Who We Are: Carrie & Carissa Sweigart
As part of a series we're calling Who We Are, we're working to build and connect our community by interviewing the talented, dynamic parents and staff who make up the people of Villa di Maria. Today, we meet Carrie and Carissa Sweigart, parents of the adorable Gwendolyn, who was welcomed into Primary this past January.Villa di Maria: Can you tell us a bit about your backgrounds/education?Carissa: I grew up on Cape Cod, MA and graduated from Bourne High School in 1997. I played college soccer and basketball at Nichols College in Dudley, MA and graduated with a Bachelor’s Degree in Sports Management. After graduation, I received an internship with USA Hockey and worked for them thru the 2002 Salt Lake Olympics.Carrie: I grew up in Hannibal, MO and graduated from Hannibal High School in 1995. I played softball at Culver-Stockton College, graduating with a BS in psychology, with a minor in athletic training and health. To complete my masters in sports management with an emphasis in marketing, I interned with the United States Olympic Committee – Sports Partnerships during the 2002 Salt Lake Olympics.VdM: What do you do (career-wise)?Carissa: I'm a senior national account manager for the Boston Beer Company (Samuel Adams Beer) and a certified cicerone. I'm in charge of Boston Beer’s Branded Concepts program, where I design and sell in Sam Adams brewhouses to airports and military installations as well as selling Boston Beer product to national casual dining chains like Red Robin, Old Chicago, Houlihan’s, Hard Rock and AMC Theaters. I cover the entire country and travel from coast to coast each week.Carrie: I am the chief operating officer for Pedal the Cause, a local nonprofit raising critical funds for cancer research through an annual cycling challenge. I joined the organization just three months after their inaugural event when the organization was in its infancy and feel privileged to be a part of the leadership team that has taken the founders vision and brought it to fruition, as the region’s largest cancer fundraiser raising $15.8M in 7 events, funding 84 projects in both pediatric and adult cancer. Before Pedal the Cause… I served as the vice president for the Boys & Girls Club of the Pikes Peak Region focused on both operations and fundraising for the organization.When Carissa and I were looking to move back to the Midwest to be closer to family and start our own, I started my own consulting company with the Boys & Girls Club as the primary client. Looking to establish deeper roots in the St. Louis community, I joined Pedal the Cause, seeing the opportunity as the perfect blend of my passions (sports, events, charity, children’s causes) and could not be more proud of the Pedal community that I find myself a part of.VdM: Do you have any hobbies? How do you like to spend your free time?Carissa: I'm an avid Cross-Fitter and fitness enthusiast. I also enjoy cooking and pairing beers. I love the outdoors and enjoy hiking or enjoying time on the ocean. I'm also a home brewer and won my company's home brewing competition in 2008 with my Cranberry Wit beer, which was produced by Boston Beer for a year. I won a trip to Germany during Oktoberfest!Carrie: I enjoy all things outdoors… be that taking a family walk, going for a run (I ran my first half marathon last spring and am now training with my Pedal colleagues for the KT82 in June), or riding my bike (a hobby I picked up quickly working for Pedal). Planning events is a passion that extends beyond work, so I am always planning the next gathering from volunteer activities, to backyard BBQ’s. Any excuse to bring people together!VdM: How were you introduced to Montessori?Carrie: Sara Krenski was a colleague of mine and often shared her experiences, activities that her daughter Marley was involved in and overall, their satisfaction with the decision to introduce their daughter to a Montessori education. It did not take long before we found ourselves referencing “Montessori” ways, from the toys and activities we were setting up in our home for our daughter in her early months. As she started approaching one year old, and the thoughts of pre-school were beginning to surface, we asked Sara for more guidance/resources on a Montessori education. From various readings, to visits to several programs including VdM and connecting with other Montessori families, we felt that this was the right path for our family. Gwendolyn started the program in January.VdM: Do you have any "Montessori Moments" you can share with us?Carrie: Our Montessori moment was within the first few days of Gwendolyn starting VdM. We immediately saw her independence start to shine. As an only child, we were eager for her to start, as we knew that starting preschool would allow her to expand her social skills and within the Montessori setting, expand her independence as well. But we had no idea that we would see it shine through so immediately. Not sure if it was the first