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SOUTH AFRICAN MONTESSORI ASSOCIATION
November 2011 Message from the President It is that time of the year where we start to think of year-‐end functions, concerts, exams and reports. I cannot believe that the month of November is upon us. This has been a very busy six months for SAMA which has become more active than ever before. In response the needs of members we facilitated two informative
talks, one on the Consumer Protection Act and one by a representative from the Department of Social Development to guide us through the re-‐registration process for our preschools. SAMA has also represented your interests at the highest levels. Heidi van Staden attended a meeting where she gave input in the review of the Children’s Act to ensure that Montessori principles will not be threatened. Sharon Caldwell has attended a number of NAISA meetings, including a critical NAISA meeting with Umalusi where a resolution to the previous impasse was achieved. SAMA is setting up meetings with the Department of Basic Education to gain more clarity on the issues regarding Grade R and the status of our mixed age groupings. Last week, Sally Hall from Auburn House School & Jenni Petersen from Stepping Stones Montessori pre-‐school attended the Western Cape Education Department’s CAPS curriculum (National Curriculum and Assessment Policy Statement) Grade R educator /practitioner training, intended to prepare practitioners & educators for the implementation of the new CAPS curriculum in 2012. Although this is not directly relevant to schools which do not offer Grade R, SAMA is committed to being fully informed on all aspects related to schooling in South Africa, so that we can provide accurate information to members and participation in these workshops enables us to “speak the language” when advocating for Montessori. In addition SAMA has delivered on our commitment to marketing by having a brand new advertisement professionally designed for use in the Pre-‐ and Primary School Guide (which will be in the shops soon) as well as negotiating a special deal for SAMA members on the Eduweb directory, where SAMA also has a front page banner. In order to facilitate communication with and between members we started our own Yahoo and Face Book groups as well as expanding our newsletter. I know that right now the last thing you would really like to think about is Montessori materials. You would, I am sure, much rather think about the December holiday than prepare for next year. Making materials are not my strength, and cutting, pasting and laminating of nomenclatures is often at the bottom of my priority list. For that it is much easier to search the net and to go to the shops to buy ready made posters and regular teaching materials. Unfortunately this is not authentic Montessori. This month’s lead articles focus on the principles underpinning the Montessori materials and were chosen to provoke discussion and research into this critical component of our prepared environments. You are all in my thoughts for the last few weeks of school. Hang in there as the December holiday is only around the corner.
Charl du Toit SAMA President.
SAMA OFFICE: Tel: 041-‐367 4936 Fax: 086 561 8774 Cell 072 609 5979 Postal Address: PO Box 5338, Walmer, Port Elizabeth, 6065 e-‐mail: [email protected] www.samontessori.org.za CONTACT DETAILS FOR ALL EXCO MEMBERS AND THE SAMA CEO ARE AVAILABLE ON THE SAMA WEBSITE.
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SAMA Best Practice The Montessori materials
The Montessori Materials: Not Just Manipulatives Crystal Dahlmeier
© SAMA (2011). Reprinted with permission from Crystal Dahlmeier.
Many educational programs recognize the importance of manipulatives to assist children's learning process. Research shows that when young children learn experientially, that learning is more complete and is retained longer. For example, it is easier and more effective when the child combines objects together to learn addition than by coloring a worksheet. Maria Montessori was a pioneer in the area of concrete learning materials. She was one of the first to recognize that children learn best when they are actively involved, and she understood that children must move if they are to learn. The materials she developed, however, are more than just manipulatives. They are carefully and scientifically designed to meet the ever evolving needs of children as they reveal their nature, interests and develop-‐mental needs. The Montessori learning materials are designed to follow several principles. They have certainly stood the test of time. For over 100 years they have assisted children world-‐wide and form the "core" of the Montessori method. Beauty, simplicity and appeal are necessary attributes of the material if children are to be drawn to explore and learn from them. The materials also must be child-‐sized and complete, with all parts in good condition. Imagine how frustrating for a child engaged in puzzle work to find one piece missing! The Trinomial Cube, a complex puzzle for the very young child, represents the cube of a polynomial (abc)3 where a=2cm, b=3cm, and c=4cm The materials have an inner aim. Montessori wrote that she did not set out to teach any "subjects".
Instead, the child, through active involvement, will develop independence, self-‐confidence, attention and critical thinking skills. With these strengths, the child is more prepared to become an independent, responsible learner. Each material is designed to teach only one new concept at a time. The child's attention is better focused when there is only one new piece of knowledge to be learned. Do you remember how difficult it was to learn how to hold a pencil,
support the paper, sit up straight AND remember where each letter started on the lined paper? With Montessori materials, children learn to do each of those in isolation. Only then is the child encouraged to combine all the steps and form letters on paper. An especially important aspect of the materials is that they can be used repeatedly at different develop-‐mental levels. In a multi-‐age classroom, where children remain for three years, it is imperative that each material has multiple levels of challenge. This is built independently after a brief, personalized lesson. Then the child repeats and explores for a long as interest remains, thus learning to be responsible for herself and her own learning. In this way, the
curriculum follows the child -‐ -‐ the opposite of the more common approach in which all children must conform to the standardized curriculum. Children (and adults) have different preferred learning styles. While we all use a combination of styles, usually one is dominant. The Montessori learning materials are multi-‐sensory and can accommodate children's unique learning styles. The sandpaper letters utilize touch, vision and hearing to teach letter sounds. Children will utilize these materials in many different ways in order to internalize the shape and sound of letters. Finally, the materials allow us to follow the child's natural development. Some children prefer a very
The materials have an inner aim. Montessori wrote that she did
not set out to teach any "subjects".
