Hello Parents,
It is nice to be able to talk to and write to adults for a bit. I have loved creating videos and putting together resources for your children, but supporting you is just as vital in this process.
I want to start by giving you a quick background about me. I have a BA in Child and Adolescent Development, Montessori teaching Credential for the 2.5-6 year old child, and 12 years of teaching in a Montessori classroom. I am also a mom to two daughters, one will be 5 years old in May, and the other is almost 1.5 years old.
I have never made my house completely Montessori, nor do I parent 100% Montessori at home. We parent our children in a way that works for us, as you do in your home. The advice that I give here and ideas I suggest, in no way mean it is the only right way to do something- the right way is always what works for your family.
With that said, many parents have come to me in search of how to attempt this new task of homeschooling their children, and I wanted to put something together to help those searching for more support. I am going to section the information into four areas-
Montessori at Home
The Parent’s Role
The Child
The Environment
My goal is by the end of the week, you feel more prepared and capable of taking on the following weeks with your child, and have a better understanding of what to provide to help your child be independent and successfully learning at home.
It is nice to be able to talk to and write to adults for a bit. I have loved creating videos and putting together resources for your children, but supporting you is just as vital in this process.
I want to start by giving you a quick background about me. I have a BA in Child and Adolescent Development, Montessori teaching Credential for the 2.5-6 year old child, and 12 years of teaching in a Montessori classroom. I am also a mom to two daughters, one will be 5 years old in May, and the other is almost 1.5 years old.
I have never made my house completely Montessori, nor do I parent 100% Montessori at home. We parent our children in a way that works for us, as you do in your home. The advice that I give here and ideas I suggest, in no way mean it is the only right way to do something- the right way is always what works for your family.
With that said, many parents have come to me in search of how to attempt this new task of homeschooling their children, and I wanted to put something together to help those searching for more support. I am going to section the information into four areas-
Montessori at Home
The Parent’s Role
The Child
The Environment
My goal is by the end of the week, you feel more prepared and capable of taking on the following weeks with your child, and have a better understanding of what to provide to help your child be independent and successfully learning at home.
Montessori At Home
A home should not mimic or be identical to the classroom environment. Home is a sanctuary, where a child feels most comfortable and at ease. In this time of stress and uncertainty it is a top priority to keep this feeling for our children. When we think about the aspects of Montessori to bring into the home, it is the qualities, approach, learning style, and goals that are key.
-Montessori is based on the philosophy that every child learns at their own pace through hands on experiences.
-The approach of the educator (that’s you!) is to allow your child to develop their own free will, which will create an intrinsic motivation. I know, saying your child needs to create their own free will seems dangerous right now, and many of you I’m sure would agree your child has more than enough. :) But in Montessori, the free will is coupled with respect. With that respect comes compassion, understanding, and patience.
-Your child’s learning style may be evident to you, or it may be a mystery. That is ok! Some child concentrate longer while laying down to work, others prefer a table and chair. Some need to touch and feel each material, while others need to sit completely still to watch every move you make. Begin to pay attention to your child’s learning preferences and see how they show their best focus and engagement.
-Lastly, in Montessori our goals extend beyond academic. Yes, we want every child to be challenged and progress cognitively, but we also look at their social/emotional development. This is just as, if not more, important as writing and numbers. Independence, coordination, concentration, and organization lead our purpose with all interactions and activities.
Now lets break this down into how to apply it at home...
-To allow your child the space to work at their own pace, do your best to create a distraction free setting. This may be in their bedroom, an office, living space… get creative! Honor their time when they are working, and do your best to not interrupt. While you cannot provide a classroom full of materials, find ways to incorporate moments for child to learn in a tactile way. Counting beans, tracing puff paint letters, examining a real leaf, experimenting with a golf ball as a sphere… Give them real moments to grab onto. We will talk more about the environment soon.
-We want your child to be independent while being respectful of their environment, themselves, and those around them. To support this, preparation and communication are most important. Prepare their environment- have activities that they can access independently, prepared and ready for the next day. Communicate the expectations for the activities and how to use them properly. Whether it is a video lesson, or you are explaining a new chore to them, be clear and concise with your expectations.
-Allow for your child to work where they want (within reason), and provide the needed tools for success. A work rug, (towel, mat, or blanket will do) a lap desk, a chair and table, can all serve as productive learning spaces. Observe their tendencies when you have a free moment and adjust accordingly.
-We all want our children to be kind, independent, self motivated, capable, and respectful humans. When prioritizing goals, consider the whole child. How can I create kindness- think of others. Independence- confidence is the key! Self motivation- offer them work they WANT to do and feel passionate about. Allow them to feel capable by role modeling, demonstration, explanation, trust, and experimentation. Your child needs to learn how to do something, before becoming successful with it. And respect- treat your child with respect by listening, empathizing, and communicating, and they will begin to show it in return. They are sponges and watching our every move.
Next, I will be posting about your role- first as a parent, then as their educational guide. Stay tuned.
If you have specific questions on how to incorporate Montessori in your home or any of the principles discussed above, please reach out!
~Laura
A home should not mimic or be identical to the classroom environment. Home is a sanctuary, where a child feels most comfortable and at ease. In this time of stress and uncertainty it is a top priority to keep this feeling for our children. When we think about the aspects of Montessori to bring into the home, it is the qualities, approach, learning style, and goals that are key.
-Montessori is based on the philosophy that every child learns at their own pace through hands on experiences.
-The approach of the educator (that’s you!) is to allow your child to develop their own free will, which will create an intrinsic motivation. I know, saying your child needs to create their own free will seems dangerous right now, and many of you I’m sure would agree your child has more than enough. :) But in Montessori, the free will is coupled with respect. With that respect comes compassion, understanding, and patience.
-Your child’s learning style may be evident to you, or it may be a mystery. That is ok! Some child concentrate longer while laying down to work, others prefer a table and chair. Some need to touch and feel each material, while others need to sit completely still to watch every move you make. Begin to pay attention to your child’s learning preferences and see how they show their best focus and engagement.
-Lastly, in Montessori our goals extend beyond academic. Yes, we want every child to be challenged and progress cognitively, but we also look at their social/emotional development. This is just as, if not more, important as writing and numbers. Independence, coordination, concentration, and organization lead our purpose with all interactions and activities.
Now lets break this down into how to apply it at home...
