Co.
(with lntro by]ohn Chattin McNichols)
Polk Lil1ard, Paula. LilardJensen, L),nn
QA$) tvlo te:lariJran thc Stun:The Chilrl nl
Ho Le,fan Binh tu AreThrec Randon House
SeldD,Tim; Ipstein. Paul (2003) Trr
Mo tc!\oti Wdy:An Edr.ntit)n J)r Li.fe
The Montessori Foundation
Wolf,Aline (1980) ,4 Pdrnx'C de ta tlte
n4rrr€Jr0ri Cirrrroon Altoona, PA: Parent
Ch d Prcs
Wolf Atine (1981) Morrny h\ d Reflail
Altoona. PA: Parenr C|ild Pres
woliAline (1e8e) ftd.ett Chi\.trcn, P.ace.f"t
tllo//Altoona, PA: Parent Child Press
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190 index
0o
rts md cnfts 41, 43, 44 5,141
colours 62-5,165,166
mealtime skils 102-3
p,rty gues 148-51
p| |zdes 17,21,51,60,64
science and discovery 134-6, 180 3
se$es 17 .21 , 5 t, 60, 62 :73
*ater ptay 87,90,181
words and numbers 1€5, 17 3, 175. r7 6,
t79
ree db, mturet tot's
gedening 138 41,181-2
gates, safety 33,37
geometic shap€ stackei 64
germinating seeds 181 2
gbbar fmilies 152-5
gmce and colrtesy 17,122 5
grss basket 181
grcund rules 82,87, 118-21, 130-1
guided visulization 69, 116
h'hair brushing 88
halls 41.96
hdd washing 87-8
hudwit ing 17,21,173
hearing ree sounds and heaiing
herbs s9,72,138
holidays 154
home, helping in the 98-105
ree d&o pnctical living skils
homes, child-ftiendly 32 3
see also specific rcons (eg famjly ioom)
i ,khdependence, developins 13, 18-21,31,
76:7,121
i.fants re, newborns end infants
kitcher 33.40,78-80
knife skilts 104-5
Ilab€ls, photognphic 82
fanguage, seGitive period \4. 15, 16, 764
learning to learn 50, 101, 134-5
leaming from mistak€s 78,84
parental demonstiatioB 78-81, 98-101,
t22-5
sensnive peiiod 162
rhree stage lessons 166-7,171 2
Jes diro speciic topics (eg mthemetict
lettels, leaining 21 , 170-5
lighr switch €xtenden 41
liquids, pouring 21.40. 102 3
"lirrle scientists" 134, 135-6
liviag or non-living game 180-1
living sk s ree practical living skilis
looking ree observing rour cl)ndi vision and
love, respect and self-respect 108 11,122-5,
t36, t4l
mmaSnetism 1 80
maaners see grace md courtesy
messtge 24,25
mtching games 62,64-5. 67-8, 70
Dteri:ls and qualiry toys and utensils
35 7,85
ruthematics 17,55, 176-9
mals see rugs
neals see food and meals
memory boxes 158,159
mistakes. ledning ftom 78, 84
mobi les 34,35,54
mobility, newborns and idants 16, 30-1
Monte$ori, Maria and Montessori
principles 11-13, 18-21, 30,7 6 7, lla,
t344,184 7
res aro specific aspects (eg sensitire periodr)
moror skiils r.e coordiution and motor skils
mowble alphabet 21,173 5
music 16, 35, 41, 54-5, 69
mr5tery bag 71
nn ppies 27-8,37,91
natuE
displays 43,146 7
gardening 138-41,181 2
parry games 148-51
study 181-2
*€1ks 142 5
neatness ree orderly environment
nerrcus system development 50. 90. 91
newborns and iDfants
bedroom,beds and beddiiig 28-9,
34--7
behavioDr 108-9
bjlth 22-3
boading 24,25,26
books and stor ies 116,162,163
clothing ,nd mppies 27+,37,90 1
crying 108-9
exploring the environment 27, 3G 1 ,
33,37
f€eding 26
"litde scientists l34. 135-6
]lI6a9e 24,25
mobility 30-1
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52-9
sensitive 25
deep 28-9
soon\ing and setding 25
to)6 35-7
"no" stretegies 115, 121
numbers and number ro& 176-9
oobserving nature 13H, 142-5
obsening youi chrld 46-7,109
orderly env;oment 12. 13. 82-5
family room 38 9
grcund rules 118-21
outdooB 136, 138-9
schools 18-20,186
sensitive period 16,82
organizetions, Montessori 185, 188
nrpaint chrts and smples 64-5, 1 66
parenting 6-7, 10-11, 108 11, 117
parties and party gemes 148-51, 156-9
peace table 126-9
pencil control md witiag 17, 21 , 173
pers 141
phonetics apprcach,reading 21, 170-5
phorognphic labels 82
PinkTower Gtacking cubet 63
pldet tdth, stewddship 136,141
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192 acknowledgments
Author's acknowledgrnentsTlic book crres r grert debt io ri!. ofdre tinelt Monresori .ducrbrs I h.r!e e!'er m.'t:Susan
Stephcnson, anthor ofJtltt Chilt )nd Chitu .JTh( Itilrl. co fbundcL oiThc Michrel Ohf
(lompanv iD Modeso. C.rlifornia: Susan Trrcit *fi o prepercr adults to rvork \ih Monressorii
voungesr srudenrs nc:r Chicrgo. llliroir; K.T. Korrrgold, for]ner Mo. tessori child, Montessori
rul rnd giI-tcd irriter. irho h€s m ConnccrL.Lrt: andj.ul Kruen Ltrchcnta rndTirri Shetill.
