SHOW AND TELL
Bring a picture of a place in Europe
Explore the European Continent
The value we’ll be studying is collaboration, which emphasizes the interdependence of all creatures.
For safety, we’ll learn about calling 911.
Outside, we’ll do a burlap sack relay.
The songs we’ll be singing are Pop Goes the Weasel, London Bridge, Green Grass Grows All Around, It’s a Small World, and Are You Sleeping, Brother John.
For creative dramatics, we’ll learn the story of The Elves and the Shoemaker.
Our art activities will be leprechaun ladders, sprout shamrocks, pasta sculpture, Michelangelo creations, and rainbow with a pot of gold.
For motor development we’ll work on strength with situps, push ups, and deep knee bends in German, French, and Spanish. For bilaterality, we’ll play hopscotch, parachute toss, and ball bounces.
I WANT TO DO IT MYSELF
These words seem to strike fear into the hearts of all but the most secure parent. In our heart of hearts, we know that’s what we want. We want our children to value themselves, and a part of that is independence. A dependent child who is discouraged from becoming independent by a smothering parent will develop habits of low self-esteem that can accompany and sabotage a child through his whole life.
But the nuts and bolts of encouraging our children to be independent can set even a super-parent’s teeth on edge. The infant who tries to grab a spoon to feed herself, the toddler who struggles to get his pants on for himself, or the primary child who wants to cook dinner takes a lot of patience on the parent’s part. In the Montessori classroom, the child is taught independence by choosing her own work, the same work for as long and as often as she likes. The early work is largely self-correcting, only fitting one way so that no adult has to tell her what she’s done wrong. It’s obvious, and she makes her own corrections. The child in the classroom is “given a lesson” in how to do things. No child is expected to do anything without having first being instructed how to do it properly and. If the child doesn’t do it correctly, another lesson can be given at another time. The child is given lots of time to do the work. When you’re first learning, it’s hard to do it well if you’re going fast. The child is encouraged to do as much of the work by himself as possible, and the encouragement acknowledges staying with the project, putting it away afterwards, getting most of the work accomplished, and various other totally positive reinforcements. If it’s a long project, the child is given until the next day to finish. If it’s a challenging social problem, like a bullying child is overwhelming a more compliant child, we give the compliant child words and actions to prevail in the situation. If it’s cold, the child decides to wear a coat. If the child is thirsty he gets his water bottle.
It’s an ultimate respect for the child as a person that she is able to do it herself. When our children have inner security, they have a sense of faith in themselves to be able to handle any circumstance, the willingness to believe in themselves, to know that real security is knowledge, experience, and ability. And the child really can do it himself for the rest for his life.
Safety Issues – The safety program next week will be about when to call 911. Please make sure your child knows her last name and the name of the street she lives on. She should be able to say both these things so any adult can understand what she’s saying. You should also coach your child in how to call 911 on whatever phone he would be likely to use in case of emergency. The recent story about a 3-year-old saving her grandmother’s life could only have happened if the child knew how to dial for help.
Nearly every day when going outside we walk through the primary class and Luke shows interest in the screwdriver board so Luke was invited to the primary class and was given a one on one lesson after getting a lesson Luke worked with the screw board for a long time. The screw board helps to teach the practical life skill of using a screw driver and also teaches hand eye coordination while working on fine motor skills. Kenny is showing interest in insects and as a result he had a lesson on the insect matching work and a lesson the cycle of the butterfly. Erin enjoys working with the train track construction work where and she says focused for long periods of time before she moves on to other materials. Some of the key benefits in working with the train construction work are Fine motor skills. Developing good fine motor skills at a young age is hugely beneficial for development as these are the skills you need for writing, drawing, tying your shoelaces and using a knife and fork. Putting the track together, pulling the trains around and operating bridges and turntables helps improve fine motor skills. Problem solving. Children learn to build a track through trial and error, figuring out how to make a circular track that trains can continuously go round. This ability to see A and relate it to B is a lifelong skill but one that needs to be learned and practiced. Creativity and imagination. The beauty of a train set is that students can be set it up in a different way every time. Train sets are also perfect for imaginative storytelling.