Montessori Elementary Homeschool Blog - with documentation of our infant Montessori, toddler Montessori, and primary Montessori experiences; as well as preparation for the upcoming adolescent Montessori homeschool years.

Thursday, September 13, 2012

Starting Montessori with a 2 year old


How to start Montessori with a 2 year old is a very popular question.

The Pink Panther at age 2
Regardless if you have been doing infant/toddler Montessori, the child will be transitioning into the primary age somewhere around 2 1/2 and you'll do the same things with the children regardless if they are new to Montessori or have had a Montessori environment already.



For a 2 year old, the best places to start are:

  • practical life
  • sensorial
  • language


Practical life:

You may or may not want an album right away for the Exercises of Practical Life. If you do, look for the following in the table of contents: preliminary, care of self, visual art, control of movement (walking on the line and the silence game), grace and courtesy, care of the environment. Interspersed are skills for food preparation, care of animals, etc.
Otherwise, just consider those areas and apply them to YOUR practical life :)

Introduce a new activity every couple of days in a variety of areas. These materials do not have to be fancy (ie learning to button might be a vest or jacket with large buttons, hung on a hanger such that it faces out towards the child - work with it on the hanger, or lay it on the floor or a low table to work with; teach the skill of hanging hangers on the rack; shaking out small rugs (we have a rug in our home where shoes are placed when we come in - a small child can easily take that outside and shake it out - even take some muddy shoes and knock them together outside to get mud off)).

The main thing in practical life is: keep it REAL. You might have a few trays of sample skills to practice, but keep the it REAL. A real banana to slice (not a wooden one with velcro - this can be kept in the toy area); real dishes to place on the table.

And you want to have practical life practice areas in their appropriate areas - in a classroom there is an EPL area; in the home, it is nicer to keep food in the kitchen; laundry folding where YOU do laundry folding; etc).


Sensorial: think textures, colors, sounds, etc. A good sensorial album for the primary age is good to get for age 2 1/2 and older - the very beginning work with the pink tower, color tablets, etc. can start with the 2 year old, but will also contain extensions for 5 and 6 year olds (see if you can check that part before making a purchase). The sensorial album should also include beginning music activities, so check for those in the table of contents.


Language: you want to work on real vocabulary and sound awareness. So you'll play sound games, listening for sounds at the start of words, end of words, and eventually the middle of words; play games like I Spy or very similar with objects around the room, the house, the yard, etc. First you will give the language in a 3 period lesson ( 1) give the name of 3 items 2) play games with asking the child to touch, move, hide under, hide it behind his back, etc. 3) when period 2 is successful (might be that day, at that sitting; might be another time), point to the object and say "What is this?" if period 2 is not successful, point to each object and say it's name - and be done for that sitting - come back to it later).

A language album is not necessary until age 3, but if you get one, be sure it lays a SOLID foundation of the sound games and spoken vocabulary building. The spoken language portion of the album is ALL you will need until age 3 1/2; then you will start introducing the sandpaper letters, etc.


If you start just those things at age 2, you will be laying a very strong foundation.

In the meantime, pick up a primary level theory album and Montessori's books for your own reading pleasure and to fully prepare for the primary ages of 3-6 :)

The not so Pink Panther;
with clean bed and wall behind him


Saturday, September 8, 2012

BC AD Timeline - some thoughts



As I was preparing a new BC AD timeline I had a few random thoughts - entirely random!

Making it: 
More images to come! 

  • This timeline is VERY SIMPLE. And should be kept that way so that is remains multi-purpose. I have seen several fancy (and therefore expensive or trickier to make) versions available. Bleck. Keep it simple! It can be made WHILE you are presenting for the first time! Measure out your white strip (ribbon, receipt tape, strips of white paper that you tape together as you go (this last idea would be the easiest for measuring if you are making it while presenting)). Start in the middle with the life of Christ. The year Zero is placed written in red - but see note below on color options. Make a vertical line above and below the zero. 
  • Now we start marking an inch back (or two inches back or whatever distance you ultimately want) for the first century before Christ. Mark the same length ahead for the first century after Christ. These are black vertical lines broken only by the number in the middle - 100, 200, etc. (choose if you want to have BC/AD repeated on each one but usually this would be a NO - too much of a crutch for the children). 
  • Continue with the second century before and the second century after. You are drawing vertical lines down to mark each century equal distance from the one you made before it. 
  • Ultimately we are going back the same length of time as we come forward, so that the timeline is balanced. 
  • Then go back to the red/gold zero - write in BC and AD in their appropriate places and explain what they mean.  