Instead, the child, through active
involvement, will develop independence,
self-confidence, attention and critical
thinking skills.
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SAMA Best Practice The Montessori materials
© SAMA (2011).
sequenced, ordered approach, others, a more "smorgasbord" approach. One child may systematically do all ten shapes of the metal insets over a series of days. Another child may decide to explore them more spontaneously. The materials and the responsive environment can respect and respond to both styles. The Montessori materials are an integral and central part of the Montessori philosophy. They facilitate children's cognitive development from concrete learner to abstract thinker. Having observed children's use of the materials over twenty years, I am in awe of their universal appeal and aid to development.
We do not therefore offer material for the clear and concrete demonstration of what is taught in an abstract fashion in most schools. We simply offer geometric shapes, in the form of material objects, which have a relationship to each other. These shapes can be moved and handled, lending themselves to demonstrating or revealing evident correspondences when they are brought together and compared. This stimulates mental activity, because the eyes sees and the mind perceives that a teacher does not know how to convey to an immature and inactive mind. Mental processes that are apparently premature and far advanced for the child’s age, thus become possible. In other words, if we realize that there are abstract and quibbling reasonings on things that are complicated, but the things themselves, when materially observed, are much simpler, it becomes immediately evident how an alternative path can be opened up for the elementary study of geometry, leading to unforeseen results. Superior mental work begins with the evident, material periphery.
Maria Montessori, Psychogeometry. 56.
Four-‐year-‐old Pierre brought me a little package at the end of the year. "Open it!" he squealed, excitedly hopping from one foot to the other and back again, "Open it! It might be soap!"
***** Amy was the kind of child who came to school in her dressing gown and wellington boots.
She used to lie in the middle of the classroom floor when she wanted to think deep philosophical thoughts. These episodes always took place in great silence. When she finally rose off the carpet I would wait to hear what she had to say. One day she got up after what had appeared to be much profound pondering, and simply
sighed, "I need a chocolate." When Christmas came Amy brought me a packet of chocolates. There were four chocolates in it. "I already ate
most of them," she explained. "But I saved these for you."
-‐ Kate Tolson
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SAMA Best Practice The Montessori materials
© SAMA (2011). Printed in SAMA Newsletter with permission from Angeline Lillard . Image: Sharon Caldwell.
This is the introduction and conclusion to an article which can be downloaded in full at http://www.montessori-science.org/ montessori_science_articles.htm Lillard and Else-‐Quest (2006) studied children who by lottery at age 2 were or were not admitted to a Milwaukee public Montessori school, and found that children in their last year of Montessori Primary outperformed those who had lost the lottery and were in other types of Kindergarten programs on social skills and behavior, executive function, early math, and early reading. The public Montessori classrooms offerings’ were largely limited to classic Montessori materials(1), and yet many Montessori schools offer a variety of materials not described by Dr. Montessori. To investigate the impact of offering supplementary materials, I went on to study children in what I termed Classic versus Supplemented Montessori primary classrooms (Lillard, submitted). Classrooms were identified according to the percentage of children engaged with Montessori materials during periodic visits to the classrooms; Classic Classrooms had over 95% engagement on average, whereas Supplemented Classrooms averaged around 50% engagement. In terms of school-‐year gains, those in the Classic classrooms outperformed those in the Supplemented ones on a variety of academic and social measures. They also outperformed those in excellent conventional classrooms serving demographically similar families. The “classic” materials used to distinguish classrooms were selected mainly with reference to Montessori’s books. However, teachers have sometimes responded that they are not sure about
What Belongs in a Montessori Primary* Classroom? Results from a Survey of AMI and AMS Teacher Trainers Angeline S. Lillard
what the classic materials are. To examine whether there is an agreed upon set of materials, and to clarify what materials elicit divergent views, American teacher trainers were asked to fill out a questionnaire listing 140 materials or activities that the author had seen in Montessori Primary classrooms; Montessori materials catalogs and the AMS School Accreditation Handbook’s list were also used in constructing the list. Three Montessori primary teachers, trained at different centers, looked over the list to ensure that no important materials were left out and that names used for the materials should clearly designate specific materials to teacher trainers. For each material or activity, people were asked to designate if it was Necessary, Desirable, Acceptable, or Better Not Used in a Montessori Primary classroom, and to make any remarks they might have about it. Two additional questions at the end of the survey were aimed at 1) Whether Practical Life activities need always be real activities in the culture; and 2) Whether duplicate materials beyond Moveable Alphabets, Stamps Games, and Equation Cards are ever okay. Montessori Primary teacher trainers were asked to fill out these forms on the rationale that they should be the best living “voice” for what the materials should be.
(1) The term “material” is used here to refer broadly to materials and activities, from the Pink Tower to Table Washing to Walking on the Line.
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SAMA Best Practice The Montessori materials
© SAMA (2011). Printed in SAMA Newsletter with permission from Angeline Lillard . Image: Sharon Caldwell.
Please note that in the USA it is common to use the term “primary” for what we call pre-‐school, and “elementary” for what we call primary.
