MONTESSORI

ISSUE 91 SEPTEMBER 2018

CURIOSITY IN LIFE

FREEDOM AND RESPONSIBILITY IN A MONTESSORI CLASSROOM

EARTH FRIENDLY SPRING ACTIVITIES

EDUCATION

MINISTER PAYS A

VISIT TO WA- ORA

Quality Montessori products perfect for school & home learning environments.

Explore. Love. Learn.

• Quality products at affordable prices• Large range of materials for all ages• Free shipping nationwide• Product satisfaction guarantee

Check out what the buzz is all about, visit us atwww.montessorishop.nz or email info@montessorishop.co.nz .nz

Quality Montessori products perfect for school & home learning environments.

Explore. Love. Learn.

• Quality products at affordable prices• Large range of materials for all ages• Free shipping nationwide• Product satisfaction guarantee

Check out what the buzz is all about, visit us atwww.montessorishop.nz or email info@montessorishop.co.nz .nz

Did you know that you can study for a Montessori qualification with Te Rito Maioha?

From 2019, we are offering the New Zealand Diploma in Early Childhood Education (Aperfield Montessori)*, Te Tohu Pōkairua Mātauranga Kōhungahunga (Aperfield Montessori).

By completing this programme, you will gain a New Zealand Diploma in Early Childhood Education and Care (Level 5), Te Tohu Pōkairua Mātauranga Kōhungahunga Manaaki (Level 5).

Call 0800 244 532 or email studentservices@ecnz.ac.nz or visit

ecnz.ac.nz

Apply now!Applications close 1 December 2018 for study starting in February 2019

* Programme pending NZQA approval.

Montessori Voices SEPTEMBER 20182

Front cover photo supplied by Wa- Ora Montessori School, Wellington, New Zealand.

PHOTOSMontessori Voices needs your photos of Montessori infants, children, students, teachers and families. We would love your photo to be in the next issue or selected for the cover! Photos need to be 300dpi. Please supply the original file from the camera. A 3+ megapixel camera is suitable to use.

MONTESSORI VOICES Montessori makes the difference. Montessori Voices is provided to all wha-nau (families) attending Montessori centres and schools that are members of Montessori Aotearoa New Zealand. The magazine is posted to Montessori professionals and organisations that are members of Montessori Aotearoa New Zealand and also subscribers in the rest of the world. For international subscriptions email eo@montessori.org.nz.

CIRCULATION: 5,000

PUBLISHER: Montessori Aotearoa New Zealand

EDITOR: Cathy Wilson. Email: eo@montessori.org.nz

ADVERTISING: Cathy WilsonEmail: eo@montessori.org.nzPhone: 027 448 5525Contact Cathy for the Montessori Voices display advertising rates for 2017. Classified adverts $1.60 pw. MANZ member school discount rate is 70 cents pw.

DESIGN: Hothouse Creative, Nelson

PRINTER: Spectrum Print, Christchurch

The opinions expressed in Montessori Voices are those of contributors and not necessarily those of MANZ. All materials may be reproduced only with the prior written consent of MANZ. To MANZ’s knowledge all information is correct at publication date.

POSTAL ADDRESS: Montessori Aotearoa New Zealand, PO Box 31461, Lower Hutt 5040

EMAIL: eo@montessori.org.nz

WEB: www.montessori.org.nz

Contents

ISSUE 92 DECEMBER 2018 (12 OCT)

ISSUE 93 APRIL 2019 (13 FEB)

ISSUE 94 JULY 2019 (1 MAY)

ISSUE 95 SEPTEMBER 2019 (23 JULY)

ISSUE 92 DECEMBER 2018 (1 NOV)

ISSUE 93 APRIL 2019 (21 FEB)

ISSUE 94 JULY 2019 (22 MAY)

ISSUE 95 SEPTEMBER 2019 (1 AUG)

Advertising Deadlines 2018

Copy Deadlines 2018

10

6

20

4 Editor’s Note

5 Quote of the Issue

6 INFOCUS: Education Minister pays a visit to Wa- Ora

8 Explained

The Work of Wool – A Montessori Handwork Album

10 At School

Building community

Freedom and responsibility in a Montessori classroom

The Remakery – Refuge Project

18 At Home

Hanging around

Curiosity in life

Earth friendly spring activities

23 Community

Matariki at Inspiring Minds Montessori Preschool

The realisation of a vision for the Courtyard Montessori Preschool

Pyjama day: Teaching children about giving

26 Newsboard

Marshwood Montessori celebrates Chinese New Year and Lantern Festival

27 Situations Vacant

27 References

28 Contributors & Columnists

30 MANZ Member School Listing

InFocus

Montessori Voices SEPTEMBER 2018 3

CONTENTS

Editor’s note

Kia ora,

Our MANZ Conference 2018 has now been and gone and it was

fabulous. We had awesome speakers and a tremendous venue at Napier

Convention Centre with the Pacific Ocean as a backdrop. We even had a

family pod of Orca whales (mum, dad and two calves) swim past during

the first lunch with the dad playing in the surf! If you are interested

in reading reflections from MANZ Council and a few from kaiako on

different workshops attended, visit the MANZ Facebook page.

The InFocus article in this issue of Montessori Voices features Minister

Hipkins visiting Wa- Ora Montessori School. This visit took five months to

arrange and was the first time the Minister had visited a Montessori early

childhood centre and school. I offered the Minister a copy of the latest

issue of Montessori Voices and he now receives a quarterly issue of it.

Stay warm!!

The cover photo for this issue is from Minister Hipkins’ visit

to Wa- Ora Montessori School. In the photo a primary boy is

discussing with the Minister and MANZ Executive Officer

how the Checker Board material works.

Wellington, New Zealand.

Cathy Wilson

EDITOR & EXECUTIVE OFFICERMONTESSORI AOTEAROA NEW ZEALAND

Cover PhotoOur

Montessori Voices SEPTEMBER 20184

EDITOR’S NOTE

Independence, in the case of the adolescents, has to be acquired on a different plane, for theirs is the economic independence in the field of society. Here, too, the principle of “Help me to do it alone!” ought to be applied.

Quote of the issue

HOW ARE DR MONTESSORI’S WORDS RELEVANT TODAY?

MONTESSORI, M. (1994). FROM CHILDHOOD TO ADOLESCENCE. P 67.

Dr Montessori’s view of the child as

a person came at time when children

were encouraged to be seen and not

heard. Referred to as ‘it,’ the infant

was treated as a helpless creature in

need of help from adults, twos were

terrible, and the rod was never spared

for the older children. Dr Montessori

recognised the child and young adult’s

need to become independent and the

yearning and potential of children

to be seen and heard as intelligent

human beings.

This quote by Dr Montessori is such

a strong and a consistent reminder

for us as Montessori teachers and

parents. It is important to note that

while the child goes through different

stages of physical, mental and

emotional development, there is still

a need for them to be independent.

Independence will look different at

different stages, and it can only be

achieved by letting the child do things

on their own.

At 0 – 6, the infant needs independence

of movement, opportunities to develop

eye hand coordination and balance,

to name a few. A toddler is learning

to be independent in self-care and

care of environment which is then

carried through to 3 – 6 where along

with these skills, other areas come

into play. Between 6 and 12 the child

is learning to orient his/herself into

society. 12 – 18 is the turbulent period

which Montessori likened to 0 – 3 when

a young adult is going through both

physical and mental maturity.

While these planes of development,

their needs and approach vary for

each stage, the principle of ‘help me

to help myself’ doesn’t change.

This, Dr Montessori calls, “serving

the spirit” (The Absorbent Mind, p257).

This resonates with me as a Montessori

parent and teacher. I have dealt with

all these stages and want to keep this

quote in my mind at all times to show

full respect to the person I am dealing

with. This enables me to look at the

baby, toddler, young child or the young

adult as a person with full potential in

my role just as a Guide.

Mamira Ali, Montessori House of

Children, Hamilton, New Zealand.

Read about Mamira on page 28.

5

QUOTE OF THE ISSUE

Montessori Voices SEPTEMBER 2018

Education Minister pays a visit to Wa- Ora

RELDA HERMANN WRITES OF THE RECENT VISIT OF EDUCATION MINISTER CHRIS HIPKINS TO WA- ORA MONTESSORI SCHOOL, NAENAE, LOWER HUTT.

The Minister of Education, Chris Hipkins

paid a visit to Wa- Ora Montessori in

Naenae, Lower Hutt in June to get

hands-on with the Montessori method

of education in New Zealand.

When you read about the Hon. Chris

Hipkins on the Labour party website

and his passionate belief “that

every New Zealander deserves the

opportunity to reach their full potential

in life,” similarities with the Montessori

philosophy are plainly evident.

Montessori education is commonly

referred to as holistic and seeking

to maximise the child’s potential,

and from reading the Minister’s

website, it seems that this is also what

he wants for New Zealand children.

Wa- Ora is located within the

Minister’s electorate, just down the

road from the primary school he

attended as a boy. Although he still

lives in the Hutt Valley, this was

Minister Hipkins’ first visit to Wa- Ora

and any Montessori school.

As a school providing education from

18 months to 18 years, Wa- Ora was

able to provide him with an experience

of all three sectors (preschool, primary

and high school) and showcase

Montessori in Aotearoa.

Montessori education is commonly referred to as holistic and seeking to maximise the child’s potential, and from reading the Minister’s website, it seems that this is also what he wants for New Zealand children.”

Montessori Voices SEPTEMBER 20186

INFOCUS

Minister Hipkins, together with his

Electorate Agent Janette Granville,

met with Wa- Ora Principal Ava

Szabo and MANZ Executive Officer

Cathy Wilson. The main focus of the

discussion was to share a little of the

background to Montessori, as well as

some basic philosophy; introducing

some of the essential elements of

Montessori education also helped

to provide a context for what the

Minister later saw on his visit around

the classrooms.

Following their discussion, the group

took a tour of the school, visiting

classes in the preschool, primary and

high schools. The minister was able

to quickly gain an overview of what

Montessori education looks like at all

ages and stages, the similarities between

the different sectors and also the ways

in which the programme is modified

to take account of the changing

developmental needs of a-konga.

In the preschool, the visitors were

able to witness the huge development

that occurs in a pre-schooler between

3 and 5-years old. They could watch a

recently started 3-year old, working to

master one of the dressing frames in

the practical life area, in stark contrast

to a 5-year-old nearby working on the

4-Bead Chain.

While visiting one of the primary

classes, the Minister was lucky

enough to receive a lesson on the

Checkerboard from a student! He was

very interested in why we transition

children from preschool to primary

at 6-years old, which provided an

opportunity to talk about readiness

being more developmentally-related

than aligned to chronological age.

Minister Hipkins’ fascination with

the high school and its workings

was evident. Discussion about

micro-economy and the real world

experiences that students have from

barista training or selling at local

fairs, helped illustrate the experiential

nature of the senior programme and its

ability to follow the students’ areas

of interest, whilst still meeting the

New Zealand curriculum. The way

in which it is possible to integrate

Montessori philosophy within the

current high school qualification

framework, giving students broad

experiences and the chance to pursue

their interests beyond school, was

viewed very positively by the Minister.

