February 16
During our Morning Work Time, your children had the opportunity to work at the science table testing a number of materials for magnetic attraction. As I worked with the children, we would look at an item (for example, a rubber band) and hypothesize whether or not the material would be attracted to the magnetic wand. Your children also used their imaginations to build with the magnetic items. For example, Arcady created a train using round pieces and metallic hardware. What is essential to the work that the children were doing at the science table is their focus on the material. Concentration is key to the natural development of a child.
“The first essential for the child’s development is concentration. It lays the whole basis for his character and social behaviour. He must find out how to concentrate, and for this he needs things to concentrate upon. This shows the importance of his surroundings, for no one acting on the child from outside can cause him to concentrate. Only he can organize his psychic life.”
Montessori, The Absorbent Mind p 202, Chap 22
Your children worked in the kitchen this morning. They noticed a new tablecloth, cloth napkins, as well as the addition of a pot and four ladles to cook with. I observed the children adding vegetables and stirring the pot. They would then dish out and serve to each other, making certain that each child had something on his or her plate. I also added two baby bottles to the bassinet. I observed Sophie and Manu both feeding and taking care of our classroom infants. They each appeared gentle and careful while holding the babies and placing them inside the bassinet.
During snack time, some of your children made Hebrew letters and designs with their veggie sticks. Teddy called out, “Look, I made a daled!” I watched as Max and Sunny each create an interesting and similar shape (the children were sitting next to each other) and then eat what they made.
On our walk to the park, your children take the initiative to call out to each other what they see. The roots of trees and bulbs peeking out of the ground are observed by many of the children. The birds (and their distinctive calls) are equally watched and listened to. Numbers on brownstones as well as colors on the doors are all a part of the conversation when we walk to the park. The children remember where the toilet is that we have noticed previously (placed by an outdoor garbage area) and wonder aloud to each other if it is still there! Humor is being tested and shared from one child to the other.
While waiting for their friends to wake up from rest time, Sunny, Ben, Asher, Mika, Noa, and Sophie had an impromptu tea party. After asking for water, I observed them putting their cups together to toast each other - l’chaim! This type of imaginative dramatic play not only emulates important social mores, but has your children practicing language skills and further bonds your children’s social connections.
Mushka reviewed the name and sound of the letter daled. Each child needed to choose three pieces of colored paper and then (following a pattern guide) create their own representations of the letter.
