How To Raise An Amazing Child

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rnilucnce oul chilclrerr rlcr.'lopnrcnt. p.-riods occurrinq fionr difier-cnr sensitivc Monrcssor:i iilentitlecls.'r.'r.rl orr biltli tlr ough to :rgesi:i iseeprgc5 l(r 17).Elch one lclels to it pr edispttsitr citrlrng to :rccLLlrrc specitlcchrnctelistics.For exarrrple, conrpellingchilclrc'n rhe trrst ti-u. r'crls oi llfi'. chilcir-en:Lreil) r1scnsitile pcliocl fir'llnguagc. Thcr.p.i1.closc attcrrtionto lhrt lc s:rt'ltrd hot't'c sltvit. rrtclbclbtr- s.c a sinriler-lccent.
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of the Whcn perents lnci terchcrs rccogrrizc end taLe l,:1r'arrte-gc thcv c:lrl Lrecolllc rrlore \e[siti\c pcr']ods through Nhich chilcicD p.rss, al)d dcleloprtrcrtt. cfti'crivc in suppolting rh.'rr I!-rr_rrinq Erch scrrsitilc pcrioll i\ .l specrtrc Lirrd oi conrpulsion. motiv:ltirlg \.orur!l children to iircr.rsirrtcrrtlr. orl sonlc plllticular :rsPcc! oi dleir rhis rlithour becominq tircd or bor_cd.(11c:rrlr'. crl'ironmcnt. clur rtter d.rr,. ir rLbiologicll rrcchlrrisrn hl-cl l ilecl irito chllclren.lhxt helps therll to
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aftcr brth. thcrc is :i scnsitilc pcr-iodirr t'hich inlhnts fbrnr l pnr-ticulav closc troncl n'ith their- par-ents. Accolding to l)r' Sih'.rru Montrn:llo. liorr the Associ,ltion Montessorl Lrternrtion:rle (ANII) Assrsrlntsro Irrllncv r'r,nr R , r r r - . ' R - ' , . r 'l.r l r . r .J r , r u r r l r r r r ' \ r , t r r t , L. l1r']rn,t. r
the mothel provides the child ale stlongll conclitiorccl b,v the rvav thev spcnclthcir tinrc tolicthcr dul jn!! rhc first d4 s llicr birrh."
This connection Lregins fiolr the;rhvsic.rlconhct crpcricrcecl.rs the blbv is cuddled :rnd rorrchedbv his perenrs. end qtickl-r' beconresrhe enrorlonll connecti(xr thrt \1'e celeLrlaae in all irealthl.relationships betrveen pareDts rrndchilci-en.It ls l t\\:o-\ya)'con n cction.Thc b.rbvft'clsslli'ir his pnlcrrrs' :rlms. antl tolms :r pon eriirl :urd lestint impression of their irces. smell and thcsourrdoirhei,,oices:iltllresilrrretirrre,thep]rertsusull1,vfillhead ovcr hccls iu love rr ith theil child, thich goes l long u,:r,v to helping them
L c ,p - o 1 1 1r1 l r l r e- ' r l v r r , ' r ' l ' ' r l r er r l r - r , e i - r , " r r e d i . l - e r ' r ' d adjusting to rcu' pncr:Lthoorl. Iloth parcrrrs should rakc rurns holding and c;rrcssinll thcir ncs'born. to ensure r closc bond is forrned rvrth eacir oi therl. (lentlv strokc vor-u_ b:rby rvhilc hc lics in your llp or hold liinr aglirrst ,vour bale chest to establish the tar-rlth ofskin to skin contect. Almost all trelries..urdin particul:rrthose $'ho are born prcnr.rturclv or who licc urcdicll chdlcngcs. rcsponcl bcauti ll_v to gentle inftnt
rlessage. Messlgc rclarcsvour babv end dccpcnsthc bondirrE proccss.It is all\o kllo\ul to corltlibutc to lestful sleep:rnd goocl digestion.There are l]ranv books lrrcl r'lclcos.rvlilablcthat clcrrol)str:rtcrnd explain horv to nrasseqc-r.ourbebr'-
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Dad's turn G v ng expressedb i?aat m k from a bollle means dadsneedn t be exc uded from the feed ng rout ne.
Breast still best Breastfeed ng

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in and around the 1960s made breastfeeding seem pass6in many parts of the lvorld for severaldecades.Non, thanks to a better undersranding ofthe benelits of breast milk and campaigning from 55roupssuch as La Ldche League, breastfeeding is once again acknorvledged asbeing the best source ofnurrition for babies and is more rvidely practised than ever.The United
icrm of nutrr on ior youf baby
Narion'.s World Health Organization recommends that nrothers should be "informed about the superioriry and advantagesofbreastfeeding". I worild urge any mother who is able to breastfeedto do so.Breast milk has mrny benefits:it is easily digestible,provides ideal nutrition and contains antibodies thxt help to protect the newborn fiom infection and disease. Equally importantly. the process of breasdeeding strengthens the bond between mother and child. Dads can also bond with their babies while feeding expressed rnilk fiom a bottle. If you are unable to breastfeed, strengtben your bond by holding your baby close,gazing into her eyesand talking soothingly to her while she bottle-Geds.
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\\hr11 lhcl ufil1xt.. This r..ogrlition is impoltunt \\hcn \1)ur .hilll i! .1.'r clop.nrentllh fclrl\ ro Lrcginrrrirrgthe tt,ilet i\cc fr.lg$')1) l) InhDt. rlcefr .l qfelf Jell. Likc .r.lult..rhe! 11c,:p t o g r r c L l r c r L r o i L r ir .it.rr.l f().rllo\\ llrci rrrrd\ 1o lrroac\\,r)d 's iLrt.'gr'.rrc rhc \crlsor\ 11rfrc\(1o11\ rnd L'\pflicncc\ of fhc rlI: Slccf It c\rt'rti;rl t(r iniirnts toI l.orh th.'iI phr.iirl \t'1i bcirrg:rDri rhcrr r11cnr.rl
l r e . r l d r . l l . r L r i c :o uti r ll c r L | i t - t o t i r o s l c . p t l r . r t h c r . r t r i r c i l , . ri i r l r c r . r r . ' r_Lrul o\_L'f\\'hcLrr'Ll \\lrh iL'r\or\ irrprcsrroni. L,ntil r'.'cc'nth: l.:rlrr lir.'Ll j r r ' j r | r o u r u o r r r b : . r l . r n n . i , r l r t i r rt . t L , l c r. lirrlr lit tolll lrrlr orrh rott
r o u r c L , u r c lr o r L r L r q c h, 1 g c . N . o r r h c r r r ' . ' r i cils t r i l c c lr r t h i r i g h L l i s h t s . lourl r1oire.. Lrne:,irc.rc J nro\ ftlli])f .ln(l irr.lngc rhilrg\ th:rt touch her'rkiLr. lrcrrrlbh: rhcr. llrc rinrr. \\hL'n rll ol thir becLrrDer too n1u.h rDLl \hc r \ l t i l r c s o i i . u r L le L r t \i ( ) . l c r | . Youl b.rL.r .locs not rec.l tir bc ht'Ll .r. ,,h!' qot's tLr r1ecp.Shc nr,n: lron c r r'r.likc to Lrol th.rt r ou .rr. alosc[r\: \'oLrrriq_lrt lile to p1.r.r.l l.lrqc
Ilcc... r snrrll lut(ir ()r ,r \nrll rrrLLrc\\ li)r r'our brbr rr .'.rclr frc.c ()1_ ro(rnl \\llclr \1)uI l,rlnih Icqlrhr'l\ rongleg,rrc.,. llris.rllo\r roul l.,r1.r'ro
l.e n hcre th.' ,rction ii. Shc l i]] Lrcc,rnriolr.',i ro b.' rrr',r'r'ou. ro lrc'.l r oLrr r r l i c i r n . 1k r \ L ' cn r ( r \ r r r a l t . r o r L r d h L - rS ' h c c r n l o o l t , r r i l [ s t c n . . r r dt h r ' l (lritt oit f,) 'lccp \\ hcDc|cr .lrc i. tilcct. ''l)or't rl,rkc J \l.cFrrg Lr.rL'r'ls .rr ol,l s,r\i)q. p.ss,:d illr r ti'orrr molhL'r't(J,-lrughtc ti I ' r ' g c n a r , r t i o n \ . , r r lrrti n r l k c . \ L ' n \ L 'L l d l \ ' o L l ]h , r l ) \ ' r1rrp.Ar oiJ nro\ ing hcr' frrLrghhl hen rhels'lt'eFirg. ker;. thelights tlonn l cr. ir loN .rrrd s p c . r li r r r o i i , , o i i t ' . r r o r r r r L
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iVlontcssolihrrcl;r sinrplc lpplolch rLrb;rbics. l c should: She belier.eci . r'espect:rl1 blbier:rs incll'rclrrll hum:rn bcingr ..rllon thcnr ls nrrrch iectlorr oinrovcnrcnt ls Posriblc' . help rhenr to beconre iucr-ersinghindepenclent b_l' crexting x srfe.child tiiendlr c'nrilorirriert thrf rrrirlesit casier' icrl thcnr ro cxplor c. l-or thc llrsr nronlh or so. blbi!'s tcnd ro hrrr.e linritecl control oirhcir nr olcrr cn!. Thcil xrrrs irrcl icgs nrolc.jclkilr'. lnd thcv c.rnnot holcl thcir hcaclsuplight. rvhich ir shv rve nlrst :rhvlvsbe cltetirl to suppolt therrr. Then, ell of ,r rudden ir sc'erus. ther,discoler'thei- ir:urLls. leet rnd fices :rnd .r'c lescinetcdbl thcnr. ljv thlee rlonths. babies can olten lrise their'ht':rcis lnd chest! \\ten the\'.rle ori their' \tour:r.hs. Thev rulkc l grrb lbl objccts tli.lt iucrd:urlilirrg :rncl they gr-:rspencl sh:rke h:rncl toys. IJr. rcr.cn months thev ele plrving
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sith therr-toes lncl r-erchingtirl objects.Nol
evervthing is gorng intcr
hc1p.drer. dreir nroutlrs or is being b:rrgetl l.g.rinsr thc door. Wlth l 1it1c._r .a irrt L_r-tt r!
c:rn sit up.l3ebieser-e usrrrlll cr-,tr.ling ebr)Llt olr their hrncl\ .rnd knces :rnd crl pu1l themselves trp to st:rnclbr, thcir'lirst bilthc|yThcv mrl be lble to
rakcl li't'stcps l,hrlc-thcl hold onro rhc firrni!ruc.standllolrc l.. onrcnt,rrllv lncl cen t'l:rlk ifvou hold their h:urclr end lalk l ith thern-
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\.rLllo.r.r l r . , r l . ) [ r i t \ \r r ] ( i l . L r ir r i : L l r l r l ( ) f l , ' .! \ l ) - , r l , r j f . ) . \ . ) r f l - r f i . r .\ r L ) l r r . r r r l i J r r [ ] i i r r ..r' r ' r L r' . , L r L t r.r . rln. r' ;.1rrq or Lrri.,q 1 1rrr r [ . ] l J r L r r \ i t \ . r r ! l r ' r tl r ' . , il r r r ( ) r r !r I . r q lI r trrL or.rq . . 1 , 1 r ' Jp r 'L , ! r.' r l r L l . L u . i 1 ; L r r r L : . . rr 'L rr,11
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il kccpinu l'ith thc \X,'henrhinkirrg lbout hot to mrLkeoLtt lronrcsnror-e MontcssorI rpplorch. lc drir lc of thl' thngs uce.l fo rt'cogtrizethe signitic.rrrcc
those our childrcn nill crpelierrce itt bring into therrr.cspc'cir1h.
rn1.r'essiorrs lrlc- \forrges.ind nrirrcls rbsorb r11 dreil tirrt thr cc vc,rr_s.Ytrnnq rle thc irr thi; p.'r'iod betirc llngu.rgc dclciops. theil serrsolt't'rpelictrces irr rnincl: rrun rot:rloith.-ir norld. Iiccp ruo oLrjectrvcs . Lrlglrize rorrr ltxrrc to hclgr)rlrr chilrl Lrccorle nrole inclcpcndc-rrr lrrd se'1t_ contrclcnt.lltlls kccpirrq hc.tlth lnd srletl il rrt rcl . clcsign:r horrtc th.rt corrle\'\ :l \cll\!- oibclurr':rnd o;:der:. 'l':rle the l look .l! the \izc oi thirrgs in lour- horr c- QLritc loeic.rllr'. elc.trr.trrgctl ele designccltirr tirrnirtrrr-n.c usc lnd the \\.tv ollr h()n1cs tlbles. clilits. solis arrclbeds .tle lll .rt .l hcight rdulrr - sirtLs:llld toilL-ls.
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or iiq,, rt,,,r,"'i:-u::irit,;,:::r:::::l'"; pr tloqr i,r.or.

or (Iollrl:rrrr snollrlr:)itrri : rrr-r no,i rlls-p1q-r arn)q .mo.i o'rrL1t'Lrr ,ig Srrnr:l:1 Lro sprrrq -Jo rronrlnlult! ,iro\LIis Jrlt qtr.rr 5rrol' rp,- . por uoDtuLproo.) rtln:smtr iitrrclolorlp u.rLl r,\tq PIno-) \.irqrLl i 'ruof.;r-iJ r-ronr u.,\rr) l!ol ,'itnrnt:oddo Lrt'!I l.rL-r,tl'-).(c1rq r ttr p:ttt: lrr:ds :noq ij.r-\i trqt pIIltsrrpLIll or prJu osllr sttr::n:dtncL rrtrr.':: .\l.r-Ilr!-Io Jsnr:-r.1q oJrPInl) rrrrJrro-ror il.lfLrosf.rr sPlILro\lI iJ,\JI .rtro rt( ) _ -trulu()J .ro tnJlu:,\ouL Ittl\rirld .(rlt tnoLltLr\pol-loruP,tli.rr r olrr sdr:rts rulr:l rrt Llrlrl.\\'tl'rs.Ir r t l ot pgqr :rp.'iur.uolp ln:t1-rrlsrrr:1 .lqrc1L:,rtur p;cltlt.usp1n1-r Lrias ()t troltlllrortrll r(']i: sdnrs q:rq-r'l:x,L.rt-r <Srrr.ur's.rrr:q.lr1itr1 sqr.:. ' sttos,icpcl srn.l.ir1,:1 tl rlrl rqt prrr s.rrr:q.lt1strcl :,ru.lr,rts.r,r rII u.rPIILIr iirmo,i lrrrlt rrrrtr: q:n\'srrl-\rp ra,lppot prlr ,ic1:c1 lf,ol lo]"s aql esn. (, rrri,lF sffrl rrqt prrr .ir.r-ir:s trr stllillrd iln l :)rloclrparr.I.ruor -i1-r:r,ro 'rr:d,:l:q or llroalf sr JIqrrl.T:l;-Irprtuo\ lr:qr :rrnrLtttr,i-t:.ra.i::ron ol i'.rtt r' 'rlrp rsnL oP ol s:lJIPpol -L.rl)uu ,n]ar.i no,i t1rolltr.!\tnrl rrorsr-r.radrrs f:. sproqon) Jo , slourq?r lrol ro sôruau. snouosloo aJe slueldasnoqauros.
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the seises through 52 discovery
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look at, listento, picl< increasingly As the earlymonthspassby,babies that comesinto their environment' up,tasteand smellalmostanything
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eclucatll:n clothing againsther tender skin; and the tasteof the fiIst solid foods that
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in their first few yearsof life. Everything a Babiesare keen observers baby seeswill make an impression,stimulating the brain and nervous of safetyand securiry aswell asimPactingon the baby'ssense system,
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one way ue preprre our home enrrronmentfor babiesis by selectingthings that will visually stimulate them. lt helps. in babies' somethingabout how vision develops though, to understand kgen VisiOn eyestend to When they areborn, and for the first month or so,babies' you'll probably focus on objectsabout a foot away lf you watch closely, notice that your baby's eyeswander and may even cross&om time to time they respondto the sight ofthe human face Ofall the thingsthey may see, and any other primary care the facesoftheir parents most ofall, especially givers.Theytend not to notice subdecolours or shadingand seemto pay
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through the senses 56 discovery
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treasures
world All aroundyour babyis a magical of objectsjust waitingto be discovered.
Once your baby is able to sit and hold things she will love to explore a with "treasurebasket".Thisis a low basketor sturdy box you have611ed lots ofinteresting householdobjectsand things from nature.The objects must be large enough not to be swallowedand free fiom sharp edgesor anything else that rnight be harmfirl when they are touched and quite possiblymouthed by a young cbild. Older toddlers enjoy the trcasure basket, too -just keep introducing new objects. What'S ol wonder, in S idg ? a o""r,rre basketshould createa sense
eachofwhich surpriseand discoveryGatherbetween50 and 100 objects, shape, colour, texture, weight and has distinctly di{ferent characteristics: You might include smell use your imagination and common sense. things such asa wallet,a largewalnut shell,a pine cone,a brush,a Gather, a silver bell. a smooth stone.Babiesand toddlers use all of their senses, rvhereasadults tend to rely on sight. Objects that have a distinct visual pattern or texturc on their surface,a dishnct arcma, that are cool to the touch (such asa stone) or which make a noise when moved are especially intriguing.To a young child, everything is a new and exciting discovery
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helpthem to awareness sensory children's Exercises that develop their world muchmore fullyfor the rest of their lives. appreciate
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young senses. I don't believethat we It is important to continue to educate training,but I do can physicallyimprove them through sensoryawarcness they experiencewith a deeperappreciationln the Montessori classroom training. an entire areaofthe curriculum is devotedto sensoryawareness challenge children to find At the most simple level, the exercises such as height, identical pairs of objects that vary by only one aspect, askthem to find identicalpairsbasedon Iengchor width. Other exercises weight, aroma, taste,temperaturc or sound.At a more advancedlevel, on the variation a setofobjects in orderbased to arrange childrenareasked
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such aslength, height, colour tone,shapeand so on. in one aspect, Children find these puzzlesand gamesinterestingbecausethey are
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as the children masterthe namesof everythingfiom vocabularylessons, geometric shapesto plants and animals.As children learn the correct take on new meaning. namesfor things,the objectsthemselves in this chapteraresimplerthan thosefound in Montessori The activities on the sameprinciples.Many ofthe items usedcan but are based schools, (see page188) stockists be madeat home or bought ftom specialist
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sortingobjects(2-5 years)
Sorring objects according to shape,size,colour or orher physical propcrties is a r'vonderful activiry that ch:rllenges-r'oungchildlen to pay close attention and to nrake some krgical choices. For this activity, you rviJl want to gather colours ex:ulples ofsome sor-tofappealing object in v:rrious shapes, sever':rl and sizes.Be clreful rvith srlall objects as 1'our roddler can srvallow them or they c:ln end up in his nostrils or ears. A good exanrple of this activiry 1s bultorl sorting. Buy sone buttons from a hardrvare shop or select scveraldifferent setsoflbur_ or nrorc identical buttons from youl serving box, ifyou havc one. Mix rhe buttons together in a lalge borvl then show ,voul child horv to select one button, place it in a smaller bowl and then find each ofthe othel buttons that is the salt1e.
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geometricshapestacker(2-4 years)
There are many variationsofthis toy but most haveone or more spindles is for your and setsofpieces. Once the piecesare removed,the challenge octagonsand circles,for child to find the piecesthat are alike: squares, piece within that set,and placesit on example.Thenshefinds the largest the spindleat the bottom. She continuesuntil all ofthe pieceshavebeen placed.Yourchild should be able to recognizefor herselfifshe hasmade a latger piece placedover a smallerone will hang over, a mistakebecause and it will not look risht.
(2-5 years) simplepuzzles

puzzles Wooden puzzle Choose andwlth with s mp e cut-outshapes an ndivdualknobfor eachp ece. Simple puzzlesare a time-honoured toy for young children.Always Iook Avoid puzzlesmade for puzzlesmade from wood with attractiveimages. ofcardboard and those that do not fit into a frame for eachpiece.When your child is under the age of four, look for puzzlesthat have a large knob for eachpiece.
matching colouredpaintcharts(3-5 years)

