2015 Parent Handbook - The Farmhouse Montessori School

Transcription

The Farmhouse Montessori School
Parent Handbook
2015
The Farmhouse Montessori School Parent Handbook
Farmhouse Montessori North Balgowlah Main Campus- Preschool and Kindergarten
School Telephone No.
02 9949 1008
School Facsimile No.
02 9949 1008
Location
9 Bardoo Ave, North Balgowlah NSW 2093
Email:
[email protected]
Farmhouse Montessori North Head Campus- Primary
School Telephone No.
99776790 (Parent use only)
Location
Building 6 (The Gatehouse), North Head Sanctuary,
33, North Head Scenic Drive, Manly NSW 2095
Email:
[email protected]
Website:
www.farmhousemontessori.nsw.edu.au
Preschool - Child Care Benefit Reference Number:
210 562 323 S
(Please note we do not have access to the Child Care rebate – for further information please contact Centrelink)
We are a registered centre.
Bank Details:
Account Name: Manly Warringah Montessori Society
Westpac BSB: 032096 Account Number: 589564
ABN:
Manly-Warringah Montessori Society:
95 002 437 881
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Welcome to The Farmhouse Montessori School
We extend a warm welcome to you and your children and hope that you enjoy
many happy years involved with The Farmhouse.
This Parent Handbook has been written to provide information and guidance
for parents and includes:
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The structure and operation of the Farmhouse Montessori School.
Your responsibilities and expected participation in the operation of the
school.
Your co-operation with the requests contained in this Handbook will assist us
greatly in the smooth running of our school. Please read the contents carefully
and if there is any matter that needs clarification or if you require more
information please contact the school. Please keep this book in a place for
easy reference during the time your child is at the school.
Aims
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Contribute to education facilities in NSW by establishing and maintaining a Montessori school of the highest standards.
Help develop the child’s self-confidence, independence, and a positive attitude towards school.
Develop initiative, curiosity and concentration, and foster inner security and sense of order in the child.
Help the child to discriminate, judge, make decisions and socialise, while retaining the child’s individuality.
To maintain the natural creative intelligence and imagination the child for senses at bank.
Strive for co-operation and harmonious relationship between the children, Directress and parents, by regular educational
and social exposures.
Apply the latest and most innovative educational and psychological findings to the Montessori School programme as
applicable.
Stimulate public, private and government interest in the Montessori method of education and act as a demonstration
and learning centre from which Montessori practices may diffuse to other schools and institutions.
History
In December 1981 a group of parents, who had been unsuccessful in their endeavours to place their children into a Montessori
School, held a meeting at the Uniting Church, Collaroy Plateau, and agreed to form the Manly Warringah Montessori Society.
Thus the first step was taken towards starting a school in the Manly Warringah area. Five and half months of hard work
culminated in the commencement of the school on 7 June 1982 at the Farmhouse, Manly Vale, within a community centre.
Significant in this achievement was the help of the Warringah Shire Board and the Committee of Management of The
Farmhouse. Without their valued assistance, the school would not be the reality it is today.
The school commenced operating with an enrolment of 16 children. In 2002 moved from the Campbell Pde site to a temporary
site in King Street and after 2 years of dedication finally moved onto the present site at 9, Bardoo Avenue, Nth Balgowlah, with
an ability to now provide preschool education to children from 2 years with a capacity for 60 children.
In 2011 the School was registered with the Department of Education as a primary school with the third years enrolled into the
kindergarten year. A grant enabled the school to complete the final piece of construction over the courtyard to create a
permanent outdoor environment and an application to the Department of Community Services allowed us to expand our
numbers to 67.
In 2014 the school opened its doors at North Head to continue educating children from 6 years through the primary years.
Children are now be able to be offered Montessori education until they are 12 years old and the school is able to offer a
wonderful environment on two campuses.
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Management
The Manly-Warringah Montessori Society is a non-profit limited liability company registered under Section 24 of the Companies
Act, 1961, and operates within the dictates of its Memorandum & Articles of Association. Membership of the Society is a prerequisite for enrolment.