At the conclusion of Minister

Hipkins’ visit he was certainly

more informed about Montessori.

Having the opportunity to

observe students in their learning

environments allowed him a genuine

insight into the workings and benefits

of the Montessori philosophy as a

valid offering on today’s educational

spectrum, not to mention elevating

the profile of Montessori within the

Ministry of Education.

His take-away copy of Montessori

Voices will certainly provide the

Minister with further information

and food for thought!

Read about Relda on page 28.

He was very interested in why we transition children from preschool to primary at 6-years old, which provided an opportunity to talk about readiness being more developmentally-related than aligned to chronological age.”

Montessori Voices SEPTEMBER 2018

INFOCUS

7

8

The Work of Wool – A Montessori Handwork Album

CAROL PALMER, WELLINGTON, DESCRIBES THE JOURNEY SHE HAS TAKEN IN DEVELOPING A NEW MONTESSORI TRAINING ALBUM.

You may have heard Montessori

teachers referring to their albums.

These are the collections of lesson

plans that we put together during our

training, which serve as our curriculum

documents throughout our careers.

We have albums for every subject from

maths, to biology, to music. What we

do not have, is an album for handwork

– or handcrafts – the traditional skills

and crafts that are the cornerstones of

human culture.

One of the key aims of Montessori

education is to connect children

to nature and give them an

understanding of their environment.

When they have this, wherever they

find themselves in the world, they will

know something of their surroundings.

For example, Montessori-educated

children can look at a plant’s foliage

and know the shape and size of its

root system; they can look at the

mountains around them and know

whether they were formed by tectonic

plate movement or volcanic activity –

these understandings help them feel

grounded in the Earth.

But what about their connection to

the human aspect of the Earth – the

culture of people, what Dr Montessori

called ‘Supranatura’? What if children

could understand something about

their surroundings, just by looking at

their textiles? They would know that

the clothes they wear, and all of the

textiles around them were made from

the fibres of a plant or animal that had

been gathered or shorn, and spun into

a thread that was then woven or knit,

and then cut and sewn.

Not only would this knowledge give

them a connection to their textiles but

also a natural sense of gratitude.

When children realise how many

people have had a hand in the work of

creating their clothing, their clothes are

no longer something that just appear

in the shops – they have a history.

As most of our textiles are now created

by unseen machines, most people do

not have to spin, weave, knit or crochet

out of necessity and the connection

with our ancestors that these crafts

once fostered is becoming lost.

Handwork is the thread that connects

all human beings on every part of the

planet and at every point of history;

the lack of a handwork album has

always felt to me to be a hole in the

Montessori curriculum.

Montessori Voices SEPTEMBER 2018

EXPLAINED

9

So, with the support of MANZ, through

the Binda Goldsbrough Research

Fund, and Wa- Ora Montessori School,

I set about to create a Montessori

handwork album for the international

Montessori community. Three years

of researching, consulting, testing and

revising later, I completed the first

section of this Album. The Work of

Wool – A Montessori Handwork Album

was published with much fanfare and

joy on 29 June 2018.

In New Zealand, publishers are

required by law to submit two copies of

every book they publish to the National

Library. One is placed in the National

Archive and the other goes into the

library system for people to read. Books

may be submitted by mail or in person.

As the children in my class had put so

much work into the book along with

me, we decided we would all go to

submit our copies in person.

When I rang the National Archive to

ask if it was acceptable for so many

people to attend the submission

ceremony, the archivist told me this

had happened only once before in her

whole 29-year career, when another

teacher brought her class to submit her

book and guess where they were from?

Yep – a Montessori School.

They were so happy about us coming

that they arranged a tour of the

underground archives for us before

the submission ceremony. This was

a huge privilege as members of the

public are not normally allowed into

the basement archives. When we

arrived they led us down several

flights of narrow stair into the ‘bunker’

where the national treasure trove

of books is housed. We got to watch

as mechanised boxes travelled along

train tracks mounted to the ceiling,

retrieving and returning books for the

library users above. It was fascinating!

Several of the children declared they

would like to live down there!

After the submission we had a pretty

fast turnaround to get the children

back to school and everything in place

for the official book launch in the local

library that night. The Library Launch

was truly a celebration of everything

that has gone into the Album’s

creation over the last few years.

Yahvi, one of my students, introduced

me with her natural pizzazz, and I

took some time to talk about what

the Album was, and thank those who

have supported me along the way.

Freya, my lovely daughter, sat proudly

at her stall, selling books alongside her

loving grandmother. Renee, one of the

parents from my class, brought a huge

basket of home baking and another

set out drinks for everyone. Children

from my class – past and present –

brought along handwork and invited

people to have a go.

Members of the community stood

around chatting – discussing the value

of handwork and sharing stories of

the crafts they used to do as children.

It was a wonderful community event.

The library staff were amazed by the

high turnout and had to rush about,

moving shelves and finding extra

chairs – they hadn’t experienced

the strength of a Montessori

community before!

Since publishing, the international

response to my handwork album has

been huge. I have received orders

from all over the world and been

invited to present workshops in several

countries. The Montessori community

are more than ready to integrate this

missing curriculum area and pass on

the heritage of our ancestors to the

next generation. I have high hopes

for a handwork revolution!

Read about Carol on page 28.

Handwork is the thread that connects all human beings on every part of the planet and at every point of history; the lack of a Handwork Album has always felt to me to be a hole in the Montessori curriculum.”

EXPLAINED

If you would like to read more

about why handwork is such

an essential part of Montessori

education, or find more details

of the album, please visit

www.montessorihandwork.com.

Montessori Voices SEPTEMBER 2018

Building community

CARLI HAUSLER, AUCKLAND, DISCUSSES THE IMPORTANCE OF ENCOURAGING RESPONSIBILITY AND COMMUNITY IN THE UNDER 3 YEAR ENVIRONMENT.

Have you ever noticed that many

Montessori environments for walking

children aged under three use the

word ‘community’ in their title: Infant

Community, Toddler Community, Young

Children’s Community. Whatever the

title of the environment they share the

intention is to build community.

We can define community as a

‘unified body of individuals’ and

Mario Montessori Jr wrote of his

grandmother’s work that “...human

development is the result of an

unconscious creative activity of the

individual, and that this process is

possible only in association with others.”

Dr Montessori spoke throughout her

works of education being an aid to

life that should begin at birth. The

education she was speaking of was

that which would assist the child in

adaptation to her time and place, to

learn the language, culture and become

part of this community in which she

finds herself.

Anyone spending time with a child

under three can endlessly find

moments over which to marvel; in an

established infant community these

moments are amplified tremendously.

One of my favourite stories to tell is

how we sat down for lunch one day.

We had a newly arrived 14-month-

old child, who was now well settled

into the environment. He had up until

now been wearing a bib at meals but

today finger food was on the menu

so we adults had decided a bib wasn’t

necessary. As we began eating the

meal, one of our two and a half year

old children suddenly stood up from

the table. I only just managed to refrain

from saying “We sit at the table to eat”

and instead observed as she went to

the linen cupboard, retrieved a bib and

brought it to the table, then informing

the other child he needed a bib she

helped him put it on. With her external

order restored she sat back down to eat

her own meal.

I believe it is in these moments that

we feel our work is truly worthwhile

when our youngest children can

act in the service of others while

simultaneously working to build

themselves. We adults have choices

to make when we prepare our

environments in how far we want to

take this empowerment of the child

to develop and follow her will and to

contribute to group life.

Using the above example, we can

consider the necessary elements

required to make this moment possible.

We had a child-accessible linen

cupboard and the children took an

active role in laundry procedures, so

this child knew where a bib could be

found. Children were actively involved

in the running of our programme,

Human development is the result of an unconscious creative activity of the individual, and that this process is possible only in association with others.”

Montessori Voices SEPTEMBER 2018

AT SCHOOL

10

11

AT SCHOOL

from food preparation to setting

the table, loading and unloading the

dishwasher to washing the windows,

so this child was well practised

in making contributions to the

community. Our freezer was accessible

to the children so bumps could be

attended to by any child fast enough

to get to the ice pack first, so this child

had plenty of experience of caring for

her peers.

Adults endlessly work with children

to develop vocabulary with conscious

attention given to the consideration of

how others might feel or be affected by

what is going on, this child possessed

the communication skills to let the

other child know what was going to

happen before offering her assistance.

Children are involved in active

problem solving and conflict resolution

processes, they are empowered to say

“no” and make their own choices.

They are acknowledged and thanked

for the contributions they make and

their kindnesses to others.

This child had the possibility to notice

something wasn’t quite ‘right,’ she could

independently, logically think through

what a solution might be, she possessed

the confidence and self-esteem to act

on her logic without needing to be told

what to do from an adult or wait for

approval before acting.

In describing this moment in such

detail, it is all too easy to understand

Dr Montessori’s vision of the child as

a hope and promise for the future.

We can only aspire to the graciousness

of a two-and-a-half-year-old who is

empowered and confident of her place in

the world. And as we go about preparing

all of the elements in our environments,

let us keep this idea of building

community at the very forefront.

Read about Carli on page 29.

Photos provided by the Bambini Community at Montessori Children’s House Wanaka

Montessori Voices SEPTEMBER 2018

Freedom and responsibility in a Montessori classroom

WE HAVE ALL HEARD THE TERM ‘FREEDOM AND RESPONSIBILITY’ IN RELATION TO MONTESSORI. IN THIS ARTICLE TESNEEM COUPER, MONTESSORI @ HOWICK PRIMARY AUCKLAND, DISCUSSES WHAT THIS ACTUALLY MEANS AND HOW IT IS CREATED IN THE MONTESSORI PRIMARY CLASS.

The thought of being free, moving

around and chatting in school is

one that appeals to many parents –

especially since it is not what most

people experienced while growing

up. The image of a classroom, with

desks all arranged in orderly rows

with the teacher at the front is a

familiar picture. Thankfully, this is

no longer the case – definitely not in

a Montessori environment and not in

most mainstream classes either.

So what do I mean by freedom in

the classroom? A host of questions

instantly spring to mind, don’t they?

Who knows? Do the children do

whatever they want, whenever they

want and however they want? Who

decides what they should be doing – the

adult or the child? How do you make

sure they’re covering all elements of the

Montessori or New Zealand Curriculum?

How do the teachers keep track?

Where does responsibility come into it?

Sounds great! How do I sign up?

We can’t very well ask Maria

Montessori what precisely she meant,

so a quick Google search of the word

‘freedom’ yields:

1. The power or right to act, speak,

or think as one wants.

2. The state of not being imprisoned

or enslaved.1

See page 27 for references.Montessori Voices SEPTEMBER 2018

AT SCHOOL

12

AT SCHOOL

At the end of my first article, I briefly

mentioned the three elements that

are requirements for any Montessori

classroom: the prepared environment,

the prepared teacher and freedom

with responsibility.2 Freedom and

responsibility are nurtured within

the Montessori classroom through

the prepared environment and

prepared adult.