Montessori schools use prepared sets of wooden tablets painted with berweenprimary and variouscoloursto help cbildrenlearn to distinguish secondarycolours and tones, while also mastering the woids used to describeeach colour and shade.Youcan do this at home by gathering paint chaitsfrom your local DIY store. Each set setsof coloursfrom the charts. You can createthree separate diffedng only in colour.For youngerchildrenstart shouldbe the samesize, with a set of six colours,rwo eachofyellow, red and blue.Ask your child to match the pairs and learn the spokennamesofthese primary colours. collect a secondset of 11 pairs of When your child can managethese, the prinary and secondarycolours and tones:yellow, red, blue, green, orange,purple, pink, brown, grey,white and black. Invite your child to build a *rird set match and name thern. For a more difficult challenge, ofeach ofnine differentcoloun (yellow, containingsevendifferentshades purple,pink, brown, grey),which your child learns red,blue,green,orange, to sort in order from the lightest to the darkestshade.When all of the a lovely displayofcolour chartsarelaid out in an arrayit creates
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aruts eqt sI tIJr ers o1 1r s8ur: put 1t.'1eq tsrg aql Sur: or luur {tru:q5 raqtout dn sprd ueqt 3qS :pls? lI stospuc IIeq:uo s8ur: ppqr:noa '8ur.r ot tr re8 ot pueq -Ioqlo eqt qtr-{\ tr se>lrts ro tr s.{rqs Pue Purq.c. qrl,tl. uoqqr; eqr (q dn I sprd plnp ;nol'1eq J^los um no rqr or uoqqu c 8urtrt ,(q sr'"': tr ploq deqr sr sputq rreqt -,(qpagmu $ 5ur: rqr rsnsr;-' [euK ro] ]Intrrgrp sr ed& puolas arlJ ss.ulrL otuo paxg ro u^\3s dlleruroii Fdlr o,!\1 pug or ,(1aT1::r
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(s.rea,( S-Z) sllaqSurq:1etu

'e8en5ury pur4 'tuentd Sutsnytq ruaqt lnd ot it.u eql3r p:sr:d:ns :q l uop tJelrotr eqt plrqf,rnod,ttoqs punoie II? [rds sueeq 'tsr5 tV eqt ssar:5 l,uoq 3ql otur IJeq sueaqerF 1t Surlesjo :rue1:todurr 'I,,'toqaqt ot tueqt urnter pup dn rueql yrd ot ,uoq rurq,uoqs'tno euos ue eleru suteq aqt'p.InoJ? spueq s1tro@l plqr:nof,31 punos Sunsarelur rreqt rlsl\\s f,ar1 sy sueeqaqr qrm f,rld ol uerplrqf Suno( (:e.r .uo1g eqt ,{rdrueueqt'sueaqaurosdn doo:s ot tr esnol ldoq eqt olur {rq eypel ^\oq r.lrq -\\oqspur 3lpel [erus e p1rl. ]no,t a rC 1,troqeqr otur paddo:p ueq^\ punos lueseoldr e1tlu,{eqt pue'sreJ ro Jsou s.plql rnoL otur o3 ot a8:el oot ere -teql sepoo5 a:rt sueeq::rnq peuq sueaqperrp ql^\ rI IIUJprl pue sselS:od:olod trrrerlJo eperusI terp lri\oq p?Fs a3;e1t purg
reunq parrp (s"rea,( I l) suaq t*sqluoLU

'ruo:gSunuor sr punos .Jaq.a turodurd ol osp pur spunostuJr.grp uae.ruaqqsrnSunsp Suueaq srq pue raplo steS ppq: :no,{ sy ot ureel urr aq 'sdols.Lep
PUnOS
fuosuas sanrôle 19 uJeal uaJpl!q) dlaq reLp
(3-6 years) soundcylinders

Another exercise which helps children develop the abiiity to discriminate betrveen sounds involves using a set ofsound cylinders.You can make these from any wooden, plastic ol glass containen that you find around the house.The containers need to be opaque so you cannot see what's inside, and they need to produce a clear sound when they are 611ed with diferent objects and shaken. Small glass jars, such as the ones that ba\ food coltes rn, can
be used ifyou paint the insides or line them with coloured papelto make the walls opaque. Six containers should be painted one colouq and the other six a second colour. Fill pairs ofthe jars (one jar of each colour) with something that will make an interesting sound when rattled or shaken (dried peas,beans, rice, sand).The children then try to match each green cylinder with the Matching sounds Seeifyour madebY chid can matchthe sounds in pa rs ofconta ners. varous objects
eachsetofsixjars sound.In Montessorischools, pink cylinder ofthe san-re ofone colour is housedin a box with a lid paintedin the samecolour.
game(2-6 years) the silence

untnown. [t is a grcat that silenceis aln-rost In our modern world, it seems the beaurythat canbe found in silence. gift to help your children discover When silent we can hear our own thoughts,and we also become mucl-r more awareofthe world around us. The silencegamehelps children developa n.tuchhigher level ofseifofthe soundsaround them that discipline,along with a greaterawareness most people take for gmnted.ln this activity,get your children! attention either by ringing a smallbell or by giving a familiar hand signalto begin a game of "silence".Your children should stop what they are doing, sit perGctly still. Challelge them to down, closetheir eyesand try to ren-rain stay like this until they hear you whisper their name When each child he or sheshould silentlyrise andjoin hearshis or her name spokensoftly, you. You might want to vary the silencegame and help your children
'8uor:3u s puea:uepdrr ol pue ot p rLll : snL-u ro sodll ie o] ualsrl

Jnoi ea!-rnot!: sJal]tu )lsnH
'urlor^ .ro ougrd eql st qlns 'luelunlsur ut ,{eld or uJrol uur IloJ Jo a8e eql utql l38unotr .t.rplltl.l leqt sree,{roJ u,\\oqs Jêq sraqreat llsnLu D{nzns Purl'P3!rE LllcJrsmu rlt oq,\\ urlplrqf, ernpo:rd -'{eqt puu ot puet e-}rlJuoq neqt ur Jrsnrll a,\ll ol uerplrqr rrllt .sodx. oq,!\ sturr?d Patuapt dp:rrsn61 .{poleru pue uqtdq: 'rlrtld Jo tuarudoleêp rql uI lsaratur snoJu?luods I strl pue llsnru lo,J por-rad olnrsu.s E ur sr PIqtr rno.{'sr3rl eseql Sulrnp'leql :oqualual 'saunt rlrrllo^q qtrd\ SuoF 'ouoqdoltrx 'secucru - dtld ut:r Surs ot ::q e8e-rno:ua pu - rt1ln6 'sulnlp aqs lrqt stdacrnlsurJo slol ot ssaJJeseq plqr rno,{ eJns e>lI4lresodtuol
aqt uaâ Jo -,.iorpr-r oqt uo Surteld sr r2/rl ?lms''^!ulunl Jl'- Junl aqlJo e ul po.{e1d 3[reu aq] -r3q Surq:t:] sr: [a,{\ se 'rrsnrtr Jo oJard llln]ultd Soroq err ttqt stuJunlrtslll aqt ezruSoror ol pln1c :nod qlt3l o1 ll?ls 8ur(e1d crsnu :ql :o;t rq8rr qeoSreql ,(e,u dur ur 3ur:urp ro ipuo8 3u4rr,tu '3ur,(t,rrs'trrsr-[uo1 asuodsa: ur o1,!s ee{ srueP .rJ notr Pue teeq eql ol spueq -rnotr dtp u?tr l1o ool'os op ol plqr rno( Sur8unoluJ 'lrsmu eqt qtr,lt 6uop trlpnol runq :ro Surs ue) no 'raq qI.^\ serrle8 Flrs ujo st:os 1t deld u?tr no.{ tePlo s133PIIqJ lno.{ sV
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i:
ruerlt tuo{ ur ouers t eqrnsep notr put sa,(a-rraql esop ue.tplqr rnoi Jo ^lIeP t qcn1.r iq ssero:d e:uonezrpnsrl papn8 sI uorlslJ?^ reqtouvltntr: I :{Eru'aurt8 srqt dofua u*ppqc :noiJl .fu.Is aqt .tclf,erddt pue uatsq 'xe1u o1 fi4rqe :qt doya,lap p.ll doqt -{1enPel8 tnq'spuorrs 0g utql alolu 'tsrg tV ro.] trr3lrs pu ureur.-r ot JIq? aq lou trtru uuppqr lau1-to,{ [r]s '8ur: ot ur:qt 6urlrofic ]noqtr,rr ruoo.r eqt ssorr qle q i.rn: ol ueqt 8ur6u:1tqr Lq dgrrnb put ,{llnJ::rtr a oru ot urtel
l.rosuas 69 urEal uaJpl!qr d;aq reql sorrrr,q:e
70 discoverythroughthe senses
touch
oftouch We beganwith the There are many waysto train cbildreni sense (seepages56-9) when our children were very young' basketof treasures Now they are ready to attempt some more challenging activities as they startto rcfine this sense.
(2-5 Years) texture matching

This game is ideal for helping to develop your child's senseof touch' of wood with a Typically,it consistsof a set of small tabletsor squares distinct texture on one face,createdby gl.uinga piece of fabric,Velcro, to that suface.Youwill need fwo matching sandor other substance seeds, for each texture,creatingpain that Gel the samewhen touched. squares all look the \Vhen the textured side is turned downwards,the squares same. With his eyesclosedor blindfolded, ask your child to try to "see" with his fingertips, finding the matching pairs.When turned over, the texturedsidesofeach pair match,providing a visualkey so your child can correcdY. seeif he hasguessed
(2-5 years) fabric matching

A variation on the concept above involvesa basketfilled of diferent kinds of fabrics:silk, wool, cotton, with squares tweed and suchlike. Prcparematching pairs ofeach rype of fabric.With his eyesclosedor blindfolded,askyour child to that feel the sameand try to find the pairs offabric squares he openshis eyes, When to lay them together on the table. he can check his work by looking at the squares.
tablets(3-5 Years) sandpaper

tabletsconsistofa set of six pairs ofwooden The sandpaper tablets with each pair covered with a different grade of Your child attempts to identifi pairs that have sandpaper. the same roughness,working by touch alone with his eyes
Mix and match F ll a basketwlth pairs of d fferent qi^g frb.as anc >eei /ou rh ld car 'r d f\e -ra'' pairs with his eyesclosed,ustnghis senseoftouch
closedor blindfolded.When he has finished matching the tablets,he can check his work by turning them over.The matching pairswill look the same.
'rl.llrrc\a to,+'srdr qs llll:lruoaa^.!o sllJqs sl: : u:.rp1tr1t ,rr11o-rt4SrrtoFrrLi . l! 8or)rxll ,(c1 ]irrrrl1rp iiursll tlrlllfl4) a.rotlr siqt dr:)J srlo.r Jn-Itlqa PIIrP ,ntoi pirr: Llo.t'.iplr,tlor sassrni Plrtl-r r!1, -ll Jlrolt qlnot iicl tr lrtLr:rpt ot rll :a_uililrp ptrt iircl :t1t aplslll lr-rL.' 'JtLIttr trlrJ .tF rpItl,\\ rrr ::t1d 's:ri: .rarl s.sop rtls JIIqd\ PLrr rtlllrt: sr pILII , 1O.i rPtl^\ qlr,\\ sl]Jlqo llttrrs -lo (Iorlfrlol lr PaJu IIL!\ ll( ',irld ol aas tourrrr.rqs ttrll strofclo:trlnclttrtttr qlnol utr arls tl-.lll , PuLr rqFnorrlt'spurqs,p1t1: rno.i roJ rloq r (LtL\\xoq ro 8tq rpol.r r ildtrrr: ' 1r .(Ill:ns6 ,!nr]rt s,lIarpILF rtl-uto,\g r: U:ec13tto1 stq lqrq,i.lrlslitll .)ll
\":-rEalq-t) 3q Ara:sdll! arj:

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smell
Children have a much more sensitive senseof smell thin most adults. Here are f"vo exercises to help your chiid refine her perceptions and learn to recognize a n d 0 r r ) r ed i r l e | e n r . { r o r n a ' .
scent bottles (3-5 years)

These consist ofa ser of 12 small, identical plxstic or glasscontainers with lids. Cylindrical spice jlrs with screw on caps are ideal, but you cln also use baby food jars.You are going to cr3ate two identical sets of six jars. Cover one set ofjars with blue paper and the other set with green paper. Put a cotton wool ball inside each jar and place a drop or two of the same scent on the ball ofone green and one blue jar. Use ditferent scents for er,h offhe,ix pair. ofj.rr..Yorrr n i g h r u ' e n r o r n a L ilc i q r r i dl l a r o L r r i n g . such as vanilla, alnond, peppern nr, lemon, eau de cologne or a perfume. ln son-re, you could skip the cotton wool ball and use something solid that has a strong and pleasant scent, such as porpourri, spices such as cloves or cinnamon, or omnge or lemon rinds. ln this case,you need to be surc that your child cannot see rvhat is in thejar. Remember, these substancesrvill dry out and lose their aroma after a rvhile, so you will need to refresh them from tin-re to time. Your child selects ajar fron-r one set, opens the lid and snifli the scent. She then finds the matching jar fiom the other set. She sets the two jars Scent bottles Companng and matchingscents n bofrleshe ps de,/eop yolrr ch id's senseof sme . J \ i d er n d r r p r . r t \ l l r e p r o c e \ ' w r r h t h e r e m r i n i n g l . r r . .
(3-5 years) herb scents

lfyou have a herb garden,your child will enjoy smelling:rronutic her-bs such asrosemary, lavender, basiland thyme.It will be evenlnorc satisfying if shehasgrorvn theseherself(see page139).Shorvher how co usea small nortar aDd pestie to crush the herbs,or even horv to n-rake sachets or borvlswith potpourri chatadd a pleasant fragrance to your home.
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5 : : r o q 3 ! r q ) r E u rq r o q a ^ o | l l e r u a q l !)rP!! aqt sPuuaqs lrlun ssaloJd s P r s ca l l l o q s r L J l aqr readar PLr 3 q 1 a r s e rr r s s o c r3s ioN ialLres p u e q r q S r Jr a q t l o i a 8 u u a u o J o E s l n a P U P r l dD eqr uo CoJp lleLus a q l s ? i ^ a J ) s uln as Puoraseql uo.lJ ) qs ^\oN elstl a t r o q c s a s o o L Ja 3qr ro8 or ll^ ols 1ll)ll ol iaq lsv PlEq lJel req Jo ltreq eql uo doiP lleus e rnd PUr aFroq auo uorj dor aqr /v\arrs!rn 4llnJ3retruaql 'salttoq lo las qrPa dn eull'sPuEq
uouuaue lsol: s-(td plqr -rno,{ltql tseF8nsol oclPIno,\ dlL\Er! rlFouv - (ru d.n ot e11 noL pporyy :3rlq .l!tl sPoo; aruos,. ,, ',(a1s-rtd :ruos ro qsptrJsloq Jo trq (uu r plq.l -rno,{ Buuallo ,{q .rertrcl ornpo-uur 1q5nu no,{'Jldrutx. rol spooJlurl:l3lp qlr-{\ rlsel qJ!a alnporur ,tp:npu5'qtr,u tftls oI sJlLIJI.radxe -t;osu:s q5norql selstl pull sluaJs -u:u s::o1dxa eq se spoo3,tou ,{:t ot 8ur[Ltt eloru seruo]eq PlqJ -rno,(lBql pug ,{tru no1:no,rtg .ttrllruP.Jun-ro 5uo:ts r Jrt.rrl]crp spooJ 8ur1ta lnoqr dssn; attnb elt (.rp1ql Jruos ,.Zlolqt no.{ op trqry11,b1tsti'ro,t sr u.ro:dod 'rurtrru!\i!,:spooJ ltl:logry lnoqt srrF >lurqt L, ro ..itrJ,rrs os sI .lddt slrll ipl ot sr etsct3o td:ruol aqt arnPoJlul o1 ,(tn lrstcl lsonr aq; r:rtrq pur,&ps 'lnos'laJ^\s :3n5uot lno qll{\ asuJs ulll a,{\ lErp salsl Jlstq lnoj 0ll alJrlf
els1
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or ]o lnl p Ll raâ puPsalsrl slue)s:rno aq sapPu sPunos alq qlPa se>P] Eup; slnoÛ llnrl -rnol roj arua radxa lrosuas_l nLuP s peles1 n4 qsa..r1
" r 3 qq s e / t p l n o q s p l r q r . r n o l ( . r a ! ! q ) r o r e r ' q I . ^ p a l nl t p aaJror )rElq Pur (^llrs) iaru^ l1les '(rnos) alrnl uot!31 (rae^^s) r31E^^ r e B n s a j d u r ? x or o l s a r s u r t s e q rno, 3qr Jo euo sruesarda-rlEql p r n b r l r l l , 4 r 3 s u r t a u o r j s F r o q a u o l l r l s s F r o q r e d o o - r Pr n o , l o stss o/r l a,^Pqnol lnoN Psr Jno, anlq sallloq inol io - r a q r o3 q r P L r E s p r l a q t 1 ! r r d P U es J a o c o r Pe z o e n D s q r n s a l r o q l j e L U1 s!3ra-reLPtt
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76
do r!
<aY -::
Fron very ear'l1, in life, childlen rvant to practlse the skills that rvill rnake thcnr indcpcndcDt. Hclping childr.en leern to do things for thelnselves, t'iom dlessing and rvashrng to pouling cl-inks and naking snacks,setsthem on thc rcad to iDdcpendcncc. According to rheir ege,young children cln be vely helpful around the house.Thev can clean up theil roorns, help to chop vcecrables,srvecp up rDesses, dus! and generdiy help us in the kltchen asrve cook and bake.Thcy can iearn horv to set the table, carrv food ro the table, ar-rangeflowers and t:rble decolatioris.They can :r1so learlr tablc rnanners, horv to gleet guestslt gr.rests thc cloor':rnd horv to act :rsnice hosts ilnd hostesses to young fi_ieods, and relatives r'vho corne to visit. With gentle guidance, children quickly lealn to rvolk neatly, pick up :Lfter thenseh'es and help out rvith cholr:s, and they rvill thoroughly enjoy practising these skills.
SenSe Of Slf clitar.,l