-To allow your child the space to work at their own pace, do your best to create a distraction free setting. This may be in their bedroom, an office, living space… get creative! Honor their time when they are working, and do your best to not interrupt. While you cannot provide a classroom full of materials, find ways to incorporate moments for child to learn in a tactile way. Counting beans, tracing puff paint letters, examining a real leaf, experimenting with a golf ball as a sphere… Give them real moments to grab onto. We will talk more about the environment soon.
-We want your child to be independent while being respectful of their environment, themselves, and those around them. To support this, preparation and communication are most important. Prepare their environment- have activities that they can access independently, prepared and ready for the next day. Communicate the expectations for the activities and how to use them properly. Whether it is a video lesson, or you are explaining a new chore to them, be clear and concise with your expectations.
-Allow for your child to work where they want (within reason), and provide the needed tools for success. A work rug, (towel, mat, or blanket will do) a lap desk, a chair and table, can all serve as productive learning spaces. Observe their tendencies when you have a free moment and adjust accordingly.
-We all want our children to be kind, independent, self motivated, capable, and respectful humans. When prioritizing goals, consider the whole child. How can I create kindness- think of others. Independence- confidence is the key! Self motivation- offer them work they WANT to do and feel passionate about. Allow them to feel capable by role modeling, demonstration, explanation, trust, and experimentation. Your child needs to learn how to do something, before becoming successful with it. And respect- treat your child with respect by listening, empathizing, and communicating, and they will begin to show it in return. They are sponges and watching our every move.
Next, I will be posting about your role- first as a parent, then as their educational guide. Stay tuned.
If you have specific questions on how to incorporate Montessori in your home or any of the principles discussed above, please reach out!
~Laura
The Parent’s Role
Take a deep breath. It is time to release the idea that these next weeks will go without bumps, that they will fly by and everything will be easy. What the world is going through right now is making our jobs as parents, professionals, partners, and human beings very difficult. Accepting that whatever you are able to do each day is enough, will set you up for success and improvement. Our jobs as our child’s teacher, or guide as Montessori called us, is to do just that. We are guiding our children during this uncharted journey. Their academics, social practices, cognitive progress will be ok. Our number one job is to be a parent to our children, and show them how to navigate trying times.
Each household is going to look so different. Every combination of working and non working parents is occurring. Your goal right now is to do what is best for your child, and you. Setting up limits, boundaries, and communication is going to be the first task for you and your child. If you haven’t already, create some type of routine, where you lay out your expectations for your child. A timed routine may fit your family best, where the morning looks like- 8:00-Breakfast, 8:30-get dressed and make bed, 9:00-circle time and songs, 9:15- work time, etc. Or it may work better for an order of events to be in place, but the timing is irrelevant- 1. Breakfast 2. Get dressed, make bed 3. Circle time 4. Work time. Or each day may look different and you suggest “school work” when your child is needing direction or stimulation. All options are wonderful- it all depends on your family needs right now. Personally, our home follows a combination of the latter two options. We have an order to our day, except on the days when we don’t. Those days can still be very productive. Knowing yourself and your child’s need of routine or flexibly is most important.
Lets trouble shoot some moments together-
When you are busy ,what should your child do in the mean time?
There are going to be moments when you are not available to help your child or guide them. Whether you are on an important call or throwing the next load of laundry in, it is beneficial for children to know what to do when they need to wait. This is where that communication we talked about yesterday comes in. Tell your child what you are doing, why, and what they can do while that happens. “Ella, I need to speak with a child’s parent right now, please find an activity in your room while I am busy, and I will come get you when I’m done.” This is said daily in our house, and typically met with compliance. I told her what, who, why, where, when. She has all the information, and knows I will check in when I can. Other children may need to stay close by until you are ready. Having a “public” space for them to sit and color in a coloring book, read a special book, or play with a few select toys will be their signal to you, “I need you, but can wait a moment.” Does this always work? Nope. But set up the tools, the expectation, and the communication, and it will begin to.
When does your child need to help with chores?
In our home, chores are typically a fill in the blank resource. Don’t know what to do? Need a calming redirection? Feel sad or “bored”? Lets clean! My girls LOVE to clean, and do it all day on their own. (We will talk about how to set up their space for this to happen organically soon.) Other homes may have a chores chart and certain responsibilities for each child, which is great! Now that Practical Life is happening at home- chores are going to be a daily lesson for your child. But, I urge you to use these lessons with a “look how you are helping the family/house/pet/garden/etc.” energy instead of a “go do this because its your job” tone. View duties in your home as a way to contribute and care for one another, and offer those chances with the same demeanor.
What activities are expected from your child each day?
This is going to change for each family and child depending on their age and what you are valuing right now. There are no wrong answers. In our home, we are utilizing a work plan, that is available under “printables-language”. I have Ella’s workspace set up where she has access to each area that occurs in the classroom, and she can freely choose her next activity (a video and photos of this are coming soon). Our goal at home (and in the classroom for kindergarteners) is to do a work, at least once, in each area every week. Ella knows this goal, and we talk each morning about reaching it. We also do not talk about the goal not being reached at the end of the week, except to say, “oh good, we can do zoology next week!” In the Montessori classroom, work is never given or forced upon a child. It is offered, sometimes strongly suggested, but never do we say “you are going to do this” or “it is time to do this now”. We urge you to take this stance at home as well, I’m guessing you may get less arguing in the process. And in the same breath, if your family is finding that practical life activities, board games, nature walks, charades, story time, and puzzles are creating a happy, healthy environment- I would say, do not change a thing!
Here are a few key phrases we practice in the classroom that may be helpful at home:
-Child says “I’m bored”, our response “Hm, I hear you. Would you like my help finding an activity?” “Ok, shall we work on at the desk or a work rug?” “Hm, what activity can go on a work rug?” “Shall we take a look at your work plan?” We offer reflection, affirmation, and guidance. We try to stay away from suggestion and offering ideas- as young children see that as an opportunity for power struggle. (ALSO, it is OK for your child to be bored. Boredom is at the edge of creativity.)
-Child is arguing about a task that must be done (ie: clear the table or clean up a project.) “I understand this is an activity you are not wanting to do right now.” “First, the toys need to be cleaned up, then we can go outside and swing.” Then walk away. Do not engage. If the refusing or tantruming continues, step back in “I hear you are upset about doing this task. Sometimes these jobs can feel overwhelming. First bring your bowl to the sink, then bring your cup.” Continue clear, concise messages that keep any investment or emotion out of it. You do not want to engage in a power struggle. If a child continues to not follow through, continue with the next activity on your own, and keep using the “first-then” language.