Freedom with responsibility is a

lofty goal for children – but not

only is it possible, it is necessary

for a Montessori classroom to

function effectively.

First, we need to understand the

freedom that is available to the child in

the Montessori classroom. One of our

goals as Montessori educators is to help

children develop the skills to become

independent, self-motivated and self-

disciplined. We do that by offering

them the opportunity to be free.

The children may select their work

and who they work with. We do

not tell them what to think or how

to think – we give them the tools

to make their own judgements,

reflections and decisions. We provide

them with the freedom to move

through the classroom and beyond

the classroom, where appropriate.

The Montessori classroom should

never be a silent one – there

should always be children moving,

communicating and negotiating

(yes, often arguing) – because they

are given the freedom to do so.

The students are able to direct their

learning, the pace of their learning and

the majority of the content of their

learning, with minimal interference

from the teacher and using the

curriculum as a check and a guide.

Some may query how this can work,

when there are Montessori classrooms

within state schools in New Zealand,

and as such have to show coverage

of the New Zealand Curriculum.

The reality remains that society and

the government expect our children to

know certain things – so if we are not

offering these things to children,

to best equip them for their future

learning and schooling, we are

doing them a disservice. It is our

responsibility as educators, to ensure

we are setting up the children for

success. In terms of specific curriculum

requirements, the New Zealand

Curriculum is very broad and open

ended, so its objectives are easily met

by effective implementation of the

Montessori curriculum – without

heavy, teacher-directed impositions.

We also do not dish out rewards or

punishments to the students, but

allow them to experience the logical

consequences of their choices (e.g. not

finishing their project means that it is

not ready to show the parents at the

community event at the end of term).

This also serves to foster their own

intrinsic motivation and frees them

from the necessity to have an adult’s

approval and being under adult control.

(For more information and research

about this topic, check out Alfie Kohn’s

book Punished by Rewards.)

So how do we do this? We offer

freedom within limits. There must be

limits. In many ways, the classroom is

very much like a family unit and some

parenting principles can be applied

to classroom practice. In Nigel Latta’s

book, Politically Incorrect Parenting he

talks about setting limits for children,

which he calls ‘fences.’

“Kids need fences. Make rules, set limits,

and stick to them as hard as you can. It is

in the nature of children to move forward

until they come up against a fence. Some

kids need only to know that the fence is

there, others need to bang into it several

times, but all of them need it.

“A world without fences is a dangerous and

frightening place for a little person. Fences

say ‘You can go this far, but no further.’

Fences keep you safe and secure. Fences

help you figure out where your place is.

Fences keep out the bad stuff as well.”3

Those ‘fences’ are what keeps the

classroom functioning – like any

other society. In any workplace, group

or community, there is an agreed

set of rules and expectations that

are written and understood. It’s no

different in the classroom. Children

will push the limits, they need to, so

that they can understand and judge

for themselves where the boundaries

lie. By having clear, consistent and fair

expectations from the prepared adults

in the environment, the children can

continue their most important work of

being free to construct themselves.

See page 27 for references.

One of our goals as Montessori educators is to help children develop the skills to become independent, self-motivated and self-disciplined.”

We do not tell them what to think or how to think – we give them the tools to make their own judgements, reflections and decisions.”

13Montessori Voices SEPTEMBER 2018

But isn’t that imposing the adult’s will

on the children? No.

You don’t know, what you don’t know –

right? It’s the same with children.

We are in the classroom to keep them

safe, to ensure that we provide them

with the ‘keys’ (lessons, presentations

and inspirations) to unlock the universe.

Yes, we follow the child, but we don’t

follow the child off the edge of a

cliff. Maria Montessori stated during

a celebration of the anniversary of

the first Casa dei Bambini, “Anyone

who wants to follow my method must

understand that he should not honor me

but follow the child as his leader.”4

What about responsibility?

Where does that come into play?

We can’t teach children how to be

responsible, but we can help them

to develop this skill. We do this

by offering them presentations to

develop their love for learning and

providing the children opportunities

to practise their social and academic

learning in different ways. We also

observe the children so we can

understand what motivates them,

and what demotivates them.

By working with the children and

their wha-nau we are able to gain a

better understanding of who they

really are, so we can best serve their

needs. We give them tools so they can

develop a sense of community and

wha-nau in the classroom. Within any

successful classroom, the members

(students and teachers) have a

responsibility for themselves, their

environment, society and the wider

community as a whole.

“One can speak of a true community

only when each member of the group

feels sufficiently free to be himself or

herself, while simultaneously restricting

his or her own freedom for the sake of

adjustment to the group. It is in seeking

an optimal solution to this tension

between personal independence and

dependence on the group that the social

being is formed. Too much individual

freedom leads to chaos, too much

uniformity, imposed by adults, leads to

impersonal conformity or to rebellion.”

Mario Montessori, Jr.5

So, while constructing their own ‘social

being’ the children learn to put the needs

of many above their own individual

desires. This takes self-awareness,

independence and the freedom to

make mistakes in a safe environment.

It is through freedom that the children

develop responsibility, but it is only by

being responsible that the child is able

to be free within the classroom. “To let

the child do as he likes when he has not

yet developed any powers of control is

to betray the idea of freedom.”6

Therefore, freedom and responsibility

are like yin and yang.

Yin and yang can be thought of as

complementary (rather than opposing)

forces that interact to form a dynamic

system in which the whole is greater

than the assembled parts. According to

this philosophy, everything has both yin

and yang aspects (for instance, shadow

cannot exist without light).7

Without one there can’t be the other

– and together they form the most

beautiful, balanced and inspiring whole.

Read about Tesneem on page 29.

We can’t teach children how to be responsible, but we can help them to develop this skill.”

Montessori Voices SEPTEMBER 2018

AT SCHOOL

14

AT SCHOOL

The Remakery – Refuge Project

SARAH-JANE LAMBIE DESCRIBES HOW THE ADOLESCENTS AT WA- ORA MONTESSORI SCHOOL HAVE FOUND A MEANINGFUL WAY TO CONTRIBUTE TO THEIR COMMUNITY.

From my perspective, no stage of the

journey from childhood to adulthood

is more complex and challenging than

that Dr Maria Montessori called the

third plane of development. In these

years, 12 – 15 year-old adolescents are

beginning their transition into the adult

world. Their bodies are going through

tremendous change, they are wanting

to take on more adult-like roles,

relationships and responsibilities; they

are seeking more independence; and

what their peers think, and are doing,

takes on a whole new level of influence.

The third plane of development is

also a very emotional time; a time

when energy and passion for righting

the wrongs in the world, and being

active in a cause, is high. By working

alongside adolescents and supporting

them to participate meaningfully

in the world outside their family

and peer communities, teachers

are helping the adolescent towards

‘valorisation,’ a concept Dr Montessori

coined to mean the “internal and

external validation of personality.”

She said: For a healthy, confident entry

into adult society, the young person

must feel that he [sic] can contribute in a

meaningful way to the community and see

that value reflected back upon himself [sic].

This is one of the main reasons

community service is an intrinsic

part of a Montessori adolescent

programme. It:

• meets the needs of this age group to

support big service ideas, and issues

in the greater community... and out

to the whole world;

• empowers adolescents to know they

can make a difference;

• encourages them out of a tendency

to egocentricity, to see beyond

themselves and further develop

empathy and compassion;

• encompasses the adolescent’s

preference for work that requires

physical activity;

• provides another opportunity for

adolescents to work freely and

independently, with minimum

guidance and direction from the

teacher;

The third plane of development is also a very emotional time; a time when energy and passion for righting the wrongs in the world, and being active in a cause, is high.”

Montessori Voices SEPTEMBER 2018 15

• helps adolescents understand

their place in society and to find

opportunities to contribute to

society;

• and it makes them feel really good

about themselves!

An example of how community service

work contributes to the development

of adolescents is happening at Wa- Ora

Montessori School in Naenae, Lower

Hutt. The Remakery – Refuge Project

is one of several service work projects

happening during community work

time in this environment.

Our story begins earlier in the year,

when I took my occupations1 group on

a field trip to The Remakery Common

Unity Aotearoa2 as part of a food waste

unit. The students were deeply moved

by what they saw happening there

and inspired by the way in which the

coordinators have turned traditional

language, practices, and attitudes

associated with charitable giving,

into something empowering and

very special; something that values,

supports and grows all those involved

as equals.

Back at school, the students couldn’t

stop thinking or talking about what

we had seen and learned so began

exploring ways in which they could

be part of this positive movement.

First off, the students started a food

contributions basket into which

members of the Wa- Ora Montessori

School community are invited to

donate non-perishable, nourishing

foods. When the basket is full, students

deliver it to The Remakery Share Store

– a place where anyone in need of food

can call in for supplies and leave with

their dignity still intact.

From there, some of us went back to

The Remakery following our school visit

and got talking about, and planning,

other possibilities. Some of our students

with barista training could gain

experience while helping out at Koha

Coffee; others who love to sew could

join the sewing collective; maybe some

students could go help with gardening

and odd jobs during community work

time – enthusiasm and ideas were

flying; the possibilities seemed endless!

During this conversation, Julia Milne,

founder of Common Unity Aotearoa,

talked about wanting to develop her

idea of sharing vegetables produced by

Rimutaka Prison inmates, along with

her knowledge that Women’s Refuge

would love to be able to offer ready

to eat meals to women and children

when they first arrive seeking that

organisation’s support. She explained:

“As part of the rehabilitation process,

inmates working in the prison vegetable

gardens could be giving back to the

community and restoring, within

themselves, a sense of self-worth.”

Interest in being involved with The

Remakery was still very much alive

among the food waste students – even

though our unit had finished – and

had spread to others in the class. We

formed a small project team and went

back to Julia with an offer to make 60

freezer meals for Women’s Refuge

every fortnight.

This is where micro-economy, another

curriculum area specific to a Montessori

adolescent programme, gets involved.

In this subject, students create and

manage small, profitable, businesses.

Among other things, students are

introduced to best practice ideas such

as business-related social responsibility.

At Wa- Ora Montessori School,

The students started a food contributions basket into which members of the school community are invited to donate food. When the basket is full, students deliver it to the Remakery Share Store – a place where anyone in need of food can call in for supplies and leave with their dignity still intact.”

See page 27 for references.Montessori Voices SEPTEMBER 201816

AT SCHOOL

adolescents explore, and practise,

different ways of using a percentage of

the profit they make in micro-economy

to ‘give back’ to society.

By tapping into this practice, The

Remakery – Refuge Project team

got agreement from the class to use

a percentage of the profit we make

in micro-economy to purchase base

ingredients. Combined with fresh

produce we receive from Rimutaka

Prison, students make a range of

simple, cost-effective, nourishing,

delicious, heat and eat meals for

Women’s Refuge during community

work time. The meals are delivered

with recipe cards, so they can be made

in the future by the recipients.

Energy for this project continues to be

strong indeed. Participating adolescents

have been making and delivering meals,

as promised, since April this year.