e fh qreater sense ofenrotional -fodd Stepping out e-s get a taste
",ho
ieelrespected rnclco.rpetent develop
rve1l being than cirildlerr rvho ale cloted
upon.The activities in d-fs chapter al: designed to hclp,vou tcach vourchilcl spccific cvervday living skills that rvill help him beconre increaiingly
:: -:aoare nrob e
independent :rrd self contident. Lessons in these skills lr-e inteDded ltot
tIISJq ol 'lLlrn ]qEr'L iillrllril -]iJslulll lI Iu().U:lIIl.lP ol .\\oll rulll i)qt rq PILro^\ rlrql dn.) t Ploq ol ,(rl IIr$ p|q-) rLroi ll'qr\\ lulod I s'Itro-) qlr'\\ ilLro loo 'lro'i Fll{l'] sI Jrarp 'Jldrutx.. -Ioj sLrollrr qlr.\\ lnq sP'Lo,\\ plrlr rLro,i lPrl,!\ ol LIoqtrJlllr ]\fcl ol sr Lossrl tllfr 'IoJ lrFiu sr 'luq JlF TIJLI'\\ 'ilru lr ,\\oul ot Ir.\\ lsrq Jqf Ilrt:l sr PIqr 'tno,\ Ira-I Lloi rr'\'u'q\\'rn-r -rlldr:qr sLtF or s:rl-:lrrls i)rtros o;- ss.'lolLiJr[] d1--q lrrts urr,(..qf r'ilLltooLtrs ul pul] llLr\\ Lror('r1Lg:rloF1 itnloi lilan rlt,(atP u']rlr\\ LlJlPlILll ll'ql qlt'l ot -i:rl strt::rtd lsortl llrql suoss:l Jl: rsJLlI NtrrlqtuLlls ro trl.lrp l-rrrcltlor;' ] --!rr - -..J :lu I ap .l J ar :! |:
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-+l.sllltlJo 'll:r ' olLrLo.\\oPu.lo'ral:(l llr:-l :\ra.Ir -rJ.rql rql slr, .l pl(p rLro,isuo\srL S{_jCSSAi 3-ii:
tI-rlPIIqr)lo\\ \I .,cln,r.roriot.t..Pio rtr oP lsllLu t1 ,ir:ld tsnftou sl r-roJllrcl\i qrns ]las \,ioo r(r ii-d[pi(Io\ op o] i)lqr r(l ol sI illloPuJdlltll -lo lrljrl/{ ol slr+)iorlv rruJssr JLlf.. Iloss.lLrot\J 'irn-ui .tq ol pr:'rl pul: SLlIrLrr'aso-rlcl ILg.rso.1:nd'pesrod ' - . r " r ' l - p L ' r ' r \ ' ' . r\ l r r l ',t\ rrv i 1 ' r . L r l . \ . t\ r l r . , t o l . r l l . . l ; \ r r l . l r t . , ,1\lr,r,'.tlr'l Jql o1 arr]\Las Prlf slarPo o] ilr,\L:]IsrIJs'ss.rLIrll\f r' lr - - 1 : .j r r 1 ' , 1 ^ . i r ' \ ' \ r r ' \ r , l ^ , " ' ' r ' ' '.rrulllarJlJs prrr :trqclDslp-1ies uolluirdo()' 'rroOlritu-r-)(Ioa'ssJlllLIllrl-+o ol PI(ll Js(lJ!{rdolJ,\aP rLroi cli.Llol o\ll locl'+l.sll III)lsrtll r1.)trl o1 llucr
78 let me do it
.-'-.::"-.; '-', ] = : ]:-:::.:
worl<and play
Small children want to be part of yourworld. Forthem,worl<is everybit asmuchfun asplayif theyaregiven the chance to do it.
The bestway to encourage your child to try new skillsis to demonstrate them precisely and slowly in simple ways that he can understand.Then give hirrr time to practise and to be allowed to make his own rnistakesand correct them.Try looking at the world from your child'sperspective. By giving him clearboundariesand carefulguidelines, you can allow hirrr to learn how to do things for himself and give him the self-respect and confidencethat come with independence. a mattef Of SiZe The first stepis to seekout tools and utensils
that are the right sizefor your child. Most ofthe tasks young children can do are much easier if they have equipmentmade in a sizethat is right for their age.It is easyto find cbild-sized toothbrushes, but there are also child sizedcups,plates, forks, spoons, watedng cans, brooms and brushes, and even tubesoftoothpaste.
thg
feal
thing
wrry wouldyoubuyyourchilda playkitchen
when what shereally wantsis to be with you helping in the real kitchen? I'n-r not suggestingthat we should turn a three year old loose with a
78 ler me do it
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worl<and play
Small children wantto be part of your world. Forthem,work is everybit asmuchfun asplayif theyaregiven the chance to do it.
The bestway to encourage your child to try new skillsis to demonstrate them precisely and slowly in simple ways that he can understand.Then give hirr tirne to practise and to be allowed to make his own mistakesand correct them.Try looking at the world ftom your child'sperspective. By giving him clearboundariesand carefulguidelines, you can allow hirn to Iearn how to do thin_gs for himself and give him the selirespect and confidencethat come with independence. a mattef Of SiZe The first stepis to seekout tools and utensils
that are the right sizefor your child. Most ofthe tasks young children can do are much easier ifthey have equipmentmade in a sizethat is right for their age.It is easyto find child sized toothbrushes, but there are also child-sizedcups,plates, forks, spoons, watering cans, brooms and brushes, and even tubesoftoothpaste.
the
feal
thing
wrry wouldyoubuyyourchilda playkitchen
when what shereallywantsis to be with you helping in the real kitchen? I'm not suggestingthat we should turn a three year old loose with a
Setting the table Buy ch ld s zed cutlerl Out nesofeach p ece show your ch ld how to set the tab e and
-,1-,6.- +^ - r.h-. -.1...1 . -
cleaver or oven,but there aremarrythingsthat arc not dangerous that your child can do ifyou take the time to teach her horv.For example, she can easilystir thingsthat arecool,washvegetables or learn how to setthe table. Children do not alwayswant to do what we ar.edoing, and I an-rnot suggesting that you should make a young child washthe dishes when she really wxnts to play But rvhen your child asksor showsthat shewantsto help,be readyto show her howAnd, ifyou ve taken the time to organize your kitchen to provide a snull work table and some cbild sizedbasic tools,sheis more likely to want to help and to come back againand again.
SteP
by
Stp
uany of the thingsthat we do everydayinvolve

we leamt along the way. By breaking
several different skills, each ofwhich
tasks down into small steps,you can help your child to lnaster each level of difficulty one at a titr,le.Take this approach when you want to teach your child how to sort clean socks in the laundry or put flowers in a vase. Think about each step and how you can make it simple to foliow Explain each step rvith just a ferv words as you demonstrate it, so your child concentrates on what you are doing rather than whrt you are saying.Then let your child practise until she is con-rpetent at each stage.
ase lesursql .{q uo lueql tnd ot Sur3Pueru]o elqtdeJ ere daql lel SuoI saoqs ro slPoJ lleql olul uarPllqf, lno elPunq ot Sumuquol se lesJno Pug arA op uauo ,1Aoq 'sFeq^\ JezrFqls ol >lfq seoS ollq rel35q.^d-o,!\l seq oq,{\ PIIqr c leq! 1se33ns e epu ot Paur"el 8urr.Ielur lnoqlr,^ aJll relau ppo,^ e,u.Ir{r{! (ep&e se 1qs srql esn:erd o1 e rreqt ucd Jo 1t\oIIE ueql o1 sl '[Pls .^ au e anuquotr 01 uI.t{l u3lpIIqJ rno tq8nEl aêq e,^ e]uo'lueled e flr op
ot s8urqt rplrgrP rsolu Jqt Jo :uo sdeqr:.1 'saldurexe :aqto ue dled leus e 'sPu3uJ qlld slilEuo:) ueld pue sSur,cs aSeueu! rll-^d Ieep ot moq Sutu:ee1 u.'no:8 lsorup sr .qs uaq,a surt.l p1q: :nod pls a;q ,ftpd:e.te ur 3o eydurexa poo8 e u all.lP ol la8eueel :nod Surqreet3o ssaoo:d eql dn,to:8 uerplrqr se enuquol eseql se qjns suossyl slueltd uro{ uoddns pue uonlnrtsur lueged put Suruueld depf,re,re ue (q d:r5
p-1arer .(q re$te aperu sr lqs 3uL.r:lst'ruJo ssJloid srqld:ls
iualuleq ^laJes lleql dl SurNq ,{Fulsuof, rea,?t\ot rueql puru* ere e-^ put 's.Irq rlaql uo punow Surddrz
,^ au e ua.tplql.rno dals Lq dels llDls ^ôqIo etdueêooo8 e ' q)pa, ear' a1q e apu o13utu.tee1lenod ppoS
ere daw '1r A\ou>l J.{\ ero.}eg sleeq-{\ lazuqEls luepguor a.rour eql aloruer ot sn >lse(eql ltun 'qtpad -selelq eql or pesn (aql Sulreels pue Pu alou suroceq "(laols 'l'Jq^\ 1:3 ol u;lp1rql nole pue'tq8tldn :1tq :e8rel qrnru stql dJrl dLJq ]JzITIqels rllrl\ peddrnbo saruo: lr pue'PlIq) rno roi esoqJ sleeq./r,r "llxa azrs lq8r: eqt $ leql a)lq t asoorll uJql ar1 ,.l4q 8rq., r :o; Isr uJrp qJ rno ueqa serlof .ufil eql dflenlue^g rueql ePrl uaJPIIqf, lno lel e^\ 'salerq eêq lou op dlFnsn êq] 'elt sall^3l]] sa e.It e^\ araq.^ Pue InJer"r 'lunoutslp PIIE lunoru ol eJssV slepod eqt )l]o.\\. ot ,aA.oq Pue re3ls ol ..A.oq ^\oq ureel ureqt lal put eltr^Jrll rueql e,t8 ueljo 3.a\'-{PeeraI? uerPlqtr rno uaqrl l-8oput d:rs-{q dels poo8 e sl epf,crq e eplr ol SuIuJee'I
lg &{d puE ryo/$ ol aôl uarPllql
82 let me do it
evetyday in teaching children A keyelement a Sgnse Of O fdgf period for tidy.ln the crucialsensitive life skillsis keepingeverything
order (seepage 16), their world needs to be well-organized.If taught where things belong and how to retllrn then correctly when they have finished using them, children internalize this senseof order and carry it with them for the restoftheir lives. Most of us can be overwhelmedby the chaosthat quickly develops aroundthe houseifwe leavethingslying around.Children areparticularly at cteatinga lness, most to this.Although they arc often masters sensitive most elficient approach find it diificult to clean up after themselveq.The is to teach them to clean up asthey go along.While some children may be born with a "neat gene", they all can be taught right fiom the start to work and play in a tidy way without stifling their creativity or stripping p L y t i m eo f f u n .
your chid Learning order Teach to take one book offa shef at a t me and,to return lt when she s fn shed.
The secretis to establish a ground rule and gently but firmly teach to work your child that while she may selectanything from her shelves and play with for as long as she wishes, she must return it when sheis finished with it, and may not removesomethingnew until the last thing hasbeen put away. Some toys are better when used together with other toys - a set of A11 you need to building blocks and a collection oftoy can, for example. do in this instance is incorporate the two toys into a collection.Children can easilylearn specialrules,such asthe idea that the toy carsand blocks go together,and it's fine to play with them at the sametirne.The key idea is to get all of the toy carsand blocks returned to the shelfbefor.eyour cbild goeson to the next project.
photographic
containers to labels Usephotos on storage
help your child return things to the right place.You can also place a photo on each shelf showing how the entire shelfshould look when all the toys, ganes, books and such like that are stored there have been placedback in the proper order.This allowsyour child to use the photo
baskets Look at the label LabelLng anc sne.es v/ith photoshe ps your chid rc.-u.n.er toys to the rght p ace.
asa control oferror (seepage 84) whenever sheis returning nuterials to the shelvesafter she has finished playing or working with them or inspectingthem for damage.
'LUOO-] eq} -raôllPtno pesJasluop
leld lrur eql lno llou EU leLUe L.rO
[e1d71ou lualerxe uc seugep'(].]ix %Z)rurg7l x g1 sdtq:ad'3n: leus y 'lueqt uretuoJor ppqr .rnoddpq t.uop no-{JIruoor e relo ot 1c tno puards ,{:uapu:l t a,r.rq selzznd pur stro1ea:r-,(t1d71:o,t::qaugapot steluro s8nl (aqr lerus ppqr rno-{ e,uC roog rqt uo elqetlo;luotrlsour ut -(aqt,{ofu: 'reê-{\oHelq?rt rt euop sanhntrearlt]o ûelu roJ tEqtpug uo]JouaJpllqtr tseq ere eruos rlos e uo rltr^\ (eJd ro ryo,tl ot eug Jle sSutql:uto5 'asnlou pproqsfeql teql Surql:ruosol ssacre 1e3ol ueql ,{\o[e r.uoq i.]ua;ep dyuo eqt sr uouue,r::d 'ureqr qlryl srelppot qtl,l\ IIa-{\ 'J3? $o,r\ t useopueuo slqa dyeqot lsrc1re ro dn tI utell ot req tradxJ ot 'Jlqeuoseal s$trr e.11 s8uoyaq sItI 'apeurueoq sEq s,ppq:rnod uo SurPuedep p;qr rnol ot :eq rurpar'ece1d 3uor,\\ eqt ur Lot t Sursn &r,u1rt srqta:eq,Ll utr{t regtt: pug no(31 salelsrruSuqeu ro3 rrq Burzrirtul ro Surqsrund ,(p:o::or urql op ot ^\oq plqc:noL q:eor u.qt'uEId JnoL gsqqrrsg :.r.pr"8 .r, eq or peJu pue "ql ".,op 'qpq Sur,uo:ql:o SuDlro.\\poo^\ rooplno 3lt s.rsrlto sei{Jns'saquDrr? [r]S 'oF pue eluotr faql sr ruaql re o dJ]s ot o.Leq p.t aldoed eraq,{\tou tncl 'uroo: (pure3aqt ur Jsn ot auu aq tqSnu eruo5 rurtd.ro pooSpepds dn (pre; tr se:{eur ueap ol eldrurs teqt roog slrt e seqteqt luooJ EuI lo ueqrtDl .ruos dn u?eltrot plql rno-'t ro3tlnJIJP eqt ur auop eq ot lqSno seur^rtre aq utl qJe: araqd aq plno,{\ tErlt sseure 8une3ltr tnoqtl,{\ f,IeJEs Pssn -'!nurr Jurrurat.p pu 'ppqc rno( ol elqqre,tteltru ot 3uro3 e:e no,{ 1cq1 pue trol qree tnoqx 1unlJ r3qtlJ rsJle,leqt uo Surlured::q tue,!\ r{uoP plqr ,(lurrtra: no,13n: rroor-8uhq rnof,Jo elppru :qt ur Sunured-;e3ug
:no,( dlqeqo:d no1 SeaJe ,fuldAJO/v\ 1ue.u 1,uop
pAUUAp
'suoqnlos poog epr.r.o.rd yuoq :o :ef e3.re1 e sdeqred ro xoq uepoo,tr (p:nls e 'te>lseqSuols e 'reurttuoJ crrsryd .(leaq e to1 :e1ncq:td e Jo arnteu aqt uo Supuedeq perauet lool ro ]]tdt lpj ot 1ou qSnoua [p;us esn qtr,u ploq
pue sacerd eqr p
sr leqt ;auretuol Jo lros auos Sursn se,tlo,rursrql dlensn og qBnoua eB.re1 'e.req,tr,{.re,re SuroS ruorj ruorp daal ot stred trutlu qlr,!{ sdot uleluol o1 s,{ar. purg arun lsour aql pueds ot puer dpue3 eqi put nod Jl3qlr asnoq uroorPaq raq uI seuErSPuE s,tol '$looq 3qt suoor esoqt ur Punore PuE e8rd a:s) srxoq Lor Sursn
qpI.RIr rnotr ploq ot se lrqs ,uoy dn ra5 [9
'[ere] no,t sy 919.,1615 pururruotrar tsurt8e I 11Lu
lef,l]f,Jd
gg leld pue rl.ro/y\ or aôl uarplrq)
84 let me do it
drea on the floor. For larger projects, such as a giant city built ofblocks, your child can use two mats together. Teach your child how to roll and unroll her mat and how to store it in a basket.
Safe manoeuvfes
Thirrkabouthow your child cansafely
and carefully carry each toy or utensil ftorn the shelf to where she wants to work and play Often the best way is for her to carry the toy in its own - a or utensilsare easilycarriedby themselves container.Sometoys,games the setis too doll,for example. Others involve many piecesand sometimes largeor hear,ry for a child to carry In this cue, provide smalltraysthat your child can use to carry enough piecesto work with in one or trore trips. Keep in n-rind that children do not automatically know horv to carry
'1;il'"'i
:i ;-'ll"!"a:;-
and let things on a tny without spilling,so you will need to dernonstrate your child practise. A small basketmay be easierfor a child who finds
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't._. ':'',':, i :' i--, i-, ,ti','.,-,, i: ,,.'. i , ., a : i l ; l t . . . ' . ,,
Pride
Of OwnefshiP
yourchildto take Teach care of her
i-,:'::i"i:,' }..:.ii'a|.
toys and other belongings. Rather than punishing her if she breaks take the time to show her something,or simply buying a replacement, a lessonitself.Encourage seeif it can be repaired, then make that prccess
i.iii- lt fi-r; !.,.t'.: how to usethings correctly.Whena toy,game or anything elseis broken, i.ii;l :: :*;:i!;'j :::'i,ri t r-:r:. l " ll:.1-,,i
your child to help you repair things and teach her how to do simple repairsherseli Demonstnte how you personallytake careofyour family your children to do ljkewise on a daily basis. Draw home and encourage piecesofpaper, such aspicking up scray her attention to the smalldetails, bea& or other debrisfrom the floor. COntfOl Of ef fOf try to build a control wrrenever possible,
of errcr into eachactivity so it becomesclearto your child when she'has made a mistake.Therationalebehind letting children use cupsand bowls is that children quickly learn to that break ifthey are droppedor misused arean opportuniry be carefuland controlledwhen they usethern.Mistakes for patiendy showing your child once more how to do a task correcdy, and generally leadto a new lesson in problem solving:"How do we gather up aII thosebeads?" or "How do we saGlycleanup the broken pieces?"
InjrlntJq Prnr slloruotu.rf tl
arD ltql s5u4)uLrollll! paltdilcl .tttrala ot Prtr lsa-ralul s.Pltql ,mol I\rlP (trlt aq.L luJlr o,Lt,\ll.l aluorl [r,\ ]rql sJrlr]\rtrr r6rsJP ol 11oi -roJ sI put qiosqt uJlppp il'Llllo ,(1.rr:: rraqt -Jo J.lrtnLr,(:o,rl :ecgtotLr.-rt 'sltr ltlttllls Lalelll ll]lLllxu Put ssrjq'ra,\1ls'sstl.s'Poo.!\ '.r'rr'rrIrtr r r | ' L ,r u r r r ' n , , i t r q J U \ ) r r - q r q r L ' rP r ' ' c r r ' r ) r n l t r l - lr l r o J l p a.\rtl[r]lr tso(rrallt roJ Prrlsur )ool - lrlsBldJo sPtrLIPut dt:q: lrt qrnl,lr se5rd JJs) slllls .-I4 ,(tP,(r.^. trr rsn o1 Pllqtr lnoi si-urqt plo^r'(cA1-31, .ro.lslrs.r.tn rIlto pur s8l]f sdrrt rsooql no,t uaqrll ,tnrlq Put iiurlputq '.1 \ r \ ' ! l 1 r . lu ^ r \ t r l l t . \ \ rlll(l l"i lrqt'lr \ J o r . ) r . / r \ u r d o , \ . . . rr r r r ' rr u
ir:pr,(:e,o .r:rqto pur sloor'sio1 rrrl.S {LlOLU.jet"i pUe d}ngaq
iroo/' sr:.ln! 5r]. .lfr! P -n } | L i o l l n l a a J L I o ]
:r..-r..!arLa I Lll sAot InjrtrlEa8
* 3i
1
c g . l e 1 do u e > 1 . t o , " a
86
.doit
,i
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,i ;-, at. :1,:ri