-Child does not want to finish an activity or work they have begun. “I see you have written some parts of the turtle- head, nostril, tail. Can you show me another part you know?” “Would you like help writing it or can you do it on your own?” Redirecting the energy with a supportive question, then offering a hand to get through their road block will allow for a restart and will often change their tune.
-Child constantly asking for help and feels incapable of work. “I noticed you are asking me to be with you quite often. Is there part of this activity that feels overwhelming?” “I see you are wanting my help with this work, should we go over the lesson once more so you can complete it on your own?” “I am doing my work right now, and know you have an activity out also. When I am at a stopping point, may I come see what you have been working on?” “I would like you to try the next one (word, equation, drawing, etc) and I will come enjoy it with you once I’m done with my task.” All of these engagements are encouraging, do not put too much pressure on the child, and reassure them you are not far, and they can continue to try something independently. Try to stay away from “I know you know how to do this” or “I know you’ve done this at school before” because the answer may be yes to both of those, BUT right now, in this moment things might feel different to them. Honor that, and try not to get emotionally invested to where it is frustrating you.
I hope those all helped create the approach you can have with your child.
Some key thoughts to remember:
-first goal is to remain your child’s parent, role model, and number one cheerleader
-decide on a routine, or lack there of, dependent on your family’s needs
-decide on system for when an adult is not available to play/guide/help the child, communicate this with everyone in the house, and stay consistent
-practical life should find its way into your daily life with a positive connotation
-activities for your child will depend on your family, but when they are available, do your best to give options, and take your ego and opinion out of the process
-reflect, offer affirmations, and guide your child without entering a power struggle or making choices for them
-remain neutral and uninvested in power struggle moments, use “first-then” language to set up clear expectations and dependable sequence of events
-offer observations and support rather than commands and assumptions, refrain from comparing and criticizing process, effort, and work.
Next we will talk about the child, and their stage of development as a 3-6 year old child.
~Laura
Take a deep breath. It is time to release the idea that these next weeks will go without bumps, that they will fly by and everything will be easy. What the world is going through right now is making our jobs as parents, professionals, partners, and human beings very difficult. Accepting that whatever you are able to do each day is enough, will set you up for success and improvement. Our jobs as our child’s teacher, or guide as Montessori called us, is to do just that. We are guiding our children during this uncharted journey. Their academics, social practices, cognitive progress will be ok. Our number one job is to be a parent to our children, and show them how to navigate trying times.
Each household is going to look so different. Every combination of working and non working parents is occurring. Your goal right now is to do what is best for your child, and you. Setting up limits, boundaries, and communication is going to be the first task for you and your child. If you haven’t already, create some type of routine, where you lay out your expectations for your child. A timed routine may fit your family best, where the morning looks like- 8:00-Breakfast, 8:30-get dressed and make bed, 9:00-circle time and songs, 9:15- work time, etc. Or it may work better for an order of events to be in place, but the timing is irrelevant- 1. Breakfast 2. Get dressed, make bed 3. Circle time 4. Work time. Or each day may look different and you suggest “school work” when your child is needing direction or stimulation. All options are wonderful- it all depends on your family needs right now. Personally, our home follows a combination of the latter two options. We have an order to our day, except on the days when we don’t. Those days can still be very productive. Knowing yourself and your child’s need of routine or flexibly is most important.
Lets trouble shoot some moments together-
When you are busy ,what should your child do in the mean time?
There are going to be moments when you are not available to help your child or guide them. Whether you are on an important call or throwing the next load of laundry in, it is beneficial for children to know what to do when they need to wait. This is where that communication we talked about yesterday comes in. Tell your child what you are doing, why, and what they can do while that happens. “Ella, I need to speak with a child’s parent right now, please find an activity in your room while I am busy, and I will come get you when I’m done.” This is said daily in our house, and typically met with compliance. I told her what, who, why, where, when. She has all the information, and knows I will check in when I can. Other children may need to stay close by until you are ready. Having a “public” space for them to sit and color in a coloring book, read a special book, or play with a few select toys will be their signal to you, “I need you, but can wait a moment.” Does this always work? Nope. But set up the tools, the expectation, and the communication, and it will begin to.
When does your child need to help with chores?
In our home, chores are typically a fill in the blank resource. Don’t know what to do? Need a calming redirection? Feel sad or “bored”? Lets clean! My girls LOVE to clean, and do it all day on their own. (We will talk about how to set up their space for this to happen organically soon.) Other homes may have a chores chart and certain responsibilities for each child, which is great! Now that Practical Life is happening at home- chores are going to be a daily lesson for your child. But, I urge you to use these lessons with a “look how you are helping the family/house/pet/garden/etc.” energy instead of a “go do this because its your job” tone. View duties in your home as a way to contribute and care for one another, and offer those chances with the same demeanor.
What activities are expected from your child each day?
This is going to change for each family and child depending on their age and what you are valuing right now. There are no wrong answers. In our home, we are utilizing a work plan, that is available under “printables-language”. I have Ella’s workspace set up where she has access to each area that occurs in the classroom, and she can freely choose her next activity (a video and photos of this are coming soon). Our goal at home (and in the classroom for kindergarteners) is to do a work, at least once, in each area every week. Ella knows this goal, and we talk each morning about reaching it. We also do not talk about the goal not being reached at the end of the week, except to say, “oh good, we can do zoology next week!” In the Montessori classroom, work is never given or forced upon a child. It is offered, sometimes strongly suggested, but never do we say “you are going to do this” or “it is time to do this now”. We urge you to take this stance at home as well, I’m guessing you may get less arguing in the process. And in the same breath, if your family is finding that practical life activities, board games, nature walks, charades, story time, and puzzles are creating a happy, healthy environment- I would say, do not change a thing!
Here are a few key phrases we practice in the classroom that may be helpful at home:
-Child says “I’m bored”, our response “Hm, I hear you. Would you like my help finding an activity?” “Ok, shall we work on at the desk or a work rug?” “Hm, what activity can go on a work rug?” “Shall we take a look at your work plan?” We offer reflection, affirmation, and guidance. We try to stay away from suggestion and offering ideas- as young children see that as an opportunity for power struggle. (ALSO, it is OK for your child to be bored. Boredom is at the edge of creativity.)