SCHOOL BOARD
The organisational structure is made up of the Chairman and Secretary, School Principal, Finance Administrator and five
directors. Members of the Board are elected annually at the AGM held in March each year.
COMMITTEES
The Farmhouse School committees ensure important activities are maintained during the course of the school year. Each
committee is led by a co-ordinator with sub-committees related to specific events.
Committees include:
 Fundraising, Social, Premises and Communications.
SCHOOL BOARD
Denis Rayel- CHAIRMAN
Anthony Melov- SECRETARY
Directors
Denis Rayel, Anthony Melov, Justin Hooley, Melissa Lee, James Carolin, Clive Cuthell, Mark Brennan
Principal
Carmen Parker
Finance Administrator
Jill Robertson
SCHOOL
Co-Ordinators
Educational Leader/ Preschool co-ordinator
Jenny Bensted
Primary Co-ordinator
Tina Forsyth
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Teaching Staff
Margaret
Jenny
Bianca
Jo
Corrine
Bec
Administrative
Suzanne
Alli
Tina
Trevor
Premises
Denise
Andrew
Class Parents
NORTH BALGOWLAH
Elouera
Barbara Young
Burbangana
Sadie Melov
NORTH HEAD
Cooinda
Lisa Just
Yani
Melissa Lee
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School & Governance
Association
(Company members)
Board
Principal
Committees
Educational
Leader
Preschool
Primary
Co-ordinator
Co-ordinator
Teacher
Cooinda
Assisting Outdoor
educator educator
Teacher
Burbangana
Assisting
educator
Teacher
Elouera
Teacher
Kindergarten
Administration
Suppport
Finance
Administrator
Teacher
Yani
Assisting
educator
COMMITTEES:
Publicity & Communication
Media Contact
Website
Communication & Development
Open Day
Premises
Working Bee
Maintenance
Fundraising
Auction Night:
Commissions Sales:
Tri-Nature/ Laura Jean/Montessori Book Sales:
Grants/Entertainment Books:
Social
Program Development
School Environment Management Program
Aboriginal Awareness Program
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PARENT INVOLVEMENT
Responsibilities
All parents are encouraged to support the education of their children by understanding and accepting the Montessori
philosophy and providing a supportive attitude and environment at home.
Family Involvement Program
Each family is required to provide sixteen hours of their time or a fee per hour as determined each year to assist in the
maintenance and ongoing activities of the school. The following are some of the ways families can participate in the program.
Working Bees
The dates for these working bees will be published in the school calendar at the start of the school year so that families can plan
their time around these events. Typically, these are held from 9.00am - 1.00pm, children are welcome and a BBQ completes the
morning to allow us to view our results of our hard work. The aim is to make this a fun and social occasion where your children
will see you investing your time in their school.
Fundraising
Each family will be required to pay for two books of tickets for
our major raffle each year drawn at the Auction night. You can
then resell them or keep them for yourself. Secondly each
family is expected to source a prize for the auction. The
Fundraising Coordinator will assist families with these tasks
providing examples of prizes and ways to source them.
Board
It is expected that each family will endeavour to be represented
on the Board or to be involved in one of the committees for at
least one Board term per child. Board meetings are held two
times per term at the school.
Class Parent
The Class Parent is crucial in helping each Class Teacher to facilitate the smooth and harmonious operation of the classroom and
in assisting the development and welfare of the school as a community. It is important that the Teacher and Class Parent work
together to facilitate communication between parents and the Teacher . The Class Parent is a parent of a current child in that
class and will be appointed in November of the previous year. He/she needs to be someone who is tactful, discreet and is able
to keep information shared with them by the Teacher and parents confidential. It is a facilitating role requiring a sympathetic ear
and an open mind. She/he must also be willing to abide by the Code of Conduct and the policies and procedures of the School.