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..'
:!:
:-: t. Iti,.i_:l-l
Many of the skills yor-rr child needs to be able to do ro look aftet herself are learnt in rhe batlrloorn. Look carefully at your bathroom and nake any changes needed (seepagc'+1) to ensure this is a safe and comfortable place r' tivitir' tor y,'ur child to rry rh. f"lJorvirrg
turning the tap On and Off ruirirn,'t'"igt'tronvardta

It requrres a smell platforn in front ofthe sink your child uses,allowing her band torvel is close by to get up high enough to use the tap. Be sulc a sma.1l for her to usc to dry her hands. Show your child horv to pull out the plug, and explain that it is very important not to allow the u'atel to overflou'frorn thc srnk Sborv her the cold w:rter tap, and tell her "Tl-ris is the tap fbr cold $'ater'" Nolv sho$r her to manage Tap tactics Learning _ _: iaiea'_oin a lap is a blg steP -_ :..:r,a: b:throom ndePendence the tap fbr hot rvater.Tell her "This tap turns on tl-re hot w:rter.You havc ro be very carefull The u'ater is so hot ti1:lt it can hurt you " turn it back off' "td Invite your child to turn i! on- lfshc turns it on too fast, say"You hxve to Now slorvly turn on the cold water, p^rt ,"1y, be careful not to tuLtl the water on too f:lst' becalse it r'vill splash evervwherc." Norv ask your child to turn offthc tap Don't be surprised it she tulns the rvalcr on full force when she means to turn it off.The point
uJrplnll u3rl.\\ peerds uaSo lsolu arn surjaS'uoslss plol PuP nu aql ol 'dc1 spuq rf,q qsg\\ ot iet!./\\ 1tl-re-'!\ Pu dcos Sulsn Jo eopt eql arnpo.uur
plqc no.{ er"O SpUeq .qr {ro^\ or.tloqspuersreprm

' r ; : t a - 1 1 r /ri o 1 s ; l 1 r o q t P L r !L a \ r L r n l L irEoq 3aa!/u rer"., aPrltrul s. d!rr.(: poct qri/,^ ltld ot plrqr
SUtqSem
'a1q,,tl e ro; urc3e -r:,ro pu! l:,{o eslrlrxe srql :snle.rd ol slut^\ plqr inoL
n c l - r o rs ; i r i i r l n J ; L ! o s a p i ^ o - r d r3l!^ eql rau.ro Lll
' r | ] r ] ] ; a r c d r e q sS L r r l t l r r s ? q r n s ' s ! a l q o u r e r - r a3 ollrou PUE r ur,1 ; . r , u s : j d so u s e L l r n ss a n r p l r n o - r ? r sa airos ariolLa pu? qsrqPls! 'an , { l r s f a3 q ! l ] r r o l P M PacaoLU
gr pasrrdrns eq t,uo1t ip:qsruU u.no-'( put'spueq rno-{ -trp qtoq ,uo5 'Lolel\ sI {uls llt ur rote.{\ aql 1tun.rereal toq ppe pur dr1 -ratsrr\ toq :qt urnl uaqr'ur Enld aqr qrul luls eql olur l3le^\ plor !l[os unl ot ,toq plqc -rnod ,uoqs ot pJau p,n no,('sder PIol Puc torl elued:s o,r.eq no,{31 .trog s1rSuonpe: ro,(1:taldruo: :-rour uo de1 :re1e,ttoq eqt Sutu:n] Lq unluradrral:qt tsnfpr ot ^!oti lJq A\oqs oslv Euruunr sl lal?A\ aql pIoJ
.rJrr"\\rqrln :Fp: Jrlr qlnol ol ^ oq o'rrlr ro toll ^\L,q le. or ,{pq8q ,^^\ru -rno( r*oqs,.toq lou t1lcl'urle^\ Jtuotraq puE xrttl,{Jql'lal?,{\ log aql uo
P a i l 0 5; . r : q M r o o u a 1 l P q l i M L U o o L! dn rns alqlr rarer loollrsard E.ro ^\oq )urs all asn ufr -c_l /l arys fu d lrr plrq) .rncl o,raqM
uint oeql pur']s-rrj rele,\\ PIol 3ql lrets r,\\JL, ureldxg lsru 8ur^\og i3le,\\ ploJ aql rpr,\\ srqr op'sdu rexrur a,rtq no,(-]l lelr.tr toq .ql qll,l\ Sulql auts rqt dl ol Ja.l Ist'Jo puu uo rote.\\ PIor eql urnl u?l pllql rnod rruo '}]to Put uo,\\oU JrP ulnl ol ,\\orl puE'loq aql sI gtrq,\\ puu dtt :ete,u pior aql sr qrrq,r. Surztsrqdrue 'prpsJu se uossei aqt tced.)I {u$ e ur Jetr,\\ Jo ^\ou aql lorluotr ol ,\\oq i:q qlral ol $ uossei eqljo
: os ratr.,r rrle d ol aôl uarplLrll
q]r^^ JateM unJ
'LlroorLllPq eLl] ur qlea, uel aqs
s,P rql.rnol ure,palll u,,oP PUu >ls
slaS1 'sLuoEll> I usaoPdlos aâ ! 1e sla^\o] pu auuPl]u^\o -reLl flo Lrraq] atej ual) seq p Lll,nol a-rns a>lEN aqI q8noqtVdos,o sJapuo/v\
l 8 s l l r ) i sL u o o r q l q . - , " r i
: rl :!rll3;
88 .: ". do it
touch their fingers to their eyes,nose or rtlouth- Olrc ofthc most cllccrivc rvavs to r.educe the spread ofinfections is co encour?gc youl_ child to wash her'hands olicn, scrubbing ther-nwirh soap uncler the nrnninlj u'rter fuL-:rt least 30 seconds.So:rp doesn't kill thc gerrns, bur it does loosen the dirt and grine. Harrd rvashirrgundcr_rurlnins lvarer in rhis rvay is effective because ttrost, ifnot a1l,ofthe g;ernrson your childt hands ar'e u'ashed olfand go
down the drain- It never hur-ts to explain \\,hy \\'c do things like this, usirlg simple language and a sholt exp1anatio11.
OfUSnlng
teth
r t 1 , , ei o r r , b i . d . k n o t v . l r o r t r o u 5 et h e ' i n k .
brushing hel teeth just requircs a sma1l toothbrush, pleasant-tasting toothpaste, a rllirror lnd soDle instrlrction. Ask youl dentist for aclvice Tooth care Buyyour ch d a sma Loothbrush and ieachher to b_Lrsh her teetn al1er everymea. about the best toothblush :rrrd toothpaste to use,as rvell as the best rvay to brush. then tcach your child to do it in the rvay your_dentist recollllnends. The general mle is to te:rch ,vour children to brush after every meal. Dont forg5etto explain \vhy br ushrng is so importrnt.
bath
time
M:rny children cnjoy the ti.re rhey spe.d
togethcr with mum or dad at bath tin1e and you \\'i11 want to super-viseuntil you c:rn clear-\ see thlt your-child is old enough and capable of ba$ing herself safely. Usually, sonetime betu'een the lges ofthree and five,1'our cl-rild rvi1l let,vou knorv that she is old enough to bath herself. Follorv hellead, but rnake sure sl-re knows the con'ect wiy to wesh hcr heir and use a face cloth.
bfuShing
haif M"k. ,.,..,uour chilcl has her o*o brush or
comb and shorv her horv to brush and tidy her hair'.lfshe preGrs you to blush it folher, that's fine.As she gets older, she might like to learn horv to put in easy to use hair clips and bands.
Tidy hair Hav ig he- own harrbrirsh

^ ..mh hF nc /. r .h l.i 1. Fir. l.
tai.ePf de n hef epPearance.
'LDPJ-] aLls s8uq] eL,1 lsea U aJPspseLr llPos plrt-ll,rnol ..-, urocrqPqaq] u uoiel ? dnles ulol o1)l)!no rr.rs
tq"
i*-
8 8 l e cm e d o i t
touch thet firrgers to their eyes,nose or lr1outh. One ofthe most effective ways to reduce the spread ofinfections is to encourage your child to rvash her hands often, scrubbing them with soap under the runnir-rg water for a! least 30 seconds.Soap doesn't kill the germs, but it does loosen the dirt xnd grin-re.Hand washing under running water in this way is effective because most, ifnot all, ofthe gerns on your childt hands are washed oIf and go
down the drain. lt never hurts to erllain why we do things like this, using sinple language and a short explanation.
bfUShing tegth o,r." youl child. knowshow to usethe sink, brushingher teeth just lequiresa small toothbrush, pleasar-rt-tasting
toothpaste, a mirror and sone instruction. Ask your dentist for advice
Tooth care Buy yourchida sma toothbrush andteachherto brush herteethaftereverymea.
about the best toothbrush and toothpaste to use,as well as the best rvay to brush, then teach your child to do it in the rvay your dentist recommends. The general rule is to teach your childlen to brush alier every me:ri. Don't forget to explain why brusl-ring is so i111portxnt.
bath
time
Many childrenenJoythe tlne they spend
together with mum or dad at bath tirne and you wili want to supemise until you can clearly see that your child is old enough and capable of bathing henelf saGly. Usually, sometime between the ages ofthree and five, your child will let you know thac she is old enough to bath herseli Follow her lead, but make sure she knows the correct way to wash her hair and use a face cloth.
bfUShing
haif nank.,u.. your child has herown brush or
comb and show her how to brush and cidy her hair'. Ifshe prefers you to brush it for her, that'sfine.As shegetsolder,shemight like t o l e . r r rh tow to pul in rrs)-ro-u\e l r . L i r , l i pr.n d b a n d s .
Tidy hair !aving her own harbrLrsh or comb he ps your ch ld to earn to take pr de in her appearance.
'qleej lsea u orP spaauaqs sSuiq]eLl] os p ,lr ..rnc,( -ro] lE P dn 1asulal olltlno uoo-r]lpq Jq1u !o l?:ls IPLus
F*,JF*.'-.
E E *'3.
<'
trcr'-
90 ler m do it
introducing toileting
Children learn to use the toilet when thev are readv not when their parents get around to training them. Readiness to use the toilet, Iather than wearing nappies, depends largely on the maturation of a child's nervous system, as well as the desire to feel independent and grown up. This tends to vary fron one child to another. YoLr cannot hurry the
process,and gende patience is certainly a virtue. But,like so many aspects of living with children, if we understand how things develop, we can prepare the envircnment and play a supporting role. It all revolves around your childt amazing brain and nervous systelll. 'When children are born, their brains and nelvous systens are at an incomplete stage ofdevelopment. Between birth and 18 months, the cells ofthe nervous system become coated with nryelin, a fatty substancewhich facilitates the transnission of impulses ftom cell to cell more efiiciendy
toileting tips
. Be patient and encouragrng. . Pr'epare your bathroom to your child's independence. support . Dress your child in cotton training pants duringthe day. .Teach your child how to undress, cleanup,flushand dressagain step by step,when ne seemsreadyto start usrng the roilet. . Explain bodily functions patiently. . Keep old towels on hand so your childcanclean up accidents. . Vvhen accidents occur, be gentlyunderstanding.
throughout the nervous system. This allows babies and toddle$ to gain more and more refined control and coordination oftheir movements. This prccess of myelinization, or integration of the nervous system, develops in stages.Babies gain control of their head, then arms and the tnrnk oftheirbody and eventually legs and feet. From random movements,
they gain the abiliry to move with conscious intent and control.
tOilet
CUfiOsity
ct.itarenoftenbecome interested in toilets
when they are about a year old.They like to flush and often want to play with the water in them.If this is the casewith your child, give him access to more appropriate water play,suchaswater in the bathroom sink.About this time, children also become fascinated with their "poo" and "wee". Dont be surprisedor oifended.Just explain that "Everyone poos it is how our bodiesget rid ofthe part ofwhat we eat that we cannot use." By 15 months, n-ranycbildren become interested in dressingand undressing themselves. They often also express interest in wearing pants and n.ray try on thei oldersiblings'orparents'.This is probablyan indication that they are becoming curiousabout learning to usethe toilet. Around 18 months, children enter a sensitiveperiod in which they can n,ost easily gain control of their now much more developedand integrated nervous system. At this stage most children have both the
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Complete mastery Give
ACTIVITY :CCJS
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she w ll soon mastereven the more cornplcated fastenlngs
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betrveen the ages of six nlonths and a year, rnost cl-rildlel
begin to hold out a haod or lbot while they are being dr-essed. At about 18 nonths, many roddlers want to stafi wearing pants like their oldet siblings or friends (see pages 90 1). Sone may begin to take delight rn dlessing and undressing thenlselves and it is not Llncomnon for children ofthis age to try on their older siblings'or parcnts'clothing.These:rre all signs that your child is rcady to start dressing hersell When your toddler starts to show an interest. rnake tine for sone trying on sessionswith hats, scarvesand slippers. Sit on the floor next to votr child and both put on lrouseLs together, then socks and a T shirt. Make ,r,our carefu1 denronstlation into a game.
everyth
ing with in F?Ch yourvil 'enember rvhen r r.vas
desclibing horv to organize your child'.sbedroom (seepages ,11 3) I talked .rbout the inrportance ofproviding hooks,l-nngers, shelvesand basketsthat .lre lo\\ enough so that vour child can reach thenr on her own, and drarv..rs chat shc cln easily open helseli Thke a close look at her bedrooln and make srue evelvthing is accessible.
pl'?CtlS first
Encourage yo!. ch id ro praciise d r e s s l n gs ( i l s b . f o r e t l / i n g r h e m o u t o n c l o r h e ss h e i s w e a f i n g .
FastFning buttonsAl ow her ro p r a c t i s eb u r r o n i n g a n d u n b u t t o n i n g on a pieceof clothint with large b L r l r o n sl a i d o n t h e f l o o r
I can dress myselfl At about I months your ch ld may start to deve op an interstin pLrttiig her c othes on b/ he'se I
As children get older alid n-roreindependent, it is a good idea ro give them choices. Set out two outfits that your child can choose fion each nrorning. As the da1' dmlvs to a close, discrisswith hel rvhich clothes she n-right like to wear the fbllowing norning.You can also help by buying clothing that
is easy for 1'our toddler or 1'oung child to pur on and take ofi- by hersell
Bow-tyint frame Thls has two
Look for trousers rvith elastic waistbands. rather than beks. Avoid clothes that havr. lots of bLrttons or zips until your child is ready to enjoy rhe challenge. Choose shoes thxt slip on or fasten rvithVclcro.Try to be patient as your child learns to dress hersellYoung children need lots ofpractice.
- : . _ : : o r r e d r i b b o n s ,o n e : : : : r : r . h s i d e ,i o h e l p .r ry ng bows.
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95 let nre do it
step by step:puttingon a coat
ONE Eden ayshis coat on the floor wth the In ng uppermost and squats down at the top where the hood s.
T1^/O S otting h s handsinto the s eeves, he lfts the coat over h s head. The s eevess lde down over h s arms.
THREEThe coat fallsneatlydown over his back and Eden straightens 'See, out the front. can do t mysefl"
Putting on a coat can be the nost lwkward aspectofgetting dressed fol a young clild. Froln tine to tinre eve[ adults struggle to find a sleeve ieft hanging somervhere behind. In Montessori nurseries in winter \\'hen a large group of sr-nallchildren all need to put o11coats at the same time to go outside, there is a simpie technique they are taught to help then get leady with the minirnum ofassistance.Thistechnique isjust as easy to learn and use at honre.
PfePafatiOn
helpS s,"r,by organizing yourhallwith shoe
racks and a low peg on u'hich your child can hang his coat (see page 41). Shorv your child how to pull his coat sleevesthe right way out each tine he hangs it up. Norv shorv hirn how to put on his coat following the steps in the sequence above. Approaching the coat from the collar end is inportant (lany children end up with an upside down coat the fint G-r'
times) so demonstrate this step carefully. When your child masten tlis trick he r,vill feel a huge sense ofindependence him practise as nuch as he wants to. and achievement, so let
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when they want to be with us aroundthe house naturally Children are young.Most want to help,if only to feel usefuland more Srown uP.
Ifyou think ofthe householdchoresasa family activity in which children are welcome to participate even when they are very young, you can instill ofpride in keepingthe houseand gardenneatand in your children a sense clean.Work should neverbe thought ofas a chote,but asan actiwitythat Obviously, children do not know how to do everything that we can do, and it often seemseasiersimply to do things yourself. But by taking the time to preparethe environment and to teach children patiendy how to do things step by step,you continue the processof teaching skills aswell asattitudesabout work.
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that will enableyour child to help. She will need a child-sizedbroom, to cleaningclothsand access mop and bucket,and her own featherduster, that you use Shealsoneedsa way the polishesand other cleaningsupplies to reach some of the areaswhere she most wants to help, such as the kitchen sink,but is not yet tall enough to reach. Remember that whereas adults do their chores without thinking broken down into children need to havecomplex tasks about the process,
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1 0 2= : - - ed o i t
Pouring lentils Llly Rose pracrises pour ng lent ls from one jug to another A co ourcd tray catchesany that sp ll
thejugwth Water skillsSupporting L y Rose then pracrises bothhands, water nstead of entls. using
to pour liquidsis much easier POUf Learningto that are the right size masterifyou give your child smalljugs with handles for her to control when not too hearry and which ar.e for her sn-rall hands, leafning tO is also made easierif as a fint step you they are full. The entire process teach your child how to pour somethiIrgdry, such as uncooked rice or jug to another.Fot this first exercise, very smalljugs lentils,from one sn-ra1l such as those used for crcam are the best size.It is a good idea to put a coloured tray under the jugs, then arry spilled rice or lentils will be contained and can be easilyseen and cleanedup when your child has finishedpractising. Show youl child how to graspthe handle ofthe jug using whichever with. Then demonstratehow to support hand she is most con-rfortable thejugjust under the spout with her other hand.Thisgivesher ntaxintum is to pour the dry rice or lentils from control asshe pours.The exercise with the one jug into the other.When done, she can iepeat the process other jug. Emphasize to your child the importance of being careful. "Darling, seeifyou can pour the rice from onejug to the other without spilling a singlegrain ofrice."
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108keeping the peace
KEY IDEA
courtesy and to learngood behaviour, We canhelpour children love. reassurance and unconditional by demonstration, compassion
home, parentstry to be empatheticand caring, ln a Montessori-inspired human beings.Children alsoneed respecting children asreal and separate to develop a senseof empathy for others, and must learn the rules of behaviour.Toaccomplishthis, we need to help thern collrteous everyday and respectfor others.Since we aswell as compassion learn selFrespect be with them, we need to teach them to act with honour cannot always and integriry whether or not someoneis watching.Wecant preparethem for every situation that they will face over the years, but we can teach them how to apply general rules of kind behaviour to new situations
baby
behaViO
dont respond to discipline, andtoddlers U I Babies
but they do respondto unconditional love.They rules and punishments, Making an impression Happy with you leave a lasting timesspent memory. impression in yourbabys are not yet at a stagewhere they know right from wrong.They live in the moment, and when they want something,they want it "ight now". One secret ofliving happily with very young cbildren is to work hard at understanding what they are trying to communicate when they cry. Crying is one of the few ways they can communicate. It can mean that they are hungry or that they need to be winded, they may be in an positionor rheym:y needa nappychange. uncomforcable
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Duringtantrums,both childrenand pdrentscanget completely out of control - but one of you hasto be the grown-uP.
ra tantrur:: may
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Temper tantrums are ty?ical among toddlerl, although some children carry them on for many yean if they find they are a way ofgetting what they want. Children most commonly throw a tantrum becausethey are extremely tired, irritably hungry, emotionally overwhelmed or feeling sick.As your child becomesmore "knowing", tantrumsmay be no more than her way oftesting the limits or seeinghow you will react. pick the worst possibletimes to thrcw tantrums.You Children always eatingat a restaunntor at a ftiendi may be driving your car,out shopping, house,andjust when you would leastexpectyour child to make a scene, shedoes.Our tendencyis to want to do somethingright awayto get her and our stresslevel soars-Thisis when parents to stop.-Weare embarrassed often resort to threatsand punishments.Instead,we need to remember that the tantrum meanssornething, and the only thing that wolks is to get our child! needs. to the bottom ofit and try to address
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tantrum in a child who is tired, hungry or sick, and one thrown by a child who is angry frustrated and testing the limits. The first tlae of tantrum requires litde more than a parent determining the cause,remaining calm
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Oftin there are patternsin family life.Seeif you can idendfytriggers for tantrums.then avoidthem. . Leave your child with a sitter if shetendsto havetantrumswhen you go shopPrnt. .Talk plans through with your andstickto them childin advance - children oftenplayup when plans abrLrpdy. chanSe . Explain the limits to your <hild beforeyou do somethint. if you are goingto For example, rhe shops andyour childwantsto what buy a toy,tell her in advance you will agree to and stickto it. by gving your ch d choices For example, You choose Avoid power struggles for her to wearthen ask her to choose choosetwo outfts you are haPPy the one she prefers this way she st I feelsshe has some contro .
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your child is not capableof what a temper tantrum is all about because explaining the problem. However, most parentslea::nto recognizesymptorlIs guess. and canmakean educated . Ifyou believeyour child'sbehaviouris a result ofher being hungry,find even if itt not her usual some food for her to eat as soon as possible, a good idea to carry some sort of healthysnackwith mealtime.It'salways you forjust such emergencies.
'eurlprep e toaur ot aler ot elerl tou IIr4\ nod lrql os aunr q8noue -^ôlIV 'rtllnrtuet 'sJ.l sJsreJ JJqlouP lss.JuofuJ^J iJdLuJr roJ:3erreqt rterpues1:AJI
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rnol uErlser ol IJI luoo . 'sJaqtoot rualol^ eq ol req qreer or ftn $a]ns aLFs! tLl1 'plrq)rnol SurluPds Jo Surdd?ls lq atualoll o] uoser l.uoo . sl :urnrluerP Surêq raqL!auarPlnoqs Pl!qrJnol uoq^{ nol reqr s8ulql lEJaâs arr araql
lrdure ue nod le8 urr ? pu? urq rlsrqqn::o 1,troq 3qsJI qtopeJe3 lure-â Lq:eauauoaruos3r ees'1:rs aq ol Euro8sI slls {urqt no(I req Surrnsst:r sr plqJ .rnof,teql a,eqaq noL31 . rltemb'arro Surqloost ur leeds'g 'alqrssod suoos setserur 3r{s$aq.l ereld eurosro e uI leads .ro ploq'ectoa Sur,tpoos rnooJpeqrorl ot r3q .{et pue lJeq 1:o: noLJl . sI pln{l Jnod lErlt a.teqaq put 3un1pt rnod eznurunu'perq .(FeAo
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bedtimebattles banishing
time or turn into a Powerstrugglebetween Bedtime can eitherbe a special parents and children. Cbildren can resist going to sleep for many reasons: they resent being told they have to; they are aftaid that they will miss something; they are not tiied; or t}rey simply want to remain close to their parents.As in any situation, ask yourself what your child's behaviour is really trying to tell you.Then look for a way to give your child some of what shewants,and still get her to go to bed.
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a bedtime snack,followed by a bath, brushing of teeth, reading a story then a snugglebefore tucking your child in and kissing her goodnight. Do the same thing every evening; bedtime rituals help children to calm down and Gel teassured. Begin your bedtime ritual an hour or so before you actually hope to have your child asleep.Keep everything calm. This is not the time to do or so before excitemenl. Give a warning l0 rninures anythingto encourage it willbe time to begin the ritual. This dlows yout child tirae to wind up whatever activities she is engaged in. Tiy to avoid power struggles by example,"Would you like Mummy or Daddy
ritiralsheip downrand fee!
in your eyes.For childrento ealn'toffering your child choices,each of which is acceptable to tuck you in tonight?" Ifyour child hasdifficulty going to sleep,tryusingguidedvisualization. calming This is a processwhere you use words to describea pleasant,
neassilred"experience.Some parentsuse soothing music in the background.You