Generally speaking, they use plant and/

or dairy-based protein; occasionally we

use donations of small goods meats, to

enhance the flavour of dishes.

At the insistence of the students, we

have extended our contributions to

include as-healthy-as-possible sweet

treats for lunch boxes along with

puddings and custard.

Although the feedback we receive from

Common Unity Aotearoa and Women’s

Refuge is wonderfully positive and

rewarding, the most touching aspect of

this work – for me – comes from seeing

the students hard at meaningful work,

and keeping it real by acknowledging

that the rewards are equally shared by

all those involved: women and children

have meals on hand when they arrive,

usually in crisis, at Women’s Refuge;

prison inmates are gardening and

producing something tangibly good for

the wider community; the adolescents

involved feel proud of what they are

contributing to the community while

they develop skills that will serve

them well in their own lives. As the

teacher privileged to be supporting

this project, I get to experience a sense

of meaning that enriches my spirit

and my life immensely.

The Remakery – Refuge Project team

now meets regularly with Remakery

staff to manage the project and plan for

future development. Our dream is that

word will spread to other schools and

they will join in. Before long Women’s

Refuge could be receiving more meals,

more frequently, and more adolescents

could be experiencing the benefits

of participating in this meaningful

community work.

Read about Sarah-Jane on page 28.

AT SCHOOL

The adolescents involved feel proud of what they are contributing to the community while they develop skills that will serve them well in their own lives.”

Children’s voices“This place (The Remakery)

is so cool. I love helping.”

Neha, age 14

“The Remakery is

amazing and it is

good to be helping

them help others.”

Hunter, age 14

“We take for granted

how much food we have

and for some people in the

world it’s not like that.”

Cashel, age 12

“It makes me feel good to know I’m

helping someone.” Tori, age 12

“I feel good when we drop the food off and we all know the women in need have food.” Aaria, age 13

“I think it’s good to turn

vegetables from the prison

into something well meaning.”

Alexander, age 14

“It makes me feel

better when I know

people in need are

getting food.”

Olivia C, age 12

Montessori Voices SEPTEMBER 2018 17

AT HOME

Hanging around

PAUL SCANLAN, MERAKI MONTESSORI SCHOOL, AUCKLAND, DISCUSSES HOW GIFTING MONKEY BARS TO HIS ELDEST DAUGHTER IS AIDING THE DEVELOPMENT OF MUCH MORE THAN JUST GROSS MOTOR SKILLS.

Monkey bars. There is just something

about this very simple but effective

piece of equipment. I got my eldest girl

a set for her sixth birthday, I wish I had

got them sooner. I have seen a huge

change in her and her sister ever since.

A child’s hands are the most powerful

tool for learning. Montessori wrote in

The Absorbent Mind, “the hand is the

instrument of the mind… it is the work

of the hand that is in direct connection

with man’s soul.”

With an increase in bar time I have

also noticed an increase in writing

time for both girls. Most of us now

know the importance of fine motor

control particularly when it comes to

handwriting but let’s look at something

different in relation to the bars.

The benefits of monkey bars have been

well documented and a quick search

on the internet can inform readers.

I thought it would be more interesting

to look at the Human Tendencies in

relation to this simple but effective

piece of equipment.

The human tendencies are predisposed

innate urges, belonging to the individual

by their very nature, that make us

interact with the environment and

find what is needed to survive and

develop. Below are some of the human

tendencies in relation to the bars.

Firstly, exploration. Children are

naturally exploring this equipment;

they seem to be drawn to it. The child’s

curiosity is natural. The tendency to

explore describes how we find out about

the environment. Through exploration

of the bars children learn from their

discoveries. Furthermore, their

exploration is intertwined with curiosity.

Children explore with activity and

movement and are very curious with

the bars as they set new goals and

explore. Curiosity is sometimes known

as the spirit of enquiry and is the

need and want to find out more or to

explore. As this happens the tendency

to develop creative imagination kicks

in as they find new ways to solve

problems on the bars.

The need to move in response to an

interest and this comes from a need to

engage in activity that is purposeful.

Activity is the ability to move which

involves both the mind, body and

spirit. It is both purposeful and

meaningful. By acting and interacting

with the bars children are learning to

further their own self-development.

One of the first things I noticed was

that their concentration was so intense

while they practised. Concentration

is seen when attention is focused on

one thing. But it is rarely sufficient to

accomplish something new without

repetition. So, their tendency to do

the activity over and over again is

required until perfection is achieved.

This is evident looking at the blisters

on their hands!

The blisters on the hands makes me

think about their tendency to self-

control or their ability to decide if we

are happy or satisfied with our work.

See page 27 for references.

Activity is the ability to move which involves both the mind, body and spirit. It is both purposeful and meaningful. By acting and interacting with the bars children are learning to further their own self-development.”

Montessori Voices SEPTEMBER 201818

AT HOME

Sometimes the blisters say take a break

but they just have to keep practising.

They practise over and over until each

goal is perfected. Repetition makes

perfection possible. When there is

sufficient motivation to do an activity

over and over again until it is right,

we call it repetition. Repetition simply

means the act of repeating something,

and to seek perfection we have a

tendency for repetition.

This freely chosen purposeful activity

also comes with the tendency to

perfect it. Perfection is the natural

desire to improve and enables us to

find satisfaction in personal growth

and a desire to perfect. Perfection is

simply a stage which is sought on the

way to achievement.

On the way to achievement the

tendency to calculate is very noticeable

on the bars. They work out how much

of something is needed. This tendency

has naturally motivated the behaviour

of children on the bars to exceed their

current level of achievement. It helps

to adjust, refine and improve tasks and

also makes it possible for the mind to

work mathematically.

I watch my girls at the park as they

observe other children on the bars.

They watch and then imitate.

This is the need to observe and follow.

They have imitated just long enough to

acquire a new skill and then have the

ability to modify it and make it unique.

Lastly, I love the tendency to be

gregarious or the need to feel you

belong, a sense of belonging to a

group, oneness, and kinship when

thinking about the bars. This tendency

motivates us to be connected to others

in the environment. The bars even

encourage relationships with others.

Monkey bars are a great way for

children to develop gross motor skills

and visual hand eye co-ordination

as they learn to swing from one bar

to the next. Children are developing

their core strength and these are the

muscles that must develop before the

finer muscles.

The effect on their confidence has had

an enormous effect on their self-belief

as they concentrate, practise, persist

and build confidence. Through hard

work, persistence, perseverance, and

practise they have become children

who believe they can!

Read about Paul on page 29.

The hand is the instrument of the mind… it is the work of the hand that is in direct connection with man’s soul.”

This manipulative calendar allows children to touch the year and understand the passage of time. It would make a wonderful addition to a Montessori birthday celebration with a small candle placed in the wooden bowl.The set includes 12 coloured ‘Nins’ to represent the months and seasons of the year; a wooden platform divided into four sections to represent the seasons; a beech wood bowl and two beech wood number cubes to represent the days.

www.everyeducaid.nz

New Perpetual Calendar!

www.nienhuis.co.nz

Montessori Voices SEPTEMBER 2018 19

20

AT HOME

Curiosity in life

SHARON UDY, WA- ORA MONTESSORI SCHOOL, WELLINGTON, HAS WRITTEN THIS DELIGHTFUL ARTICLE OF HELPING TO DEVELOP SKILLS FOR LIFE IN HER TAMARIKI.

Well, it’s happened. My children

have reached the point where they

physically fight. It hasn’t happened

often, and so far this has been limited

to a few pushes and maybe one of

them hitting – no serious injuries! – but

nevertheless it has started and I get the

feeling it may not stop any time soon.

I have been working on a few different

strategies to cope with this, and I’m

getting better at leaving them to work

out problems for themselves. I have

tried using humour and exaggeration

(suggesting we call the police about

the one who transgressed, or call an

ambulance for the one who is very

mildly hurt) and this has worked at

times. On other occasions, they have

been too upset to respond to humour

and I have suggested they take some

time apart, have a cuddle with me if

needed, and we talk about it when they

have calmed down.

I don’t want to get involved every time

they have problems, so I am keeping

in mind my long-term goals – I want

them to be capable, confident and

compassionate. I want them to know

that they can work things out for

themselves, after all, “Every unnecessary

help is an obstacle to development”

but also to know where they can find

help if needed.

I have told them that I don’t like seeing

them fight each other, and that I will

not help them if they make the choice

to fight. They are not enjoying the idea

that I will not help them sort out the

issue, or help them if they get hurt, but

I think it is important to allow them

to solve the problems as best they can,

and only come to me as a last resort.

Of course, I also want them to be

compassionate and empathetic, so we

are having more discussions about

how other people feel, and all the ways

in which we can help others. I was

thrilled when Christina (at age six) and

her friend Mischa (five) got together

recently to organise a PJ Fun Day at

school. All students were invited to

wear pyjamas, and bring a donation

of money or goods for a local charity

(toothbrushes and toothpaste, pyjamas,

bags, soap, shampoo and other goods

for children going in to foster care).

The girls were fortunate to be helped by

a student at our High School, and they

were amazed at how much was donated.

At lunchtime on PJ Fun Day, Christina

looked around the primary playground

at all the students in their onesies and

pyjamas and said, “Wow Mum, all

these people are in their pyjamas just

because of Mischa and me!”

What an amazing way to experience

the joy of helping others and

contributing to society, at such a

young age.

Both Christina and Semi have been

participating in gymnastics this year.

I’ve never been a gymnast, or even

close to it, but I was very keen to get

them involved in order to help develop

core strength and flexibility for

whatever sports they want to try later.

All students were invited to wear pyjamas, and bring a donation of money or goods for a local charity (toothbrushes and toothpaste, pyjamas, bags, soap, shampoo and other goods for children going in to foster care).”

Montessori Voices SEPTEMBER 2018

21

This has been a really interesting

experience as I watch my headstrong,

independent and very active children

being told to sit still and listen to

instructions, then only work on the

equipment they have been allowed

to work on. Both of them really

had difficulty with this for the first

few weeks!

I was actually feeling quite

embarrassed by Christina’s behaviour,

as it seemed she wasn’t listening to

the coaches a lot of the time. As I

was wondering if I should apologise

to the coaches, or talk with her and

suggest she apologise to them, one of

the coaches let me know that this is

totally normal and that almost all the

children go through this as they settle

in. I was relieved to know it’s not just

my children! After lots of discussions

about the importance of following

instructions and keeping everyone safe

in this environment, their behaviour

has gradually improved.

Christina has also started rock climbing

recently. She is absolutely loving it,

and has been challenging herself to go

higher and higher each time. The most

interesting part of watching her (I have

been belaying – controlling the rope

as she climbs) is listening to her talk to

herself as she goes higher. She has a

mantra – look up, make a plan – which

she repeats every few metres. She

also occasionally looks down and tells

herself something like “I can’t do it!” but

almost always follows it immediately

with something positive like, “Yes I can,

I’ll keep trying.”

