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One of the first things new Montessori parents notice when their child starts attending a Montessori school is the awakening of their independence and the rising need to do things on their own. It is the human’s innate characteristics to fend for oneself, developed and refined through years of evolution, only to come to the verge of extinction with the modern age. Robot vacuum cleaners, nannies and so called “helicopter parenting” are threatening to completely disable an entire generation. Something must change.
As children start diving in the new-found pond of independence and increasing capabilities, the job of all adults involved in their upbringing is to allow them to take part in house chores. One of the most thrilling activities you can do together at home is cooking! The title of this article suggests that this is a precious time for bonding – especially after hours spent away at work and school – time to share the news and emotionally connect.
Interdisciplinary approach to learning
UNESCO International Bureau of Education defines interdisciplinary approach to learning as:
“An approach to curriculum integration that generates an understanding of themes and ideas that cut across disciplines and of the connections between different disciplines and their relationship to the real world. It normally emphasizes process and meaning rather than product and content by combining contents, theories, methodologies and perspectives from two or more disciplines.“
What does this mean and how is it related to cooking, one might ask? Translated to simple terms, interdisciplinary approach is used to teach a certain central theme or topic, approaching it from various angles. This is rather uncommon for traditional educational systems where knowledge is used to placed into “drawers” with allocated time slots predicted to dig through each of these imaginary drawers in isolation, often interrupted by the sound of the school bell. Class after class, subject after subject, we forget Math as soon as we entered the History class, etc. However, this segregation of subjects rarely (if ever) takes place in real life, and this is where cooking comes as the simplest example.
Cooking = 5 primary school subjects
Take a moment here to analyse cooking in relation to primary school curriculum. What if I tell you that cooking combines at least 5 subjects?
There is no doubt that reading and understanding a recipe requires basic literacy skills, such as phonics (associating written letters with the sounds of spoken language), fluency (ability to read text accurately, quickly, and expressively, either to oneself or aloud) and comprehension (ability to read text accurately, quickly, and expressively, either to oneself or aloud). Not to mention the expansion of vocabulary! And if our meal impresses our guests, it would require some writing skills too!
2 Tbsp, 1/2 cup, divide the mixture…should we even explain?
Whether you are vegan or love a juicy steak, preparing a meal can be a wonderful opportunity to talk about all the resources we get from our planet that nourish us – their characteristics, classifications, habitat…the list is endless.
Children love experiments! And isn’t every step of a meal preparation an experiment of its own? As you watch the bread dough rise, you can talk about the processes of fermentation happening before your eyes. Just make sure to keep the vocabulary age appropriate, but keep it real – no fairy tales!
In some curriculums nutrition is an integral part of Physical Education subject. Teaching your child about the need for balanced nutrition to keep our body and mind healthy is best done at the kitchen table (or counter)!
Tell us, in the comments below, what is your favourite meal to cook with your little ones?
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The threshold of the 21st century has brought a debate within the Montessori circles, whether computers should or should not find their place in the modern Montessori classrooms. Advocates of computers integration in classrooms base their standing on the idea that the World Wide Web can support the learning process as a research tool, allowing children to formulate questions and then find the answers themselves. On the other hand, opponents of the idea view computer-assisted instruction as an attempt to have computers program the child, giving them an easy answer without much need for exploration. Instead, they propose that having computers in the class might only work if children learn to program the computer. Even then, this might be a bad idea as programming can only teach a data processing model of procedural thinking. In addition to that, children who are preoccupied with programming will lose touch with reality.
How to make peace with the two opposed standings, bearing in mind that computer literacy, namely coding, is a basic 21st century skill, the one that children of today cannot afford to miss out on? Let us first explore they pros for teaching your child the principles of coding.
What skills does coding develop?
While there are obvious benefits for the challenges of tomorrow and future employment, it is the development of critical thinking and emotional competencies that set up students for long-term success. When children learn STEM skills, it helps them to develop skills that can be applied to a range of other subjects. In fact, a recent study demonstrated that computational thinking skills were highly correlated with a non-verbal measure of intelligence.