might tell a gende story such as how you and your child are going on a trip by magic carpet or sailing down a beautiful river. with their child parentsuseis to havea conversation Another strategy about happy memories."Do you rememberwhen you were litde and I used to carry you on my shoulders?" Or you might tell each other about one another:"I love the somethingthat you particularlyappreciate way you are so kind to everyone. It makes me really proud to be your Mum." You can encourage your cbild to talk about her day by asking the right questions in the right way. For example,"What was the best thing about today?" rather than "\f,4rat did you do today?", which usually prompts the answer"Nothing."
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that the word discipline Manyparentsbelieve to teach. it means In reality, to punish. means
In fact,most actsoftesting Every child will test the rules to some degree. ofgrowing up.When children parents area normal part ofa childt Process test adults, it is often their way of expressing feelings that they dont they graduallylearn how to handle and from our responses understand, their emotions appropriately.By testing the lirnits, they learn that we really cale about certainground rules ofgrace and courtesyin our relationships. In acting out, they aretaking their first tentative stepstowardsindependence, that we dont contrcl them comPletely. atternptingto demonstrate
posFeEv appr#ach
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ground rules and family rules agr""onyour
where both parentscan reGr to get them wdtten down and displayed your child how to do the right thing rather than focusingor: them.Teach In the Montessori-inspiredhome there are usuallyjust a his mistakes.
Direct action lYakeit one ofyour ground rulesthat your child cleans n8. lf he spilssometh up himself
Gw basicrules: . Treat everyone with respect. . Ifyou usesomething, put it back correcdy when you are finished. . IFyoubreakor spillsomething. clear it up. . Tell the truth and don't be afraid to admit when you make a mistake. You should be absolutelyclear in your mind about your family ground
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well in anycomPany. your child learn how to behave

Few people seem to consider the value of teaching children the fine in grace the "lessons behaviour.In Montessorischools detailsofacceptable which set a tone ofrespect and kindness- sit and courtesy" exercises alongsidethe more conventionalsubjecs on the curriculum We show our children how to shakehands,greet a friend and say goodbye.We demonsffatehow to interrupt someone who is busy and how to tell "no thank you"politely.We teachchildren how to speakindoors someone and how to play nicely.We show them how to offer a sincere apology and how to resolveconflictspeacefully. Simple helpfulto Lend a hand Being is a keylesson younger children rn grace andcourtesy. lgSSOnS The first stepis to exAlaina situationin simple
terms and demonstrate the right way to handle it Then have your cbild practisewith you, role playing the sequenceof events.Children enjoy so long as they are kept short, and if they have not been theselessons for making a mistake. or threatened embarrassed For example,ifyour child tends to yell at the top ofher lungs inside the house,you need to show her how to keep the noise to a level that insteadofscolding, doesnot disturb other people.First,asit is happening, politely but firmly ask your child to speaksoftly pleaseThen, choosea
COUI-tS/ lessons
Here are some moaeideasfor lessons in tiace and courtesy: ' sating"please"and"thank you" . usinga kind tone when speaking: no whininSor yellint . how to askfor a turn or if you too can play. . how ro introduceyourself . how to open and closedoors . what ro do if you haveto cough of sneeze . giving people compliments and encoufagement . allowingothers to passin front of you or to go flrst ' saing "excuseme" if you bump
moment when neither you nor your child are upsetabout the behaviour to give her the lessonon the right way to speakindoors. Speakin simple languageand show her what you mean. For example,you might say:"1 When we are outdoors,itt so want to talk to you about indoor voices. we needto shor.tt sowe crn heJreachol her.Outdoors big.andsomecimes it doesn'thurt our earswhen someonetalks loudly. So outdoors we qan use our outdoor voices.But when we are indoors, it hurts our earsand bothers the neighbours,too, if we talk too loud. Indoo6, we need to use our indoor voices." "Was I Now show your child what you mean.Jalk very loud, and ask, using my indoor voice or my outdoor voice?"Talk normally."What do you thin&?WasI using my indoor or my outdoor voice?Indoors,we use our indoor voices.Outdoors,we useour outdoor voices-" You can teach all sortsoflessonsthis way,such assaying"please"anci "thank you" or closing doors without slamming.Some families have the manner ofthe week.They introduce a new rule ofeverydaycourtesyeach week,and practiseit with one another over mealsand around the house. fOlg mOdelS To teach children good manners,they need to see
. responding politely when someonecallsyou oa says your name 'walkingaroundareas where other children are workjngor pla/int on the floor and not srePPrnS over rnem . learninghow to wait . not interruptingother people when they are talking . answerinS !he telephonepolitely
that their parents, older siblings and ftiends follow then consistendy as well. The example that we set through our own behaviour is more powerful than anything we say. Children are absorbing everything they see when they are very young, and soon they begin to talk us do, especially and actjust like us.We are their role models. Bearing in mind that your child will be influencedprofoundly by the peoplearoundher,choosewisely the children and adultswith whom your where largegroupsol child will spendtime.Avoid loud, chaoticsituations children are over-stimulated and generally behave rudely. time with a thoughtfully.If she spends Choose your child'splaymates havocin their home,dont be surprised farnily that allowschildrento create when your child brings that behaviout home with her. Pay attention to their children. Do they playnatet parentssupervise the way prospective ignore them or talk on the phone amidst chaos?It is not your place to judge other families and how they behave,but it is your obligation to make good choicesfor your child.
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From time to tine, children fall out with siblings or friends - it may be over something as sin-rpleas whose turn it is to play with a toy or over a bigger issue such as friendships. Sometimes they reach the point where they are too angry to reason with each other.This is where the peace table comes in, providing a place where the children can cool offas they follow a procedure that stops the argument in its tracks. The peace table is usually a child sized table with two chairs, a bell and a flower or oLnament that symbolizes peace, perhaps a rose, an olive nvig or a dove. Ifyou re short ofspace, nvo chairs together are fine or x rug in the corner ofa room or even a particular spot on the stairs.When children are accustoned to the ritual they [-ray go to the peace table without being pronrpted;at other times a parent or older sibling n-raysee a row developir-rg and suggestthe participants try to solve their problem at the peace table. Once at the table, a certain procedure ensues.The child r,vho feels especialh *ronged places one hand on the table and her other hand on her heart. indicating th:rr she speaks the truth, from the heart. She rhen looks at the other child, speaksher name and explains hor,v she Gels about rvhat has occurred and horv she u'ould like the disagreement to be settled.
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Estabriish is a majorsourceof conflictin manyhouseholds. Television to them. then sticl< viewing, groundrulesregarding somefamily
Childrent valuesand knowledge about the world havetraditionallybeen shapedby four cultural influences:home, school,religious olganizations a fifth and incrcdibly powerful televisionreprcsents andpeer groups.Today, little culture over which most of us have scantknowledge and exercise control. This is unfortunate, especiallywhen you consider that it has become the babysitterofchoice in all too many farnilies.
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televisionand children.Theviolenceportrayedis ofgteat concern.In one and rnid-air ofmurders,fights,car crashes yeara child might seethousands wI HypnoticviewingChidren sit passively for hours n front ofa to do so. ry setwhenallowed considered approaches andproblerrr-solving Certainly, the values explosions. by many producersdiffer fiom our own. appropriate An even greater concern is the hypnotic charactet of television viewing. Many parentsobservethat their young children can sit for hours morning television.Of coursethey sit and watc}l enthnlled by Saturday Televisionviewing is at for long periods:they are efectively in a trance. It requiresno thought, no imagination and no experience. best a passive programming canbe terrific, but most of what's effort. Quality chitdren's is anything but. available
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your child to Encourage Childrenhavean inbuiltdrive for discovery. in it. of wonder for everything observethe world and to feel a sense
children behavelike "little scientists"in Maria Montessori believed that a.11 "'seethe worid that they are eagerto observeand make"what if" discoveries about their world. Babies and toddlers test the envirorment to see what happens ehild as ;vl-=ur when, for example,they drop a toy out oftheir highchair or play with the seesit * t-rp water in their bath. This drive for discovery continues to develop as they grow and become more adventurous in the things that they try out, ftom making mudpies in the garden to starting a worm farm in tJreliving room. Cbildren are born with marvellous imaginations and a keen desire to explore the world. Encouragethis in your child beauty and wonder of everything around her. help her to discover the
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and low to the ground. Seeinglife ftom her point ofview can h+ you to rediscoverthe senseof wonder of a young child. Keep in rnind the slowmoving pace ofher world. Follow your child's lead,and be preparedto stop and exarnine anything that capturesher interest - a ladybird or a flower, for example.Dont get impatient when she dawdles- adjust to her pace. The best way for children to learn is by doing things,not by being true when they are young, but it also told about them.This is especially
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136 explorrnqthe wider world
smellofflowers in the garden, the rvind rustling the leaves id.thq trees.All theseleavea strongand lastingimpression.Whether it is summel,autumn, spring or winter, every season hasits own beauryPoint out smallthings:a tiny flower poking up thiough the snov',a beautiful shell,a perfectleaf. As your child getsolder,begin to point out familiar things asyou walk around. "Look, there's Grandma'shousel What lovely flowers she has growing outsideher door!" or "My goodness, Mary, can you seethe nest those birds havebuilt in the tree?Some day they will lay eggs, and they will havebaby birds up there!" In the winter, when you seeanimal tracks in the freshsnow,ask"Who hasbeen walki4g here?"
stewardsof the Planet