On her third visit to the centre, she

was about three metres below the top

of the wall, and told me she wanted

to come down. I asked if she was

sure, as she was very close to the top.

She called down to me, “I know I’m

close, but I want to come down. I can

definitely do it next time!” and asked

me to let her down. The next time,

she went straight to the top without

hesitation. She was so proud of herself

when she got to push the button at the

top of the wall to get a photo! She came

down from the wall, then immediately

said, “I’m going back up!” and climbed

up again for more photos.

One of the best parts of all of this was

that Joe and Semi were there to watch

as she went to the top for the first

time. Semi was calling out to her as

she went: “You’re up so high Christina!

Keep going Christina! You can do it. Go

faster! Push the button Christina!”

Another interesting aspect of taking

Christina to the rock-climbing gym

is the questions it has brought up

for her. She has asked me, and at my

suggestion sometimes asked staff

members, who is the oldest person who

is still climbing? What is the record

for highest climb? What is the highest

you have climbed? What’s been your

scariest climb? And many others, too.

Fortunately, she is getting better at

picking times that staff members are

not too busy before she asks, and

the staff have been very patient and

gracious with answering her questions.

She asks questions like this of the

coaches when we go to gymnastics,

she asks staff at shops and restaurants

about the premises, the goods or

the food – it is never ending. It has

made me wonder about whether she

would have this much curiosity about

everything she does, were she not in a

Montessori environment. She is now

six and a half, so if I had not known

about Montessori she would likely

have been in a state school for a year

and a half. Would she still be as curious

as she is? Would she have learnt

that it’s easier not to ask too many

questions, but just to do what everyone

else is doing? Actually, maybe in a non-

Montessori environment she would be

better at sitting still when required, but

if that is the case, I’m happy for that to

be the trade off!

“We must help the child to act for himself,

will for himself, think for himself; this is

the art of those who aspire to serve the

spirit.” Dr Maria Montessori; Education

for a New World, p69.

Read about Sharon on page 29.

It has made me wonder about whether she would have this much curiosity about everything she does, were she not in a Montessori environment.”

AT HOME

Montessori Voices SEPTEMBER 2018

The newspaper composts and becomes

part of the soil within no time!

The Wooden Flower Press allows

children to collect and preserve their

botanical finds to enjoy later as framed

art or as part of a nature journal.

Pollinators are essential to a garden

and with declining bee populations

worldwide, now is the time to plant

bee-friendly flowers and set up a

backyard bee colony! Every Educaid

has two specially designed bee houses

for back yards or school gardens.

Both the Leafcutter Bee House and

Leafcutter Bee Cocoons and the

Bumble Bee Abode and Bumble Bee

Live Colony can be pre-ordered now

for delivery in Spring.

The Bee Friendly Wild Flower Seed

Mix encourages birds, bees, butterflies

and other beneficial insects in a

garden. The Bird, Bee & Butterfly

Nectar can be used to supplement their

diets in cooler months when there are

no fruits or flowers available.

Read about Sarah on page 29.

22

AT HOME

Earth friendly spring activities

SARAH BOWMAN, EVERY EDUCAID, SHARES ITEMS WHICH ENCOURAGE FROM TAMARIKI, A LOVE OF THE GARDEN.

“The land is where the roots are.

The children must be taught to

feel and live in harmony with

the Earth.” Ref: Gilder, S.A.

(2009). Montessori by Nature.

Montessori Life, 21 (4), 34 – 37.

Spring provides the perfect opportunity

to garden and allows children to

connect directly with the Earth!

Every Educaid has a collection of

garden tools in a range of sizes that

are perfect for small hands, as well as

wooden paper pot makers and wooden

flower presses.

The ingenious Paper Pot Maker

combines recycling and fine motor

skills as children use old newspapers

to make paper plant pots. Fine motor

skills are also required to transfer soil

to pots, plant the seeds and to keep the

pots watered. Once the seedlings are

big enough, the pots can be planted

directly into the soil, ensuring the roots

are not disturbed in the process.

Every Educaid has an extensive selection of

Living World resources. See www.everyeducaid.nz

Montessori Voices SEPTEMBER 2018

Matariki at Inspiring Minds Montessori Preschool

We had a wonderful Matariki

celebration this year, and it was

whanaungatanga, manaakitanga and

kotahitanga that made it so special.

The children were excited to see

their families gathering together in

the centre, and we all got to know

one another with food, fun and

waiata. To us, this is the essence of

whanaungatanga, sharing experiences

and working together. The children

showed manaakitanga, or care,

towards guests, creating a spirit of

unity – kotahitanga.

It is reciprocity, or tauutuutu, that

underpins all these values. We felt

this in the atmosphere of generosity

and goodwill the children created

with their sincere ‘heart song,’ which

they sang for guests. Mel (one of our

teachers) brought her kapa haka group

to perform for us, and in reply to their

performance, the children sang this

song – the visitors were very touched.

It is the well-known song, Tai aroha,

but Mel’s friends had not seen our

actions before, which really came

from the heart. The children were

star-struck, seeing Mel in a different

role, performing kapa haka. When

it was time for the haka, the boys

stood completely still, some with their

mouths open! When the children sang

their reply, the kapa haka group gave

them a standing ovation – all part of

the generous spirit of tauutuutu.

Then we all sang a very loud and

rousing version of Tutira mai nga- iwi,

standing together as one.

When we were practising the many

songs for Matariki, the discussions

about what they meant were really

special. Me whakaiti ta-tou is another

song about whanaungatanga,

manaakitanga and kotahitanga, but

what does ‘whakaiti’, or humility, mean?

The children settled on ‘listening

to each other,’ and there was a real

wisdom to their simple answer. With

‘the heart song’ we talked about how

love never runs out. It isn’t a pie to be

divided, but a deep well-spring within

our hearts; the more it flows, the more

clearly it runs.

The children showed their spirit by

carefully preparing for the Matariki

celebration. We made stars, and then

decorated the centre. We collected food

from the centre garden, and wha-nau

gardens, and Phyllis saved an extra

special pumpkin from her garden for

our traditional pumpkin soup. After

the kapa haka group performed, we

shared kai, including combining the

third birthday for our centre.

This year, the children took ownership

of Matariki, with the older ones, who

remembered the previous year(s),

leading the way. It reminded us of this

whakatauk , or proverb: “he waka eke

noa,” (“the canoe we are all in, without

exception”). Maria Montessori also said

“we shall walk together on this path

of life, for all things are part of the

universe and are connected with each

other.” We had a real experience of

togetherness this year – we hope

that it will last throughout the year,

for us, and for you, too!

Maaike Bendall, Inspiring Minds,

Palmerston North, New Zealand.

We shall walk together on this path of life, for all things are part of the universe and are connected with each other.”

23

COMMUNITY

The realisation of a vision for the Courtyard Montessori Preschool

Courtyard Montessori Preschool has

operated on its current site since 1990 and

prior to that at the old Teacher’s College

site in Peterborough Street (from 1980 –

1990). It is one of the oldest Montessori

preschools in Aotearoa. Through its

popularity, it quickly outgrew the site

at the Teacher’s College and through

the determined efforts of parents and

educationalists purchased a beautiful

villa nestled on a 1500 square metre site

on the southern side of Christchurch.

Over the years, the preschool has

catered for hundreds of children

between the ages of three and six years

of age with the community sitting very

much at the heart of the preschool, and

in return fostering the development

of a strong vibrant and inclusive

community. As a community-based

Montessori preschool the intention is,

and always has been, to celebrate the

philosophical identity and uniqueness

of the centre standing proud in the

service provided to the wha-nau, and

wider community and to keep this going

for the next generations of children.

It was within the framework of this

ethos that the preschool’s management

and Board of Trustees recognised

the time was right for change and

adaptation to extend Montessori

education to younger children within

the community and extend the opening

weeks of the preschool during the year.

The old quarter-acre section from

yesteryear provided ample space for

building on without detracting from

the garden setting.

The new, purpose-built classroom has

been designed specifically to suit both

the educational and caretaking needs

of the younger group. It is attached

to the existing homestead in such a

way that it is both sympathetic and

complementary to the villa that serves

as one of the classrooms. It is light

and airy, and the doors lead out on

to the landscaped garden. The new

environment is a lovely sunny place

for children to develop their own

sense of wellbeing and belonging in

conjunction with learning basic skills,

and routines for when the time comes

to transition in to the three to six

classrooms.

The conclusion of a dream and lots of

work came to pass when we opened

at the beginning of December 2017,

celebrating the official opening at

the beginning of March with Ruth

Dyson (MP) officiating and the local

Somerfield School kapa haka group

performing beautifully. Our own

children also sang waiata whilst

hoisting our New Zealand flag.

It was certainly a day to remember and

we are thrilled to be servicing a greater

part of our community.

Shelagh Powell, Courtyard Montessori,

Christchurch, New Zealand.

As a community-based Montessori preschool the intention is, and always has been, to celebrate the philosophical identity and uniqueness of the centre standing proud in the service provided to the wha-nau, and wider community.”

COMMUNITY

24 Montessori Voices SEPTEMBER 2018

Trillium Montessori School believes that it is vital to teach children the importance of giving back to the larger community which we are all a part of.”

There are many ways to give back to the community and tamariki were informed that donating time can be just as valuable as donating money.”

Pyjama day: Teaching children about giving

On the last Friday of June, on a typical

frosty Canterbury morning, there

was an unusual amount of flannel at

Trillium Montessori School. As the

children rolled into preschool in their

fluffy robes and decorated onesies,

the Pyjama Day celebrations were

well under way. The tamariki were in

giggles and adored the novel occasion

to attend school in their night clothes

for the day. To celebrate, we had a

lunchtime indoor picnic and read

bedtime themed stories together.

The kaiako, who too embraced the

festivities, took this opportunity to

teach the a-konga about charitable

values and being a responsible citizen.

Undoubtedly, this was the main event

and purpose of our Pyjama Day.

Trillium Montessori School believes

that it is vital to teach children the

importance of giving back to the

larger community which we are all

a part of. As children mature, they

begin to understand and respect the

fact that individuals have feelings,

ideas and emotions of their own. The

development of a sense of empathy is

the foundation for charitable actions.

During our mat time, children had

the opportunity to place the gold coin

donations they brought from home

into the charity box, which was to

be given to Cholmondeley Children’s

Centre. Better known as Chum-lee, the

tamariki learned that this foundation

provides care and education to children

whose families are experiencing stress

or crisis. They aim to give children the

opportunity to build their resilience in

a safe and nurturing environment.

There are many ways to give back to

the community and tamariki were

informed that donating time can be

just as valuable as donating money.

At the group discussion, tamariki were

prompted to think of other items they

could donate such as old / new toys,

school supplies and clothing to children

just like themselves, who are in need.

We may look into this later in the year

as a continuation of giving.

Many of our children and their

wha-nau found this to be a rewarding

experience. Our gratitude goes out to

all those who participated and enabled

our Pyjama Day celebrations to be a

success. It was enjoyed by all!

Trillium Montessori School,

Christchurch, New Zealand.

