One of the most valuable tools we work to teach the children is independence. One way that independence is gained is by allowing the students to resolve their own problems. Although guides are always nearby and willing to help, we allow students to solve their problems themselves whenever possible.   One tool we are using to teach conflict resolution is the "peace path." This is a process that emphasizes active listening and reflective language to help students practice the skills of empathy.   A student who wants to resolve a conflict invites the other student to the peace table. Each child holds one end of the first card. The card has visual and written prompts for the children. The child with the conflict starts by saying, "I feel (sad, angry, happy, or afraid) when you (explains what happened)." The children put the card down and pick up the next. The second child says, "You feel ...when I...", repeating the conce...

Now that we have described solitary, parallel, associative, and cooperative play, let's look more closely at some of the reasons why children may have preferences for one style of play over another. Just like adults, children have innate tendencies that influence their thoughts and feelings about social activities. At Abintra, we respect these inclinations while encouraging children to develop the social competencies that will enable them to be active community members. This often requires individualized support that builds upon student strengths and addresses any social and emotional weaknesses. Temperament is one of the greatest influences on a child's preferred style of play. The construct of temperament is, sadly, too often over-simplified. Infants and young children may be broadly characterized as easy, slow to warm up, or difficult. In reality, temperament reflects the culmination of a vast number of social and emotional traits. Here are a few o...

Young children progress through distinct stages of play as their social and emotional skills improve. While the stages of play are somewhat sequential, I tend to think of the stages as styles of play. As children mature they will use the different styles of play that they've mastered in appropriate moments and as they are ready. Solitary Play Solitary play is common for children under the age of two or among children who are still developing the social skills needed for successful peer interactions. Some children may need adult guidance to help them learn how to engage appropriately with peers. Parallel Play Children engaged in parallel play will work beside one another but will each focus on their own task. They interact very little with one another during this time. Associative Play Children who are developing interest in peer relationships may observe the actions of another child and decide to join in. Children engaged in associative play ar...

The Practical Life curriculum is designed to give children the skills they need to function independently in the world. The activities within practical life are guided by the following general principles: Children should be active participants in family and community life.   Children want to feel purposeful and included. Children crave independence. Autonomy breeds self-confidence. The skills of concentration and self-regulation are best attained by activities that ground children in reality. These skills are prerequisites for academic success. Individual lessons in practical life also target foundational academic skills. Many practical life activities include an emphasis on: Refinement of hand movements in preparation for writing Exposure to early mathematical concepts Experience with sequencing Parents frequently ask what they can do to support the work that is taking place in the classroom. For your child to be truly successful in a Montessori learning en...

For the next several weeks, we will focus on the importance of social and emotional education. This week we will discuss current research and theory on social-emotional development, how Abintra embodies this knowledge, and how guides execute this type of learning in the early childhood program. Next week we will outline the stages of play and social interaction, and provide suggestions for how you can support your child's social-emotional development. The development of social skills is a life-long process that is affected by many factors such as individual temperament, sense of security, and level of autonomy. At Abintra, guides are sensitive to each child's strengths and weaknesses, and we work with them to become competent and empathetic community members. This guidance is the most profound influence that we can have on an individual child; this is an influence that extends far beyond our classrooms, or even our campus. Take a closer look at Abintra...

We know that it can be very challenging to find child friendly lunch containers. Here are a few suggestions that may be helpful: Containers with pull off lids are typically the most difficult for our students. Without a large lip or tab, most of our children are not successful with them. Use small containers whenever possible. Both Ball and Ziploc make twist top containers that are BPA free and very simple for students to open. If you prefer glass containers, both Anchor and Pyrex make sturdy alternatives. Again, the smaller sizes are always more supportive of student independence. It is very common for young children to have strong food preferences. Community snack is a great opportunity for the students to try new foods. Here are some tips on how you can support your children in developing a balanced and more varied diet: Limit your child's milk consumption (2 cups is the daily portion recommended by the American Academy of Pediatrics). Excessive milk ...

The students in Early Childhood are having a very smooth transition to the new school year, enjoying the carline process, meeting new friends, and exploring the dynamics of new friendships. All of these activities require the children to develop self-regulation to succeed.  Students quietly observe a friend.   Self-regulation is the ability to control one's own behavior. When we have an impulse to jump or shout, to eat too much, to run across the street, or to strike out at something or someone, our self-regulation enables us to make a good choice about whether it is best to follow the impulse. Our impulses are based in emotion, and our self-regulation is based in cognition. The foundation of self-regulation is developed in the first five years of life, and continues to develop over time as children grow and develop cognitively, socially, and emotionally. In our early childhood classrooms, all of the children are working on their self-regulation skill...

The students are transitioning beautifully as they enjoy their days at Abintra. You can help your child be successful in school by doing the following: Make sure your child has a good night's sleep with a consistent bed time and routine. If you're not sure how many hours of sleep your child needs, check the Sleep Hours chart below or call your child's pediatrician. Start every day with a good breakfast! Enjoy time with each other or observing nature in the morning and avoid use of electronic devices before coming to school. 

