"I'm making him laugh. It's nice to make people laugh."

            Hello and happy summer! My name is Samantha Bittman and I’m going to be taking over the Westmont Montessori School blog and social media as a Social Media Intern for the school (while also remaining a staff member at Extended Day Camp). When summer ends I’ll return to Fordham University for my junior year as an English major, but my educational journey began right here at Westmont. Westmont has been the longest-standing and strongest community in my life. Although it’s been fifteen years since I was a student at Westmont, I honestly feel like I never left. Westmont’s role in my life over time has changed yet never faded. After spending several summers as a Junior Camp Counselor I joined the staff working at Westmont last summer. As I watched the children proudly line up their math bead chains on their rolled-out carpets, proclaiming confidently “I will do it myself,” I was overcome with awe and inspiration. I found myself taking mental notes about the simple yet profound ways that Montessori allows its students to grow creatively. Over the course of the summer I’ll be bringing you along on my journey as I explore what makes Westmont such a unique and inspirational place.

            Looking back on the first week of camp, the phrase ‘respect for others’ immediately comes to mind. As we hear this phrase repeated in workplaces and schools, I’ve found that it often washes over me as an adult. It seems too big of a phrase to unpack even as adults. The meaning of ‘respect for others’ is clear at Westmont; respect fills the intention of every child, teacher, staff member, and Junior Counselor’s actions. I found that little interactions I observed this week both simplified and reminded me what ‘respecting others’ truly means. For example, I heard two children laughing in Extended Day Camp. I could tell right away it was one of those laughs that has you doubled over with joy—the best kind of laugh. When I asked what they were up to, one of the children looked up at me and explained, “I’m making him laugh. It’s nice to make people laugh.” The simplicity of her words and empathy instantly inspired me. The empathy came from a simple place—the desire to create joy for another person. Similarly, when a child asked for help opening his Play-Doh, an older child sitting beside him instantly offered, “I’ll help you!” before I could even get a syllable out. I think that’s one of the unique components of Westmont and the mindset it cultivates. When it comes to solving a complicated problem, children are taught to think long and hard about it and to take their time considering which path to take. When it comes to respecting others, however, Westmont emphasizes simplicity, making kindness and respect long-lasting habits. I’m grateful this week to be reminded of that. I can’t wait to see what the rest of the summer has in store.

Seeing the universe in every child: The Montessori Cultural Curriculum

The cultural curriculum in the Montessori classroom is a window into the universe at large. We invite children to develop an awareness of how their world came to be and cultivate an appreciation for all the things, big and small, which coexist in it. Learning about our natural resources (land/air/water; sink or float; parts of a plant; how to grow a plant), the seasons (seasons sorting cards), the elements on our planet (magnetic vs. non-magnetic), the flora and fauna (vertebrates vs. invertebrates; extinct vs. non-extinct), the vastness of our world--as well as our connectedness-- (the solar system; the colored globe; the continent maps) and the concept of time (calendar; telling time) –these are all ways we help children to discover our natural world.

By exposing each child to cultural area of the classroom—Geography, Science, Botany, Zoology, and History—we invite them to explore the universe at large, using their own curiosity and drive. 

Montessori at Home (Taken from American Montessori Society)

Have you marveled at the remarkable order of the Montessori classroom? Has your toddler told you that at school she pours her own juice? Does your teenager hang or put away all her clothes—without being asked?

 Encouraging order, independence, and self-motivation are fundamental to the Montessori approach. Carefully designed classrooms allow students to develop competence in caring for themselves and their surroundings. And from the sense of pride that “I did it myself!” blooms the confidence to take on the world.

Bringing Montessori principles into your home can be a valuable bridge to what your child learns at school. Here are some ways to build that connection.

Celebrating and nurturing each child’s intrinsic desire to learn

This past weekend we came together at The Westmont Montessori School to learn about what makes the “K” year particularly impactful in the Montessori classroom. Our Head of School, Colette Cross, our teachers, and our Curriculum Coordinator shared some of the milestones of the K year.  