day or the second day, that we found her pulling out her activities from her cubbie, and playing on her own without calling mommy and ma to come sit with her and participate. She was sorting, counting and more all on her own and we could see her happiness and excitement as she started to accomplish/learn/discover new things…and it hasn’t stopped since.She enjoys and takes a sense of pride in getting her own plate, cup, silverware out of the cabinet when it is time to eat, to wipe up her mess, and to put the dirty into the sink… she gets so excited about accomplishing those independent tasks. We knew that this was on the horizon as part of the Montessori process, but it is simply unbelievable to watch with your own eyes. We can remember setting foot into the classroom for a tour and being in awe that these little people were being so quiet, doing their own activities, compared to our visions of a typical daycare setting with kiddos running all over the place and more of organized chaos. So to witness our little girl blossoming with the passing of each day, and thriving in her own beautiful way is a continued Montessori Moment for us as parents. We know that her journey to being the best Gwendolyn she can be in this world is just starting to unfold, and we could not be more excited for her!VdM: What is your favorite thing about Montessori education so far?Carrie: Having classmates that range from her age of 2 ½ to 6, given that she is an only child (and the youngest in the classroom) is an incredible asset in our minds… she is reaping the benefits of interacting with kiddos her age (Jackson is her buddy, he is the next to youngest in class) but also the modeling and support of older kids. As an only child, socializing with other kiddos is important to us, and having children who are older or have advanced to other lessons, who are setting examples for her is one of our favorite things about Montessori.VdM: Do you have any advice for parents who might be interested in Montessori education?Carrie: We both grew up in traditional, public education settings. We felt like we were straying from that system (my mom is a retired public school teacher and many family members still are), but we felt it was important to explore other programs like Montessori when it came to giving our daughter Gwendolyn the best environment for her to thrive in. We encourage others to do their research, create a pro’s and con’s list of the programs you are exploring, and not be afraid to think outside the box (the traditional education system).Thank you, Carrie and Carissa, for opening up and letting us get to know you a bit better, and welcome to Villa di Maria!
In Megan's words:
Music is part of the integrated environment and is designed to be an ongoing classroom experience. The children receive music lessons just as they receive lessons in any other subject, and therefore it is not taught in isolation.We want to emphasize that music is accessible to everyone and that it does not require a specialist to teach. The optional group music sessions I offer are not intended to replace the music curriculum that we offer in the Elementary classrooms, but rather to encourage children from different Elementary environments to come together and share in musical expression.
Since the children are receiving ongoing lessons in music in the classroom, I try to build off those experiences when planning activities for group music. We are currently exploring music and movement, but earlier in the year, we focused on concepts of rhythm, singing as a group, and changing and creating lyrics to songs.This semester, I noticed that many of the children in my classroom were eager to dance (literally had some children dancing throughout the day), so I thought exposing them to different forms of dance would be the perfect way to pair their need for movement with their interests in music.
What I have really enjoyed about our group music sessions is that it has brought out an unexpected confidence in so many children. I have loved watching everyone collaborate and support each other while learning or creating new rhythms, songs, or dances. I think the larger group setting has provided a safe and comfortable outlet for the children to express themselves without fear of being singled out. When they sing, their voices blend in with the rest of the group and help create the melody. When they dance, they learn from each other and laugh when they make mistakes. I just love seeing how much the children enjoy themselves when they participate in group music.
While we have been learning about dance and dancing just for the sake of dancing, the children have been so eager to show off their moves and create new moves that they have requested to put on some kind of performance or potentially incorporate a performance into the spring concert. We shall see what happens!
Thank you, Megan, for opening your classroom to us, and sharing just how special music and dance is in Montessori! 
