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Black Children and The Power of Play

hello@montessorithrive.com (Montessori Thrive) — Fri, 21 Oct 2022 22:02:10 GMT

If you ask any parent, they'll tell you that their child has a unique personality and set of interests. It's because each child is an individual—and so are their needs. When it comes to playtime, though, all children need the same thing: time to explore, create, and have fun without adult interference. That's why I'm here today to talk about black children and why play matters for them in particular.

Play is the work of children.

Play is the work of children. Children play to learn how to be themselves, how to interact with others and how they can play with their emotions.

Play is not just a frivolous pastime for kids but rather an integral part of growing up. It’s through play that we learn about ourselves and others; it helps us develop our emotions and empathy; it teaches us about friendship, teamwork, leadership and communication; it allows us the space for creativity; and it encourages physical activity.

Play is a way to learn, develop social skills, and develop creativity. All of which contribute to healthy brain development.

Play is a way to develop problem solving skills, and this is especially important for children who may struggle at school because they have been exposed to less learning opportunities than their peers.

Children learn through play. Learning is an integral part of the development process and play is a key element in that process. Play allows black children to make sense of their world, understand their place in it, and explore their identity.

As adults who want our children to thrive we need to ensure that they have safe spaces for them to explore themselves through play—and this means more than just providing them toys or books about black people or other people of color (though these things are certainly important). We also need to foster a culture where everyone in the family feels comfortable engaging with each other honestly and respectfully so that when something does come up related to race or racism someone will feel safe talking about it without fear of being judged negatively by those around them.

All children need play to be normal, happy, and healthy. Play is a universal need. It's not a luxury; it's a necessity. And it is the work of children. But despite its importance, play often goes unnoticed in our society because we don't value what it can do for children or how much they truly need it.

The American Academy of Pediatrics states that “play is essential for learning” and “children who are deprived of opportunities to play may become behaviorally or emotionally abnormal." The United Nations Convention on the Rights of the Child (UNCRC) recognizes that "the right to leisure and recreational activities" as one of its provisions for every child around the world.

In conclusion, play is essential for all children, but it is especially important for black children. Play can help them develop crucial skills such as creativity, imagination, critical thinking and problem solving—skills that they will need to succeed in life. Without an understanding of how important play is to black children’s development, we are at risk of losing a generation that is capable of great things.

The History of Black Montessorians

hello@montessorithrive.com (Montessori Thrive) — Fri, 21 Oct 2022 21:57:24 GMT

Photo from an article appears in the Fall 2019 issue of MontessoriPublic — Print Edition .

Black families have a rich history with Montessori education. This connection began early in the movement's history in the United States. African American educators saw Montessori's philosophy as an alternative to segregated public schools, offering a focus on self-directed learning and valuing each child's potential. A notable example is Dr. James Anderson, who attended the first Montessori teacher training course in the US in 1947 and founded the first Montessori school for Black children in Washington, D.C. in 1950.

In 1948, eight-year-old Alexander Williams began attending Montessori school in New York City through a program called the Children’s Day Nursery of Harlem. At the time, he was one of only two African American students in his Montessori preschool class. Nearly a century before Alexander first played with the pink towers and golden beads, Black educators in the United States were introducing Montessori education to their own children.

Maria Montessori, an Italian physician and educator who changed the face of education worldwide, developed a method of teaching that focused on allowing children to develop naturally. She believed children should be able to choose their own activities and work independently rather than being forced into a rigid academic schedule. Her theories were so revolutionary at the time that she was denied permission to open her first school in Italy because it was considered un-Christian for children not to learn facts by rote memorization.

Montessori schools are known for their use of colorful materials such as blocks and shapes in different colors, which students can manipulate with their hands as they learn about math concepts like addition or subtraction; however these materials are also used as part of language instruction (including phonics) by having students trace letters with their fingers on top of colored beads representing each letter sound until they've mastered reading entire words (and sentences). While this may seem overly simplistic today, when Maria Montessori first opened her school in 1907 there were no other options available for those who wanted an alternative method for educating young learners outside homeschooling families.

Many may mistakenly think that Black parents are newcomers to the Montessori movement. However this article proves otherwise.

In the early 1800s, prominent African Americans such as Frederick Douglass, Sojourner Truth and W.E.B. Du Bois were strong advocates of progressive education which included Montessori methods.