Casey Nathan ECC Lead Guide Casey was a lead guide at Abintra between 1999 and 2006, after which she relocated to teach at New Gate Montessori in Sarasota, FL. When she returned to Nashville several years later, she was eager to reconnect with Abintra. She enjoyed serving on the board of trustees last year, and was thrilled when Sherry offered her the opportunity to be the lead guide in ECC. She is truly honored to again be a member of Abintra's educational team! Casey holds her Montessori certification for Birth to Three Years, and is currently pursuing a Master's degree in psychology. Carmen Sanchez ECC Assistant and Spanish Guide Born in Mexico City, Carmen studied in Philosophy at the Autonomous National University of Mexico (UNAM). In the final months of her university studies, she moved to a little village in the State of Chiapas in the South of Mexico, where she lived until she moved to the US with her three children....

A touching display of teamwork in the Montessori classroom. In this video, one early childhood student helps another student learn how to tie laces into bows.

Mindfulness, although it has ancient origins, is something that we are hearing more and more about. Mindfulness means being focused in present time and space. You are aware of what is happening in your environment, what you are doing now with your hands, your voice, your body. You are aware of things happening inside your body. When you are driving, are you lost in an endless stream of thought about what has happened in the past or what you are going to do in the future? That’s an example of how we often move through our days on autopilot, not mindfully. Maria Montessori discovered her own route to the practice of mindfulness, and its essence is embedded in the early childhood curriculum. As a scientist and observer, Dr. Montessori realized that children are naturally present in the moment. She also saw how important this acute attention is to learning. Many of the Montessori early childhood works are designed to sharpen the children’s skills of observation and help them focus on the...

The foundation of self-regulation happens primarily in the first five years of life.  When a child experiences challenges or frustrations, we see this as an opportunity to help the student learn. The most powerful way we can help children learn self-regulation is by modeling and scaffolding it during ordinary activities. At Abintra, the Early Childhood program promotes self-regulation through providing choice and the opportunity to make decisions.  As children grow and learn, they internalize one behavior, then they move to learn self-regulation in a new area, always building on the self-regulation skills they began in infancy. As an infant, a child learns to self-soothe after basic needs are met. Toddlers learn to feed themselves. Young children learn to pour, cut, take turns, and interact with peers.  Regardless of the area of learning, we want the children to have the message that, even if something is difficult, they can complete it with concentrated effort. ...

Play is children’s therapy - they work through worries, curiosities, fears, and triumphs through their play. Having limited language and less conceptual experience, nature has provided young mammals with this way to learn what the grown-ups know. At school, we teach children that games are for having fun, and if someone in the game is not having fun, the game should change. This gives the children opportunities to practice reading faces and listening to each other’s words. The adult’s work is to be aware of the dynamics of play, and point out choices and options when the children need guidance. We take advantage of opportunities to voice our own peaceful values by commenting on situations that arise. Through play your child is trying to find out who he or she is in the world. A child learns about personal physical abilities and limits, about what is interesting and/or tolerated by individual friends or the group, and about how to negotiate a difference of opinion with friends. Chil...

Creativity is important to a child’s development.  As our world becomes more technologically advanced, children will need creative problem-solving skills to face the challenges of their time. Imagination is the cornerstone to this process!   We know from research about the 3-6 age group that children of this age are still acquiring information about what is real and predictable in their world.  The early childhood Montessori classroom focuses on real objects in the universe, and we encourage the children to be creative in imagining possibilities within the real world.  Through the concrete activities children practice in the classroom, they are learning how to recognize tangible objects that are the foundation of their world and their learning.  It’s with an inquisitive imagination that children are able to “imagine” the next step in their learning; they study the details and “imagine” how they fit together. Maria Montessori considered and asked,...

The students are having a lot of fun working on the early childhood (EC) porch.  We practice crawling, balancing, climbing a ladder, and rolling a ball. One of the children made the observation, “Crawling is good practice for climbing the ladder.  It feels the same.”  If you would like to help your child practice crawling at home, you can have him/her try crawling on steps, playing animals, making tunnels to crawl through with chairs and tables, and crawling under the bed.  Changing the distance your child crawls and the height of the objects he/she is crawling under keeps crawling fun.   This month we start to practice jumping.  We will be jumping on, off, and over.  This is one of the children’s favorite lessons. Gross motor activities also aid in academic development.  All gross motor activities are designed to increase muscular function and improve eye tracking abilities.  Increased muscular function is helpful in all areas from...

Sleep is one of the most important factors in ensuring a successful school experience for your child.  Getting enough sleep is crucial to healthy growth and development for every child.  Children who get the necessary amount of sleep at night arrive at school feeling relaxed, calm, happy, confident, and able to function to their fullest potential.  Having a good night of sleep enables better focus and concentration required to engage in daily tasks and activites.  It is important to have a routine that promotes quiet activities before bed time which help the child to feel calm and prepare the body for rest.  A routine chart that your child can use to take ownership of his/her bedtime rituals can be very helpful. How much sleep does your child need? 2 years:  11.5 – 15.5 hours total sleep (including daytime nap) 3 years:  1 -14 hours total sleep 4 years:  11 -14 hours total sleep 5 years:  10 -13 hours total sleep Studies ...