Justin with his lovely wife, looking tough before braving the caves in New ZealandVilla di Maria: Can you tell us a bit about your own education growing up?Justin Shepard: I went to public school growing up. I was born in a town called 
VdM: What is your favorite time of day in the classroom?JS: I'd say right around 10:30, because that is really when they seem to hit their groove. It's in the middle of a work cycle and they don't want to be interrupted.VdM: What are your hobbies?JS: I love sports, being in the outdoors, talking with my family, volunteering at my church, surfing (which I don't get to do very often), and most of all, I love to travel. Most recently, last March, my wife and I traveled to Southeast Asia. We started in New Zealand, repelling down into a cave, then went bungee jumping. It was awesome! I now have a goal to try 
Thank you, Justin, for opening up to us all! We are so happy you are part of our community!Oh, and... 
The Trinomial Cube itself is made up of a lidded box with hinges on its sides, eighteen square-based prisms, six black rectangular prisms, and three cubes in red, blue, and yellow. As children work to first take apart the puzzle, then put it back together just so, they must notice the difference in heights of the prisms.
As seen above, upper left, the square of the trinomial is displayed on the lid of the box for reference for the child as she works.The hands-on work so consistently seen in Montessori is displayed here so succinctly; this concrete work is building a foundation for an abstract concept (algebra), and works forward as the child develops the math concepts.“ Whereas most of us had to memorize mathematical formulas, eventually solving the problems we faced, children who grow up with Montessori will understand the problem before they are faced with the formula. ” - Bobby George, Baan Dek
Another thing worth noting in the beauty of this work: the design of this puzzle is reminiscent of Dutch painter Piet Mondrian's abstract paintings:
"It is through appropriate work and activities that the character of the child is transformed. Work influences his development in the same way that food revives the vigor of a starving man. We observe that a child occupied with matters that awaken his interest seems to blossom, to expand, evincing undreamed of character traits; his abilities give him great satisfaction, and he smiles with a sweet and joyous smile." (San Remo Lectures, p. 28)
Sophie explains her introduction to Montessori: "I always wanted an alternative way of education for my child and when I had Lynne I dived into Montessori. I arrived in USA permanently in November 2014. My husband is Chinese and our everyday life is a melting pot of different cultures, languages and food!"
Sophie explains what she misses about France: "I really miss the 'historic weight' of Europe. Everywhere you can find traces of the past. Europe (and France) is a living book of history, art and architecture (my studies were in history, history of art and archeology). France is beautiful. It is 17 times smaller than USA but there is such a variety and beautiful landscapes and little old villages (that is why I show a different place to the children at the end of each class through a book)."42 sites are on the world's heritage list of the UNESCO (cultural and natural sites) and the country is still the first international tourist destination (USA is second). Every place is very different one from the others, and has its own special draws (beach, mountains, countryside, urban cities...) You could take many years to explore a different region every year. The South is turned toward the Mediterranean Sea and is totally part of the Mediterranean culture, especially for food. The North is completely different, turned toward either Germany or Belgium and Netherlands. The Alps area is a high mountain way of living, Brittany is soaking in Celtic traditions with the legend of Camelot and King Arthur and the round table; the Southwest holds thousands of prehistoric archeological sites and painted caves. Everything is on a much smaller scale than here. And the countryside still offers a slow way of living, very close to nature (especially with the return of the young generation to a more natural way of living). And the cities are so full of history..."
Sophie's passion for France is evident in the way she teaches the language. The children are absolutely captivated listening to her! It is beautiful to hear the language roll off her tongue, and in turn, hear the children practice the new sounds within their own mouths. There are many differences in the sounds of the French language versus the English language; Sophie recognizes the importance of exposing the children to these sounds as early and often as possible, as well as having them practice making these unique sounds. Plus, she makes it fun with games and a bit of mystery.
Above, Sophie has the children draw cards out of a bag that name in French the different parts of the body they have been learning. Then, the children take turns saying their word, and finding the corresponding body part on the small wooden figure.