-Child is arguing about a task that must be done (ie: clear the table or clean up a project.) “I understand this is an activity you are not wanting to do right now.” “First, the toys need to be cleaned up, then we can go outside and swing.” Then walk away. Do not engage. If the refusing or tantruming continues, step back in “I hear you are upset about doing this task. Sometimes these jobs can feel overwhelming. First bring your bowl to the sink, then bring your cup.” Continue clear, concise messages that keep any investment or emotion out of it. You do not want to engage in a power struggle. If a child continues to not follow through, continue with the next activity on your own, and keep using the “first-then” language.
-Child does not want to finish an activity or work they have begun. “I see you have written some parts of the turtle- head, nostril, tail. Can you show me another part you know?” “Would you like help writing it or can you do it on your own?” Redirecting the energy with a supportive question, then offering a hand to get through their road block will allow for a restart and will often change their tune.
-Child constantly asking for help and feels incapable of work. “I noticed you are asking me to be with you quite often. Is there part of this activity that feels overwhelming?” “I see you are wanting my help with this work, should we go over the lesson once more so you can complete it on your own?” “I am doing my work right now, and know you have an activity out also. When I am at a stopping point, may I come see what you have been working on?” “I would like you to try the next one (word, equation, drawing, etc) and I will come enjoy it with you once I’m done with my task.” All of these engagements are encouraging, do not put too much pressure on the child, and reassure them you are not far, and they can continue to try something independently. Try to stay away from “I know you know how to do this” or “I know you’ve done this at school before” because the answer may be yes to both of those, BUT right now, in this moment things might feel different to them. Honor that, and try not to get emotionally invested to where it is frustrating you.
I hope those all helped create the approach you can have with your child.
Some key thoughts to remember:
-first goal is to remain your child’s parent, role model, and number one cheerleader
-decide on a routine, or lack there of, dependent on your family’s needs
-decide on system for when an adult is not available to play/guide/help the child, communicate this with everyone in the house, and stay consistent
-practical life should find its way into your daily life with a positive connotation
-activities for your child will depend on your family, but when they are available, do your best to give options, and take your ego and opinion out of the process
-reflect, offer affirmations, and guide your child without entering a power struggle or making choices for them
-remain neutral and uninvested in power struggle moments, use “first-then” language to set up clear expectations and dependable sequence of events
-offer observations and support rather than commands and assumptions, refrain from comparing and criticizing process, effort, and work.
Next we will talk about the child, and their stage of development as a 3-6 year old child.
~Laura
The Child
The reason we are all here- pulling our hair out, pouring an extra glass, brains filled with worry, feet tired from constant movement, and hearts so full it hurts sometimes- is our child. And now we find the world we share with our child a little scarier, a little smaller, a little more uncertain. So, we step back, we look at these precious beings in front of us, and do our best. To help you help your child, I wanted to take a moment mid week to truly analyze where they are in their journey of life, what the 3-6 year old is all about. Lets begin to figure out their stages of development so we can serve them most appropriately.
Maria Montessori categorized the ages 0 to 6 as the “first plane of development.” In this time the child has what she labelled as an “absorbent mind,” which means the child uses everything in their environment to acquire knowledge and understanding about the world. More specifically, the child who is 3 to 6 years old, has entered the “conscious” time of development where they are actively engaging with their surroundings to discover more. Your children are participating in their own learning, and they desire experiences and information to develop their schema for how life works.
In this time Maria Montessori names periods of time where a child is acutely in tune with an area of development. These windows of time are named “Sensitive Periods,” and offer a deeper understanding for what they may feel especially drawn to or knowledge they easily acquire. The sensitive periods for the 3 to 6 year old child are as follows:
-Order: routine, object placement, boundaries and rules
-Grace and Courtesy: sympathy, respect, kindness, and cultural norms/rules
-Language: conversation, comprehension, and vocabulary
-Math: concrete quantity equaling a number, number rules, and big number concepts
-Writing: letter and number formation, pencil holding, and experimentation with shapes/patterns
-Reading: letter to sound connection, word formation, and sentence building
-Senses: experiences drive interest and connection
-Spatial Reasoning: puzzles, maps, and intricate drawing
-Music: beat, rhythm, and melody
With the knowledge above, and as your child’s guide, keep in mind their need for extra support and stimulation in the above areas. Use these periods to your advantage, and with observation see if you notice your child entering or exiting one of these phases.
Now that we know that they are consciously gathering knowledge especially during sensitive periods, lets talk about their development as a whole. When having a bumpy time with my child, I often think of the following reminder:
No human action or reaction occurs in a vacuum.
Remember in physics class when you had to develop an experiment with the assumption that it was occurring in a vacuum, so no other factors could tamper with the outcome? Well, this isn’t that. Every single action or reaction your child has is soaked in past experiences and future growth. If your child lies to you about making her bed (yup, been there), her action is attached to: the idea that she thinks I won’t check, and the need to test my accountability. She is experimenting to see where her boundary is, and what I will do about it. If your child screams when you turn off the TV (yup, us too), her reaction is linked to: if I scream enough will mom turn it back on, and if I try this again will I get what I want. She wants to know her limits and if I will stand by my rule. So, next time your child has a moment that may cause you frustration and anger, instead think- WHY are they doing this, and how can I react to produce the longterm desired outcome. Why then I. They act and react because it is their job. Our job is to set limits, be dependable, and lead with calm kindness.
Lastly, I want to share a trend I have been noticing the last several years of teaching. I have had parents come to me year after year, right before their child’s birthday, and right around their child’s half birthday. They notice their child has been acting out, or that a developmental shift seems to have occurred over night. I have observed there is a type of development of the child seems to come in waves about every six months. The way a child connects to the world goes from inward (ego) to outward (social) and back again in a pattern from birth to 6.
A newborn baby through 6 months old, is very egocentric and in an “all about me stage,” where their needs are demanding to be met to be content- feed me, hold me, change me. The 6 to 12 month old makes a shift in where it seems the world has come alive. They can see that toy or book or family member across the room and are excited to interact and connect with it. Then, the 12-18 month old shifts back to being egocentric again, where it is "my way or the highway," and I want what I want. The shift happens again for the 18-24 month old , as they develop a sense of independence and drive to engage with the world on their own. This pattern continues from egocentric driven from birthday to half birthday, to social connection driven from half birthday to birthday again.
(Of course the following are generalizations and can vary due to your child’s temperament, demeanor, and personality.)
The 3 year old can be hesitant, often plays alone, looks to you for guidance, and may observe before jumping in. The 3 and a half year old begins to seek out peers to play, has independent ideas, and feels more comfortable with new situations.