Montessori Voices SEPTEMBER 2018 25

COMMUNITY

Marshwood Montessori celebrates Chinese New Year and Lantern Festival

Celebrating cultural festivals in the

Montessori classroom helps children

understand that people come from

different cultural heritages and have

different stories and perspectives. This

fosters respect and interest in diverse

cultures, and the children themselves

further develop positive self-esteem

and pride in their own ancestries

and heritage. Maria Montessori was

truly a passionate advocate of world

peace, and declared that “Averting war

is the work of politicians; establishing

peace is the work of education.” By

celebrating cultural diversity through

such occasions, children learn about

different cultures and traditions in an

enjoyable way and these are valuable

as children learn and develop an

awareness, understanding and respect

for people from different cultures.

The Montessori curriculum strives to

strengthen the connections between

life and the classroom environment,

and at Marshwood Montessori

Preschool, through significant

celebrations and hands-on activities

the children are offered opportunities

to personally interact with and

experience some of the diverse cultures

of the world. Families are encouraged

to share aspects of their cultures

through photographs and so on, and

through activities such as making

sushi or dumplings, cultural events

are celebrated together. Members

from the community are also included

and invited to showcase cultural

performances which feature various

languages, stories, music and dance.

At Marshwood, there are quite a few

children from the Chinese community;

to enable them to feel welcomed and

respected, and to foster the children’s

sense of belonging in their heritage

and identity, we celebrate significant

Chinese festivals. This year, the

Chinese New Year started with the

New Moon on 16 February 2018,

marking the first day of the Year of

the Dog. We celebrated the festival

by making art and crafts, and inviting

Chinese parents to teach and guide

us all in making traditional food such

as dumplings and wontons. The final

day of the celebrations this year fell

on 2 March 2018; on this 15th day, the

Lantern Festival is celebrated at night

with lantern displays, where children

also carry lanterns in parades.

The children were encouraged to

explore all the celebrations of the

Chinese Lantern Festival, and they

learnt to make red paper lanterns,

which are symbols of reunion and

prosperity. As a Chinese-speaking

teacher, I organised and planned the

activities for the celebration, and taught

the children a simple catchy Mandarin

song, which they demonstrated a keen

interest in. I invited two groups of

New Zealand Chinese cultural dancing

groups to perform for the children and

wha-nau, and they kindly performed

several Chinese traditional dances.

The children and wha-nau showed

immense captivation by the ethnic

costumes and movements. For the

last song, the association members

invited the children and wha-nau to

join in the dance. We hope they all

enjoyed themselves! As a finale, our

children performed the song Xin Nian

Hao (Happy New Year) for everyone.

Some of the children sang through the

entire Mandarin song and we could see

they were very pleased and proud of

themselves as the families clapped and

cheered for them.

To end the event, a locally-based

Chinese calligrapher was also invited

and he kindly wrote the children’s

names in Mandarin! The children and

wha-nau were excited and stood in line

to wait for the calligraphy, and showed

pride and keen enthusiasm in learning

how to pronounce their names in

Mandarin. This event gave our Chinese

community members the opportunity

to share their culture and traditions

with all the families at Marshwood

who are from many different cultures.

Vivian Gu, Marshwood Montessori,

Auckland, New Zealand.

At Marshwood Montessori Preschool, the children are offered opportunities to interact with and experience some of the diverse cultures of the world.”

26

NEWSBOARD

References

Tipu Montessori, Auckland

ECE qualified teacher. E: info@tipu-montessori.school.nz

Smart Start Montessori Preschool, Auckland

Montessori ECE qualified teacher. E: info@smartstart.school.nz

Coast Montessori Preschool, Auckland

Montessori ECE teacher. E: info@coastmontessori.co.nz

Huapai Montessori, Auckland

Primary teacher. E: info@huapaimontessori.org.nz

Fountain City Montessori, Hamilton

Registered Montessori preschool teacher. E: jobs@fcm.nz

New Plymouth Montessori School, New Plymouth

Montessori head teacher outdoor 3 – 6.

E: gillian.somers@npmontessori.co.nz

Inspiring Minds Montessori Preschool, Palmerston North

Qualified ECE teacher. E: imindsmontessori@xtra.co.nz

Wa- Ora Montessori School, Lower Hutt

Early childhood teacher. E: anna@waora.school.nz

Capital Montessori School, Wellington

Assisting teacher – Montessori. E: katie@edperson.co.nz

Montessori @ Otari Preschool, Wellington

ECE Montessori teacher. E: florence@otaripreschool.school.nz

Montessori Children’s House Miramar, Wellington

Part-time ECE teacher or student.

Details at: www.montessorichildrenshouse.co.nz

City Heights Montessori, Dunedin

Montessori ECE qualified teacher.

E: helen.lindsay@cityheights.ac.nz

Situations vacant

ALL VACANCIES ARE LISTED IN FULL AT WWW.MONTESSORI.ORG.NZ/JOBS-NZ

Page 12 Freedom and responsibility in a Montessori classroom1 https://en.oxforddictionaries.com/definition/freedom

2 Lillard, Paula Polk. Montessori Today: A Comprehensive

Approach to Education from Birth to Adulthood. New York:

Schocken Books, 1996 Print p3

3 Latta, Nigel. Politically Incorrect Parenting. New Zealand:

HarperCollinsPublishers, 2010 p23

4 http://montessoriteacherscollective.com/words.html

5 Rue, Jamie. Teacher Workshop Notes & Handout. Auckland,

June 2018

6 Montessori, Maria. The Absorbent Mind. Oxford: Clio Press,

1988 p. 187

7 https://en.wikipedia.org/wiki/Yin_and_yang

Page 16 The Remakery – Refuge Project1 Dr Montessori observed that adolescents are most likely to

engage in academic study when it is linked to purposeful,

‘real’ work. At Wa- Ora Montessori School, the adolescent

programme seeks to support this tendency by teaching

science theory (biology, chemistry, physics) in ways that

integrate hands-on projects

2 https://www.commonunityproject.org.nz/

Page 18 Hanging around

Montessori, M. (1966). The Secret of Childhood, New York, NY,

Ballintine Books

Montessori Voices SEPTEMBER 2018 27

Relda Hermann / Contributor

Relda started working at Wa- Ora Montessori School in 2014, having already been a part

of the parent community for a few years before that. She handles all marketing and

communication for Wa- Ora. She enjoys the variety of her role and working with a very

professional and passionate team. She has three children, all attending Wa- Ora, and in

her spare time enjoys outings with her family, gardening, reading and spending time

relaxing on her peaceful lifestyle property.

Sarah-Jane Lambie / ContributorSarah-Jane has been working at Wa- Ora in various part-time teaching roles since 2011. She has a Bachelors Degree of Arts, a Graduate Diploma in Teaching and a Masters Degree

of Library and Information Science. She is the Micro Economy Teacher of the high school

and the sports coordinator. Sarah-Jane enjoys the special sense of commitment, community

and belonging at Wa- Ora, both as a teacher and as a parent of the school. Her children are

in the adolescent class. Her interests include gardening, reading and netball. For relaxation

she loves bush walking, listening to music and practicing yoga.

Mamira Ali / ContributorMamira is the Head of School at Montessori House of Children, which opened three years ago. Mamira has recently opened her second centre in Hamilton. As a child,

Mamira attended Montessori schools in Pakistan and her children have all attended

Montessori schools. Mamira stood for MANZ Council at the 2014 AGM, was co-opted

by MANZ Council and elected onto the Council in 2015.

Carli Hausler / Columnist

Carli has been a 0 – 3 Montessori guide since 2010. She completed her AMI Assistants to

Infancy diploma at Montessori Northwest in Portland. She currently works in Auckland.

“I love my work more and more with each passing day – it is a privilege to be journeying

alongside so many wonderful children and their wha-nau. Every day is a new adventure

filled with joy, discoveries and possibilities.”

THE GIFTED WRITERS BEHIND THIS ISSUE OF MONTESSORI VOICES.

Contributors & columnists

CONTRIBUTORS & COLUMNISTS

Montessori Voices SEPTEMBER 201828

Carol Palmer / ContributorOriginally from the UK, Carol Palmer has lived in New Zealand since 2006. She completed her

AMI training with Carla Foster in 2015 and currently teaches 9 – 12s at Wa- Ora Montessori

School in Lower Hutt. She is an enthusiastic craftsperson, president of her local fibre-craft

guild, wife, and mother of two wonderful children. She is absolutely (obsessively) passionate

about the importance of handwork in education.

CONTRIBUTORS & COLUMNISTS

Tesneem Couper / Columnist

Tesneem is a Montessori teacher and parent. She is most comfortable working with

primary aged students and has grown up with Montessori. Tesneem spent all of her

summer holidays at her aunt’s Montessori school, just outside of Toronto. What she loves

most about Montessori is the focus on following the child’s needs, and developing strong

relationships with students and their wha-nau.

Paul Scanlan / Columnist

In a distant land, there once lived the Scanlan family. They were passionate about a

philosophy called Montessori. This consumed Paul’s (the father) time as he constantly

enrolled for degrees, diplomas and certificates. The mother of the family, Jonelle, who was

also a teacher, sold her business to care for their children. The parents find that they both

learn from their children on a daily basis. One day the father took a job at a school called

Meraki Montessori and together with the other staff and families, worked on building an

empire of quality Montessori education. It would be a great end to the story if the Scanlans

lived happily ever after. However, this is yet to be seen. Currently their children Quinn (5)

and Camryn (3) go to Totara Hill Montessori while Jonelle dabbles in all sorts of business

ideas. The father is trying to resist enrolling in another AMI qualification while he guides

the children in the classroom in Montessori education.

Sharon Udy / Columnist

Sharon has been a teacher at Wa- Ora Montessori School since 2008 having graduated with

a Montessori Diploma in 2007. In 2010 she furthered her study with an AMI Teaching

Diploma. She loves the respectful and vibrant classroom communities at Wa- Ora and

the family involvement. Her life is reasonably busy with two young ones but in her odd

free moments enjoys reading, listening to music, playing the guitar badly and baking

reasonably well!

Sarah Bowman / ColumnistSarah and her husband Richard own Every Educaid, the New Zealand Education Specialist. Every Educaid are the exclusive supplier of AMI approved Nienhuis Montessori materials

in New Zealand. They specialise in resourcing new Montessori classrooms, schools and

preschools and have also been supplying beautifully crafted educational materials to parents

since 1974. Every Educaid have been the gold sponsor of MANZ since 2011. Sarah trained as

a dietitian and is a passionate foodie, food writer and founder of ‘Soul Food Camps’ cooking

school for children. She and Richard have four children.