Though Sophie misses many, many things about France (including the food, family and friends, the French culture, the cheeses - 1,200 of which have names- the bakeries, the walkability, the theatre, the French book shops, the arts... ) she assures us that she is enjoying her time here: "As long as I can refill my "French tank" every year, I enjoy living here. I feel so lucky to be part of Villa community. To see all those children growing up and the feeling to give the best to my daughter is priceless."
To learn more about Sophie's French lessons, be sure to check out 
Photo credit: St. Louis Post-Dispatch
Photo credit: St. Louis Post-Dispatch
Photo credit: Gateway Off-Road Cyclists
Last, but not least, don't forget that a little dirt (or a lot of dirt, in this case) doesn't hurt!
February in St. Louis was sprinkled with plenty of warm days. As a result, the children enjoyed time on the playground without the winter hats, coats, and gloves they are usually bundled up in during this time of year. Here, a glimpse at one such warm day on the playground at Villa di Maria. Enjoy the photos!
The lower elementary children have been kind enough to share with the primary a portion of the tree stumps recently dropped off on the school grounds; the younger children have made all sorts of imaginative games from these loose parts, including rocket ships, volcanoes, clubhouses, and factories. It is often a talking point at pick-up: Guess what we made on the playground today!
The daily outdoor time is often the highlight of a child's day, and a much-needed time for socialization as well as exercise!
Here's to glimpses of spring!
Cutting with a knife is a complex skill; the two hands must do two different things at the same time, and careful movement must accompany concentration during the task. One hand must hold steady the celery or other food item while the other holds firmly to the knife. One hand must avoid the fingers of the other hand, the knife must be held and remain perpendicular the entire process through, and finally, just the right amount of pressure must be applied while the sawing motion of cutting is perfected. If it seems complicated, that's because it is! And yet, children as young as 18 months old can be taught this skill safely (though it is more consistently used with 3 - 4-year olds). If you are starting this at home with a toddler, consider using a dull knife and a banana at the beginning.
In the primary classroom, this work often results in a bag full of green beans, celery, or cucumbers, but the ultimate purpose is obvious; someday, this child will be in his kitchen at home preparing himself a snack, or helping his family make dinner to feed the whole family. There can be a strong sense of responsibility, purpose and community when the end result is to feed oneself and others.
There is also the purpose, consistent with so many Montessori primary works, of enhancing concentration through specific order and sequence. At the end of the work, the child has something physical to show for his hard work: a bag of freshly cut vegetables to take home to show his parents. What a pleasure to see such intense concentration result in such tangible results!
"The child has to acquire physical independence by being self-sufficient; he must become of independent will be using in freedom his own power of choice; he must become capable of independent thought by working alone without interruption. The child’s development follows a path of successive stages of independence." (The Absorbent Mind, p. 257)
Coral, the axolotl (originally left out of this post - Sorry, Coral!)
Aside from being cute and interesting to watch, pets bring a lot to a classroom. Having pets to care for helps teach responsibility, compassion, empathy, and an understanding and respect for other living things. Pets teach children to value life other than their own, in addition to teaching them about the natural growth and life cycles of many different species which they can observe on a daily basis! Another benefit is the stress reduction that occurs as a result of observing and petting the animals, from which both the children and the animals can benefit.
The children at Villa di Maria care for their pets every day, including feeding them and providing them with fresh water, grooming them, and making sure their cages are clean and healthy. Most of this happens with the assistance of the adults in the classroom, of course, to make sure no one gets lost or hurt through over-excited handling. Two- and three-year-olds still need some guidance in how to be gentle, after all!
Especially if a child has no experience at home with pets, exposure to a wide range of animal life in the classroom can benefit a child: from touching, observing, caring for, and making connections to the natural world, to understanding the delicacy and uniqueness of all life.