t\io gjfted Nlonrcsori cducator, rvriters xtd conmltrnts $ho li!'e rcrPe.rivelv iD Phocnix,
Arizona, rnd Orhndo, Florida. Ther ideas continre to remlorcc mv oln and lead me to
. . r ' l r r r . r r ' l e , r r d l p L t o J r ' ^ \ - \ p r : r "
Fmallv.I tould likc to thank rrv irbulous edttors.Fom Dorhrg Kmdcrslcv n London.
Esther lLiplcv anLl Angeh Brvnhrm HaDDrh tvloore fot her design shllsr rnd rhe l,rc,edibly
gift.d photogr;rpherV.nesr ])ar.ics ivhose photogrephs brrg the bool to llie.Thxtk )ou
Publisher's acknowledghents
Tlie puHtrhcr would Lkc to th.nk EnnDr Forgc l-or dcsign.Arrn Brggriel ibr proolrkadrrg
rnd Suc Ijosarko for t|e index.Ihanks rlso to.la.qui at Artftrl Dodgers for rhe lo,D .,1
Montessori equipnrcnt, ADra :rt Sugir Brg Bluc for pDPs. un.l to Kelin Smnh, -lLrtianne
Borg,Tor Godliev .lrd Srrrh Weble! 1br help aDd srrpport or the photo shoots.
Modek: Chrntrl and Eden llichards. Drnielle RaDrptot1. lbnr Offer. Sonny rDd Lcon
H.lpcDnt: Lu.ius wtlternlun, Arirnna BclcD.m.Alessis Brke.Vxncssa rnd Martha Ccnenar,
Jcssie.]nd Cher{ Eckcl,loaDm rDd lmogen I{cy BLI Hou.hen, Kevrn Sr,,irh, Isibell: aDd
Alcxa[dcr Moo, e Snrlrh, Anilii tlori.rs. M r\ Chi.]\'ick. Scfflert Sxlchir, Joe wilixr) x, Jes\ic!
Dopp, Mrx NeNnun Turner. Findhy O lltien, Popp)iArthur r d Delenr McCoDllcll Hunt,
S$x, AndI aDd Lucv K;nniins.Ja,nie rnd Josepli whiterlier. Esther rnd Slru dusalito
Chrs.RebeccrrndJr iDesHxl fo,Natal iern. tHol lvTruDlpr ' f ,AD$r.ndElhRit .h ie.Sirn
Munroe,Jolu and Crrherire McFrrlxnc,Ianii, willjrnl rnd Elh Stubbs, AlcDa DJev Crml
and Ceo, gir Arnrtrons. Kc$ten Ralph. Mr.ir. Gemmr andwill CLr ev-ChrmPion, Micliacl
rt1dTo Noblc, Sxrxh Weble! Mia rnd Antln' Nias, Madcline B:rrnet Herther Lc'ivis, Osrvrr
Moodv lvlatikh Mcc;frh\ llosc Moss, PoFtiv atd Llly Mi cr. Tor Cod6c\l Annr rnd Frec
Fodhllm. Julianne Boas. Ismc Grdner. Lnc l)rcrir Ernilv Snn$. Lily l\osc Spick, Scar
O Brien,Elh dcvilLers,Emilv BLrtcher. Crrrrona lt oonv. Dnr,.) Zander.Frcvr MorrsoD,AlDi
Fitzgerald. Cllaudia Hurler: Ben G.nd,Jrnes Chimdani, PrtrickWllhon, Ma\trn Gcoryiou.
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