Montessori Voices SEPTEMBER 2018 29

AUCKLAND

Acorn Montessori Children’s House, 7 Kawerau Ave, Devonport. (09) 445 4500. acorn.montessori@gmail.com. www.acornmontessori.co.nz

Aranui Montessori Preschool, 17 Chartwell Ave, Glenfield. (09) 443 7378. info@aranuimontessori.co.nz. www.aranuimontessori.co.nz

Casa Montessori Preschool, 1 Larch St, Avondale. (09) 828 4967. info@casamontessori.co.nz. www.casamontessori.co.nz

Coast Montessori Preschool, 42 Silverdale St, Silverdale, North Auckland. (09) 427 5544. info@coastmontessori.co.nz. www.coastmontessori.co.nz

Eastern Suburbs Montessori Primary School, C/- Glendowie School, 217 Riddell Rd. (09) 575 7434. info@montessoriprimary.school.nz www.montessoriprimary.school.nz

Glendowie Montessori Preschool, 227 West Tamaki Rd, Glendowie. (09) 575 6453. admin@glendowiemontessori.net.nz. www.glendowiemontessori.net.nz

Golden Grove Montessori Primary, 57 Grey St, Onehunga. (09) 636 4461. office@goldengrove.school.nz. www.goldengrove.school.nz

Huapai Montessori at Huapai District School, 40 Station Rd, Huapai, (09) 412 5042. info@huapaimontessori.org.nz. www.huapaimontessori.org.nz

Kohimarama Montessori Preschool, 36 Allum St, Kohimarma (09) 528 7970. kohimontessori@xtra.co.nz. www.kohimontessori.co.nz

Koru Montessori, 21 Kapiti Pl, Sunnynook. (09) 410 9535. korumontessori@xtra.co.nz. www.korumontessori.co.nz

Kumeu Montessori Preschool, 8 Grivelle St, Kumeu. (09) 412 9885. managers@kumeumontessori.co.nz. www.kumeumontessori.co.nz

Learning Edge Montessori Preschool, 2 Sunray Ave, Titirangi. (09) 817 1170. learning_edge@hotmail.com. www.learningedgemontessoripreschool.com

Li’l Champs Early Learning Centre & Montessori Preschool – Mission Heights Branch, 479B Ormiston Rd, Flat Bush. (09) 271 2273. manager@lilchamps.co.nz. www.lilchamps.co.nz

Li’l Champs Early Learning Centre & Montessori Preschool – Papatoetoe Branch, 431 Great South Rd, Papatoetoe. (09) 277 2556. manager@lilchamps.co.nz. www.lilchamps.co.nz

Little Earth Montessori Panmure, 45 Ireland Rd, Panmure. (09) 527 0553. cm.panmure@littleearth.co.nz. www.littleearth.co.nz

Little Earth Montessori Remuera, 45 Ascot Ave, Remuera. (09) 520 0021. cm.remuera@littleearth.co.nz. www.littleearth.co.nz

Little Earth Montessori Rosedale, 8 Tarndale Gr, Rosedale. (09) 415 4205. cm.rosedale@littleearth.co.nz. www.littleearth.co.nz

Little Engines Montessori, 56 Surrey Crescent, Grey Lynn. (09) 378 9502. manager@little-engines.co.nz. www.little-engines.co.nz

Little Star Montessori House of Children, 21 Buisson Glade, West Harbour. (09) 416 9696. littlestarmontessori@xtra.co.nz. www.littlestarmontessori.co.nz

Little Steps Montessori Preschool, 29 Omega St, Rosedale, (09) 444 3934. littlestepsalbany@gmail.com. www.littlestepspreschool.co.nz

Luna Montessori Preschool, 10 Blenheim St, Glenfield, North Shore. (09) 419 2655. admin@lunamontessori.com

Montessori @ Matakana Primary School, 952 Matakana Rd, Matakana. (09) 422 7465. info@montessori-matakana.co.nz. www.montessori-matakana.co.nz

Marshwood Montessori School, 20 Mt Taylor Dr, St Heliers. (09) 521 5288. marshwoodmontessori@xtra.co.nz. www.marshwoodmontessori.com

Meraki Montessori School, Sidwell Rd, Silverdale. (09) 554 1583. admin@merakimontessori.co.nz. www.merakimontessori.co.nz

Montessori Herne Bay, 44 Shelly Beach Rd, St Mary’s Bay. (09) 378 8056. mont.hernebay@best-start.org. www.best-start.org

Montessori @ Howick Primary, Howick Primary School, 40 Willoughby Ave, Howick. (09) 535 5127. admin@montessorihowickprimary.school.nz. www.montessorihowickprimary.school.nz

Montessori The Children’s House, 1 Clover Dr, Henderson. (09) 833 7119. mont.childrenshouse@best-start.org. www.best-start.org

O-

ra-kei Montessori Preschool, 16 Sudeley St, Orakei. (09) 529 2518. pauline@omp.school.nz. www.omp.school.nz

O-

ra-kei Montessori Primary, Grace St, Orakei.(09) 521 0657. office@orakei.school.nz. www.orakeischool.co.nz

Pakuranga Montessori Learning Centre, 71 Udys Rd, Pakuranga. (09) 213 1866 or 021 710 065. pmontessori2014@gmail.com

Peace Experiment, 18 Pilkington Rd, Panmure. (09) 391 9200. steven@peace.school.nz. www.peace.school.nz

Riverhead Montessori Learning Centre, 280e Riverhead Rd, Riverhead. (09) 412 7171. lisa@riverheadmontessori.co.nz. www.riverheadmontessori.co.nz

Superstart Childcare Centre (Montessori Class), 88 Lady Ruby Drive, East Tamaki, Auckland. (09) 274 9226. info@superstart.co.nz

The Children’s Corner, 30 Cook St, Howick. (09) 533 0397. thechildrenscorner@gmail.com. www.thechildrenscorner.co.nz

Tipu Montessori, 67 Walmsley Rd, Otahuhu. (09) 276 1679. admin@tipu-montessori.school.nz. www.tipu-montessori.school.nz

Titoki Montessori School, 70A Stredwick Dr, Torbay. (09) 473 0362. admin@titokimontessori.school.nz. www.titokimontessori.school.nz

Totara Hill Montessori, 8 Smith Rd, Matakana. (09) 422 9981. totarahillmontessori@xtra.co.nz. www.totarahillmontessori.co.nz

Waiuku Montessori Preschool, 8 Valley Road, Waiuku. (09) 947 9781. alana@waiukumontessori.co.nz

Wee Wisdom Montessori School, 159 Great South Rd, Drury. (09) 294 7978. admindrury@weewisdommontessori.co.nz. www.weewisdommontessori.co.nz

Wee Wisdom Montessori Weymouth Teina, 32 McInnes Rd, Weymouth. (09) 268 0017. adminweymouth@weewisdommontessori.co.nz. www.weewisdommontessori.co.nz

Wee Wisdom Montessori Weymouth Tuakana, 32 McInnes Rd, Weymouth. (09) 268 0017. adminweymouth@weewisdommontessori.co.nz. www.weewisdommontessori.co.nz

WAIKATO

Cambridge Montessori Preschool, 22A Taylor St, Cambridge. (07) 823 5949. admin@cmps.co.nz. www.cmps.co.nz

Cambridge Montessori Preschool, 18 Raleigh St, Cambridge. (07) 823 5138. admin@cmps.co.nz. www.cmps.co.nz

Fountain City Montessori, 2D Brooklyn Rd, Claudelands, Hamilton. (07) 855 2696. info@fcm.nz. www.fcm.nz

Montessori Flagstaff, 3 Admiral Crescent, Flagstaff, Hamilton. (07) 854 3857. mont.flagstaff@best-start.org. www.best-start.org

Montessori House of Children, 697A Wairere Dr, Chartwell, Hamilton. (07) 282 0893. info@mhoc.co.nz. www.mhoc.co.nz

Montessori Little Hands, 309 Rutherford St, Te Awamutu. (07) 280 7284. montessorilittlehands@gmail.com

Montessori School House, 7 Bains Ave, Hamilton. (07) 853 6654. mont.schoolhouse@best-start.org. www.best-start.org

Te Awamutu Montessori Preschool, 762 Te Rahu Rd, Te Awamutu. (07) 871 2824. admin@tams.co.nz. www.teawamutumontessori.co.nz

Waikato Montessori Education Centre, 267 Newell Rd, Tamahere, Hamilton. (07) 858 3563. info@waikatomontessori.org.nz. www.waikatomontessori.org.nz

Wee Wisdom Montessori Paeroa, 63 Belmont Rd, Paeroa. (07) 862 9202. adminpaeroa@weewisdommontessori.co.nz. www.weewisdommontessori.org.nz

BAY OF PLENTY

Daisy Cottage Montessori, 38 Gloucester Rd, Mt Maunganui. (07) 572 0300.contactus@daisycottage.co.nz. www.daisycottage.co.nz

HiJinks Montessori Centre, 34 Sala St, Rotorua. (07) 347 2992. hjmontessori@xtra.co.nz

Little Einsteins Montessori, 1 MacDonald St, Mt Maunganui. (07) 572 5916. admin@littleeinsteins.co.nz. www.littleeinsteinsmontessori.co.nz

Little Sprouts Montessori Preschool, 72 Domain Rd, Whakatane. (07) 308 9155. sprouts@xtra.co.nz. www.littlesproutspreschool.co.nz

Little Sweethearts Montessori – Historic Village, 159 Seventeenth Ave, Tauranga. (07) 578 7447. enquiries.village@littlesweethearts.co.nz. www.littlesweethearts.co.nz

Montessori Bethlehem, 250 State Highway 2, Bethlehem, Tauranga. (07) 579 3661. mont.bethlehem@best-start.org. www.best-start.org

Montessori Milestones Preschool, 2 Enterprise Dr, Papamoa, Tauranga. (07) 542 0150. info@montessorimilestones.com. www.montessorimilestones.com

Montessori Otumoetai, 43 Queen Rd, Tauranga. (07) 576 8898. mont.otumoetai@best-start.org. www.best-start.org

Montessori @ Arataki Primary School, 4 Kaimanawa St, Mt Maunganui. (07) 925 0560. aratakiadmin@tmet.org.nz. www.tmet.org.nz

Montessori @ Bellevue Primary School, 20 Princes St, Bellevue, Tauranga. (07) 925 0560. bellevueadmin@tmet.org.nz. www.tmet.org.nz

Montessori @ Malfroy, Malfroy School, 196 Malfroy Rd, Rotorua. (07) 348 8588. info@rotoruamontessori.org.nz. rotoruamontessori@gmail.com

Scuola Montessori – Fifteenth Avenue, 182 Fifteenth Ave, Tauranga. (07) 562 3762. enquiries@scuolamontessori.co.nz. www.scuolamontessori.co.nz

Scuola Montessori – Waihi Rd, 112 Waihi Rd, Judea. (07) 578 8434. enquiries@scuolamontessori.co.nz. www.scuolamontessori.co.nz

The Tree House Bilingual Montessori Preschool, 25 Hinemoa St, Whakatane. (07) 307 7155. info@thetreehouse.school.nz

GISBORNE / HAWKE’S BAY

Gisborne Montessori Preschool, 207 Ormond Rd, Gisborne. (06) 868 9182. gismontessori@xtra.co.nz. www.gisbornemontessori.org.nz