Another way to boost the nurturer in your child is to help him identify feelings beyond happy, sad, angry. The emotional landscape rich and nuanced; consider a wide range of "feelings" words to shed light on a situation: frustrated, calm, surprised, envious, thankful, concerned, nervous, excited, discouraged, uneasy, embarrassed, suspicious, curious, enthusiastic, hopeful, brave, loving, and so many more. Children often struggle to identify what they're feeling, which makes communicating their feelings--beyond whether they feel good or bad about a situation--extremely difficult. Helping them identify what emotion they feel and why gives children the linguistic tools needed to navigate increasingly complex interpersonal relationships.One very effective way to encourage compassion in your child is to catch her being compassionate and praise her for her understanding, kind behavior. This can be as simple as stating, "Wow, that was so thoughtful and kind of you to offer your friend a hug and a tissue when she was crying. That must have made her feel very loved." Helping others feels good, and this feeling can be enhanced when an adult in the child's life notices! But, don't overdo it. An adult constantly stepping in to praise a child for kindness quickly becomes a distraction and can ultimately detract from the natural situation and feelings involved.Another important piece of fostering empathy is to limit screen time for young children. Aside from the many recent studies showing brain changes in young children who stare at screens for too many hours of the day, there is the commonsense knowledge that too much screen time takes time away from other important things, such as actual real-life social interactions with others. Face-to-face interactions with peers and family members provide a multitude of crucial opportunities for children to learn from conflict, as well as to develop empathy for others. Doctors recommend 
All of these acts seek to develop the whole child, to recognize in him the ability to affect positive change in the world, to see her as a global citizen, and to set up our world for a better future. As "…the child begins to become conscious of right and wrong, this not only as regards his own actions, but also the actions of others…..moral consciousness is being formed and this leads later to the social sense." (The Absorbent Mind, p. 177)For additional reading on how to cultivate empathy in children, 
My experience was not out of the ordinary; the beauty of Montessori materials is often the first thing a new observer to the Montessori classroom notices and comments on. There are rich blue geometric solids, a wide array of brightly colored materials - including the pink tower and the bead frame - and even more natural wood materials, including chairs and shelves in a warm natural wood hue, as well as trays of the same rich tones. Montessori materials are made from natural materials when possible: brass, wood, wicker, cotton, metal, and glass. All of these materials provide a multi-sensory experience for the child, and part of that is the visual appeal that results in a calm, prepared learning environment. The beauty of the Montessori classroom lies both in its simplicity and its thoughtful set-up; each uncluttered space reflects a tranquil, peaceful invitation for learning.
Above: One Hundred Flowers, by Harold Feinstein - a beautiful book from Lower Elementary Directress Anna Schwind's personal collection. Books and materials like these, that highlight the beauty and delicacy of the natural world, draw young learners in and encourage them to respect and take awe in the natural world around them. 
Real glasses, plates, silverware, and utensils not only encourage real work, they are also beautiful all stacked up neatly on the shelves! Imagine the difference if they were plastic sippy cups instead - not only would they be treated less carefully, they would surely contribute to sensory overload! Yes, sometimes these items break, but if nothing ever broke, how would a child learn to treat things with care? Children in the Montessori classroom treasure their materials and learn to treat them with care, especially after the Directress models handling the materials slowly, carefully, and respectfully, former Primary Directress Robyn Milos says, "As if they were made of gold."
Surrounding a child with beauty in his daily life has an incredible impact on his absorbent mind:"The child has a different relation to his environment from ours... the child absorbs it. The things he sees are not just remembered; they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear." (The Absorbent Mind, p.56)While there is artwork hung in a Montessori classroom (at eye-level for the children, not the adults), it is not overwhelming or distracting. There are not brightly colored alphabet charts, big cartoon animal borders, or bulletin boards filled with reminders and charts. Many walls are bare, except for the occasional piece of artwork or class photo. And for good reason; 
Natural light is also ideal in the Montessori environment. Classrooms are flooded with sunlight streaming in from different directions depending on the time of day, supplemented with the warm glow of lamps placed throughout. It truly is a comfortable, appealing place to be.