Modifying it: 

  • The 0 is the only writing in red because this is the hinge point. All other years are in black. BUT if you are making this material within a setting (homeschool or school) that is somehow connected with CGS atrium experience, I would consider writing the BC numbers in red; the 0 in gold; and the AD numbers in green (to coordinate with the Books of the Bible presentation of Old Testament and New Testament). 
  • Or if you are only loosely connected or not at all connected but are a family of Christian faith, then BC numbers could be purple (preparing for Christ), 0 in gold, and AD in green for the growth of Christ's light throughout the world since His resurrection. 
  • In the spaces thus created you could add "1st Century", "2nd Century", etc. I still would not add the "before Christ" or "after Christ" on the writing but would add that phrase in the SAYING. We want the visual to have the most power. 
  • ONE POSSIBLE ADDITION to the material that is actually quite useful: Adding in the Roman Numerals to represent the centuries (perhaps in place of the words "1st Century" etc from above). Alternatively, this could be a separate strip created to lay below the BC/AD timeline in coordinating length and segments (it too could be created while presenting). Second alternative: these could be on small cards that fit onto the original timeline and the children sort them out accordingly. (or combine both alternatives - set of cards to place and a second timeline to roll out to check their work)



Presenting it: 

  • If a child has been in the Catechesis of the Good Shepherd atrium, this timeline could come much earlier. They have had experiences from a different angle - that of focusing on the life of Christ (the moment of Redemption) then extending out to the moments of Creation and Parousia. To a child with solid level 2 atrium experience, I would give this work at the middle or end of year 1. I wish I'd made that connection with my son already ;) 
  • This effect is possible with Godly Play but there are no timelines in Godly Play, so while the stories would fit into place on the BC/AD timeline, the visual hasn't already been there - this would be their first visual of it. 
  • It is ok to create this material while presenting it. Invite the child to make their own if you are in a co-op situation - they can take it home and expand upon it there. 

Follow-ups to the BC/AD Timeline will depend on the age and experience of the child: 
  • If you have story cards for pretty much anything (from the Montessori presentations, Godly Play, Catechesis of the Good Shepherd, Bible stories, world history stories, etc, etc) place them on the timeline in about the time they happened. See where things fall.
  • Do some mathematics word problems. How many years between 200 AD and 500 BC. If a building were started in 320 BC, could it have been completed *before* 350 BC? Older children get more detailed, with numbers more closely matching - trickier; younger children make it more obvious. Come back to it every year and expand. 
  • Upper elementary: This timeline and 99% of American society is based on this concept centering around the life of Christ. Now with older children explore other timelines with different resulting years - Chinese calendar, Jewish Calendar, Mayan Calendar, etc. What are their calendars centered around? Do they have a "before" anything aspect?
  • Sometime between 2nd and 5th year: explore the calendar updates - what changed in the AD portion that forced us to "lose" days - sometimes MONTHS depending on our location. 
  • This leads back into calendar study of course but gives it another perspective. 
  • Introduce CE and BCE (Common Era and Before Common Era) and the reasons why this notation was introduced. 
  • Be sure to emphasize there was life and history before the first timeline actually shown on the timeline, we are just showing here where our time markings came from. 
  • Work with the Roman Numerals as noted above. 

And yes this very simple timeline should be visited every year, with some sort of follow-up or discussion or word problem set with it. 





whatdidwedoallday.blogspot.com

Friday, August 17, 2012

Etymology - and Dictionaries


Our family has not yet found the all-time personal favorite in etymological dictionaries, but that does not slow the love of learning the origin of words!

Just ask any boy to study the history of the word 'toilet' - he'll be so disappointed (but have fun along the way!). Or what about calling it a 'john'? In this area, we can actually let our boys have a bit of "potty-talk" and work it out of their systems!

Then connect those words to modern usage in a variety of languages: toilet in our language; eau de toilette in the French. The French call the bathroom a WC (water closet - an English phrase - but why "water closet" to begin with?) while the British use a French term.... I'm not giving any more hints ;)


Amazon Affiliate Link to Etymological Dictionaries

A quick glance at that list reveals MANY options. You can even study Hebrew etymology in the Bible (fascinating even for non-Christians - what does the Bible really say?).

The best bet for finding one your family or classroom will like and use is to go to a bookstore and actually flip through them. Look for words you may have concerns regarding, especially considering lower elementary children. What will entice your children?

In the end, you may find yourself purchasing 2 or 3 to provide a variety of viewpoints and styles, or even ages.


What are you looking for?

  • usability
  • readability
  • suitable maturity level (some are meant for adults; some are actually intended for immature older people)
  • balanced viewpoint
  • provides language origin (and trace if the word jumped through languages), part of speech, and description
  • illustrations are less important, but nice to have for certain clarifications
  • cite their sources (sadly, many are missing this - so one wonders if the book can be trusted - remember, we want the children to go to original sources as much as possible, so they need to see the trail back to the source whenever possible)


Wednesday, August 15, 2012

AMI Albums - Framework vs. Every Detail


I am asked a LOT why AMI albums don't seem to have as much information as, let's say, the NAMC albums. And why would I choose the "stripped-down" version for our homeschool when my son obviously craves to learn SO MUCH.

All those impressionistic charts - and timelines
INSPIRING! 
Well.... admittedly, it was not at first a conscious decision. However, I can say this: my sons craves to learn so much because *I* do not give him every detail. Because our albums are *not* the only source of information. He cannot learn all that he wants or need from me - and he doesn't even need me (or my albums) to tell him what to study next and at what age. If I knew back when, what I know now, I would saved so much headache reviewing other albums!