There are two major types of Montessori teacher training in the US: AMI-‐USA (The American Branch of the Association Montessori Internationale, which was founded by Dr. Montessori to carry on her work) and AMS (Association Montessori Society, founded by Nancy Rambusch to represent Montessori in America). A problem for a study involving these two groups is representation: Primary training is offered at 10 AMI training centers in the US, whereas it is offered at about 100 AMS training centers. Ten is a very small sample size, but one also does not want highly skewed representation for a study. Some skew, however, is in keeping with the actual skew in the population. Thus questionnaires were sent to all AMI Primary training centers, and a subset of 20 AMS Primary training centers geographically proximate to the existing AMI centers. Seven months later 29 forms had been returned, 17 from trainers at AMS centers; 11 from people presently or recently training at AMI centers; and 1 from an AMI affiliate in training. This last survey was used in the full pool but not the AMI pool since the individual was not yet a certified AMI trainer (but could have trained at other types of center). Although many AMS trainers are AMI-‐trained them-‐selves, in this sample all respondents happened to be trained at the same type of center (AMI or AMS) at which they now trained with the exception of 3 AMS trainers with NMCE and/or IAPM training. The results of this survey are presented here. For materials that elicited considerably divergent views, I try to shed light on the material by examining Montessori’s writing and lectures. The source most often used in these discussions is the 2-‐volume The Creative Development in the Child, which consists of Montessori’s lectures to the training course in Madras, India, in 1939, translated into English by Mario Montessori. These lectures were given 32 years after the Opening of the first Montessori classroom in San Lorenzo, hence the system and Montessori’s philosophy were well-‐developed; Mario’s translation also renders these lectures particularly authentic. Other books are also used where they seemed helpful. In addition research in developmental psychology is discussed for issues on which it bears relevance. In discussing Montessori’s ideas of what the Primary materials are one faces a task that is perhaps not unlike those of justices attempting to interpret the Constitution: the world is different today, and we do not know what
modern tools she would have used in the classroom (Whiteboards? Tape recorders?). We can only surmise based on reasoning about materials that did exist. Second, in going back to her books, one is asserting that her voice is primary. This might well be contested. At AMI, the Pedagogical Committee periodically reviews materials and has made changes. AMS was founded on the claim that, “American Montessori education needed to be as diverse and pluralistic as America itself” (Rambusch, 1992, p. 11). The study previously mentioned suggests that supplemented classrooms do not have better outcomes, but that does not mean that some changes would not be improvements. Yet without empirical evidence we cannot know. In some cases there is empirical evidence bearing on the issue. This paper aims to promote deep discussion by reviewing Montessori’s writings and, where relevant, current research. As a preview, there are many materials about which there is high agreement among trainers: they belong in a classroom, or they don’t (workbooks were the one item trainers agreed did not belong). When there are disagreements, they appear to stem from one of two issues: the material is not developmentally appropriate but might be useful at another time—in these cases it either aims too low for most 3-‐year-‐olds or aims too high for a child in the first plane of development; or second, the material has no clear or at least agreed-‐on educational purpose at any age. Conclusions This survey points out what materials are highly agreed by trainers from both AMI and AMS training centers to be necessary and/or desirable in a Montessori Primary Classroom. There is a large set of agreed on materials across most areas, but little agreement for art and science/geography—two areas which Montessori herself allocated little attention in discussions of the first plane of development. For other areas, when there were divergences, they stemmed from two sources: materials appearing to aim to high or too low (some math and reading materials, for example, that are for more advanced children or some practical life
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SAMA Best Practice The Montessori materials
materials that are preliminary to other skills), or they stem from divergent opinions as to whether the activity has a clear positive developmental purpose (the tape recorder or fantasy books, for example). I have tried to supply some preliminary discussion from research, Montessori’s writings, and my own sensibilities, but those with much more training and classroom experience than will do better. I do know that teachers are not always certain about what materials they should have in their classrooms, and hope that this will provide some foundation and elicit deeper consideration as well as fuller understandings within and across trainings. For citations see full article.
Up to a certain point [the materials] might correspond with the so-called didactic or objective material of the old methods. Their significance, however is profoundly different. The objective material of the old schools was an aid to the teacher in making his explanations comprehensible to a collective class listening passively to him. The objects were related solely to the things to be explained, that these were chosen at random […] Here on the other hand, the means of development are experimentally determined with reference to the psychical evolution of the child; and their aim is not to give mere instruction; they represent the means which induce a spontaneous interpretation of the internal energies.
Maria Montessori. The Advanced Montessori Method, 70
Best Practice & Quality Assurance This is the third newsletter where we have provided articles specifically chosen and formatted with the express purpose of provoking and supporting dialogue around aspects of Best Practice based directly on the principles of Montessori that were adopted at the Durban conference. The rationale is to provide schools with a resource library to inform both internal discussion and the discussion which will need to take place when Quality Assurance guidelines are tabled at the AGM. The articles in this edition barely scrape the surface of the complex issues surrounding the materials that need to be addressed if we wish to fulfill the requirements of authenticity while at the same time being equitable and achievable for the majority of schools. Here are just some of the questions that could be discussed, and which may form the basis on in-‐house professional development. • What is the minimum, essential material required at each level
for a class to qualify as “Montessori”? • What materials which are not strictly speaking “Montessori” can
be added without seriously impacting on Montessori outcomes, and can classes which have a large number of these materials be regarded as “Montessori”?
• What requirements should inform the choice of additional materials?
• Would home-‐made, substitute materials be acceptable? • To what extent can “extensions” add to or detract from the
standard materials? Have your say about these and other related issues on the SAMA Yahoo Group, Facebook page or by contributing to the Newsletter.