When children develop computational skills they are able to articulate a problem and think logically. It helps them to break down the complex problems into smaller, more manageable chunks and figure out out all of the steps needed to make the task happen. This is called “algorithm design” in the coding world and is basically setting out the steps and rules needed to follow in order to achieve the same desired outcome every time. Through recognising patterns, children learn to identify the details that are relevant to solving the problem at hand and ignoring the other distracting details. Identifying the crucial information in a problem and disregarding the irrelevant information is one of the hardest parts of computational learning. On a social level, computation skills can have powerful impacts on children and how they manage their relationships with those around them. They also help kids to explore cause and effect and analyse how their actions or the actions of others impact the given situation.
Screen-time vs. Hands-on
Montessori is build on the foundation of hand-on exploration. In fact, Maria Montessori gave a priority to learning through senses in the earliest age of human’s existence when she said:
He does it with his hands, by experience, first in play and then through work. The hands are the instruments of man’s intelligence.
– Maria Montessori
Exposing a very young child to screen arguably has more harms than benefits – obesity, irregular sleep schedules and shorter duration of sleep, behavioral problems, loss of social skills – just to name a few. Does it mean it is hopeless to think we can utilize these most absorbent years to introduce the child to something as complex as coding? Most certainly not!
Cubetto – Montessori Inspired Coding Robot
Cubetto is the friendly wooden robot that will teach your child the basics of computer programming through adventure and hands-on play. What makes it Montessori?
Cubetto gives children the ability to solve problems within the world they create. This gives them freedom to express their creativity and aptitudes, unconstrained by the challenges of literacy, or the distractions of a screen.
All they need to get started is a nudge in understanding that blocks = actions. After this point, even the discovery of what each block does can be led by the child, leaving adults to observe and only help when needed.
Solving problems with the blocks is about trial and error. Once a sequence is sent to Cubetto, the result is immediate and non-abstract, giving children concrete grounds on which to self-correct without adult intervention. Just change the blocks and go again.
It’s designed for scaffolding
When a problem is too complex, the right sequence is easily pooled from collective knowledge of children in the play session. Each child can in turn add a block, or a suggestion, layering in their individual competence to the solution in small steps.
How is this coding?
Algorithms: Algorithms are sets of precise instructions that form a program. Cubetto’s blocks are a physical representation of an unambiguous instruction that children can touch.
The Queue: Instructions in programs are executed following a precise order. On the Board instructions are put together following a wavy line that represents a command line.
Debugging: The instructions are laid on the board, and are immediately executed by Cubetto, so when he doesn’t arrive where he should, fixing mistakes is as easy as swapping a block.
Recursions: Create a subroutine by “packing” a sequence in the function line, and call it in the queue with a blue block when you need it. Make long sequences shorted and more elegant, like in the real world.
Infinite Loops: Insert a function block in the function line and watch Cubetto go loopy. Want to stop an infinite loop? hmmm… tried turning it off and on again? 🙂
Order your Cubetto here and immerse yourself in the coding adventure!
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The most enticing part of every Montessori classroom is the Farm. Those beautifully crafted animals are a treasure for preschoolers who are naturally drawn to such small objects. The creativity goes beyond limits when children immerse themselves in imaginative play. But Montessori Farm is to be more than just played with. The Farm is used as a language resource in the Montessori classroom. It provides a setting for activities of language enrichment, grammar and reading.
Through the Farm, your child can practice their reading skills, labelling the objects on the farm (and around the house) as well as building and reading aloud simple phrases and sentences. Even if your child has not yet been introduced to sentence analysis, the label cards are nonetheless color coded, following the same consistency they will encounter later when learning about verbs, nouns, articles and other parts of speech.
Print and laminate your own grammar cards
Activities with Grammar Cards
1. Labelling the environment
Use adjectives and nouns to label things around the house. Have your child be creative when coming up with ideas in assigning adjectives.
2. Action words
Use prepositions and verbs to put the whole family in action! Make it a fun family game where everyone gets to take turns in pulling out a verb from the pile, reading aloud and performing the activity written on the card. As for prepositions, think of creative ways to position yourself in relation to the furniture as described on the cards.
3. Matching game
You can make additional cards that depict the parts of speech and create a matching activity. Make sure your pictures are the same size as our labels (3.2” x 3.2”). Find nice baskets or boxes to display each part of speech.