Mathematics and Language are closer to what people expect with lots of details. Language does not include "writing assignments" as much as guidance on setting up an environment (both physical and psychological) that integrates writing into all components of the child's day and provides guidelines for what to look for at which ages. I love the follow-up on one album page to write a paragraph in active voice, then re-write it in passive voice. But that is a follow-up - not the main presentation - and should be an inspiration to the child, not a mundane exercise.

History and Geography though - these are frameworks - and they continue to cycle back around on each other so that new studies are done every year, prompted by the child's interconnected interests and the adults continued presentations of "tidbits" here and there to spurn that interest on. I give the presentations, using an enticing voice; then I provide the necessary materials for repetition, exploration and research, and away soars my son's imagination! He ends up learning everything this is set up as "required" in other Montessori albums, with the complete freedom to go DEEP.

He is years ahead on some topics; right on par on some; and "behind" the guidelines in others.

And that is exactly where he needs to be right NOW! :)

Provide the right environment, provide the right support, and don't waste a child's time with something that he is likely to study on his own next month, but with the benefit of it being connected with his own most recent studies.


Monday, August 13, 2012

Montessori Astronomy

Something you do not hear me say often at all: "In today's world, we have some needs that are different from Montessori's time and AMI has yet to fully catch up in this regard." (that is the FIRST time I have publicly said those words!). I do not speak here of calculators in the classroom, or computers, or technology at all - at least directly. I do speak of a preparation for particular studies which Montessori said nothing about - because she had no idea that such a short time after her death, human beings would actually LEAVE the planet Earth, even walk on the moon itself. The race to the moon began after her death.

Astronomy is supposed to be part of the AMI elementary Montessori geography album - but honestly, I don't see it. The tiny bit where it actually could be introduced - it was removed! (not by Montessori) There is a chart that shows the planets in their orbits that used to be part of the Story of God with no Hands. It was removed to focus on other details; however the chart is still available for when the children are doing follow-ups with the story or they hear the story again and begin to ask questions about the other planets.
(UPDATE to clarify: If you are sitting there in an AMI training, you will pick up on the nuances where astronomy comes in - what I state here is about separating myself from that training and seeing what is *actually* present in the albums as they stand. So I can use these albums and "get to" astronomy by following the various interests of the children, because I am trained; the albums alone don't "get there".).

But I never got around to actually doing that planets chart with my son - he found astronomy another way: through HISTORY. He was studying the Ancient Egyptians (including a bit on their form of worship and understanding about how the sun moves through the sky), which led to studying their interactions with other cultures, such as the Ancient Greeks and the Ancient Romans, which led to discovering a real beautiful book (whose title escapes me!) about gods, goddesses and... constellations. He was HOOKED.

So we have read through portions of H.A. Rey's books on astronomy (yes, that is the Curious George author!); we looked at the night sky, the day sky; got out the Target dollar flashcards on astronomy; pulled out the cheap-o telescope that came with our original cheap-o microscope (that both worked great! go figure!); signed up for the Classical Astronomy newsletter (free, but now defunct); and got in on the first and only few issues of the Celestial Almanack. We did pull in a curriculum to use, but we used it as "story-time" and developed our own follow-up activities (many of which matched the suggested activities anyway): Signs and Seasons. We also purchased from the same company the sun-shades so we could safely view the sun during daytime hours, a comic book style book on time and astronomy, and their book Moonfinder which is gorgeous!
Not an affiliate link -
just a book we love :) 

What I appreciate about this curriculum is that the author speaks to real people who live in a real time and place; not writing just to write. And he focuses on what the children can experience for themselves: viewing the night and day sky with the naked eye, or at most with a pair of binoculars. Studying the sky in a way that our ancestors would have; connecting us with the first people to look at the stars and wonder; to piece together the patterns and establish what we now knows as time, rhythms, seasons. From these we have mathematics, history, geometry, languages, and more. True Cosmic Education.

Thus inspired, I began piecing together a Montessori astronomy study, that should not become the be-all-end-all in Montessori astronomy, but be a framework of keys to provide the children.

I am still fine-tuning it - to be sure it is a framework, that it provides the keys needed by the children of today who may have a father on the space station, or an uncle on the upcoming manned mission to Mars. Perhaps one of our children will be setting up a colony on the moon or even on Mars.

AMI albums provide keys. A beautiful framework. Nothing peripheral; so that the children can go in any direction they need to, with all tools accessible to them, and the adults are neither hindered by bulky album presentations nor hinder the children's work with handing over too much information.

While AMI albums do not address astronomy at all at the primary level, I do think it totally appropriate to introduce the phases of the moon (see the Moonfinder book!) and some of the basic constellations - as well as the rhthyms of day and night, seasons, weather patterns - these things are important because they happen to the children - they are things the child can see and experience.

I personally would not suggest discussing planets with a primary child, because it's just that: discussion. They can't SEE the planets (at least in any way different to them from seeing a star - they all look like stars to them).

But at elementary we can get into the beautiful details!