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SAMA Best Practice The Montessori materials
“The didactic materials, … established through
experimentation established by experience is given complete to the
teacher.”1 The “Montessori materials” that are found in today’s environments are the result of nearly two hundred years experimentation, being based partly on those developed by Jean Itard and Eduard Seguin in the first half of the nineteenth century. Maria Montessori also drew on “objects used in psychological tests” and experimented with the materials of Froebel (most of which she rejected).1 To this she added many materials which she designed herself, in response to the interests and preferences of the children with whom she tested them. The variations in materials between different modern manufacturers is due in part to her work with different manufacturers around the world at different times.1 In her last training course, Maria Montessori refused to use the term “didactic material” for the sensorial materials, calling them “material for development” instead. It may, at first glance, seem to be an exercise in pedantry to distinguish on so fine a point, but in fact this is at the heart of understanding the real purpose (and thus the classroom application) of these materials. Over time the terminology she used changed to better reflect the use of the material, and, presumably to deter from an incorrect understanding. Thus, from the original term “didactic material” (1909) we find an evolution through “psychosensorial phenomenon” (1913); material for development, external stimuli and means for development
Some thoughts regarding the materials. Sharon Caldwell (Advanced Montessori Method); sensorial
development material (1926); psychological instruments (1930) and ultimately “relationship material”(1945). In a lecture in 1930 she describes these materials as “a kind of ‘aid’ to finding his way in a world of objects, allowing him to distinguish, describe and to analyse them.”1 Thus clearly Dr. Montessori did not intend the materials she designed to be “teaching aids” but rather materials which enabled the child to develop, and categorise, abstract ideas without any direct teaching. The term “Montessori materials” refers to those materials which comply with certain very precise criteria, and which can be used independently by the child. The full set of Montessori sensorial material falls into this category, as do some, but not all the materials for the development of Mathematics and Language, and a few of the materials for Geography. Sometimes the “materials for development” are used to give vocabulary lessons, after the child has worked with them for some time, but this illustrative function is not their primary aim. Dr. Montessori arrived at the materials through a process of experimentation. She determined what constituted the exact amount of material necessary to produce the desired results.1 On the other hand she also challenged those who followed her approach to experiment and adapt, using the fundamental principles, to meet the needs of individual children.1 The general rules, however, are subject to
modifications, which may be determined by the mentality of the child. Experience will show how only the material which really interests a small child and which he will freely choose and regularly employ is suitable for a child’s education.1
Thus it is important to fully understand the purpose of the materials before any attempt is made to supplement, or substitute for, the traditional set of Montessori materials. Extracted from: The Montessori materials: Means for development not teaching aids. (Montessori Leadership Institute course materials. The full article is available on request by email from
© SAMA (2011). Printed in SAMA Newsletter with permission from The Montessori Foundation . Image: Sharon Caldwell.
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SAMA Best Practice The Montessori materials
SPEAKER AND TOPIC DATABASE SAMA is working on a data-‐base of speakers and topics for regional meetings, the Conference and the Management training. If you have any suggestions or requests please send them through to Irmgard. [email protected]
Survey of resources : The Montessori materials
Discussion about and descriptions of the materials abound in all of Dr. Maria Montessori’s writings with the double volume Creative Development in the Child providing her most fully developed thoughts on the materials and their use. The early materials are described in Josephine Tozier’s article “The Montessori Apparatus – A Description of the Material and Apparatus Used in Teaching by the Montessori Method,” McClure’s Magazine, January, 1912. Susan Feez’s thesis, “Montessori's mediation of meaning: a social semiotic perspective” provides a detailed critique and contextualization of the materials for those looking for more detailed information. Angeline Lillard’s article “How Important Are the Montessori Materials?” (Montessori Life. 2008.) is a useful read. Lakshimi Kripalani addressed the issue of the materials in the context of the environment and teacher training in the Fall 1993 issue of Public School Montessorian. (L. A. Kripalani. Montessori in Practice. 2010. 86 – 89. For a historical overview of the development of the materials see Grazia Fresco. Montessori Material Contained in Some of the Cathalogues (sic) Published in New York, London, Bucharest, Berlin, Gonzaga From 1910 Up To the 1930s. Varese: Associazione Centro Nascita Montessori, 1993. While the Nienhuis Catalogue probably remains the single most valuable resource regarding materials., it is important to realize that this company, like all other manufacturers, is informed by market demand rather than pedagogical purity, and not all the materials currently included in their range necessary conform to the standards developed by Dr. Montessori. There is a plethora of material available to support the Cosmic Curriculum for the 6 – 12 plane. I have not yet encountered a comprehensive evaluation of the materials available. Clearly Maria Montessori’s own materials, and those developed by Mario Montessori and Lena Wikramaratne following Kondaikanal need revision. A description of the classical materials for this level can be found in Camilio Grazzini’s article “Cosmic education at the elementary level and the role of the materials” can be found in AMI’s Communications (2010, Special issue.) Priscilla Spears offers some suggestions for evaluating and revising some of the support materials for the Great Lessons in Outline of Geologic Time and the History of Life and Kingdoms of Life Connected: A Teacher’s Guide to the Tree of Life both of which are available from Big Picture Science. Psychogeometry, recently translated into English and published this year by Montessori-‐Pierson offers some revisions to the standard second-‐plane materials and presentations.
“The didactic material available to us today took shape through experimenting. She challenged her followers to do the same.” Kripalani, Trained teachers – not materials – are the key. Montessori in Practice. 2010. 87.