Another key Montessori idea is that children are stewards of the Earth and must learn to carefor distantplacessuch asrainforests and ice capsas well aspocketsofnature within the city or suburbs, and to preserve them for the future.Teachyour child a reverencefor life. After all, we are all part of the web of life, dependent on the delicate balancewithin the naturalworld for our own existence. For example, children often learn to think of the soil as"dirt", a word that implies somethingnasqrto many people.Teach them to rcspect good, rich soil and all the life that it supportson our planet. Emphasizethe need to treat every living thing with care.Teach your child not to pick leaves and flowers aimlessly then tossthem aside, but to gather them only for a good purpose.It is fine occasionallyto gather wild flowers,then dry or pressthem or place them in a vasewith water to prcserve them for aslong aspossible,butneverover-pick any one plant or flower Teachyour child to walk gently upon the Earth, taLing only what she needs. Encourage your child to enjoy the forestandmeadows,leaving nothing behind. Teachher neverto litter. Ifyou seelitter on the ground,pick it up and carry it with you until it can be thrown away. This is especially true ofbotdes, broken glass, cansand plasticbags, which are not only unsightly but alsocould harm animals.To gatherup cansand broken glass you safely, rnight carry an old canvas shoulderbag.Asyour child getsolder,give her a bag ofher own to collect litter in, too.
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138exploring the wider world
familtEtrden
Helpingin the gardenis a greatway to build practical skillsandto feed your child'squestfor discovery.
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When you plan your garden, try to make a spacewhere your child is ftee to expeiment and grow things. From an early age,children canbe involved in the cycle of the year,from planting seedsindoors or in a cold ftarne in the early spring and transplanting the seedlings to the garden when the dangerof frost is past,to tending the gaiden and watching the ftuits and vegetables grow, all the way to harvest. For young children, there is something marvellous about going out to the garden and bringing in a basketoflettuce, spring onions and tomatoesthat they helped to grow getting children to eat vegetables is rarely a problem when they have grown, picked and washedthem themselves. Dont forget to include fragrant herbs in your garden. The aroma part
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you garden can buy tools, watering
cans and wheelbarrows that are just the right size for your child. Set up racksin yourgarage or gardenshedto hold thesespecialtools, and teach your child to clean them and return them to their placeswhen she is
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.,(uErtl3osaq:uuq aql prrc:suon?-ro]rp rlq?l 3urryru w rlJns'sJLrrJo suos IJr -roj prsll aq uel sauotr aurd PUe surolv slelsr:q elpeetr-:urd olttq eleru prrr srssLrBqlr,r Jêa,{\ ura -{iql sriooqduls uI ruaql l noru PtIt sl3,{\out pull s3^1r:lir\raserd ot ssard rJ,\\og [rrus t esn o] u-It3l ttlll r(:qJ sleuellul s.ssDiS Pue spaas'saêel 'sl.^!ou lurnlru qtr^\ trE Surinru 3ôl uarPlrlJ
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'$loocl Jraqt;o saBtd eqt trr suap.reS rrarlt ur purlo3 J^!rl ri.rlt sJ^t3l -ro slJ,{\o6t-Iosr-mt.lrd Sutpug trofue ue-rppp -{utw 'p.rlsr1qnd Jrq J^tq lrqt pgo,tr F-mttu Jqt Pu? spnrut'sr.,nlog tnoqt slooq In3rJprlo,{\ ,trn:ru eqr Jo :ruos Jptlllur plroqs uollrellol ihe-tqll
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splr{l rllo s8uDured snoutJ Jo slulrd put sqduEoroqd lJe dn-esol. qtoq 'aruorl rno-'( ur srJ,\\og puc stueld go s:lltltd In;rtneeq SutH 'suirlq Pur sadrJtrs lo-J tueluturo InJ-rrPLro$ r sI'aldrrlExr ruo st 'solv asnoq eq] Puno-rt prre 8ur1oo: .rr sJsn Ielnrprd :,rtq osp slotlcl .{uey4i uo os pux ,{>lps 'qlino;'13uo1 ypurs 'a5rrl 'pr-r :rullt Jqr.rlsap ttqt se,rrr::fpe :ql ::q qrrol osp ur:r nol rr:p-rrE inoI ur Sunltila,la :rrr[(I ot JIqr aq [I.,lr +ls']r rtoul nor( :.ro1:rg oosras otlrr euro: -,(aqt se oyqtto8e,r puD trn{'r3,{\oE qJto
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srr lou PUlr slurld luerelJrp;o ss..l:lt\\? qplql rno,( Suru:da:p sr IIr^\ sr'sruoor Jno,{3o -,tnteq Jql ol ppe.{arll - eruorl l3^\olJ rnor( Jprsur arnteu 8ur:q ot plq: rno,{. r\\olll sluflurEutl]t 'sesr^ erlt rrplm JJeld ot seryoP [rrus etros apnPur ot lur,{\ uJAJ ]q8rur no dn Eururrlr,roj asuods t Plrt saslr l|ruls
s3nlP^ lPulu
;o s8uruado aql otul ralta rnod o1 relsEe ll J{EuI ol louunj !'lelt^\ atF Jtl] trll ot srosslrsurprtS3o .rredlptus Surppr .ro; :u ol 3nf[r!us c'sre-,lroU e prau oslr llrr\ noI'0s11 ot raq roJ s-rf,uleluol fitulsJo .{]elrr^ r s! [e^1 sv 'rlleal roq urqtrr\\Jlaqs .rro1e uo t11 Snt8uu;e-l:,uog qplq: -rnoi dao;,y 'p1ose:e r:urBue.rg pLr?rJIJrad s! qrns s)iullPJo sgutdles 1rnplÎpur q:rq,rl ur saptoq p:rdrqs,{1aru rqt rsn uer no Lrrqt lJqt?r'asr^ stueura5ucrru a8:q att::: [trus ,{r:,r t ur rs,'$og Pl]ads auo 1nd o1 .r:3erd u:l-1cr
142 exolorine the wider world
^:J:",jI'F*
;t-r i:L-: i.titiii..,::iil.: ,:;- ,,.,.''!<iaiti!, 11;i:!r;l-iil! ii;ii.,e ...'..f;ili.:: nair-ii e, i i+qui:l' iaai,,i:',1 ::;r ",:rl.i:iiir-,. :'Li:-,-,!i,'
You can make walks exciting by adding a goal
set your childrcn the task
of collecting san-rplesof something specific, such as dilierent types of Each child can car'ry a small paper bag for florvers, leaves,rocks or grasses. their specimens.Erplain that a specimen is a sample ofsomething that you find interesting or rvant to knorv more about.You may want to put a limit on how many sampleseach child may collect (three to five iten$ at rrlost). When yott are out walking be sure to talk to your children about what they are experiencing-Talk about the weather and the seasonsWhat do they notice?What does the sky look like? ls it sunny?Are there clouds? Point out other things that they might 1lot notice, such as the colours ofleaves on the trees and other seasonal clues. As you walk, encourage them to renain quiet at times so they can hear the sounds of nature
as well as observing. Don't be deterred by bad rveather - it does children no harn-r to feel the sensation ofrain or wind on their faces. Children can be expected to walk a mile for every year of their age, so don't underestimate their capabilities. Stopping for snacks ol a picnic gives them time to rccharge as well as to observe and enjoy the outdoor world around them.
W n l l e o u t a n da b o u t
;. lca, I squiflel . adopt a tree ' . . , i r i h e l e a v e s .s i t b y a i a k ea n d w , a t c ht h e g e e s e ' l o o k f o r w i l d ' hunt for unusual sarawberrls s t o n e s . s e a r c hf o r w i l d f l o w e r s (don't pick thern o b s e r v e .s t u d y
and remember) ' lie on your back w i r h y o u r h e a d u p a g a i n s tt h e l r u n k of a tree and look up into the b r a n c h e s. l i s t e n t o t h e w i n d ' warch birds in their nests'follow a b u t t e r f l y . s t u d y t h e s h a d o w sc a s i b y r h e s u n . l e a r n t h e n a m e so f t h e trees around your home'sludY r h e s h a p e so f l e a v e s ' u s e c h a r ( o a l and tracing paper to mrke bark r u b b i n g s. c o l l e c t s e e d s ' l o o k f o r .iny baby trees' sear.h for pine c o n e s . l o o k f o r a n i m a lt r a c k s . find a falJentree whose wood has begLrnto dcay - explore what l i v sh e r e . s i r s L i l lw i t h / o u r e y e s c L o s e d. l i s t e n t o t h e b i r d s c a l l i n g . look {or babyferns' smellthe breezes. find a llttle glenwhere f a i r i e sm i g h t l i k e t o l i v e ' h a v e a p i c n ; co u t s i d e i n a m e a d o w ' r u n d o w n a h i l l w i t h y o u r h a n d ss P r e a d wide like an aeropiane'float popcorn boats down the stream . picl(up litter alongthe rrail . l o o k f o [ n r u s h r o o m s- b u t
Learning to observeTakellme to slop and examne th ngsyour chldrenare wrlh too much Don't ove'burden to u,henwalkng. /o!nge'ch ld_en attracted the . d scoveres deia I aboLrt askthem to describelo you what they can see
Pfesefving
natufe
the home, emPtv onceyou arcback
contents of voLrr specimen bags onto a plastic garden bag a1ld ask your children to tell you t hat each item is.ls it living or non-living? Where did they 6nd it? What do they knorv about it? On other occasions,make the weather-,birdlife or forest sounds the focr-rsof your rvalk, and jot down rvhat your children seeand hear itr a notebook. Explain that ifpeople always collectecl specinens from nature. eventually there t'ould be nothing left'
a^]]ads-radluana]}p P eprôrd ul Suqls ol slue,^ aaJ] p olur dn 8uL>loo aq -raôueq^ ae] pue ees uel eq leqr' q,rosqe pue dols ot Luq Eur\olp'ard splqr rnol le >lpMSf TUOIS'l'lvL 'rnolor se
'seasaq leq,A Jluapr ulq o aq o] nol ql|'\ >looqrenods e e)el q4eM p_rqo] s_re nlou q asn o] Moq p rql Jnol MoqS l\'/r^StHL)OO'I
.rnol Jo_] $rlue ls aLltrl ]uaLuu|elJalua

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Most clilclc[
hlwe a strong desirc ro bring somc samples of natrrr-ehonre
natufe equipment
These itins wili be,rsefu {cr e r l | l p p i n gy c u r n a l l r f e n r L i s e r l r " r r a g n r r l r n !g i a s s
rvith drcnr and rvrll be deliehtecl ifyotr can llncl saYs to acconmoclate thcir frnds. Depending on the space you have evaihble, a nlture ere:r in votrr childi rconr can be anythitrg lionr a simple tablc of"finds" to an aquariutrt nrd rerr-arium housing the bugs,beetles,fiogp,turdes and other-snrall aninels that he has lbund and invited back fbr a sholt stal'. ln oul horle,r'e celled ouL tulure museuil thc Dew lh)P lnn.Il the
. sP-oit.rs.ope or a rfrPo<i . sornd'lmpliiy ng nrlcrcphonelr . D | r gD o x e si n c J c . !
spr-ing and ear-ly snnrnrcr rve had snall llonerPots irolding t'ild
florvers
We brought caterpilhr-s end b:iby trt'cs th:rt \\,c found in the neerby r\,oocls. back to keep in a covelecl terliuiunl so that rve could sce the chlysalids
that fbrmed and thc'rroths or butter{ies th.rt emelgecl.We collecred fiogs' eggs and watched them ttlrn into tadpoles before releasing then in the pond near our housc. Frorn time to ti1ne.\'e even h:rtched brby chicks in
, llrd.3ge . :r cliet c::Be . ipe,:i:c boc(s iof iaertifi.at;oir . : : 1 :i o rb: ling
an incubator.And, ofcourse, the occ:tsiollll lilter ofkittens oI prippies\vr1s ahva,vs thc highlight ofrny year.
OUtSide
inSide
difli'ent flowers, corupa.i.g our.t.ritarcn s died
rhey collected ln thc ltLtrrrnrr, spcciesand colriltirlq pehls lDci stenrensfiuits. nuts lncl berrics, noticir']s ho\v thcl ll'ele ciistributed atrcl rvhich
oE p.lelo$ ue ol Jlerlselnteu aql ot eluoq lqSnolq uooJi{snurJo r3,1 pue Suntrrp trofueuago ruo{ 'e.rnlruSulqderSoloqd sedrrsputlSurdee-^ds replo rrrq punore 11e l]nreq pu lJpuo \Jo esueserlt a.rntder u3lp11qr teqt $rrots pue srueodelr:-raot rutq e8ernorug plrg 3rF uI pue euoq te plqr rno( sV suortelr.sqosn{Joleurnofe deel ot a1qdelu aqteplo sr33 '8unod erelr uuppql eql uaq,lr rII 5Iq e ere^\ - 8ur,llo:3 uaes aq ueJ - sexoqtoo;1'eyq^\ t ro1esnoqrno stoor os sse133o Juo qlr,t\ sratueld 1e,r,r elq 'sl.t\3u'suoalelll?ql'sluEJose{rure] trsr^ ot eurErttqt seFlruput sseq f,urru :o3 saruoq papuord srunr:enbe pu? sllrnlreiral pala,loo dlrq8ra 'sauoqprurue pelreserd put suorl::s puc spesulPelunou 'suooJol 'poo,r\ eerl ll4IruBJJo seldruts oel'surls eleus's33apue stsou(sprlq'sJ^rq.Jq PeuoPurqt:sPugJrJql padeldsrp u:rplqr erll's.AIIIs [erus uo qooqdurs punoq 30 suorlca110: otur ro preoqpJel oluo luerp Sununoru 'saleel put ua,tog passad puc
'edols relods s L.l q8no.rq] >loo u Mso lds a{f Jesol) e se>lel
.roJ urnesnu einteu percalor oqc ,{eqa (eldsrppue Surleqq'uoD?rUItuJPr eql ot >ltreqsueruoadstqSnorq deqJ pooJ sa urrqt lE polool sFlulur
148exploringthe wider world
games PartY
them entetained.
s*** bas*tr ffig s=&Eu pieyE
of children for partiesor groups There are manygreatgames that teachthem about the world. Here are three of them.
When you have large groups of children over for special play games that will teach occasions such asbirthday parties, them about some aspectof their world while alsokeeping
the waterhole game

This garne is played by eight or more cbildren - you might want to play in the gardenrather than risk getting your carpets wet! Tell the children that they are going to pretend to be animals,such as antelope, corning down to the waterhole at night to drink. One cbild is a predator, such as a mountain lion. He sitsin the middle ofa large circle,surrounded by cups of water. He is wearing a blindfold and is "armed" with a Predator and preyThe mountain to catch the lionsts quiett wa;ting game. in the waterhole antelope spray bottle of water. One by one, the antelope creep up to take a dink: picking up a cup ofwater and carrying it back to their seas.The lion cannot he on his hearing-Ifhe hearsan antelopeapproach, seethem and depends can spring once, shooting a sprayofwater in the direction ofthe sound. Ifa he or she must leave the group. Once every antelope has child is splashed, taken a drink or hasbeen "caught", the game is over.
1
t
the wider world 150exploring
Tagwith a difference Chidren havegreat fun pretending to be in the food chain. animals
the food chaingame

to teachchildren the This is a variation ofthe gameoftag, and is designed basic conceptsof a simple food chain. Choose a food chain with four levels and describeit to the group of children. For example,plants are which in turn are eaten by frogs,which in turn eaten by grasshoppers, are eatenby hawks completing the food chain. . Divide the children into three groups.In a grcup of 10, have seven grasshoppers, two 6ogs and one hawk. . Give each child who is pretending to be a grasshopper a small plastic the tiny tummy ofa grasshopperTiea strip ofwide bag,which represents brown ribbon on the arm ofeach grasshopper. . Give eachchild who is pretendingto be a frog a biggerbag representing the larger tumrny ofa frog.Tie a strip ofwide yellow ribbon on the arm of eachfrog. Give a largeplasticbag to the child who is pretendingto be a hawk.This rcpresents the still larger turnmy of a hawk. Tie a strip of wide green ribbon on the arm ofthe hawk. . Now spread the carpetor lawn to rcprcsent a thin layerof popcorn across how they Explain to the grasshoppers the plant food for the grasshoppers.
(Ia $ 'peqsrug ,lireqloueauo PeeuIF .,'!t'eas,,Flmmeq Puexeldulo. Jqt sPpnqsq L o.{\l eqr uaratt:q 8ur:rs3o ::e nod ueqm'qrqr* '{llJo qJ.4A ro rueldqrea lJJuooJno,{sV ol 1norue ::erd e unr'spr:u ll lJ^JtPq,{\ ,.iop Leql'se12rale^\paeu sSopoCI se irel" \ peau sprlq oC[ i]elE{\ sPeauoq1h,,,.ioP êqr'se auns aql Peau sPrrq Dqlo ro p.rLq'rue1d oC auns eql )PJJuotl,lN..tjlnl ur qJEJJIPI'lPluruP e prprd srq plrqJ qJpt u:q16..de;rnoX ut tt ploq puellot {ot rqr elel no,{p;non pulruero tueld :qt qg ;eue[ :q ot e1L1 notrereg poo5 131olr Surqleuros s:ee,{\elPpru .q} ul teq,r ,t oN,, uns eqt tuaserdu ol ,Lro11ed rno Jo elPplul aql uI er.q srrsuns eql auns slls oq,t\ pl.rqr .qI,, elJ.rrJ oql eq II!1 oqltr,, {sv elJ.rrJ e3:e1e ur u.'nop lrs ol euol:a'to all.ul 'buuls pslnolol tuereglp Jo sPuErls Suol peeu 1ur no,('uortlppe u1 releo..luesudel ol ueeJo JLll pue le'{\og EJo sarnrrd peeu oqe 1lu no epnlJurol qsl^{ no^ selnlea.rJ c'ssBr8'ae.u ftqrttr"J reqto Je eteq-I!\ Pu" ndotre'eeq "'qsg e'el nl t'3og e'lulo,1d eqt ur spumre snoue eql tueserder o1 qerurut e 'p{q e - e.}II qa.4A Jo \ no uerPlrq] ;o sarntcrdro qerulue ,br pegnrs1o uonleles e peau 11r erour ro 0I qr4 ps&1d eq uer leql lr4rlre dep (uru pooS e s srqa
eql aure8ajrlJo qa/v\