Five and six-year olds are going through a period of tremendous brain development--a period when they are developing and honing their reasoning skills. Affording them this year of continued discovery where they have ample opportunity to problem solve as they move from the concrete learning materials to more abstract thinking helps them to really crystallize so many concepts that they have been exposed to in the Early Childhood classroom.

In addition to the academic progress that occurs in the K year, children benefit from continued physical, social, emotional, and spiritual growth. During this “pivotal” year, Kindergarteners take on a real leadership role in the classroom and even the school, serving as role models and helping younger friends in their classroom community.

To learn more about what makes Montessori education the most widely used pedagogy in the world, read more about the Montessori approach. Or just ask one of our Kindergarten alumni!

The Montessori classroom--a window into the universe

The cultural curriculum in the Montessori classroom is a window into the universe at large. By exposing each child to the cultural area of the classroom—Geography, Science, Botany, Zoology, and History—we invite them to develop an awareness of how their world came to be and cultivate an appreciation for all the things, big and small, which coexist in it. 

Through this hands-on exploration, using their own curiosity and drive, children learn about:

• natural resources (land/air/water; sink or float; parts of a plant; how to grow a plant),
• the seasons (seasons sorting cards),
• the elements on our planet (magnetic vs. non-magnetic)
• the flora and fauna (vertebrates vs. invertebrates; extinct vs. non-extinct)
• the vastness of our world (the solar system; the colored globe; the continent maps)
• the concept of time (calendar; telling time).

Through these and other Montessori works, we help children to discover our natural world and embark on their journey to becoming “cultured” people.  Cultured people are grateful for the balance in the universe and recognize man’s role in maintaining this balance. And thus, they create the beautiful possibilities of a more peaceful world.

Take a look at our facebook page to see the ways in which The Westmont Montessori School celebrates culture!

Why Montessori in the K Year?

The Montessori approach is carefully based on what we've learned about children's cognitive, neurological and emotional development from several decades of research. The kindergarten year is a dynamic year, a time to really internalize the early concrete experiences and make important, solid cognitive connections.

By this third—or Kindergarten—year, many of the earlier lessons in the Montessori classroom come together and become a permanent part of the young child’s understanding.

Here are 20 reasons to keep your child in Montessori for their Kindergarten year. 

Come learn more at our Kindergarten Open House this weekend!

What’s the link between outdoor playtime and more concentration in school?

Why do we go outside and play, even when it’s cold and/or snowing?

Research shows that physical activity is linked to better academic performance. But that’s not all… Many kids use their recess time to run around but even those who choose to rest or socialize get a boost from recess.

“Free time helps kids develop communication skills and strengthen self-control, studies show. They learn to cooperate, negotiate, share, solve problems and cope with stress.” (Read more here in the article featured in the Washington Post). Plus, they get lots of oxygen, which helps boost brain activity. So during the winter break, make sure you step out into the sunshine. You can practically do it in your shorts this year!

What’s in a Montessori Education… a testimonial from a young Alumnus

One of the greatest advantages of the Montessori method, particularly during the early learning years, is the focus on hands-on learning. The emphasis is on concrete, rather than abstract learning, as students work on activities that teach language, math, culture and practical life lessons.  One young Alumni (hint—she is now working at Westmont as an assistant teacher!) tells her story of her early childhood education… can you recognize her?

Read more about what this young teacher remembers from her Westmont experience.

And for more details about the benefits of a Montessori Early Childhood Education, refer to this article from education.com which shares some key findings from the research conducted by Dr. Angeline Lillard, a professor of psychology from the University of Virginia at Charlottesville. Dr. Lillard examined the abilities of children who have been taught in a Montessori school.

What Makes a Montessori Learning Activity "Montessori"?

Self-confidence and a lifelong love of learning characterize the Westmont graduate. But what characterizes a Montessori learning activity? 

Check out our new infographic and tell us what you have observed your child likes to do at home, too.

What are some of the hands-on activities they enjoy?

https://magic.piktochart.com/…/9399797-what-makes-it-montes…

Made by Small Hands

Thanksgiving is a time for being grateful.