The 4 year old is observant and asks a lot, A LOT, of questions, trying to figure out the world. They are choosey about who they connect with and want to be sure they can trust someone first. The 4 and a half year old seems to want to know it all and will make things up if they don’t (tall tales and fibs begin here). They love playing with others- the more the merrier.
The 5 year old is slightly overwhelmed with this big new "5 year old" title, and trying to figure out where they belong in this world. They want to do the right thing and want to make sure everyone else is playing by the rules too. The 5 and a half year old is confident, owns the age and leads without fear. They tend to be sneaky, find ways to bend the rules and are excellent lawyers.
As your children near 4, 5, 6 years old- observe that their need for you may be heightened. You may be looked to more often as their link to the world. And as your child nears 3.5, 4.5, 5.5, 6.5 years old, notice your child pulling away and saying “let me do it myself” more often. This huge mental, emotional, and social shift is part of their growth and will come with more bumps and upsets than typical.
Remember, their actions and reactions are not occurring in a vacuum. There is a rhyme and reason to it all-whether is it consciously or subconsciously.
I hope this helps shed light on where your child is developmentally and the larger picture behind the mystery that is childhood.
The reason we are all here- pulling our hair out, pouring an extra glass, brains filled with worry, feet tired from constant movement, and hearts so full it hurts sometimes- is our child. And now we find the world we share with our child a little scarier, a little smaller, a little more uncertain. So, we step back, we look at these precious beings in front of us, and do our best. To help you help your child, I wanted to take a moment mid week to truly analyze where they are in their journey of life, what the 3-6 year old is all about. Lets begin to figure out their stages of development so we can serve them most appropriately.
Maria Montessori categorized the ages 0 to 6 as the “first plane of development.” In this time the child has what she labelled as an “absorbent mind,” which means the child uses everything in their environment to acquire knowledge and understanding about the world. More specifically, the child who is 3 to 6 years old, has entered the “conscious” time of development where they are actively engaging with their surroundings to discover more. Your children are participating in their own learning, and they desire experiences and information to develop their schema for how life works.
In this time Maria Montessori names periods of time where a child is acutely in tune with an area of development. These windows of time are named “Sensitive Periods,” and offer a deeper understanding for what they may feel especially drawn to or knowledge they easily acquire. The sensitive periods for the 3 to 6 year old child are as follows:
-Order: routine, object placement, boundaries and rules
-Grace and Courtesy: sympathy, respect, kindness, and cultural norms/rules
-Language: conversation, comprehension, and vocabulary
-Math: concrete quantity equaling a number, number rules, and big number concepts
-Writing: letter and number formation, pencil holding, and experimentation with shapes/patterns
-Reading: letter to sound connection, word formation, and sentence building
-Senses: experiences drive interest and connection
-Spatial Reasoning: puzzles, maps, and intricate drawing
-Music: beat, rhythm, and melody
With the knowledge above, and as your child’s guide, keep in mind their need for extra support and stimulation in the above areas. Use these periods to your advantage, and with observation see if you notice your child entering or exiting one of these phases.
Now that we know that they are consciously gathering knowledge especially during sensitive periods, lets talk about their development as a whole. When having a bumpy time with my child, I often think of the following reminder:
No human action or reaction occurs in a vacuum.
Remember in physics class when you had to develop an experiment with the assumption that it was occurring in a vacuum, so no other factors could tamper with the outcome? Well, this isn’t that. Every single action or reaction your child has is soaked in past experiences and future growth. If your child lies to you about making her bed (yup, been there), her action is attached to: the idea that she thinks I won’t check, and the need to test my accountability. She is experimenting to see where her boundary is, and what I will do about it. If your child screams when you turn off the TV (yup, us too), her reaction is linked to: if I scream enough will mom turn it back on, and if I try this again will I get what I want. She wants to know her limits and if I will stand by my rule. So, next time your child has a moment that may cause you frustration and anger, instead think- WHY are they doing this, and how can I react to produce the longterm desired outcome. Why then I. They act and react because it is their job. Our job is to set limits, be dependable, and lead with calm kindness.
Lastly, I want to share a trend I have been noticing the last several years of teaching. I have had parents come to me year after year, right before their child’s birthday, and right around their child’s half birthday. They notice their child has been acting out, or that a developmental shift seems to have occurred over night. I have observed there is a type of development of the child seems to come in waves about every six months. The way a child connects to the world goes from inward (ego) to outward (social) and back again in a pattern from birth to 6.
A newborn baby through 6 months old, is very egocentric and in an “all about me stage,” where their needs are demanding to be met to be content- feed me, hold me, change me. The 6 to 12 month old makes a shift in where it seems the world has come alive. They can see that toy or book or family member across the room and are excited to interact and connect with it. Then, the 12-18 month old shifts back to being egocentric again, where it is "my way or the highway," and I want what I want. The shift happens again for the 18-24 month old , as they develop a sense of independence and drive to engage with the world on their own. This pattern continues from egocentric driven from birthday to half birthday, to social connection driven from half birthday to birthday again.
(Of course the following are generalizations and can vary due to your child’s temperament, demeanor, and personality.)
The 3 year old can be hesitant, often plays alone, looks to you for guidance, and may observe before jumping in. The 3 and a half year old begins to seek out peers to play, has independent ideas, and feels more comfortable with new situations.
The 4 year old is observant and asks a lot, A LOT, of questions, trying to figure out the world. They are choosey about who they connect with and want to be sure they can trust someone first. The 4 and a half year old seems to want to know it all and will make things up if they don’t (tall tales and fibs begin here). They love playing with others- the more the merrier.
The 5 year old is slightly overwhelmed with this big new "5 year old" title, and trying to figure out where they belong in this world. They want to do the right thing and want to make sure everyone else is playing by the rules too. The 5 and a half year old is confident, owns the age and leads without fear. They tend to be sneaky, find ways to bend the rules and are excellent lawyers.
As your children near 4, 5, 6 years old- observe that their need for you may be heightened. You may be looked to more often as their link to the world. And as your child nears 3.5, 4.5, 5.5, 6.5 years old, notice your child pulling away and saying “let me do it myself” more often. This huge mental, emotional, and social shift is part of their growth and will come with more bumps and upsets than typical.
Remember, their actions and reactions are not occurring in a vacuum. There is a rhyme and reason to it all-whether is it consciously or subconsciously.
I hope this helps shed light on where your child is developmentally and the larger picture behind the mystery that is childhood.
Environment-Physical Preparation
Well, we’ve made it, through the week that is. I hope the previous posts about Montessori at Home, the Parent’s Role, and the Child have been helpful and provided tools for you to utilize at home.