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Member comments regarding the Montessori materials
Staff members from Stepping Stones Montessori Pre-‐school, Oranjezict, Cape Town, submitted the following comments: “I wish that those holding seats in parliament knew what we Montessorians know! The value of the Montessori materials is unquestionable, affording the child the opportunity to be able to read, write, and do math at a very young age. This is a priceless opportunity for that child's future potential. This is not to mention the wealth of other advantages that the Sensorial material offers in terms of increasing intelligence through reinforcement of engrams. The Cultural materials give the child a stepping stone on the road to a yearning for more information about the wonderful world we live in. This is just a small insight into the Montessori materials and the methodology, as all of the above is only offered to the child and he is then allowed to choose those paths of natural aptitude that will one day be his passion.” Louise Benadie is an assistant in the Seahorse pre-school class. She is currently taking Montessori training at Auburn House.
“The materials play an important role in the Montessori environment. Maria Montessori wrote so much on the benefits and the development of the children with the materials, that many get the mistaken idea that the materials are the method. The philosophy is the method and the materials are part of the environment in which the child can develop; learning on his own. Montessori made it very clear that one using the materials without the understanding of the philosophy was doing a great disservice to the children. While there are some very specific materials used and sold, there are many, many materials which can be made. Montessori encouraged directresses to continue observing and to add their ideas to the classroom environment. I particularly enjoy presenting Sensorial exercises as I enjoy the tactile experience. It is very rewarding to see a child gain independence and understanding without being "taught". It fascinates me to observe a child struggling with something and then to see the
satisfaction they express once they manage to do this perfectly. Just last week a child in my class mastered tying laces after many hours of repeating the laces dressing frame. He proudly offers to tie anyone's shoe laces now! “ Terri Heidmann, Directress of the Starfish pre-school class.
Jenni Petersen, Principal. Stepping Stones Montessori pre-‐school has operated with a separate Grade R class for a number of years. When I took up the position as principal here last year in October, I decided to phase out the separate Grade R class out for 2012-‐ a challenging task to say the least! I had to convince parents (and staff alike) that the standard will be just as high even if the older children remain integrated in their 3 year cycle. I was partly helped by the fact that numbers in the Grade R class had dwindled to very low, due to intake by many mainstream schools which had established their own Grade R classes. A benefit of working with such a small class (7 in
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total) is naturally the intense attention the Directress is able to give to each child. Below is a short comment from Kirsten Mendelsohn, Directress, about her experience of the materials in the context described above. “As the Grade R Directress, I enjoy working with and experiencing the more advanced literacy and numeracy materials. At the moment, the children in my class are working their way through the green language material and are beginning to use The Farm, which is such an exciting presentation! I have one child in particular that is thriving on learning about nouns, verbs and adjectives through the hands-‐ on experiences with concrete objects. In the numeracy area, the children are thoroughly enjoying doing equations with the addition and subtraction finger boards, as well as the stamp game. They experience such a sense of accomplishment when they complete large equations; one can see the sparkle in their eye! It is a privilege, as well as a joy, to sit back and watch a child that has progressed though all the different preparatory Montessori materials, and get to a point where they can complete more advanced addition and sub-‐traction equations on their own.”
Calendar 5 November Western Cape Regional Meeting
Blue Moon Montessori School
12 November Gauteng North
Head of School breakfast Irene Dairy Farm, Nellmapuis Road 9.00
am
2012 27 & 28 April SAMA Conference
29 & 30April Management Training
The venue is Knysna Montessori school in Narnia Village – the theme
“Be Prepared”
FOCUS FOR THE NEXT ISSUE DECEMBER/JANUARY
Back to School
Preparing your room; preparing yourself; helping children and their
parents prepare.
Please help us to increase local content by submitting original articles about your school and experiences.
Images © Stepping Stones Pre-‐school Top left: Carmen Meyer presenting numerals and counters. Bottom left: Kirsten Mendelsohn presenting grammar symbols.
CORRECTION: In the previous newsletter a contribution from Carmen Meyer was inadvertently attributed to Jenni Petersen. – Editor.
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SAMA Notes and News
Gauteng South Term 4 Regional Meeting The last SAMA Gauteng South sig meeting for the year was held on the 15th of October at O’Summit Montessori. The theme for the morning was “Creating a sensorial garden”, it was a beautiful summer’s day and SAMA President, Charl du Toit, led a very informative discussion on what is happening within SAMA and policies regarding Grade R in Montessori schools. This just reiterated to all present how important it is to belong to the association and to have the strength of the organization working behind us. The rest of the morning the members spent exploring the gardens of the school for ideas to take back and implement in their own schools. The HOS and staff of O’Summit Montessori would like to take the opportunity to thank SAMA for letting us host the meetings in 2011, it has been a rewarding experience and one we would recommend to other schools in the region. Caroline Bergman Gauteng North Term 4 Regional Meeting As the topic for this terms meeting was 'material making' we decided to have a material making discussion. All those who attended were asked to bring in their personally made materials to share with the group. This proved very informative and gave everyone new ideas for materials for their schools. Some materials shared by the attendees for cultural studies were
• The life cycle of the rabbit -‐ this was beautifully illustrated and striking and we appreciated the time and effort it must have taken with this activity.
• The life cycle of the silkworm -‐ something
that the children could really relate to especially at this time of the year.