A Black Montessorian tradition began with the first AMI course in the United States, given in 1947. Dr. James Anderson, a physician and instructor at Tuskegee Institute, was one of three African Americans attending the inaugural course. In 1950, Anderson founded the first Montessori school for African-American children in Washington D.C.

Futher prove of the Montessori method being used in black history is during segregation, some Black Montessorians opened racially integrated schools with support from white parents. After Brown v. Board of Education in 1954, despite a wave of newly desegregated public schools, the segregated system had not ended. Black parents committed to ending public school segregation, partnered with white allies to form private school alternatives like CHAMP, Inc.

In 1967, facing the imminent closure of her daughter's Montessori preschool program, Roslyn Davis Williams (along with other parents) founded the Central Harlem Association of Montessori Parents (CHAMP, Inc.) CHAMP was one of several organizations formed by Black educators and parents during this period to promote Montessori education for children of color and in low-income communities throughout the country.

In the final analysis, we must remember that in this day and age, there remains a need for Black Montessorians. As the first school of its kind in Harlem, the Children's Day Nursery has served as a model for other institutions across the country looking to establish programs for their communities' children. By raising awareness about this important history, we can ensure that it continues on into future generations.

Why Black Parents Should Consider Montessori

hello@montessorithrive.com (Montessori Thrive) — Fri, 21 Oct 2022 21:44:21 GMT

It’s no secret that black children are disproportionately represented in special education classes, suspended from school and expelled at higher rates than their peers. That's because many schools are not set up to meet their needs. They lack the resources necessary for black students to excel academically, socially and emotionally. The true purpose of education is to prepare individuals to be self-sufficient, independent thought leaders. Montessori education prepares children for life.

The true purpose of education is to prepare individuals to be self-sufficient, independent thought leaders. Montessori education prepares children for life.

Montessori is one of the most diverse educational options available to black children as it provides a safe, enriching and affirmative learning environment.

It is important for any parent who is interested in providing their child with a quality education to consider what type of school they would like their child to attend. There are many different types of schools that parents can choose from, such as charter or public schools; however, there are several schools that provide a unique educational experience for students who wish to learn more about themselves and about their community. One such school that offers an alternative approach for educators and parents alike is Montessori schools.

According to Dr. Laura Turner-Essel "Research shows that Black students experience school as more hostile and demoralizing than other students do, that they are disciplined more frequently and more harshly for typical childhood offenses (such as running in the halls or chewing gum in class), that they are often labeled as deviant or viewed as deficient more quickly than other children, that teachers have lower academic expectations of black students (which, in turn lowers those students' expectations of themselves). Perhaps these are some of the underlying reasons that black students tend to underperform in most schools across the country."

The Montessori Method recognizes the unique nature of each child and seeks to meet each one on his/her own developmental level. Rather than a one size fits all approach where everyone is expected to learn at a certain pace at certain times during their day; Montessori provides multiple ways for children to learn according school age appropriate materials presented in small groups with an emphasis on self-directed activities rather than teacher directed instruction.

In contrast, the Montessori method provides an environment in which children see themselves reflected as part of a larger community.

Instead of focusing on what the child is not doing, Montessori focuses on what the child is doing. This proactive approach teaches children to solve problems by themselves and encourages independence. With this method, you are able to see your child for who they are and give them the opportunity to be their best self.

In contrast, traditional preschools often focus heavily on academic skills like reading and writing at an early age. While there’s nothing wrong with teaching early literacy skills at this age, it can sometimes lead to frustration when children feel like they aren’t meeting their teachers’ expectations because they aren’t yet ready for them (or just don't want them).

The Montessori method is based on the principle of inclusion and acceptance. "Inclusion" means that children with special needs are educated alongside their typically developing peers. For example, many Montessori schools have a separate class for children with special needs, but all students come together for core classes where they learn alongside one another.

Dr. Montessori believed that all children should be given opportunities to succeed in school and life no matter what their abilities may be or how they learn best. For example, if a child cannot read aloud due to a disability such as dyslexia or autism spectrum disorder (ASD), he or she should still receive direct instruction from an instructor who can use visual aids like photographs or illustrations from books instead of relying solely on oral language input (reading).

Montessori teachers are trained to guide students, not tell them what to do or how to do it. Their goal is to make sure your child feels challenged but supported at all times.