*disclaimer: NONE of the following advice and suggestions are required for you to create and implement at home. This is an overview of what can work, but in no way is the only way it can work.*
We are ending this series with an area that is almost as important as the Parent and Child- your Environment. The environment you create for you child to learn at home is beneficial for so many reasons. It adds a sense of familiarity, as there are similar items to the classroom. It gives a sense of dependability, as each area is displayed in an orderly, simple manner. It allows for independence, as the prepared space is ready for use each day, and completely serves the child’s learning process. I will be splitting the Environment up into physical preparation and implementation.
(There are photos and a video below with an example of my daughter's-almost 5 years old- set up in our home.)
Here are the steps for physical preparation of the home…
Set Up- Decide on where you feel a shelf and activity area would be most effective. Playroom? Bedroom? Office? Living room? Dining Room? Be creative in your choice. You want it to be in an area of your home where younger siblings do not constantly disturb, but also in a space that is frequented often so they don’t feel alone. Remember they are used to working around many other children with the hustle and bustle of a classroom. Also find a work space that they can call their own. A desk, dining table, work rug (or towel or blanket), lap desk… decide on where the work is expected to be done.
Prepare- With all of your decisions, your number one goal is independence. To create independence you need to prepare. It is going to take some time out of your schedule. Printing, cutting, gathering, getting creative- this is what your child’s teacher (me!) does every day for a whole classroom, and let me tell you- it makes all the difference. If you entered a meeting (you know back in 2019) and didn’t have a notebook or pen, and your boss just had a water bottle and chair- no hand outs to go over the company progress, no digital presentation to get everyone on board with a new concept… it would make your job a lot harder to do independently. So, consider your child’s work space in a similar way. Organize their items in folders, provide them with supplies for writing, creating, and manipulating. Empower them through the prepared environment so they don’t have to be relying on you for every next step.
Communicate- You have your physical space, you have your materials, now is the time to communicate. All of it. Talk to your child about what you developed for them. Share your passion and sympathy about wanting to create a small school environment for them at home so they can continue to grow their brains. Show them their language, math, science, sensorial activities and where they go. Explain the folders (or whatever system) you made so that they can find the papers they need. Talk about how school has a “one work out at a time” rule, and that is the rule for these activities. Share your ideas for old items that you turned into new experiences. “I found this old calendar, and noticed it had great nature pictures. Would you like to explore it with a magnifying glass as an activity?” Be humble, share your knowledge, and ask for theirs. “What work are you missing from the classroom? Should we try to make it here?” Your children know their class like the back of their hand. They are the expert on a lot of these works, collaborate with them.
Upkeep- There is going to be daily (hopefully just weekly) maintenance on these works. Printing out a new horse picture, organizing the hundred board tiles, replacing a torn picture card. Do this refresh with your child so that they see the care that needs to go into their space. Once you have created all materials that are available, things should move more smoothly each day. Try to use as many of the paper printables as “works” instead of “worksheets.” By that I mean- make them reusable. Cutting, writing, gluing and assembling paperwork will create a constant amount of product when our focus should be on the process. When a child can repeat the same work over and over, they gain so much more than a “one and done” worksheet. Try to create balance of both for their benefit, and your sanity.
Let go- Get ready, it’s brutal: be at peace with the fact none of it may be touched. It most likely will, your child will engage with some, if not all of your activities. But resolve yourself to be OK with them rejecting it all. It happens in the classroom ALL.THE.TIME. We put hours into creating a beautiful work, and it gathers dust more than any other activity. Put aside that ego- and follow your child. Keep experimenting. This is a process, not a one and done solution.
Environment- Implementation
We have discussed how to set up, prepare, communicate, upkeep, and let go the physical environment. Now we will talk about how the space and materials are used. As the parent, you are also a part of the space. You will be presenting the materials, and giving purpose with boundaries to the work. Your child may watch a lesson and see how to use a material on the screen, but spending 3-5 minutes guiding them once or twice will always pay off in the long run (teach a man to fish…).
(Lesson, presentation, introducing an activity, all essentially mean the same thing- you are showing your child how to handle, utilize and complete a task.)
First, lets talk about giving a lesson. In our teacher training, giving a lesson was critiqued down to each hand movement, smile, word, and position of every object. There is no way parents should be expected to conduct a lesson this way, and it would not be natural for the child if you all of a sudden adopt this new way of talking and behaving. With that in mind, the following are suggestions to practice when showing your child a new concept or activity.
-Center yourself. Phone is away, computer is not a distraction, sibling is engaged in another activity, and you are ready to focus on your child for the next couple of minutes.
-Use as few words as possible. In almost all lessons (language aside) you may only need one or two commanding or describing words at a time. “One” “Triangle” “Center, pour”. Challenge yourself to try this “Montessori Lesson Language” and see how you can communicate with only the most pertinent vocabulary.
-Left to right, top to bottom movement. The whole Montessori classroom is organized with this concept in mind. The top left of the shelf is the most concrete and simple activity. The bottom right work is the most abstract and complex. The child’s work space follows the same order. The basket, tray, stack of cards- is always placed on the top left corner. The child then brings the work down one step at a time from left to right as it is completed. The only exception with the is the decimal system, where units begin the top right and move down, then to the right. The reasoning for this, is to practice reading flow. A word, sentence, book, is read left to right, top to bottom, so we set them up for this routine from the beginning.
-Three period lesson. When introducing or playing around with a material, an activity that is always successful is the “Three Period Lesson”.
For example in a lesson on triangle, circle, square, it goes like this:
-TELL-(You point) This is a triangle, this is a circle, this is a square
-WHERE-Where is the square? (start with the object you left off with) Where is the triangle? Where is the circle?(Child points)
-WHAT-(You point) What is this?(start with object you left off with)What is this? What is this?
You can adapt this pattern of engagement to anything. Get creative with the second step- where is- and say “can you put the square on your knee” “can you hand the triangle to your brother” “can you hide the circle behind your back”.
-Demonstrate, aide, observe. When you give a new presentation on a work, typically it will follow a “show, help, watch” pattern. First, you show them how to do one (equation, matching, puzzle piece, etc). Then you help them, “Lets do this one together”. Then you watch them do one on their own “Your turn to show me”. If you see they are not ready to do one on their own continue on the “help” stage for a few more turns, but make sure to excuse yourself when they seem to be capable independently.