• Various matching exercises : one that was
particularly appealing yet very simple, was a sheet with squares with pictures of various dinosaurs with matching cards.
There were many other interesting materials and we thank everyone for sharing their efforts with us. Claire Carruthers
Three-‐year-‐old Emma was particularly excited about starring in her first concert. We had made up a very simple dance. On the evening itself most of the children ended up ad-‐libbing. After the applause had died away and all the other children had left the stage, only Emma remained with her hands on her hips." Kate!" she shrieked, shrilly. "This isn't the way to do the Consonant!"
* * * We had free indoor outdoor access unless it was raining. On one of the first rainy days of the wet season, three-‐year-‐old Emma was sitting with her work in the midst of what had suddenly become a cramped environment. Looking up with an appalled expression on her face, she bellowed in disgust, "there's too many people in here!"
-‐ Kate Tolson
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SAMA Notes and News SAMA Exco has recently co-opted two new members. In terms of the Member mandate the Executive Committee is empowered to co-opt members if an elected member resigns or if Exco determines that additional assistance is needed. We thus welcome Shineen Klein and Peter Williams.
Shineen Klein started her teaching experience at a traditional pre-‐school in 1972, where she taught for two years before starting a family. During this time Shineen researched child education extensively, discovering the
Montessori method which she believed to be the perfect approach to education, especially during the first 6 years of life. Due to the fact that there were no training facilities offered in South Africa at that stage Shineen completed her Montessori training, qualifying through the St Nicholas Montessori College in London in 1988. She opened her first Montessori School in Linbro Park and due to the rapid growth then bought a traditional school and converted it to the Montessori method, which was one of the first Montessori schools to be opened in Johannesburg. The school was sold some years later and moved to the North and now caters for primary school children as well. Shineen joined a Montessori collage for teacher training in South Africa where she was involved in training distance students for 12 years. During this time she was also Principal of the College’s pre-‐school from time to time. Since moving to Modderfontein several years ago and visiting the ‘Centre of the Earth’ she realised that the peace and tranquillity of this property could provide the perfect setting for a Montessori pre-‐school and this became her dream.
What a joy when that dream was realised at the beginning of January 2010. Once refurbishing had taken place to suit the needs of a perfect Montessori environment, the school opened in March 2010 with 17 children. The school has seen an amazing growth over the last 18 months and now caters for 150 children. New classrooms are currently under construction to cater for the demand in the area. Future plans are to open a Primary School in 2013.
Peter Williams runs the Financial Management side of Children’s Campaign Trust. Peter was educated at Bishops and UCT. He has a B Com and a MBA. Peter has done some interesting things in his life including setting up a joint venture in China for a UK based multinational company. He also listed a company on the JSE and acted as the financial director of that company. In 1998 he retired and in 2000 he started a social enterprise called Children’s Campaign Trust. The trust now owns 6 Montessori pre and primary schools around Cape Town. The trust has bought a further two properties and a primary school is to be built next year and a pre-‐school the following year. In 2003 Peter started an NGO called Connect Network which now networks with over 100 projects aimed at children at risk on the Cape Flats. Through these projects the network achieves over 85000 interventions with children at risk every year. Children’s Campaign Trust provides the funding for Connect Network’s operations.
Katinka Steyn has resigned due to personal and family commitments. SAMA Exco and Trustees extend our heart-felt appreciation for all her hard work while she was a member of Exco.
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Re-‐registration of pre-‐schools in terms of the Children’s Act.
This is a summary of the Gauteng North SIG meeting held on the 29th of October 2011 Please note that the information contained in this report is based on a presentation given by Marinda Oosthuizen of the Gauteng Department of Social Development, and is pertinent specifically to the Gauteng region, which is actively implementing the Act. If you are in another province we are in the process of finding contact details for the releavant people. Please contact the SAMA office if you experience any difficulties. School owners/principals are advised to have a copy of the Children’s Act which has the Norms and Standards attached to it. As Montessori schools do not make use of grades, but rather three year age groupings, the children in their ‘Grade R’ year would be the 5 turning 6 year olds in our 3-‐6 class. For administrative purposes, they would be counted as Grade R children., and will be registered by the Department of Social Development. It is interesting that the Department of Social Development calls children in an Early Childhood Development (ECD) setting ‘children’, while the Department of Education calls them ‘learners’. ECD is divided into two legs: 0-‐3 years and 3 years -‐ school going age. This is presently understood to be children going into Grade 1. 2014 is still earmarked as the year that Grade R will be fully integrated into the Department of Education. Process of registration: -‐ Local Environmental Health Officer to visit your
site. He checks the buildings and premises to see that all is in order. This includes rezoning permission. Note that rezoning can include a traffic study, environmental impact study etc. (This can be an expensive process. If you are a well established school WITHOUT this kind of documentation you will need to discuss this with your Officer and they will look at the merits of each case individually. New schools must follow the new requirements.)
-‐ You then take the Health certificate that is issued and submit it along with the following to the Department of Health and Social Development:
o Application form (Available from your
regional office of the Department of Health and Social Development) -‐ these may differ from province to province
o Qualifications/skills and experience of the applicant
o Description of the content of the programme to be offered including aims and objectives
o Constitution of the organisation (more important for the Community crèches. However, there are many examples online of a constitution you could adapt for your purposes.)
o Approved copy of the building plan o Emergency plan o Health permit/certificate o Clearance certificate o Weekly menu (for different age groups –
in our case, Babies, Toddlers and Preschoolers)
o Contract with the owner of the building/lease or proof of ownership
-‐ You will also have to register your PROGRAMME
– THIS IS A SEPARATE registration from that for your centre.
o Application form (Form 11) o Staff composition (Annexure A of Form
11) o Programme implementation plan o Clearance certificate
National Norms and Standards This is a summary of some of the points that were highlighted during the presentation. Please go through the entire Norms and Standards section of the Act (it is Annexure B) with your staff members. The following pointers will make more sense with the Norms and Standards document handy. The following bullets were some of the requirements highlighted: -‐ Incident register – important for the parent to
sign as well. This is very important to safeguard your staff and school.