In a traditional classroom setting, teachers are often tasked with breaking down complex concepts into bite-sized chunks that can be easily digested by children. This creates an environment where "right" answers are rewarded while creative thinking is discouraged. A Montessori teacher will instead work closely with your child and help them arrive at their own solutions through collaboration and hands-on learning experiences.

Montessori classrooms are designed to allow students to make discoveries about themselves and the world around them. The teacher's role is not to tell them what to think, but rather, to guide them toward asking questions that will help them understand and learn how they can best fit into their environment.

As a black parent, when considering a school for your child, it’s more than just the education. You have to factor how will my child be treated when you are not around, will my child’s teacher treat them like a member of the community or an outcast, and so much more. Hence why the self-guided learning style of Montessori instils that the child is important and their ideas matter.

Children learn best when they're able to explore their own interests and passions without judgment or pressure from teachers or peers. Montessori students are encouraged to follow their passions, and are given the space, freedom and encouragement to do so.

Montessori classrooms encourage creative thinking and independent problem solving by using real-life materials that engage all five senses.

This helps students develop an understanding of the world around them, which is critical to learning at every stage. When children learn in a Montessori environment, they're allowed to explore their surroundings and discover new concepts for themselves rather than simply being told about them. This type of hands-on learning creates a love of learning that can continue throughout life and make kids much more likely to succeed academically.

Montessori students learn at their own pace, which means they can build on whatever they learned last instead of needing to start over with new topics or repeat lessons until they get it right. This allows for a more personalized education plan and makes learning fun for kids because they're not forced to take a break from what interests them just because it's not part of the normal curriculum

Black parents who want their children to gain a sense of who they are, how they relate to others, and where they fit into the world than Montessori education is the right decision.

Montessori schools foster a love for learning. Children in these programs are more likely to be engaged and take an interest in different areas of study, as opposed to those who are stuck in regular school settings with little variety or interest.

We hope this article has given you a better understanding of what Montessori education is and why it would be a good option for black children. If you’re interested in learning more about how the Montessori method could benefit your child, contact us today !

The Role of the Montessori Teacher

hello@montessorithrive.com (Montessori Thrive) — Fri, 09 Sep 2022 15:55:02 GMT

What, exactly, is the role of the Montessori teacher? How is it so different from that of any other teacher?

Sometimes it’s easiest to begin by explaining what a Montessori teacher isn’t.

A Montessori teacher is less like the traditional idea of an instructor, and more like a gentle guide. They don’t consider it their job to give a child information. They rather lead children in the general direction and give them the tools they need to find the information themselves.

Maria Montessori once said, “The greatest sign of success for a teacher...is to be able to say, ‘The children are now working as if I did not exist.’”

Montessori Teachers Cultivate Independence

In a Montessori classroom, rather than seeing a teacher at the front of the classroom giving the same lesson to every child, the teacher will be working quietly with individual children or small groups. While that is happening the rest of the children are free to spend their time doing the work that calls to them. A Montessori teacher works hard to create structures that allow children to be independent and to trust themselves as learners.

One large part of what a Montessori teacher does is to intentionally prepare a classroom environment that is developmentally appropriate, is inviting to children, and supports them on their journey to work independently. This environment is constantly changing in tiny ways as the teacher notices new and evolving needs of the students.

Montessori Teachers are Trained to Think Like Scientists

Parents should know that Montessori teachers are highly trained. Most have recognized Montessori credentials in addition to their college degrees. Montessori certification programs are intensive and demanding; one might compare them as being the equivalent of another college degree. These training programs don’t just teach Montessori educators how to use the specialized materials; there is extensive coursework about Montessori philosophy, child development, and integrating the arts.

When it comes to assessments, Montessori teachers don’t rely on standardized tests; they rely on the power of observation. They have notebooks brimming with evidence of what their students have mastered, need more support with, and are curious about. They are constantly recording what they notice children working on, how that work is being executed, and ideas they might have in anticipation of a child’s next steps. Montessori teachers literally sit beside a child and determine exactly what they know about a wide range of content areas.

Montessori Teachers Think Long-Term

Because of Montessori’s three-year cycles, teachers have the unique ability to consider their big picture when working with students. There is a natural tendency to allow the children to genuinely learn at their own pace. Getting to know a child and their family well over the course of a few years really supports this approach.