Another theme of the holiday season is generosity. Of course, the excitement of getting gifts often becomes the primary focus for children. However, we can help them learn the pleasure of giving to others. The gifts we give are another way to show our gratitude to someone.

Talk with your children about the many ways to be generous, whether gifting time, favors, presents, or words of appreciation. Your gift list may include family, friends, neighbors, and service workers. Children are amazingly insightful and will come up with original ideas, as together you discover the perfect "thank you" for that special someone.

Include the Children

Although sometimes it is easier just to purchase a gift for your child to give another, it is rewarding to involve children in the process of gift-making and giving. This allows your child to be a part of the surprise whether or not they are able to keep the secret. If possible, include your child in the process of wrapping and delivering the gift, too.

Montessori observed that children become acquainted with the world through movement and experience. The process of making something instills an inner satisfaction in the child which he wants to share. By "doing it myself," the gift becomes a gift of the child's self.

(taken from: http://www.montessoriservices.com/ideas-insights/giving-thanks-and-making-gifts)

Nurturing a love of reading

What makes for a great children's book and what are some of your favorite reads with your child? Let's start an ever-evolving, Montessori-inspired book list and let's talk about why Dr. Maria Montessori herself would have approved. Here is one that was written back when she would have had the opportunity to read it herself!

Pelle's New Suit by Elsa Beskow (1930): Pelle has a lamb whose coat grows longer and longer, while Pelle's wool suit grows shorter! Pelle shears the lamb, and the wool is carded, spun, dyed and woven with the help of family and neighbors. Finally, the tailor makes a new suit for Pelle.

Children (2.5- 6yrs) relish this story of a resourceful young Swedish boy as he trades real work to achieve a desired goal. It is fun to see some Montessori Practical Life activities on Pelle's journey!

Some other wonderful selections include anything by Ezra Jack Keats, Elisa Kleven, and Eric Carle. Tell us some of your children's favorites and let's read together!

Welcome to November!

In the early 1960’s, a group of Mendham parents got together and formed what is now our beautiful, thriving school. Hand-in-hand, over the decades, Westmont has built an impressive history in Montessori education and in this community.  This month brings with it an exciting time of renewal for Westmont—it’s our re-accreditation month.

Next week, Westmont is hosting the visiting team for our American Montessori Society and Middles States Association dual re-accreditation. Becoming accredited by the American Montessori Society is a massive undertaking for any school, as it requires hundreds of hours of reflection, preparation, and planning.  The culminating part of our re-accreditation process with both AMS and the Middle States Association of Colleges and Schools is when this visiting team of teaching and administrative professionals comes to the school to meet with teachers, administrators, board members, and parents. They also observe in all classrooms and ensure that educational, safety, organizational, and financial requirements are met.   

The Westmont Montessori School values progress and sees the benefit of self-reflection and goal making to continue to adapt to the changing world and meet the needs of all of our children.  Parents can know with confidence that we offer a quality, authentic Montessori program, in a safe and nurturing school where the teachers are all certified.

If you have an observation you would like to share about our school, share it right here on our blog. Here is one to get you started:

"Westmont has the ability to cultivate a nurturing environment that allows for a student's intellectual growth, while also maintaining a high level of professionalism. While Westmont's focus is on the child (as it should be!), the school is also able to create a family experience and strong community” –Westmont alumni parent 

FOLLOW YOUR CHILD: A Guide to Montessori Principles at Home

Dr. Maria Montessori was a scientist who is known for "following the child". She observed children and devised her approach to education based on a view that each child is naturally eager for knowledge and discovery. It is an approach that values and supports the development of the whole child—physical, social, emotional, cognitive.

Following the child is an endeavor that…

Excerpts from the: “Montessori Parent” article By Kathy Carey, MAT

“…entails much observation. And observation, as Montessori teachers know, is a skill and an art requiring knowledge, effort, and patience. Consider the following as some ways to be fully present with your children: 

• Childproofing: We usually do a good job with outlet covers, drawer stops, and so on, for babies, but what about older children? Call it “preparing the environment”: Place and keep televisions, computers, tablets, and phones in public living spaces and set reasonable limits on their use; balance technology with exercise and indoor/outdoor play; and make time for reading aloud and silently in the presence of other family members doing the same.