-‐ Medicine register (Remember to keep medicines
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out of reach of child AND in a locked cupboard!) -‐ Admission register (See Regulation 18) -‐ File for each student -‐ File for each teacher -‐ Daily attendance register
(Keep these records for three years.) -‐ Action plans for emergencies need to be
submitted as part of the registration process. Contact Caper Keulder; [email protected]
-‐ First aid training for ALL personal on the premises is being discussed at National level and is being mooted as a possibility for a future requirement.
Refer to the Act for the words “may”. “where possible” and “must”. Bear this in mind when reading the requirements of the Norms and Standards document. Encourage your staff to go to the clinic /doctor to go for a medical check-‐up once a year. Keep the officials informed about Montessori and our methods. They are open to hearing about different methods. They also want to DEVELOP the centres, not close them down without due process having been followed. (Serious cases where obvious abuse is evident will obviously be dealt with more punitively.) The constitution of privately owned schools is not as critical as it is for Community crèches.
Form 29 which should be filled in for staff members needs to go to Mr. Mashiane; HSRC building, Pretorius St. – anyone on your payroll should be included. Attach forms to a letterhead detailing exactly what you have submitted. Instead of Form 29, a Police Clearance Certificate is acceptable. Again – one would be required for each staff member. This option will cost money – about R60.00 – R90.00 per person. The process seems to take about 3 -‐ 4 weeks.
Form 30 must be submitted in respect of the principal. A Police Clearance is acceptable here too.
The certificate from the Social Development Department is valid for 5 years, but the programme is to be submitted every two years. Officials are permitted by the Act to visit a preschool at any time. The ECD Programme This part of the Norms and Standards will be
reviewed quite a lot. The submission from SAMA was taken very seriously AT THE National Workshop held by the Department of Social Development on the 18th and 19th of October and most (if not all) SAMA recommendations were recognised as valid and put forward for consideration at the next level. Summary In all, this was a very constructive meeting. My experience with the Department of Social Development have always been positive, and the attitude and openness conveyed by Marinda was evidence of this. Schools should see that they get themselves in process and work with the officials who may visit your school. Their job is to make sure that the Children’s Act and Norms and Standards are being adhered to. That is the law. They are protecting the children of our country and have an enormous task dealing with other critical issues such as male circumcision, child abduction, trafficking of children, child protection services etc. They are not there to catch you out but rather aim to give guidelines and support to ensure that you are in compliance with the legislation and regulations. They will give you a reasonable timeframe within which to remedy any non-‐compliant issues. It is however our responsibility as school owners or principals to make sure that we are kept informed and that we act in accordance with the requirements set out by our local Social Development department. Marinda Oosthuizen can be contacted at: [email protected] Fax: 086 567 1397 Tel: 012 359 3376 Submitted by Heidi van Staden
Consumer Protection Act Workshop
Five SAMA members took advantage of the special discount offered by Jessica Venn for the workshop on the implications for schools of the Consumer Protection Act (No. 68 or 2008). This was held at Midrand Montessori on 24 October. Jessica received very positive feedback from those who attended and has had requests for a second presentation. We will follow up with Jessica and are exploring the viability of facilitating similar events in other regions.
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Following SAMA’s submission on the review of the Children’s Act we were invited to participate in a two day workshop to give input into this important legislation. What a positive workshop, and a crucial one for SAMA! Members can be so encouraged by the attitude of the Department of Social Development (DSD). We spent two days going through the relevant parts of the act with a fine tooth comb to identify any clauses which might cause concern. The audience – which included other stakeholders such as the Early Learning Research Unit (ELRU) -‐ expressed interest in what Montessori has to offer and made copious notes during one of my ‘lectures’ on why we do things the way we do. The DSD has agreed to keep SAMA close in the consultation process, and have asked SAMA to set up a presentation for them to outline what Montessori is all about, and are arranging to visit a school to see Montessori ‘in action’. The following points of discussion were noted and will be put forward for the next step in the amendments process. • Children using real, everyday objects like knives.
It was agreed that in a conventional school, this could not be allowed.
• Children of mixed age groups according to the planes of development was acceptable. (The idea of vertical grouping is grossly misunderstood – so I set them straight!)
• Reporting and records was a very big concern for all ECD centres. Remember that verbal feedback is quite acceptable and should be minuted and signed by the parent and teacher.
• The issue of training of teachers was also raised. This issue is of huge concern for the Department as many, many rural and township schools run from homes with a granny or even disabled person looking after children in the hope of making some extra money. Many of these caregivers have lots of experience, but no qualification. It was felt that Montessori schools did not fall into a category of concern regarding this, but we should stay up to date with any legislation changes that happen at this level.
Currently, a qualification as low as Level 1 for ECD is acceptable according to the existing Norms and Standards.