With those five guiding reminders, you are your child will find a rhythm with lessons where they know what to expect, and you know how to succinctly present a work. OH! And make it fun! I often act as though I am on stage (ironically a top fear of mine) when giving a lesson, its our job to make it exciting and novel or else the child won’t come back to try it again.
We touched on utilizing a work plan, and it is available if needed for you and your child to choose and balance their work for the week. For your 3 and 4 year olds, this may be too much structure for their day. The younger preschooler will benefit most from practical life work, nature exportation, imaginative games, building and art. Here are a few ways to set up these experiences.
Practical life: Utilizing real life work in the home could not be a better fit for early childhood. It is the reason we try our best to mimic the home in the classroom. If you have the following available for your child to use, they will have endless tasks at home:
-Cleaning Caddy- sponge, towel, hand held broom and dustpan
-Leaf Polishing- small cloth, spray bottle or eye dropper bottle, and cotton ball
-Chair and Table Scrubbing- scrub brush, sponge, bowl, and towel
-Dusting- cloth, duster, spray bottle of water/vinegar
-Window Washing- spray bottle of water/vinegar, squeegee, cloth
-Child size broom and mop
-Dishes and healthy snacks accessible at child’s level
-Water station for pouring their own drinking water
-Hand washing accessible independently-whether with a stool or set up in a bowl at a lower level
Nature exploration: This is such a wonderful time to connect with the earth in a peaceful, inquisitive way. Finding a way for your child to explore independently while still being supervised is a true gift. Whether it is in your backyard, walk around the neighborhood, or safe hike, allowing your child to connect to the natural world around them is irreplaceable. There is some parenting advice circulating to the tune of- if your child is upset, unreachable- just add water and sun. Whether it is a bath or shower, drink of cool water or warm tea, some time at a water table, a swing in the sunlight… we are living organisms, water and sun often do the trick to restart us.
Imagination: Often dress up, play kitchens and other “non-reality based” toys are not considered “Montessori”, but I feel a child’s imagination and ability to produce social and emotional skills can only be aided by using their imagination. Continue to foster this and your child’s imagination however it fits into your home.
Build: We often see open ended materials in the classroom used frequently. Blocks and other objects to build with are wonderful opportunities to develop problem solving skills, mathematical concepts, perseverance, and collaboration. I recommend always having some type of activity out that promotes this type of learning.
Art: This is such a varied area that cannot be overlooked. Art can come in the form of drawing, painting, clay, acting, dancing, music…the more you offer and have available the more confident and comfortable your child will be expressing themselves artfully. Math, language, science, geography- almost always involve some type of art with the extensions. It makes learning fun- try to incorporate it as much as you can.
As we wrap up the Montessori in the Home series, please remember no parent will be able to execute all of these suggestions. What I have laid out for you is the quickest snapshot of how to bring Montessori School into your home to aid in your child’s transition. My hope is that you are able to adapt at least one thing from these write ups that helps ease your family’s life while learning at home.
If you have questions or want to learn more, do not hesitate to contact me!
~Laura
Well, we’ve made it, through the week that is. I hope the previous posts about Montessori at Home, the Parent’s Role, and the Child have been helpful and provided tools for you to utilize at home.
*disclaimer: NONE of the following advice and suggestions are required for you to create and implement at home. This is an overview of what can work, but in no way is the only way it can work.*
We are ending this series with an area that is almost as important as the Parent and Child- your Environment. The environment you create for you child to learn at home is beneficial for so many reasons. It adds a sense of familiarity, as there are similar items to the classroom. It gives a sense of dependability, as each area is displayed in an orderly, simple manner. It allows for independence, as the prepared space is ready for use each day, and completely serves the child’s learning process. I will be splitting the Environment up into physical preparation and implementation.
(There are photos and a video below with an example of my daughter's-almost 5 years old- set up in our home.)
Here are the steps for physical preparation of the home…
Set Up- Decide on where you feel a shelf and activity area would be most effective. Playroom? Bedroom? Office? Living room? Dining Room? Be creative in your choice. You want it to be in an area of your home where younger siblings do not constantly disturb, but also in a space that is frequented often so they don’t feel alone. Remember they are used to working around many other children with the hustle and bustle of a classroom. Also find a work space that they can call their own. A desk, dining table, work rug (or towel or blanket), lap desk… decide on where the work is expected to be done.
Prepare- With all of your decisions, your number one goal is independence. To create independence you need to prepare. It is going to take some time out of your schedule. Printing, cutting, gathering, getting creative- this is what your child’s teacher (me!) does every day for a whole classroom, and let me tell you- it makes all the difference. If you entered a meeting (you know back in 2019) and didn’t have a notebook or pen, and your boss just had a water bottle and chair- no hand outs to go over the company progress, no digital presentation to get everyone on board with a new concept… it would make your job a lot harder to do independently. So, consider your child’s work space in a similar way. Organize their items in folders, provide them with supplies for writing, creating, and manipulating. Empower them through the prepared environment so they don’t have to be relying on you for every next step.
Communicate- You have your physical space, you have your materials, now is the time to communicate. All of it. Talk to your child about what you developed for them. Share your passion and sympathy about wanting to create a small school environment for them at home so they can continue to grow their brains. Show them their language, math, science, sensorial activities and where they go. Explain the folders (or whatever system) you made so that they can find the papers they need. Talk about how school has a “one work out at a time” rule, and that is the rule for these activities. Share your ideas for old items that you turned into new experiences. “I found this old calendar, and noticed it had great nature pictures. Would you like to explore it with a magnifying glass as an activity?” Be humble, share your knowledge, and ask for theirs. “What work are you missing from the classroom? Should we try to make it here?” Your children know their class like the back of their hand. They are the expert on a lot of these works, collaborate with them.
Upkeep- There is going to be daily (hopefully just weekly) maintenance on these works. Printing out a new horse picture, organizing the hundred board tiles, replacing a torn picture card. Do this refresh with your child so that they see the care that needs to go into their space. Once you have created all materials that are available, things should move more smoothly each day. Try to use as many of the paper printables as “works” instead of “worksheets.” By that I mean- make them reusable. Cutting, writing, gluing and assembling paperwork will create a constant amount of product when our focus should be on the process. When a child can repeat the same work over and over, they gain so much more than a “one and done” worksheet. Try to create balance of both for their benefit, and your sanity.
Let go- Get ready, it’s brutal: be at peace with the fact none of it may be touched. It most likely will, your child will engage with some, if not all of your activities. But resolve yourself to be OK with them rejecting it all. It happens in the classroom ALL.THE.TIME. We put hours into creating a beautiful work, and it gathers dust more than any other activity. Put aside that ego- and follow your child. Keep experimenting. This is a process, not a one and done solution.