While conflict certainly occurs in the primary classroom, it is generally quite easy to resolve and move on from and very often involves simple diversion, which is appropriate for this age group. In the lower and upper elementary classrooms, however, normal peer conflict is a bit more complicated. This is because of the differences in planes of development. Children in the lower elementary are entering a developmental plane that includes a strong desire to collaborate and cooperate with their peers. As a result, much of the work they do in the classroom and outside of the classroom involves small groups working together, as seen in these photos. This naturally leads to normal conflict. It is important that we (adults, whether we are parents, staff, or community members) view this conflict as an opportunity for growth rather than a hassle or disruption.
Some adults, for whom the elementary years may have been difficult socially, may remember social conflict as something that happened behind the backs of teachers, or even as incidents that were brushed aside by adults in order to finish a lecture to an entire classroom full of students sitting in rows of desks. However, in the Montessori classroom, the social piece is built into the curriculum. It is addressed during classroom meetings, it is dealt with moment-to-moment as the conflicts occur. Megan Eilers, lower elementary directress, explains, "Conflict is not just an afterthought; we stop what we are doing many times a day to address a conflict immediately. It's just part of what we do in the Montessori classroom."“Do we believe and constantly insist that cooperation among the peoples of the world is necessary in order to bring about peace? If so, what is needed first of all is collaboration with children.... All our efforts will come to nothing until we remedy the great injustice done the child, and remedy it by cooperating with him. If we are among the men of good will who yearn for peace, we must lay the foundation for peace ourselves, by working for the social world of the child.” (International Montessori Congress, 1937)
Lower elementary students decorated for an afternoon dance party while the primary students played on the playground (and fell asleep on car rides home) after having their own morning celebrations. The creativity of the Valentine boxes never ceases to amaze us!
While one elementary classroom made their own sweet and heartfelt in-house Valentines, the other classroom played a very funny game of "Telephone."
They also toasted to a Happy Valentine's Day with sparkling grape juice, apple juice, and water. The dance party was a blast, and as usual, the kids were still talking about their fun days well into the evening. What a special place to share the love with friends!
Happy Valentine's Day!
Cloth washing is a lesson in concentration and practical life, but it is also a way to contribute to the entire classroom, much like the work of folding cloths, which we discussed 
The pitcher, soap, scrub board, and bucket are all set up for the child to complete the work. The child pours clean water into the basin, then places the washboard in the center. She lathers up the cloth with the bar of soap and rinses the cloth out before ringing it and hanging it up to dry on the drying rack.
This child took such delight in the work, she hardly noticed me taking photos! And perhaps her favorite part, aside from working intently with her hands in the water (what child doesn't love the amazing properties of water?) was the end, when it was time to pour the dirty water into a bucket below. So much of this work interests the child: the water, watching the dirt come out of the cloths, the motion and sound of the bar of soap on the scrub board, right down to the clean-up. All of it comes down to the child's sense of ownership over her work and her classroom. The care of the environment is a necessary and enjoyable part of a primary child's daily work.
"A child who has become master of his acts through long and repeated exercises, and who has been encouraged by the pleasant and interesting activities in which he has been engaged, is a child filled with health and joy and remarkable for his calmness and discipline." (Dr. Maria Montessori, 'The Discovery of the Child', Clio Press Ltd, 92)
Above is the brand new level playing field, which will get 12 inches of special soil to make the surface softer to fall on. On top of that will be sod, which will be laid well before Camp Pegnita begins this summer. This will allow for plenty of games that were difficult to play on the sloped field before, like the all-time favorite: kickball!
The beloved Camp Pegnita totem pole has been saved and moved to be closer to where camp will take place this summer and many summers to come. The entire east side of Villa di Maria's campus will consist of camp space when school is out of session, allowing the pool, brand new pool house, bathrooms, and pavilion to be contained in one area as opposed to spread out all across the school grounds. Below: the pavilion, which already has picnic tables!
Above: the north side of the building. This faces a green space and a small portion of woods, which will fit in nicely with the additional trees that have been planted to replace those that had to be cut down in order to build. The windows alone are 7-feet tall and will allow plenty of natural light into each classroom.