i
+e S3**3li*= =sSE* a P+3ueleq ..r..uG3sAsof auj3 *iu} pG*3F"i3,, sauseaS *q3 ucrpli|".|}
'uleqf poo] eql Pe urns a eq 'selnurlu pue erue8 eqt ur lus ere o5 put ueddoqssu8 (utur ,troq ees e.rg regry tno sln 3og leql Pue u^{o sII otw druunr s,8og eqlJo $ualuof, aqr lrdrue utr eq euo seqtrreJer{.}I urc6e put sSog er{l aseql o1 >I,!\Eq 'lno slrs reddoqsserSwql pue dururnl u \o .rI3If olur (3eq cuseld) aqt tes eqr ruoS u:ordod eqr dldure uel (eql'auo qlrl daql &rnunr qreddoqssa8 eql SurseqcsSog aqr te5 's8eq rrrseld rreql ur lr Sunnd ;r pw s:eddoqsser8 (q u:oldod aql,,we,, pw eurn e le ecerdeuo dn tr lctd ot u.tropBurdoors
Sutleld 1g1sauret Ared paseq-a.rnreu
152
wider world
As pllerrts, rve can hclp oul children lear'n to livc i|i pcace and h
rnolly
lvith all pcople-We clrn do this by introcluciltg therrr ro diflerenr places rn the rvor'lcl.and flliing thcir lnirrds *'ith l,oncler lnd fiscin:rtion lbl lll the hilve yct !o encounter the kind of clillerent cultru_eset an age r'hen t1-rey :rtirudes rhat bleeclferr lnd prejudiceA11of lrunranity is parr ofa global faniil,r'.!fc- share the sarre needs.and hlve nrorc' tirings in conmon than divicle us. Thc differences anlong us
stc'nrfiorn our difFerent cultulal rvays ofnreeting these sarDeneeds.Rathel than fcf,Iir-l!! those differences, childlen can cotnc to undcrstand and the crlrural richnessand diversitythat definesus.To learn offrr appreciirte rwa-v pl:lces,to dl-eanl,to i1r-iigine,to hope to go there some clayhas alrv:rys allorved children rnd adults to emblace the wholc Norld and to cale about its rvel1 being.Thele is 1lo educrtional objective nole ilt-rport:tnt than to bring orrl childlcn into full nenrbelship of dre htman tinih'. Different worlds Bl nra. l1g things _ ;.ir i - icre acaess Lr e to cJ :n . .1,e_ ..a .c J thenrto a,ppre. ate : _ : L . ' a l c _ ; lc : li i e w c e r ' r o d
CUitunal
StUdigS
To acco'rplish our gorl.rve ]rave ro make
tl-r11rgs thir! lrc fbreign to chrldlen! experieDcc coole alive. Perh.rps che casicstrrrev to do this is througit u,o d cclcbntions and conract rvith people flon use of h:rnds on otllel culturts. Monressoli schools Dr:Lke
'tr Surr?dardJo ssrrolcl 3qt III p:^lo^rll oslt Jlr iJr]tJI Nrtr Srrrtlltroos -,(l 1I,n urrppqt tsour pul e:u:r.todxa Ilrlrosurs t ol JIJSII spual lrlnrlllrcl ur pool ,i,rols pooi_ r prrr J-rlrtp 'iuos 'poo] liq PJlutdrllortrr 3r iilll:r:ecls: 'uorssardtrr Burtstl t si]r'arJ put unl sr sJrtlntsoa turrr:llrP ur c'lnStrtss:-r11 ot :,ro1 ,i'rqa':tsntt ro{ sJ]urp llol pur s8uos u-rr:a1 lrl,Lo^\ rqt punor[ ot,Suruetsqprrr j.ro,\\tlr,lrau Slni-o,(ofrr:r i:q1 seuttn-rolrJrllo uI aÎl u.rplql
s , :- ] - a : t . a r ; _ r t J L ! o - 4 s i o l l l l r 1 r ':al i!r:':;LJnrSal Lr uil SSaiP o+
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p !r i, ro,\Fr3u?:ulv a'r -r.-
.t:u t ot qlrorddr lno uI Surqt(to,\E suoqHq.lrr t:osrr:s-rtlnrrr st rt,:lo:t prn aau[p lBrror]rplrt'rlsntu'l-rt'sprr:otr1 Prn 'pooJ 'Eursnoq ,rroql 's:1its:3r1'ssa-rp ser-rots prw eldoed Jqt 'ar.qt .^{ rttlt spLo t pIIe stutld :qt 'otllurP .qr JIJsr pLrq 3rlt .te lool r,\ 'rar-rJv -\pnts .1\\ (I.rq.!\ 'ilqlur>i] rol 'srûraclsrJcl(urtr rtro.r3 lr tr Srrlriool'.tlrll t lr: rrdot ro JruJql ualli ruo uo sJrpntsrllc) sllro] r^|Pl.roi\ aaF -1.ô Ifc t[Io.r.l LI]\\r]p PLrt s.lJlIaIlaoxa
\rrorlr.r(la[J] luuortrurJtur
CUltUfal holidays
-r ::el ir:.elebraiint your iaril,.s o r ' : r t : _ . d i t i o n a f . , | g i o u - .o f . u k u [ a l y e a r rr r ) / f i n d i n g o u . h o i r C r y s. : 1 . 1 r abolrt cr goir-rg r o w a L a l rs o . n e otlrer cuirur':lc l elebrariors.These
t_
WhiCh
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focus on oneco.ntr) Srrrr s.rall a.clsimple.Just
for,vour lirsr veer.You mighr like to st:rrtwith a lovel) pictule book or':r r'ldeo aborrt thL'coulltr'\i Sinrple things such as collecting pictures and postcards ale a good eally step. Kccp thc follorvir.ig points irr rnind: . tsegin by rdn ttinll that you don't knorv everytling about the culture you rr-estucl,ving. butjust like youl child, you are lcarning nror:.
i rf e c f t e n m n r o f r b l e e x p e f i e r c e s i o r -y o L i n g . h i l d r e i r . ilere :rfe scn]e cf tire rnai.f roiidir/s: _ " Cli nc!. N.iv )'.a . R c s i r l i . \ l r , r n ar n . i Y o n r Kip!irf 1je'rvisir) ' C j r r n t | l ( iI ( l e ' , v i r l j ) ' Pas5over- e!.ilsh) , Diwali (Hlr.j!r) ' Eid (f'lLsiim) " C i r i i s . m a s { C h r 5 i ; ar l . N l w Y a .! D a ) ' Fastef lChrirri:n) . V a l e n ! i 1 l e sD i y " ;i: Pn,:r'icki Day " l"ir/ De) 'i'lorlrers D;ry . FrJref ! Da). Shrove _iiie5day ' l-li ic.re en . Gry F3i/(es and bcnfrc fight
. Convey curiosit,vlnd ldventule. Prctcnd that,vou.uc going u'ith 1'oru children on :r trip to this strenrte countr\', and you ar-epr-eparine fbr it. . Ahva_vs speak n'ith respect and c:lre about the cultule. Cl-rildlen pick up -vour underl-ving enlotions. . Make sure th.t everything vou sharc.r'r'ithyor"rrchild about thc culturr- is authentic anci accLrrrte.
Cfeatg
a display
Gether as'*rch i'lbrmarion asyon canrboul

your' local librar'_v and bookstole'.
the couDtr-y you have chosen florl
Borrorv artefacts fiom lelatives ancl liicnds r,ho :rre lionr the cour-itrJ or riro have been there: sonre people nra-v be n'ilhng to loan yru artr.ork, lecordings of fureign music or- audrertic n:rtive costunes. These c:ll be in vour hornc lbr a shorr dme, xnd then returned. clisplayed Ifyou are lucky enouqh to be visiting the country you al-einterested
in, rnakc a collectior-r r,hile vou arc thclc. Look for starnps.coins ancl papcr postcardsshorvi|rg citics lnoDev: souveni$; newspape$ ancl nragazincs; firlous landruarks end evetr,'dayscenes;small e\:lDlples oftypical artli'or* alid crafts.liom pottery to baskets, carvirgs and statuettes !o postels,nrodcl in tradirional nrtive costunre; houscs.boats and so f,rrth: dolls clressed tradrtional hats end cosrurnes thxt the children can trv on- If ,rtou knor' someone else \vho is going, give them a rvish list. Set up a special ar-ee,a table or- shell, soile\\d1ere iD yorir hone to displal' vour treasures: doJ1s, toys, errrvork, books, model honses,picture collections, coins and such likc'. lt is useful to have a wali behind vour clisplay so yor,r can hang a poster rl1 p;rinting as part ofyour disple,vYour
children and their ftiends should find the cultur:rl display attrlctive and eppealine. Decorate it .,r,ithitems such as papcr hntelns. sculptule,brightll irrrprinted fabrics,flags,ornarrrentalflrnsand florvers.
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156 exploring the wider world
pmry berhdmy
Montessol-i :chsois use a special celebrationthat you cari casriy rdopr rt lroire tr) inart(your :hiic's brrrhdav.
Traditionalbirthday partiesoften tend to focuson presents,party bagsand lots of sugaryfood. A Montessori birthday celebrationtakesa different approach, airning to introduce a little wider understanding and ceremony into theploceedings. Children aregivena first impression ofthe relationship betweenEarth and the Sun and taught that a year is the amount of time it takesfor Earth to circle the Sun once.Children are alsotold the story of their lives,yearby year,ftom birth to the presentday.
COUnting
the
yeafS
Youwill need globe a small to represent
Earth, a candle or lamp to representthe Sun, and a circle (or ideally,an ellipse) drawn on the floor with n.rasking tapeor laid out with a long piece ofyarn, representing the orbit ofEarth around the Sun.Make notesabout important eventsin your childi life to date,and collect photos of her at different ages to help tell the story ofher liG so far. On the day ofyour childi birthday,gther your family aroundthe line,
The story so far A candle represents the Sun and a g obe
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leaving plenry of spaceso the birthday child can rvalk freely.Bring the candle(or lamp) and the globe to the gathering.Have your notes and the photos ready.Place the candle in the rniddle of the circle and light it. Remind the children that it is fire and is very hot, so they rnustsit in their
story ofyour chid's ifeto date.
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162 !h best time to learn
fon learning
periodfor language begins at birth andall young The sensitive respond to an environment that is rich in words. children
period for learning acadernic sLills Somechildren alsoenter their sensitive
Pushy parents
Learning is not a race! Children learn at their own paceand,in general, the more parentspush, the more childrenresist.Pushy parentssee childrenas an extensionof their own statusas adults; ifthey havea child who readsat three, then clearlythey havedone their job as parents well.But if a childendsup quietly work resentfulof lessons, teachers, books and tests,then what have we reallyaccomplishedl
at an early age,othe.s will not show the slightestinterest until they are the odds that your child older.With dre right approachyou can increase will want to learn to read,wiite and work with nurnberswith natural This chaptershowsyou how to let your child developat her enthusiasrn. own pace,within a home environment that sets a good example and providesthe right stimulationand support. feading alOUd no" of us provide a wide variety of books for
our young children. Publishersincreasinglyappreciatethe importance of beautifully illustrated cbildren'sbooks, and wonderful selectionsare my grandmotherusedto say,"Nomatterhow tight our budget available.As was over the yean, we alwaysmade money availablefor good books." As soon asyour babyis ableto sit and focus,shewill enjoy shortperiods spent on your lap looking at picture books and hearing you talk about not only at bedtime, what is on the page.As shegrows,readto her everyday, but wheneveryou can.Payattention to her favouritesand try to maintain your enthusiasm when you are expectedto readthem over and over again. by repetition. Chil&en are absorbing thosestoriesinto themselves
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cleady Talking together Spea< ::_: : :: :a r io your ch d. Her e/es .. -: .a- rhethe_or not shehas -_:,-' ::.cd whal you are sayng.
As your child's abiliry to understand grows, the language you use should become nore complex in vocabulara and sentence structure. Stretch her lvith new words. Turn the TV ot radio off unless you are watching or listening together a noisy environment hinders language developr-nent.
When your child is very young, help her to con-rn-runicatewithouc lvords. LJsepantornime to xct out stories or situations. Invite yrur child to play, too. "Pretend that you are carrying a giant puppy, as big as a horse!" "Pretend that yorl are a bird flying in the sky. Flap your wings like thisl" You can also act out what many words n-rean(big, tall, fast, slow, snile, sad). Older children continuc to enjoy tlis, too.
your child the teaching household names reactr

correct nxnes for things arcund the house. In their sensitive period for language, chrldren can easily absorb new words and grasp their meaning.
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166rhe besrrime to learn
vocabulary enriching
to help children developa Montessori teachers use a three-stage Prccess rich vocabulary-Childten learn what words mean when they can associate dre name with an object. For example,here'show you might teach a young child the namesofsecondary colours. In the first step show your child an orange-colouredpaint sample Name the colour:"This is orange."Now showyour child a green-coloured' paint sample.Name its colour: "This is green." Finally, show your child a purple-colouredpaint sampleand say, "This is purple." ln the second step,you help your child make a link between the languageand his own experienceby giving him the name ofan object and asking him to find it. "Show me orange."He should point to the Next askhim to "show me purple" and he shouldpoint to orangesample. the purple sample.If your child makes a rnistake,simply re-teach the point to the purple sampleand restate, lesson. Returning to the first step, "This is purple."Point to the green sampleand restate,"Thisis green." In the third step,we ask children to name something without naming it first aswe did before.Point to one of the paint sampleand ask,"What Ifhe makesa rnistake, colour is this?"Your child should answer,"Orange." re-teach the Iessonby patiendy reconfirming the namesof the objects, using the first and secondsteps.
a DfOaO
fange
wirh youcanuse thr OT WOIÔS To begin
ll
lessonapproachto introduce your child to lots of diferent three-stage (for example, pepper, everydayobjects, such asqpes of&uit or vegetables as shown on the facing page),animals, artichoke and butternut squash, Repeatthe gamewith the samesetofobjects birds aod householdobjects. daysor weeks only move on to a new set ofobjects when over several your cbild is ready As your child getsolder you can continue to enrich his vocabularyby using the three-stage lesson. Introduce terms from geometry (equilateral triangle, square,cube, pentagon),botany (plant, grass,tree, leaf, stem, lower, petal, stamen)or the vadous land and water forms that make up our (island,lake, more wordschildren planet's surface ocean,river,isthmus).The know, the more they observe and try to identifi what's atound them.
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170rhe besttime to learn
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The processof learninghow io i"eaei ean be as simpie and painless as the processof iearningho'# tc speai(-.
In Montessori schools we use a hands-on phonetic approach that helps
presenting letters
Presentlefters to your child a few at a time, in rhesegroups: first set seondset third ser fourth set fifth set sixth set kqvxyz srip bfog hjul
young children to form a clear understanding of how written
words
encode the spoken sounds ofour language into the symbolic letters ofthe alphabet- Using this technique, children n-raster the sounds made by each letter, as well as the letter represented by each sound, one letter at a time until the entire alphabet has been mastered. With some basic equipment you can use the sa1r1e approach at home.
SanAPaPef lettefs l h e . ep r o v j d a e ractila e . r ,e r l l; . v i . u a l wayto help children to learnthe alphabet. Sandpaper letters area setof
26 tabletsmade ofpainted thin masoniteboard. On each tablet,a lower caseletter hasbeen cut out of fine sandpaper and glued down againsta smooth,colouredbackground.Consonants areprinted against pink or red and vowelsagainst blue backgrounds to help children distinguish between them. Sandpaper letters can be bought from a nun-rberof suppliers(see page 188) or you can make your own (seebox on facing page). As soon as your chiid shows interest, typically around age three, introduce her to a few lette$ at a time (seebox left). Show her how to traceeachletter asit would be written, usingthe rniddle and index fingers
'dn aplsJodPdpues ']3lqE.l renel qJeaanl9 e ouo u/rôP 'sJ3]]alradEdpues rnol lno tnf, 9Z ol asn uaql uE) nol lql llrua$ aFur or sro1l61aqr ro qfea lno lnt 3sn uaql lno uiaql ol arlu)lJozPJ tuud opd sdD-reqeqdP/salgorls/3Jo 'lJossaluour'r\r/\i lE sJslol lgldJ roj r.qloue PUe ,Fd'nôllagrqdP !JossaruoLu',1^,r,i /soluells/3ro ]e sJe]]elosel .r3/\ol lol al$ P sl oP aroql) allsqol lno tllo{ Peolui\ uEl nol qllq/r'\'o8rrlallnb aPet! ,\ll sJollsl aqr qrl/r\selu PelEdaJo auu Luol, sJallal aM raoPoPus JnoI lno tnr ot Paeuno,('lxaN 'z {'x ,/v. a't's r.b 'd 'u 't! 'l 1 'l'q '3 'J'p'r'q - clueuosuol oqr ror slolqs] 'eqt ,o1 p", .ro 1u1dpu" - n pu" o'l'3'r - sF ,\oêql lo, slansl aqr ro] tuled enlq asn srelqetaqt lrds ,o qf,alu!!d 1u!edFLU?ua e rlxol-uou e 3ulsn'tolqs] raPl,|^ paeu/Gur,,n,, s qtns 'srsrlol aulos 'eplar(u19) lq qSrq(ur8)uJoZ u.D51 ol PreoqPrra s1alqel9zarEdoJd Ip.rnls Jo proq alluoseuiulql asn
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three-st:lge lesson (sce pages 166-7).At this poini. introducc the seconcl Jetter,rrsirg the slr[e plocess.Continue on to the second strge of the 'rumm'?" 'kuh'? (len lf yorrr chi1,-1 lesson-"Canvou sholv me \ou shorv me 'kr,rh'. "TIris nrekcs a rnistrkc, rcprcscr)t d)c first stagc lqlin. is This is 'mrlm'." Then tlv lhe second stalgealaxin."Clnn voLr sho\\r |1c lrrnnr'? Clrt you shou'ne'krrh'?" Nor'v go to the tlird lessclrr. Lrv out thc tablcts 't" your chiid .urclshe rvill pronounce lbl the lcttcls "c", "l" ilncl Lret-ole e r c h i n t u r n . " k u h " , " r l h " , " t u h " : " c . r t ' . S h c h l s . j u s tr c . r dh e r 6 r s t r v o r d l Gr'aclrtlllf introchce more lettels, per-hrps two more eech u.eek or so, Llrltll r/oru chilci has rnastcrccl thc clrtirc'alphabcr. RenembeI to fbllorv
,vour child. Iishc bccomcs bolc'd, cnd the lcsson volrr go.1 is to instill a love oflellning and rcal i tclcst i[ rc:rding arrclcornposing words, not to prcduce aD earlv reacler at any cost. Mrlr)'p.lrclrts fiDd it cnrious lhat ir Moltessori schools children are not tauqht the names of the letters,but the sounds rhat wc pronouncc as \\-c pholicticall,v sounrl out wor_dsoDe letter at x tinre. Fol a long tinre. they llay lrot klorv thc nlmes of l c - r ' . . r r. r l l . b r r r r r r l l . . r l l l ' - r r b r r l . . . r r r r d r r r e ). r ' . \ c "brrh", "cuh'', ''lah" rnd so ol1.Tlis eliniD.tes one of the nlost unnecessrry rnd confllsing steps thar rnost chlldren havc to so through in lealning to leacl:"A stands lor apple. The sound ir nrakesls'aah'." Il is uot ulcormnon to lind lhat _voung r:Lildren r'ho lctters severrl weeks or
:lle lerrninq to read thrs wav will be able to corDpose sinrple words Lrsing prcpared llphlbct
months bclore thev will be able ro read thcnr comfortabl,v Tl-ris is a by procluct of Montessori's carefully planncd introduction to languesle. llathcr than learnilg uords bv
sight, childreri spell phoretic u'olds out one souncl xt a tinlc, l\'hich is elsiel th:ln the plocess of''clecodiDg" plinrcd rvords inro their componcnt soLrnds.
Letters in sand Once lour_.h d :ri5 ,:Llerson paoer. ::l _frltarlr-aae she
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tracing letters in fing sand a nice c'xre.sion of the