Montessori Teachers are Often Called ‘Guides’

...and for good reason. While children in Montessori classrooms have an abundance of choice in their educational pursuits, Montessori is based on the idea of ‘freedom within limits’. It’s the Montessori teacher’s job to carefully craft those limits. Children rely on having a certain amount of structure in place. This gives them comfort and a safe place in which they can take risks and try new things. Montessori teachers set some boundaries and then carefully help students navigate within them.

What if your second grader loves to read but tends to avoid math? Their Montessori teacher will find ways to ensure the math still gets done. Sometimes this involves a gentle discussion with a child about time management skills, priorities, or setting goals. Sometimes the teacher will find a way to integrate the child’s interests into the less desirable work. Sometimes all it takes is a minor change in the environment. Montessori teachers gives children freedom, but they assist children in finding their way to success in this environment.

Montessori teachers value independence, self-reliance, and intrinsic motivation.

They also value cooperation, kindness, and strength in community.

Still curious? Call us to set up an appointment today to observe in a classroom. See what Montessori is really all about.

The Benefits of Multi-age Grouping

hello@montessorithrive.com (Montessori Thrive) — Fri, 12 Aug 2022 15:45:52 GMT

One hallmark of a Montessori education is the use of multi-age classrooms.

Infants and toddlers may be together or separate, with a toddler classroom serving children 18 months to three years. Primary classrooms are for children ages 3-6, with preschool and kindergarten-aged children together. The elementary years serve children ages 6-12; some schools separate into lower (6-9) and upper (9-12) elementary, while many split elementary into two groups. Even Montessori middle- and high-school students learn in multi-age classrooms.

While Montessori is not the only type of education that utilizes this approach, it’s not what most people are used to. What are the benefits of structuring a classroom this way? Read on to learn more...

Learning at an Individual Pace

Children in multi-age classrooms tend to have a little more flexibility when it comes to mastering skills within a specific timeframe. We know that learning is not linear, and that learners have periods of significant growth, plateaus, and even the occasional regression. In multi-age classrooms, children are typically able to work at their own pace without the added pressure of keeping up with the whole group, or even being held back by the whole group.

When children in a classroom range in ages, everyone has someone they can work with, regardless of their skill level. Children don’t feel left behind if they struggle with a concept, and they also don’t feel bored by repetition of something they have already mastered. Teachers who teach in multi-age classrooms typically have deep knowledge for a range of developmental abilities, leaving them well-equipped to differentiate instruction for each individual child.

Building Stronger Relationships

Traditionally children move from one class to the next each year. This means not only a new set of academic expectations, different routines, and different classroom structures, but a different teacher.

In multi-age classrooms teachers have a longer period of time to get to know a student and their family, and vice versa. When teachers really get to know a student, they are able to tailor instruction in regards to both content and delivery. They know how to hook a specific child onto a topic or into a lesson. They know what kind of environment a child needs to feel successful.

Parents have an opportunity to get to know teachers better this way, too. If your child has the same teacher for two or three years, the lines of communication are strengthened. Parents get to know the teacher’s style and expectations. The home to school connection becomes more seamless, and the biggest beneficiary is the child.

Mentors and Leaders

When a child spends multiple years in the same class they are afforded two very special opportunities.

Children who are new to the class are fortunate enough to be surrounded by helpful peer mentors. Children often learn best from one another, and they seek to do so naturally. First and second year students watch as the older children enjoy advanced, challenging work, and this inspires them. They look to the older children for guidance, and the older children are happy to provide it.

After a year or two in the same room, students have a chance to practice leadership skills. In Montessori classrooms, the older children are often seen giving lessons, helping to clean up spills, or reaching out a comforting hand to their younger friends.

The best part is kids make the transition from observer to leader in their own time. It doesn’t happen for all children at the same time, but when it does it’s pretty magical to observe.

Mirroring Real-Life

There is no other area in life in which people are split into groups with others who are exactly their chronological age. Whether in the family, the workforce or elsewhere, people ultimately need to coexist with people older and younger than themselves. Doing so makes for a more enriching environment, replete with a variety of ideas and skills.

Why not start the experience with young children in school?

Moving On

While staying in the same class for multiple school years has many benefits, a child will eventually transition into a new class. While this can feel bittersweet (for everyone involved!) children are typically ready when it is time.

The Montessori approach is always considering what is most supportive of children depending on their development. When formulating how to divide children into groupings, Maria Montessori relied on her ideas about the Planes of Development. There are very distinctive growth milestones children tend to reach at about age 3, another set around age 6, and yet another at age 12. The groupings in our schools are intentional, and they give kids a chance to feel comfortable in their community, while also preparing them to soar forward when the time is right.