I would encourage all school owners and principals to read the Act along with its Norms and Standards. I myself have done so a few times, and am still reminded every time of things that I need to see to within my own school. Also bear in mind that the Act will be amended – possibly within the next year, and that you should make sure that you have the most current version. The Act is available for download at www.justice.gov.za/legislation/acts/2005-038%20childrensact.pdf If you have any diffiulty contact the SAMA office and we will send it to you. This meeting was a huge coup for SAMA in terms of being recognised at National level, and being afforded the respect of fellow educators. It has taken us many years of hard work to get where we are today, but I feel we are now reaching a point where we are standing strong in our own right. Our next challenge is to move away from the ‘elite, white’ perception and make further inroads into all communities. Submitted by Heidi van Staden
Continuing Professional Development Points
The South African Council of Educators (SACE) is currently piloting a project which will require every teacher will have a personal Professional Development Portfolio (PDP) developed according to SACE guidelines. SACE will allocate professional development (PD) points to teachers’ professional development activities according to a schedule of points approved by SACE. Documents explaining this system were tabled at the NAISA quarterly meeting last week. We will be studying these documents carefully and will keep SAMA members informed of all developments.
SAMA Contributes to the Review of Children’s Act and National Norms & Standards
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Invitation for applications for 2012 Host Schools
Would your school like to host SAMA SIG meetings in 2012? Applications must be in by 7th November in order to finalise selection before the end of November 2011.
Qualifying criteria:
• Large enough venue to accommodate between 20 and 30 people. • Sufficient parking, chairs, cups, whiteboard/flipchart for speakers. • Well equipped, and well prepared environments. • Maintain SAMA School Membership for at least one full membership year before becoming a host school. • Have no unresolved grievances against the school or head of school.
The Host School will receive free membership for the year but still be required to pay child levies and individual members of staff will need to pay their own full membership fees. It is recommended that all staff members of the Host Schools are members of SAMA.
Newsletter Satisfaction Survey
SAMA is committed to meeting member needs. We would like to know how you find our new format newsletter. We have already received a number of emails from members who have complimented us on the new style and content and some constructive criticism. One thing that has been pointed out is that our proof-‐reading can improve. While we know that a number of typos and grammar mistakes are slipping through we would like to take this opportunity to point out one or two editorial principles we have adopted. Firstly, when we use articles that have been previously published, we do not make any changes to spelling or grammar as reprint permissions generally require that material be published in its original form. For this reason articles previously published in American journals will be reprinted with American spelling and grammar. Another editorial principle is to “respect the writer’s words”. Because this is a newsletter and not an academic peer-‐reviewed journal, we want to encourage ordinary SAMA members, who may not be professional writers, but still have good ideas and experiences to share, to write for us. Tight editing and the type of back-‐and-‐forward discussion between an editor and writers discourages informal submissions of the nature appropriate to a newsletter. While we are in no way defending sloppy production, we do ask members to follow the Montessori principle of having a “friendly approach to error” as regards member input to the newsletter. Please help us to continue to improve the newsletter by completing and returning the survey that will be sent to you by email. You can either complete it in the Word doc file, or print and rescan or fax it to Irmgard. All input will be appreciated.
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SAMA PRODUCTS SAMA Recommended Curriculum – an integration of A Montessori Recommended Curriculum with the Revised National Curriculum Statement. For queries and to order, contact the SAMA office. The curriculum is printed and bound, and is available to paid up SAMA Institutional Members for R250.00 and to all other categories of membership for R1000. SAMA Policies and Procedures CDs – a comprehensive compilation of government laws, acts, and policies on CD 1 and examples from various Montessori schools and resources to use in school management on CD 2, at R50.00 each. These prices are for school members only. All other categories of membership may purchase the CDs for R500 per set. SAMA Parents Handbook – a full colour, beautiful publication, useful to parents as an introduction to Montessori Education. This booklet covers basic Montessori philosophy and is the ideal starting point for parent education. These handbooks are available to SAMA School Members only at R25 per copy. For orders of 30 or more, additional postage will be added.
VACANCIES Jo's School in Vrygrond, Cape Town is urgently seeking a Montessori Directress for 3-‐6 year environment to start in January 2012. Please contact Niki 0834576469 or Yvonne 021 7862242 or email [email protected] AUBURN HOUSE SCHOOL seeks a 6 – 9 yrs director for January 2012. Please send motivation + 2 page CV to [email protected] or fax 021 7971931 Teaching positions available at Centurion Montessori School in Gauteng for a Pre-‐School and a Primary School Directress. Positions available in January. Please contact Cheryl or Zinita on (012) 653-‐4177 or e-‐mail: [email protected] We are a small progressive Montessori/Reggio inspired pre-‐school on the West Coast, looking for a dynamic and experienced Toddler Class Teacher for January 2012. Please email a motivational letter together with your CV to [email protected]. Experience in managing your own class is essential. Modderfontein Montessori Pre-school requires experienced qualified Montessori Directresses for 3-‐6 year groups for 2012. You must have sound knowledge of the Montessori philosophy and be highly attentive to the development of children. Interested candidates can email their CV’s to [email protected] or contact me on 082 775 5785
Outreach School -‐ I am looking for a qualified and experienced Teacher with Montessori training for a small group of children age 6-‐9. Based in Hamburg, Eastern Cape. Please send CV to Grace: [email protected] 078 126 0477. Blue Moon Montessori School requires an experienced 3 to 6 directress for January 2012. Must be able to work as a team member in an open plan classroom. Contact Jacky: [email protected]
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