Little Earth Montessori Havelock North, 13 Porter Dr, Havelock North. (06) 877 9595. cm.havelock@littleearth.co.nz. www.littleearth.co.nz

Montessori 3 – 6, Trilingual Montessori Education Centre, Cnr Georges Drive & Chambers St, Napier. (06) 833 6970. vicky@montessori3 – 6.com. www.montessori3 – 6.com

Montessori at Port Ahuriri Primary School, Port Ahuriri School, 15 Lever St, Napier. (06) 844 3000. info@hawkesbaymontessori.org.nz. www.hawkesbaymontessori.org.nz

Montessori Taradale, 79 Gloucester St, Taradale. (06) 845 9380. mont.taradale@best-start.org. www.best-start.org

Tiny Footsteps Montessori, 4 Hicks Lane, Clive. (06) 870 1000. tinyfootstepsclive@gmail.com

NEW PLYMOUTH / WANGANUI

Montessori at Moturoa Primary School, Pioneer Rd, New Plymouth. (06) 758 0944. office@moturoa.school.nz. www.moturoa.school.nz

New Plymouth Montessori School, 75 – 81 Dorset Ave, New Plymouth. (06) 758 0944. admin@npmontessori.co.nz. www.newplymouthmontessori.com

Wanganui Montessori Preschool, 88 Virginia Rd, St Johns Hill, Wanganui. (06) 347 8886. info@wanganuimontessori.co.nz. www.wanganuimontessori.co.nz

MANAWATU

Inspiring Minds Montessori Preschool, 11 Matipo St, Takaroa, Palmerston North. (06) 355 3354. imindsmontessori@xtra.co.nz. www.imindsmontessori.co.nz

Montessori Educare, 75A Maxwell’s Line, Awapuni, Palmerston North. (06) 356 4697. office@montessorieducare.co.nz. www.montessorieducare.co.nz

Puddleducks’ Montessori Preschool, 43 Parnell Heights, Palmerston North. (06) 356 4616. michelle@puddleducks.co.nz. www.puddleduckspreschool.co.nz

Shaken Oak Montessori, 155 South St, Feilding. (06) 323 3000. shakenoak@xtra.co.nz. www.shakenoak.co.nz

KAPITI

Kapiti Primary School, 20 Iver Trask Place, Paraparaumu. (04) 298 5605. admin@kapiti.school.nz

Little Earth Montessori Kapiti, 15 Te Tupe Rd, Paraparaumu. (04) 298 1730. cm.kapiti@littleearth.co.nz. www.littleearth.co.nz

Montessori Ka-piti, 304 Ka-piti Rd, Paraparaumu Beach. (04) 550 6832. mont.kapiti@best-start.org. www.best-start.org

O-

taki Montessori Preschool, Haruatai Park Mill Rd, Otaki. (06) 364 7500. om_admin@otakimontessori.co.nz. www.otakimontessori.co.nz

Waikanae Montessori Preschool, 1B Seddon St, Waikanae. (04) 293 6135. info@waikanaemontessori.school.nz. www.waikanaemontessori.school.nz

WAIRARAPA

Montessori @ South End Primary School, 275 High St South, Carterton. (06) 379 4000. secretary@southend.school.nz. www.southend.school.nz

Wairarapa Montessori Preschool, 114 Lincoln Rd, Masterton. (06) 370 1471. wairarapa.montessori@gmail.com. www.wairarapamontessori.co.nz

WELLINGTON

Aroha Montessori, 3 Messines Ave, Trentham, Upper Hutt. (04) 528 5223. admin@arohamontessori.co.nz. www.arohamontessori.co.nz

Capital Montessori School, 14 Camrose Gr, Kingston. (04) 389 2395. office@montessori.school.nz. www.montessori.school.nz

Manaaki Montessori @ Tawa Primary School, 6A Oxford St, Tawa. (04) 232 6453. enquiries@montessoritawa.org. www.montessoritawa.org

Mana Montessori Preschool, 1 Albatross Close, Whitby. (04) 234 1489. info@manamontessori.school.nz. www.manamontessori.school.nz

Montessori Children’s House, 121 Darlington Rd, Miramar. (04) 388 3529. office@montessorichildrenshouse.co.nz

Montessori Kilbirnie, 11 Vallance St, Kilbirnie. (04) 387 1195. mont.kilbirnie@best-start.org. www.best-start.org

Montessori Primary @ Otari School, 166 Wilton Rd, Wilton. (04) 475 3018. office@otari.school.nz. www.otari.school.nz

Montessori Rangimarie Children’s House, 23A Elliott St, Johnsonville. (04) 478 6071. mont.rangimarie@best-start.org. www.best-start.org

Montessori Rongotai, 192 Rongotai Rd, Kilbirnie. (04) 387 1192. mont.rongotai@best-start.org. www.best-start.org

Montessori @ Berhampore Primary School, 105 Britomart St, Berhampore. (04) 389 9391. montessori@berhampore.school.nz. www.berhamporemontessori.org

Montessori @ Otari Preschool, 166 Wilton Rd, Wilton. (04) 475 9688. info@otaripreschool.school.nz. wwwotaripreschool.school.nz

South Wellington Montessori School, 4 Duppa St, Berhampore. (04) 389 2185. info@montessorieco.nz. www.montessorieco.nz

Tawa Montessori Preschool, 25 Hinau St, Tawa. (04) 232 3738. admin@tawamontessori.co.nz. www.tawamontessori.co.nz

Wa- Ora Montessori School, 278 Waddington Dr, Naenae, Lower Hutt. (04) 567 2377. office@waora.school.nz. www.waora.school.nz

NELSON / MARLBOROUGH

Jan’s Preschool, 203 Howick Rd, Witherlea, Blenheim. (03) 577 8866. janspreschool203@gmail.com. www.janspreschool.co.nz

Kauri Montessori Preschool, 39 Tukuka St, Nelson. (03) 548 9186. A/H (03) 546 9550. kauri.montessori@gmail.com. www.baysmontessori.co.nz

Montessori Blenheim, 5 Francis St, Blenheim. (03) 577 8443. office@montessoriblenheim.co.nz. www.montessoriblenheim.co.nz

Nelson Montessori Preschool, 87 Atawhai Dr, The Wood, Nelson. (03) 546 8768. nelson.montessori@gmail.com. www.baysmontessori.co.nz

Stoke Montessori Preschool, 61 Marlowe St, Stoke, Nelson. (03) 547 1022. stoke.montessori@gmail.com. www.baysmontessori.co.nz

CANTERBURY

Ashburton Montessori Preschool, 176 Chalmers Ave, Ashburton. (03) 308 0380. ashburtonmontessori@hotmail.co.nz. www.ashburtonmontessori.co.nz.

Casa dei Bambini Foundation School, 333 River Rd, Christchurch. (03) 385 7312. admin@casadeibambini.school.nz. www.casadeibambini.school.nz

Courtyard Montessori Preschool, 99A Somerfield St, Christchurch. (03) 332 1444. info@courtyardpreschool.org.nz. www.courtyardpreschool.org.nz

Haywood Cottage Montessori, Huffey St, Geraldine. (03) 693 8989. cottagenurseryschool@xtra.co.nz. www.haywoodcottagemontessori.com

Montessori Mona Vale, 27 Kilmarnock St, Mona Vale, Christchurch. (03) 348 9179. mont.monavale@best-start.org. www.best-start.org

Montessori St Albans, 96 Trafalgar St, St Albans, Christchurch. (03) 356 0111. mont.stalbans@best-start.org. www.best-start.org

Nova Montessori School, 53 Owles Tce, New Brighton. (03) 382 0503. admin@novamontessori.school.nz. www.novamontessori.school.nz

Trillium Montessori School, 132 Springs Rd, Hornby, Christchurch. 027 352 3596. info@trilliummontessori.co.nz. www.trilliummontessori.co.nz

OTAGO

City Heights Childcare and Montessori, 254 York Pl, Dunedin Central. (03) 477 4532. info@cityheights.ac.nz. www.cityheights.ac.nz

Gumtree Montessori & Childcare, Cnr Ravelston St and Queens Dr, Dunedin. (03) 455 5066. gavin@eceastute.co.nz. www.gumtreemontessorichildcare.co.nz

Little Earth Montessori Queenstown, 25 Robins Rd, Queenstown. (03) 442 6567. cm.queenstown@littleearth.co.nz. www.littleearth.co.nz

Ma-ori Hill Montessori Preschool, 607A Highgate, Ma-ori Hill, Dunedin. (03) 466 7313. maorihillmontessori@xtra.co.nz

Montessori Arrowtown, 16 Wiltshire St, Arrowtown. (03) 442 0032. mont.arrowtown@best-start.org. www.best-start.org

Montessori Children’s House, 122 Kings Dr, Wanaka. (03) 443 8389. info@mchw.co.nz. www.mchw.co.nz

Montessori House Casa dei Bambini, 23 Nairn St, Dunedin. (03) 464 0143. pathwaysmontessori@xtra.co.nz

Montessori House Casita dei Bambini, 10 Beresford St, Dunedin. (03) 467 5968. pathwaysmontessori@xtra.co.nz

Montessori Mosgiel, 65 Murray St, Mosgiel. (03) 489 0434. mont.mosgiel@best-start.org. www.best-start.org

Montessori the Gardens, 5 Chambers St, North East Valley, Dunedin. (03) 473 7630. mont.gardens@best-start.org. www.best-start.org

SOUTHLAND

Montessori Invercargill Children’s House, 375 Tweed St, Georgetown, Invercargill. (03) 216 6077. office@montessoriinvercargill.co.nz. www.montessoriinvercargill.co.nz

OVERSEAS MEMBERS

Jia Ye Kindergarten, No. 68 Shuang Fu 1st Road, Cheng Du, Si Chuang, China. +86 (28) 8431 7888. 3294676753@qq.com.

MANZ member school listing

30 Montessori Voices SEPTEMBER 2018

The Aperfield Montessori Diploma

From February 1st 2018, this Diploma will be replaced by our new New Zealand Diploma in Early Childhood Education and Care (Level 5).

Existing students (including those who re-enrol) have until December 9th 2019 to complete the current Diploma, including all assignments, practical workshops, the ministerial module, practical and oral assessments.

For more information, contact Debbie Cocks: Phone (03) 942 3697 or emailadministrator@aperfield-montessori.co.nz

www.aperfield-montessori.co.nz

FINAL CHANCE TO COMPLETE

Do you have photos of Montessori tamariki, students, teachers and wha-nau (families) in and around the

Montessori environment, using Montessori materials? Then send them in to us at Montessori Voices! Your photo could be in the next issue or even selected for the cover!

Send your photos to eo@montessori.org.nzPhotos must be high resolution, atleast 1MB in size. Please supply the original file from the camera.

We need yourPHOTOS!

C

Visit w

Spend less time doing paperwork

SPEND MORE TIME WHERE IT COUNTS

Join over 100,000 teachers already using Educa.

www.geteduca.com to start your free trial now.

Connect with parents and create beautiful learning stories from one simple platform.