The view facing south from the north-most part of the property; on the left, part of the pool house can be seen. On the right, the east side of the elementary building.
Great weather in early February allowed for sod to be laid on the north side of the elementary building. The feature in the center will be the bio-retention basin, which is where any water runoff will drain and connect up to the sewer system, regulated by the Metropolitan Sewer District."Over 15 - 20 different types of trees have been planted, and we added 20 additional trees more than what we had originally planned," BSI Contractor Greg Dietel explains. "The kids will be able to watch the trees grow from inside their classroom." This is good news for the children who felt a sense of loss at watching trees be bulldozed back in late August. Many of these saplings will grow quite quickly!
The changes are happening so quickly. Since these photos were taken just last week, a cement mixer made its way onto the grounds to deliver the concrete needed for a patio and walkway! Be sure to check on the progress as you drive through the drop-off line every morning; it truly is a wonderful time of growth!
Villa di Maria has been collecting the above gear since January 20th, and has extended our giving campaign until February 14th in order to collect more for this community in need. Please donate thick and heavy blankets, men's size large gloves, socks, hats, and scarves by going to this 
The extension of the St. Louis Winter Outreach drive also corresponds with another drive, which involves the children of Villa di Maria making Valentines for hospitalized children and low-income seniors in assisted living housing. Please check out more about that 
A lot of the painting process, in particular, the cleaning up that occurs afterwards, is also good at reinforcing sequences. The finished painting must be untaped, clipped up to dry or placed on a drying rack, and then the easel as well as the area around the easel must be cleaned (which is what the green bucket, sponge, and towel pictured above are for). The apron must be removed, sometimes hands need to be rinsed off. It is an involved process for little minds to remember!
As with many things young children do, the process itself is as important, if not more important, than the finished product. The process of painting can bring a child much satisfaction. They practice, practice, practice, while living in the moment, then tend to move on. Many times the child may not even recognize his or her own work later on! This does not detract from the joy a child feels while engaging in the art.
"The human hand allows the mind to reveal itself." - Dr. Maria Montessori
In the KitchenFor younger children, placing glasses, plates, bowls, and silverware within reach enables them to help themselves to breakfast in the morning, and can encourage them to set the table for dinner. If hand towels are in a low drawer or basket, they can clean up spills more easily, and put away laundry once it's been folded.
For a child who enjoys watercolors, a small shelving unit meant for use as a spice rack can double as windowsill storage for paint, brushes, cloths, a jar for water, watercolor pencils, and watercolor paper stacked below.
In the Living Area/Community SpaceShelving can support most art supplies, tools, and interesting items. If you are lacking space, these items can be removed and switched out to keep things interesting. Items should not be crowded together, but spaced out so as not to overwhelm. Discuss with your child expectations that, as with school, each item should be returned to its place when he is finished using it. Sorting like-items helps with this. For instance, puzzles can be stacked together, a science shelf can hold science materials, favorite books can be in a basket by the couch for easy access.
In the Bathroom/WashroomA sink in the home is not like a sink in the Primary Montessori classroom! It may be just the right height for the adults in the family, but much too high for the young child. A step stool is necessary to encourage independent hand-washing and brushing teeth. If you are sharing a bathroom, there are plenty of fold-up versions of step stools that easily collapse when a young child is not using it. A nail brush is within reach for those grimy nails — now getting them to use it is another story!
Binoculars set by a back window encourages bird watching. A guide book, some collected feathers, and other wildlife can go alongside to enhance the experience!In the Dining Room/Community SpaceChild-sized furniture is ideal, if possible. A low work table serves as a place to eat, a place to draw or paint or write stories, even a place to do crafts or flower arranging or prep foods for dinner. If chairs are lightweight and child-sized, they are easy to move around, another way to promote independence. If a dustpan and brush are readily available, a child can clean up messes and crumbs without needing help. Same with aprons!A great resource for starting Montessori in the home from the very beginning is our very own Montessori Guide, Maria Burr, who runs the