The Planes of Development

hello@montessorithrive.com (Montessori Thrive) — Fri, 08 Jul 2022 15:35:22 GMT

Learning about the planes of development isn’t just for Montessori educators. Understanding your child’s development can help at home, too.

Maria Montessori based her entire educational philosophy on the idea that children developed through a series of four planes. Each of these planes is easy to recognize and has clear, defining characteristics. If we study and understand these stages, we can approach our interactions with children with a new perspective.

The First Plane: birth-6 years

During this stage children absorb everything like sponges. They are, indeed, excellent examples if what Montessori called ‘The Absorbent Mind.’ This is a time in which we are able to utilize what Montessori called sensitive periods of learning. While each child is different, there are typical patterns that emerge in regards to brain development and general readiness to learn particular skills.

During the first three years of this plane, all learning is done outside of the child’s conscious mind. They learn by exploring their senses and interacting with their environment. During the second half of the plane, from about 3-6 years, children enter the conscious stage of learning. They learn by using their hands, and specialized materials in the Montessori classroom were developed with this consideration.

During this time, children have a wonderful sense of order. They are methodical and can appreciate the many steps involved in practical life lessons in their classrooms. The organization of the works on their classroom shelves is intentional, which appeals again to this sense of order.

The first plane is a time in which children proclaim, “I can do it myself”; it is a time of physical independence.

The Second Plane: 6-12 years

During the elementary years children begin to look outside themselves. They suddenly develop a strong desire to form peer groups. Previously, during the first plane, a child would be content to focus on their own work while sitting near others. In the second plane, a child is compelled to actually work with their friends. It is during this time that children are ready to learn about collaboration.

During the second plane there is a sudden and marked period of physical growth. This may be a contributing factor to the observation that many children of this age seem to lack an awareness of their body, often bumping into things and knocking things over. Children begin to lose their teeth around this time as well. Their sense of order and neatness tend to fade a bit during this plane.

Throughout the second plane, children’s imaginations are ignited. Since Montessori education is based in reality, we find ways to deliver real information to children through storytelling and other similar methods. For example, when teaching children about the beginnings of our universe, Montessori schools use what is called a Great Lesson. The first Great Lesson is a dramatic story, told to children with the use of props, experiments, and dramatics (think: a black balloon filled with glitter is popped to illustrate the Big Bang, with bits of paper in a dish of water used while talking about particles gathering together). This lesson is fascinating for children in the way it is presented, but gives them basic information about the solar system, states of matter, and other important concepts.

Children in the second plane have a voracious appetite for information, and are often drawn strongly to what we in Montessori call the cultural subjects: science, history, and geography. While we support their rapid language and mathematical growth during this time, we are also responsible for providing them with a variety of rich cultural lessons and experiences.

It is important to note that children develop a sense of moral justice at this time. They are very concerned with what is fair, and creating the rules to a new game is often as important (if not more so) than playing the actual game itself.

This is the period of time in which children are striving for intellectual independence.

The Third Plane: 12-18

The third plane of development encompasses the adolescent years. During the second plane, children become aware of social connections, but in the third plane they are critical. During this time children rely heavily on their relationships with their peers. They feel a strong desire to remain independent from adults, although they are not quite ready to do this entirely. It is our job to find ways that allow them to experiment with independence while also providing a safe structure in which they may do so.

Children in the third plane tend to require more sleep, and they sleep later than when they were younger. They long for authentic learning experiences, and Dr. Montessori imagined just that. Her ideas of Erdkinder (children of the earth) led her to contemplate a school setting that would support children’s development during this time. She imagined a farm school, in which children would work to keep the farm operational, but also contribute to planning and decision making while doing so.

During the third plane children are refining their moral compass while developing a stronger sense of responsibility.

The Fourth Plane: 18-24

The final plane is a time in which young adults are striving for financial independence. They are often living away from home for the first time, and use this time to figure out where they fit into their society. Many make choices to further their education and/or explore career paths.

It is during the fourth plane that people begin to develop a truer sense of who they are as individuals.

Each plane of development should be mindfully nurtured. If a child is able to experience one developmental phase in a rich and carefully prepared environment, they are ready to fully take on the next phase when it is time.