• Share meals together, especially dinner and its preparation, as often as possible, five nights a week at least. Share with each other your day as well as thoughts and feelings, and resist the temptation to teach: We learn more through discussion and modeling than through lecture.

• Allow children to speak for themselves: Respect their feelings and their intellect, even if they are mistaken in their thoughts or behaviors.

• Show rather than tell. It is the Montessori way.

• Avoid comparison and competition between children, always and everywhere. Each child is entitled to his/her individuality.

• Set up home environments and family interactions that allow choices and freedom to choose. Meals, weekend plans, vacations, and gifts for family members are reasonable areas of choice.

• Understand that mistakes are opportunities for learning. All humans make mistakes; it is what we do with our mistakes that makes a difference.

• Demonstrate active respect in thought, word, and deed for all life. Be the best model you can be. You are being watched. Children who feel loved and respected will develop their singular potential.

Visit the American Montessori Society for more family support materials.

How to Raise a Successful Child in the 21st Century

“Character cannot be developed in ease and quiet.” –Hellen Keller

The pace of life in today’s world often leaves us and our children feeling the pressure of too many choices, too much “stuff” and way too little time. Engaged and informed parents are fundamental to supporting the peaceful and ethical development of children. Partnership between school, home and the community at large is also essential to helping both parents and their children feel more confident about their choices and decisions.

Kicking off the Parent Education Series this fall, The Westmont Montessori School is pleased to announce it’s first session: “How to Raise a Successful Child in the 21^st Century”, delivered in partnership with The Ethics Institute at Kent Place School. Dr. Karen Rezach will deliver an interactive, collaborative workshop in which parents will be introduced to the values-based Ethical Decision-making Model developed by The Ethics Institute and suggest ways in which this model can be implemented at home. Dr. Rezach will take a look at how pre-school children make decisions as well as provide concrete strategies that parents can use to help their children cope with different situations—and help their children see that they are capable of dealing with these situations.

The Westmont Montessori School has been a respected member of the local Mendham/Chester community for more than 50 years and values the strong ties it has with local families. For years, the school has offered a Parent Education Series to help keep parents informed about important topics and, in turn, be better informed about the concerns parents have in today’s world.

                             

Join us for this exciting workshop:

When: November 17^th, 7:00PM

Where: The Westmont Montessori School, 577 Rt. 24, Mendham, NJ

RSVP: acimoca@westmontmontessori.org

Exploring the World Around Us

"The senses, being explorers of the world, open the way to knowledge. Our apparatus for educating the senses offers the child a key to guide his explorations of the world…"[i]

This is the time of year that our senses are enraptured: the smell of autumn is in the air, the canopy of autumn in the sky and the pumpkin patches are replete with pumpkins big and small.  In the Montessori classroom, the purpose of the sensorial materials is to educate and refine the senses. Dr. Montessori observed that the “child's intellect does not work in isolation, but is everywhere and is always intimately bound up with his body”, (Standing, E. M., Maria Montessori: Her Life and Her Work), particularly with his nervous and muscular systems. Sensorial education helps develop a child's intellect through exploration of the senses.

Dr. Montessori was a scientific observer. According to Montessori, a child between two to six years passes through the ‘sensitive period’ for the refinement of the senses. She thus took each of the senses and developed beautiful materials that would support children in using and refining their skills of classification, ordering, and pairing to help them build an understanding of the world around them. 

          What Dr. Montessori advocated for over 100 years ago has also been corroborated by the most recent brain research:  "Experience is the chief architect of the brain…. Rich experiences, in other words, really do produce rich brains.” [ii]

Plus, the materials are endlessly engaging and fun to work with for inquisitive young minds.

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[i] Montessori, M. (1988). The Absorbent Mind. Oxford: Clio Press. p. 167

http://www.infomontessori.com/sensorial/introduction.htm

[ii] FERTILE MINDS By J. MADELEINE NASH Sunday, June 24, 2001

http://content.time.com/time/magazine/article/0,9171,137214,00.html