sanclpaper-letters is ro invite vour child ro trace the lcltcls that she is lcarr-tir-tg ir't tine slnd, in a trav that is cleep enoueh to nrininrize eccidentai
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ACTIVITY FOCUS
life. acrivity ro build iDto lotrr dail,v Lear:Ding to corrnt bv rote is the easiest You cm count rvith ,vorrl child il rrirny situations: rvhen cooking togcther, count how rr-ranvspoon slcps fiorr ls vou need to add; rvhen our \1.alking, count one to 10, theD statt ag.rilr. A sirl1ple game involr,es gently
rossing:i beln b:Lg brck lncl fbrrh benveen vou and -rour child, courrrrrg e\-erv tiDle its throrv[. Cortinue x high as vour child knorm. then keep going yourselfonce vour child is no longel certaill.
What
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coulrtins sepxrate objects is mole ditlicult at tirst. While -voung cl-iildren cln lelLli to "counl" by rote. reciting the sequenccof numbers fiom one to lfl. nlost cannot easily lraspthe dillerence bett'een one quanti6'and :rnorher rvhen lookinq:lt rrorc tha thlee ol ti)ul objects. lt's altt-rostas if tl'o. tluee..- nurll" rhev rre thirking: " C)r're. C)ne rvav to :[-oid this is bv allorvins children to visualize the concepts of nnmber-s and qr-rantin by using a series ofseqr-nentcd rods, rather thall n-riug to tcach thcnl to count scts of sepalatc objects. In Montessor-i in length bv 10cn (-lin).The clessrooms. we Lrsea set ofrods th:rt vilr_y One, two, three Count ng is a skiL fundamenta rnathematical
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To makeyour ortn set of nLlmber rods,usewooden lathe or striP the same board,approximately as manyrulers(5cm/2in dimensions v/ide by about lcm/,/'in high).You needto cut or havesomeonecut locm (4in)long,20cm l0 lengths: (l2in),throtiShl00cm (Bin),locm (40in).Spraypaint the entire set of strips red and allow them to dry taPe, Then,0singmask,ng carefullymark off the parts that For blue. be painted should "one" rod is all red. example,the The"two" rod is red for the first then bluefor the next locm (4in), locm (4in).The"three" rod i5 red for the first 4in (l0cm),bluefor th for next 4in (locm), then red aSain an creates the last4in (locm).This alte.nativelengthof red, blue,red Continuethrgughto the secrions. '' 10" rod.whichshould be l00cm (40in) in length,paintedred, blue, sections. red to form l0 alternating
rods, showyourchid how to arrange number Steps to numbersTo introduce togetrer segment coloured Counteach to smallest them into a star from largest
shortestrod is 10cm (4in) long and is painted red.The secondis 20cn'l one red and one (8in) long, and is divided into rwo 10cm ('lin) segments, blue. This continues through all 10 rods.You can buy the Montessorl number rods (seepage 188) or nake your own (seepanel). One ofthe insightsclildren begin to get from working with the rods is the nature of addition and the concept that two numbers can add to when the children place the "one" number rod each other. For example, at the end ofthe "two" rod, they createa new rod that is the samelength with a1iof asthe "three" rodjust above.Theyexplore sirnilarrelationships the numbersfrom one to 10.
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exoeriments Your home is an idealolacefor scientific how the world works. that helpyour childdiscover
There are so many science actiwities you can do with your child that I I have already could fill an entire book with them. Many ofthe actiwities sensory awareness suggested in this and earlierchapten arescience-related: exercises, nature walks, working together in the garden and the like. Here started. arejust a few more ideasto get your young scientist
magnetic or non-magnetic
naking suie that someofthem Placea number ofsmall objectsin a basket, are made ofGrrous material (iron) and can be picked up with a magnet. Ptepare two cards, one reading"Magnetic" and the other "Non-magnetic" . Ask your child to usea smallmagnet to seewhich objectsit will pick up the correct card. and which it will not, then placethe objectsalongside
ilvrngor non-ilvrng
Magical magnetism lnvestigating the magneticprcpert es of different objects is a lbvourite scienceactivity.
Fill a basketwith toys and small novelry store objects that represent things that are aLive(organic) and non-living (inorganic). Prepare cards labelled "Living" and "Non-living". For the objects representing living things you rnight choosetoy birds,forcst animals, insects, a tree and people.For the you might chooseobjectssuch asa magnet,a thimble, non-living objects,
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Making sail boats Usewanut shells, rvalk through areaswhere you are certain to encounter these hitchhiking toothpic<sand model ng cardboard, c ay to make sai boatsthat can b-^ on a man made ake. aunched seeds.When you get home, place the socks in a basin in a place where they rvill get lots ofsun. Soak the socks,leaving one end in the watel to continue to soak up more moisture like a wick. After a week or two, the seedswill begin to germinate and your child will have "gr-own a living sock"l
roots exPloring
Gently dig up a plant with its roots intact. Place it on newspaperand carefullypuil the soil awayto exposethe roots.Explain to your chiid that evera plant usesits rcots to absorb water and nutrients from the soil. Repack the soil around the roots and replacethe plant in the soil
walnutshellsailboats
with rvaterasa little Children love playing in water.lJse a deeptray 611ed fron walnut shells. boatsn-rade lake on which your children can sailsn-rall being careful along the edges, open a fe\ / walnut sheils To make the boats,
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to help children learn and develop.
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lf you haveenloyedusing the ideasin this bool< at home,you maywant for continuing your child's to look to a Montessori school education.
One ofthe strengths of Montessori is the atmosphere ofcooperation and respect,as different children find joy in learning. Usually, the method is "righC'for a wide spectrum of personalities, temperaments and learning styles. It works for familieswith a range of learning expectations and,in most cases! paientsand teachers work togetherbetweenhome and school The programme is carefully structured to provide optimal learning opportunities for cbildren. However,parentswho areparticularly concerned about high achievement may find the Montessori approach diflicult to understandand support.While we all want the best for our children,it representsan alternative way from the more conventional thinking found in most schools.The beliefis that children areborn intelligent,curiousand creative,and that all too often schools (and some parents)make the process oflearning stressful ratherthan natural. (arrivelate Familieswho are generallyrather chaotic and disorganized
Dance for ioy Learningn a lYontessorlschoo is a fun,]oyful and exciting experence.
in the morning, pick up children at varying times and find it difiicult to attend meetingsand work closelywith a school) may find a Montessori experience rather frustrating, although the cbildren from such families often cling to this structureand find it very reassuring.
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In the end. the selectionofa Montessori school comes.dowtrto a matter If you visit a school and find yourselfin love with ofpersonal preference. the look and feel of it and if you can clearly seeyour child happy and in that atrnosphere, then that schoolis more likely to be a good successful you Geling confusedand uncertain. fit than one that leaves
what to look for

As tempting as it is to enrol your child in a school without entering a put this visit at the top ofyour"to do" list.Youwill learn a great classrcom, deal by spending30 minutes to an hour watching the children at work.Ask permission to watch a "work period" first. Ifyou havetime,stayfor a group meeting or come back later to watch this part ofthe cbildrent &y. . You shouldnot find rows of desks in a Montessoriclassroom.There will be no teacher'sdesk and chalk board in the front of the room. The environment will be set up to make it easyfor children to talk to each will be the right other and work together.Thefurniture in the classroom sizefor the students. . Classroomsshould be bright, warm and inviting, filled with plants, art, musicand boohs.Interestcentres will be filled with intriguing animals, learning materials, mathematicalmodels,maps,charts,international and class [brarv, an art area, a smallnaturalscience museum historicalartefacts,a you will and animals that the children are raising. In an elementery class, alsofind computersand scientificapparatus. . Classrooms will be organized into severalcurriculum areas,usually including: Ianguagearrs (reading.literarure.grarnnur. creative writing. spelling and handwriting); mathematics and geometry; everyday living geography, exercises and puzzles; history science, skills;sensoryawareness art, music and movement.Each arcawill be madeup of one or more shel{ units,cabinets and displaytableswith a wide variety of materialson open readyfor use asthe children selectthem. display, . Each class should contain the full complement of Montessori materials considered appropriatefor that level. . There will be Gw if any toys in a Montessori preschool classroom. Instead,there will be an extensivecollechon of learning materialsthat capabilities, interests and needsof the children match the developmental
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188addresses and websites
Montessori organizations
Montessori SocietyAMI (UK) 26 Lyndhurst Gardens London NW3 5NW Tel:02074353646 . rvl\,.w.montesson Lrk,org Ttache/ tnittin! and list oJ
manufacturers anasuPPilers
Michael O1afMontessori www.michaelolalnet I*ading source oJMontessori inspired andcampdtible edrcational tqs, games, art tnateriab, music dnd flate. Arttul Dodgers rwv. artfirldodgers.co.uk
Montcssori,Maria (1936) The Seffet o.f A BaokFotAU Patcnts Childhaad: andTeacher 1998,London & Hydcrbad,SenganBooks (Catter hirnsliltion) Montessori, Marir (1948) TheDnarery oJ t,e C/iild Revised rnd cnlargededirion of 111e Mo essoti Mcthod(1912).1988,Oxford: CLio (Trans. M.Joseph Cosrelloe. brsedo,i 6th Iblian ed) Montesori, Mrri: (1948) whatYau Shoutd
MoncessoriCentre Internationale (MCD 18 Balderton Street LondonWlK 6TG Tel:0207,+93 0165 t'rvw-montessori.uk.com T:a er training college. MontessoriEducation UK Tel:020 8946 '1433 lv.lwrrmontessorieducadonuk.org Unbrellaorydizatia listing
SenseToys www.sensetoys,co.uk AbsorbentMinds Montessori wwlvabsorbentminds.co.uk Nienhuis Montessori wrvwnienhuis.nl
K,o,/,41'o,rYo,r Cfitld.Thefolowins editionsare currendy in print: 1961,Adyar, Mrdtas, India:Kalakshetrr; 1989,Olford. England:Clio Prels Montessori. Marja (1949) Tk AbsotLtur ,Mnrd. The lollorving cditions are cuftentl), ;n print: 1959,Tlliruvanni}lr, Madras, In diaI Kalakshetra (Fint publication of edition rewitten by Montesori in Italian and tranllatedby Cllude Chrernont. AI subsequent Inglish cditionr based on tlis one)i 1988,Oxford, England:Clio Prcs Ltd; 1993,Cutchogue,NY: Buccaneer Books.Inc. (An nDprinr olRandom House)i1995,NewYorki Henry Holt & Co. (with lntro by]ohn Chattin McNichols) Polk Lil1ard, Paula. LilardJensen,L),nn thc Stun:The Chilrl nl QA$) tvlo te:lariJran Ho Le,fan Binh tuAreThrec Randon House SeldD,Tim; Ipstein. Paul (2003) Trr Mo tc!\otiWdy:An Edr.ntit)n J)r Li.fe The MontessoriFoundation Wolf,Aline (1980),4 Pdrnx'C deta tlte n4rrrJr0ri Cirrrroon Altoona, PA: Parent Ch d Prcs Wolf Atine (1981)Morrny h\ d Reflail
further reading
Brltton, Lesley(1992)rvo te\sari Pldt n d lxorn:A Pdrent'sCuide to Pwpase.ful Pky /rorrr Tl,o to Su Crcwn Publisher Ipstcin, Paulj Seldill,Tit1l(2003) Tl. \,Ioniesori Ittdy: An Ed tatioll .for LifL The Montesori Foundation G.ttnun, David (1988) Aall l4a,tesori: jrc hdni r Adit uie! Jat Undet NevYorki Si Martin's Press Kramer,Rira (1988)rvldrid Ma'it':s!ari: ,{ Blogfdpl}-2"/ r/. Reading.MAI
MonressoriSt Nicholas Charitv 2,trPrincer Gate London SW7 1PT Tel:02075849987 \.!nvavmontessorr,org.uk CImity with nagazine Jorparents. The Montessori Found.rtion The InternationalMontessori Council (IMC) PO Box 130 2,100 Miguel Bay Drive Terra Ceia Island Florida 3,1250 USA Tel:00 1 941-729-9565 \\{.\v.montessori.org \,.n-projr tduationalorgdnizdtiothat t ppartsthederclopnefit aJMafltessati tihodsdrcrnd theulaid. It dl\apublishes
Lr\rrence,Lynne (1998)ttontelsoriRcad dnd W e:A Pdrcnt\Cunleb LitetuyJot Childft
MoDtanaro. Silvans(1991) Unturstandntg tltc Hu dn Beinr:The Ilnpondhee aJthe Fnst'I'hM vddo/rfe MountrinVieva CA: Nienhu,s MontessoriUSA
Altoona. PA: ParenrC|ild Pres woliAline (1e8e)ftd.ett Chi\.trcn, P.ace.f"t tllo//Altoona, PA: ParentChild Press
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rts md cnfts 41, 43, 44 5,141 colours62-5,165,166 mealtime skils 102-3 p,rty gues 148-51 p||zdes 17,21,51,60,64 and discovery 134-6, 180 3 science se$es17.21 , 5 t, 60,62 :73 * a t e r p t a y8 7 , 9 0 , 1 8 1 wordsandnumbers15,173, 175.r7 6, t79 reedb, mturet tot's gedening 138 41,181-2 gates, 33,37 safety geometic shapstackei 64 181 2 germinating seeds gbbar fmilies 152-5 gmceand colrtesy 17,122 5 181 grss basket grcund rules82,87, 118-21,130-1 guidedvisulization 69, 116
parental demonstiatioB 78-81, 98-101,
development 50. 90. 91 nerrcussystem newborns and iDfants bedroom,bedsandbeddiiig28-9, 34--7 108-9 behavioDr bjlth 22-3 boading24,25,26 116,162,163 books a n ds t o r i e s clothing,nd mppies27+,37,90 1 crying 108-9 27, 3G 1, exploringthe environment 33,37 feding26 "litde scientistsl34. 135-6 ]lI6a9e 24,25 mobility 30-1 , 25,34-5, dd seDsory experiences senses 52-9 25 sensitive deep28-9 soon\ing and setding 25 to)6 35-7 "no" stretegies 115,121 numbersandnumberro& 176-9
t22-5 peiiod 162 sensnive 166-7,171 2 rhree stage lessons Jesdiro speciic topics (eg mthemetict lettels, leaining21, 170-5 lighr switch xtenden 41 liquids,pouring 21.40. 102 3 "lirrle scientists" 134,135-6 liviag or non-living game 180-1 living sk s reepractical living skilis looking reeobserving rour cl)ndi vision and 108 11,122-5, love,respect andself-respect t36, t4l
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maSnetism180 grace md courtesy maanerssee messtge 24,25 mtching games 62,64-5. 67-8, 70 Dteri:ls and qualiry toys and utensils 35 7,85 ruthematics17,55, 176-9 rugs mals see neals see food and meals memory boxes158,159 ledning ftom 78, 84 mistakes. mobiles 34,35,54 mobility, newborns and idants 16, 30-1 Monte$ori, Maria andMontessori principles11-13,18-21, 30,76 7, lla, t344,184 7 (eg sensitire periodr) res aro specific aspects moror skiils r.e coordiution and motor skils 21,173 5 mowble alphabet music 16,35, 41, 54-5, 69 mr5tery bag 71
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hair brushing88 halls41.96 hdd washing 87-8 hudwiting 17,21,173 hearing reesoundsand heaiing herbs s9,72,138 holidays154 home,helpingin the 98-105 reed&opnctical living skils homes,child-ftiendly 32 3 seealsospecific rcons (eg famjly ioom)
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nature13H, 142-5 observing obseningyoui chrld 46-7,109 orderlyenv;oment 12. 13.82-5 family room 38 9 grcund rules 118-21 outdooB 136,138-9 schools 18-20,186 sensitive period 16,82 Montessori185,188 organizetions,
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13, 18-21,31, hdependence, developins 76:7,121 i.fants re, newborns end infants kitcher 33.40,78-80 knife skilts 104-5
paint chrts andsmples 64-5, 166 parenting 6-7, 10-11, 108 11, 117 148-51,156-9 partiesandparty gemes peacetable 126-9 pencilcontrol md witiag 17,21, 173 pers141 phonetics apprcach,reading 21, 170-5 phorognphiclabels 82 cubet 63 PinkTower Gtacking pldet tdth, stewddship 136,141
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n ppies27-8,37,91 natuE displays 43,146 7 gardening 138-41,181 2 parry games 148-51 study181-2 *1ks 142 5 neatness reeorderly environment
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labls,photognphic 82 seGitiveperiod \4. 15, 16, 764 fanguage, learningto learn 50, 101,134-5 leaming from mistaks78,84
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192acknowledgments
Author's acknowledgrnents
Tlic book crres r grert debt io ri!. ofdre tinelt Monresori .ducrbrs I h.r!e e!'er m.'t:Susan anthor ofJtltt Stephcnson, Chilt )nd Chitu .JTh( Itilrl. co fbundcLoiThc Michrel Ohf Monressorii
(lompanv iD Modeso. C.rlifornia: Trrcit *fi o prepercradultsto rvork \ih Susan
nc:r Chicrgo. llliroir; K.T. Korrrgold,for]ner Mo. tessorichild, Montessori srudenrs voungesr rul andj.ul Kruen LtrchcntarndTirri Shetill. rnd giI-tcd irriter. irho hs m ConnccrL.Lrt:
t\io gjfted Nlonrcsori cducator, rvriters xtd conmltrnts $ho li!'e rcrPe.rivelviD Phocnix, Arizona, rnd Orhndo, Florida.Ther ideascontinre to remlorcc mv oln and lead me to ..r 'lrrr.rr'le,rrdlpLtoJr '^\ -\p r: r"
Fmallv.I tould likc to thank rrv irbulous edttors.FomDorhrg Kmdcrslcv n London. EstherlLiplcv anLl Angeh Brvnhrm HaDDrh tvloore fot her designshllsr rnd rhe l,rc,edibly gift.d photogr;rpherV.nesr ])ar.icsivhose photogrephsbrrg the bool to llie.Thxtk )ou
Publisher's
acknowledghents
Tlie puHtrhcr would Lkc to th.nk EnnDr Forgc l-or dcsign.ArrnBrggriel ibr proolrkadrrg rnd Suc Ijosarko for t|e index.Ihanks rlso to.la.qui at Artftrl Dodgers for rhe lo,D .,1 Montessori equipnrcnt,ADra :rt Sugir Brg Bluc for pDPs. un.l to Kelin Smnh, -lLrtianne Borg,Tor Godliev .lrd Srrrh Weble! 1br help aDdsrrpportor the photo shoots. lbnr Offer. Sonny rDd Lcon Modek: Chrntrl and Eden llichards. Drnielle RaDrptot1. H.lpcDnt: Lu.ius wtlternlun,Arirnna BclcD.m.Alessis Brke.Vxncssarnd Martha Ccnenar, Jcssie.]ndCher{ Eckcl,loaDm rDd lmogen I{cy BLI Hou.hen, Kevrn Sr,,irh,Isibell: aDd Anilii tlori.rs. M r\ Chi.]\'ick. ScfflertSxlchir,Joewilixr) x, Jes\ic! Alcxa[dcr Moo, e Snrlrh, Dopp, Mrx NeNnun Turner. Findhy O lltien, Popp)iArthur r d Delenr McCoDllcll Hunt, whiterlier. Estherrnd Slru dusalito S$x, AndI aDdLucv K;nniins.Ja,nie rnd Josepli Chrs.RebeccrrndJriDesHxlfo,Nataliern.tHollvTruDlpr'f,AD$r.ndElhRit.hie.Sirn AlcDa DJev Crml Munroe,Jolu and Crrherire McFrrlxnc,Ianii, willjrnl rnd Elh Stubbs, and Ceo,gir Arnrtrons. Kc$ten Ralph. Mr.ir. Gemmr andwill CLr ev-ChrmPion,Micliacl Osrvrr Weble! Mia rnd Antln' Nias,Madcline B:rrnet Herther Lc'ivis, rt1dTo Noblc, Sxrxh Moodv lvlatikh Mcc;frh\ llosc Moss,PoFtiv atd Llly Mi cr.Tor Cod6c\l Annr rnd Frec
Fodhllm. Julianne Boas. Ismc Grdner. Lnc l)rcrir Ernilv Snn$. Lily l\osc Spick, Scar Crrrrona lt oonv.Dnr,.) Zander.FrcvrMorrsoD,AlDi O Brien,Elh dcvilLers,Emilv BLrtcher. Hurler: Ben G.nd,Jrnes Fitzgerald. Cllaudia
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How To Raise An Amazing Child

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