Environment- Implementation
We have discussed how to set up, prepare, communicate, upkeep, and let go the physical environment. Now we will talk about how the space and materials are used. As the parent, you are also a part of the space. You will be presenting the materials, and giving purpose with boundaries to the work. Your child may watch a lesson and see how to use a material on the screen, but spending 3-5 minutes guiding them once or twice will always pay off in the long run (teach a man to fish…).
(Lesson, presentation, introducing an activity, all essentially mean the same thing- you are showing your child how to handle, utilize and complete a task.)
First, lets talk about giving a lesson. In our teacher training, giving a lesson was critiqued down to each hand movement, smile, word, and position of every object. There is no way parents should be expected to conduct a lesson this way, and it would not be natural for the child if you all of a sudden adopt this new way of talking and behaving. With that in mind, the following are suggestions to practice when showing your child a new concept or activity.
-Center yourself. Phone is away, computer is not a distraction, sibling is engaged in another activity, and you are ready to focus on your child for the next couple of minutes.
-Use as few words as possible. In almost all lessons (language aside) you may only need one or two commanding or describing words at a time. “One” “Triangle” “Center, pour”. Challenge yourself to try this “Montessori Lesson Language” and see how you can communicate with only the most pertinent vocabulary.
-Left to right, top to bottom movement. The whole Montessori classroom is organized with this concept in mind. The top left of the shelf is the most concrete and simple activity. The bottom right work is the most abstract and complex. The child’s work space follows the same order. The basket, tray, stack of cards- is always placed on the top left corner. The child then brings the work down one step at a time from left to right as it is completed. The only exception with the is the decimal system, where units begin the top right and move down, then to the right. The reasoning for this, is to practice reading flow. A word, sentence, book, is read left to right, top to bottom, so we set them up for this routine from the beginning.
-Three period lesson. When introducing or playing around with a material, an activity that is always successful is the “Three Period Lesson”.
For example in a lesson on triangle, circle, square, it goes like this:
-TELL-(You point) This is a triangle, this is a circle, this is a square
-WHERE-Where is the square? (start with the object you left off with) Where is the triangle? Where is the circle?(Child points)
-WHAT-(You point) What is this?(start with object you left off with)What is this? What is this?
You can adapt this pattern of engagement to anything. Get creative with the second step- where is- and say “can you put the square on your knee” “can you hand the triangle to your brother” “can you hide the circle behind your back”.
-Demonstrate, aide, observe. When you give a new presentation on a work, typically it will follow a “show, help, watch” pattern. First, you show them how to do one (equation, matching, puzzle piece, etc). Then you help them, “Lets do this one together”. Then you watch them do one on their own “Your turn to show me”. If you see they are not ready to do one on their own continue on the “help” stage for a few more turns, but make sure to excuse yourself when they seem to be capable independently.
With those five guiding reminders, you are your child will find a rhythm with lessons where they know what to expect, and you know how to succinctly present a work. OH! And make it fun! I often act as though I am on stage (ironically a top fear of mine) when giving a lesson, its our job to make it exciting and novel or else the child won’t come back to try it again.
We touched on utilizing a work plan, and it is available if needed for you and your child to choose and balance their work for the week. For your 3 and 4 year olds, this may be too much structure for their day. The younger preschooler will benefit most from practical life work, nature exportation, imaginative games, building and art. Here are a few ways to set up these experiences.
Practical life: Utilizing real life work in the home could not be a better fit for early childhood. It is the reason we try our best to mimic the home in the classroom. If you have the following available for your child to use, they will have endless tasks at home:
-Cleaning Caddy- sponge, towel, hand held broom and dustpan
-Leaf Polishing- small cloth, spray bottle or eye dropper bottle, and cotton ball
-Chair and Table Scrubbing- scrub brush, sponge, bowl, and towel
-Dusting- cloth, duster, spray bottle of water/vinegar
-Window Washing- spray bottle of water/vinegar, squeegee, cloth
-Child size broom and mop
-Dishes and healthy snacks accessible at child’s level
-Water station for pouring their own drinking water
-Hand washing accessible independently-whether with a stool or set up in a bowl at a lower level
Nature exploration: This is such a wonderful time to connect with the earth in a peaceful, inquisitive way. Finding a way for your child to explore independently while still being supervised is a true gift. Whether it is in your backyard, walk around the neighborhood, or safe hike, allowing your child to connect to the natural world around them is irreplaceable. There is some parenting advice circulating to the tune of- if your child is upset, unreachable- just add water and sun. Whether it is a bath or shower, drink of cool water or warm tea, some time at a water table, a swing in the sunlight… we are living organisms, water and sun often do the trick to restart us.
Imagination: Often dress up, play kitchens and other “non-reality based” toys are not considered “Montessori”, but I feel a child’s imagination and ability to produce social and emotional skills can only be aided by using their imagination. Continue to foster this and your child’s imagination however it fits into your home.
Build: We often see open ended materials in the classroom used frequently. Blocks and other objects to build with are wonderful opportunities to develop problem solving skills, mathematical concepts, perseverance, and collaboration. I recommend always having some type of activity out that promotes this type of learning.
Art: This is such a varied area that cannot be overlooked. Art can come in the form of drawing, painting, clay, acting, dancing, music…the more you offer and have available the more confident and comfortable your child will be expressing themselves artfully. Math, language, science, geography- almost always involve some type of art with the extensions. It makes learning fun- try to incorporate it as much as you can.
As we wrap up the Montessori in the Home series, please remember no parent will be able to execute all of these suggestions. What I have laid out for you is the quickest snapshot of how to bring Montessori School into your home to aid in your child’s transition. My hope is that you are able to adapt at least one thing from these write ups that helps ease your family’s life while learning at home.
If you have questions or want to learn more, do not hesitate to contact me!
~Laura
Shelving System (Target Shoe Organizer)
Top: Microscope, CVC pictures, Bob books, alphabet objects, Moveable alphabet First: 1-9 math puzzle, printable resources, 20 objects, 100 board Second: Printable resources, book, CVC word build, CVC puzzle Third: Tonging, hand washing sequence, spooning Forth: Animal books, animal 3 part cards, printable resources Fifth: Geography book, landform 3 part cards, magnifying glass, printable resources, calendar Sixth: Magnetic shapes, emotion 3 part cards, yoga book, affirmations book, peace candle |
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