The Class Parent will be able to give the Teacher feedback regarding any issue that may need to be addressed as well as any
positive feedback from parents. It includes the following tasks:
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Liaise with the Teacher and Principal regarding the welcoming of new families, the information given to them and
welcoming them to the class and school, by introducing them to other parents.
Facilitate information flow between the Teacher and parents.
Assist the Teacher, if required, in the organization of class meetings and family involvement hour tasks.
Facilitate informal contact between existing parents and new parents, e.g. coffee mornings, dinners, afternoon teas.
Assist with organization of whole school social events e.g. Welcome night at the beginning of the year, end of year
party.
Attend a meeting twice a term with the Principal to discuss any ideas or concerns being raised by the parent body as
well as obtain information on upcoming events or situations in order to present information to their class parents if
required.
Have a good knowledge of the grievance policy and the reason for its existence. To facilitate the harmonious running of
the school by helping to impress upon fellow parents the desirability of avoiding potentially destructive car park
“gossip”.
Assist, whenever possible, to involve other parents in school information evenings and fundraising events and by
encouraging other parents to contribute their skills and experience.
Towards the end of the Class Parent’s term, may be asked to assist in orienting a new Class Parent.
Assist with sending out of information in an emergency.
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Parents in the Classroom
If you are in the school environment for any reason, it is important that adults follow the same rules as the children such as:
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All eating and drinking must occur in the areas designated for that.
Tables and chairs must be carried as the children would carry them i.e. with two hands, holding the front and back of the
chair and only one at a time.
All work must be done on the mats or tables and you must always walk around mats not over or on them. The work is
placed on the mat.
Do not sit on tables or other work surfaces
All materials must be used according to their purpose and in a specific manner. All experimentation must be initiated by
the child and not by the suggestion of the adult.
All cloths and materials are designed for a particular purpose and cannot be used for other activities, that is not to take
an item off 1 tray to work on another.
Please note that activities are done in a specific manner designed to provide the child with the greater success and the
development of skills. It is important to allow the child to work as he/she has been shown by a staff member. If you have
not been shown how to present an activity it is best to find a staff member to help them present the child with an
alternative method.
Please speak in a quiet voice and do not call out across the room.
If needing to interrupt a person you must rest your hand on their shoulder or arm and wait to be acknowledged. This rule
is for adults as well as children.
Please note it is important to be respectful of the children’s learning environment. If you are late or need to speak to the
directress, please wait at the door and she will come out to you. If you need to speak to your child please walk over to where
they are and speak to them in a quiet voice. Please turn off mobile phones.
- If in doubt as to the appropriate action consult with the directress
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Many parents have skills or experience they may like to share with the children in the classroom. For example, a
mother could come into the classroom to show her baby being bathed. A person could demonstrate musical
instruments and different playing techniques.
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So, if you have had an interesting experience, can demonstrate a craft or musical instrument, or would like to
contribute in some way please talk to the Directress to see if it can be shared with the children. Live demonstrations
are not only enjoyed by the children but are a learning experience at the same time.
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Other ways to help in the classroom are to recycle items, e.g corks, tin lids with lip, bottle tops, material, buttons. Or to
help by offering to cut up corks, punch holes in lids and bottle tops. Please check with the noticeboard from time to
time to see if there are any special ‘collections’ being made where you and your children can help.
Observations
Toddler
Due to the young age of the children in this class, parent observations in this classroom are not done.
Pre-primary
For Parents with children in Pre- Primary, observations can take place during Term 3. Sign up sheets will be placed on
the noticeboard. Parents will be notified via the newsletter regarding dates and times. Observations are usually for an
hour.
Kindergarten- North Balgowlah
Parents are invited to afternoon sessions intermittently and at the end of the year with their children.
Primary
If parents wish to book an observation in the primary class room, an appointment can be made with the class teacher.
It is important that while you are observing you make yourself as inconspicuous as possible. You will be allocated a chair and
while you are asked to please not initiate conversation with the children, they may wish to come and talk with you and there is
no need to ignore them. Cameras or video equipment will not be permitted. Babies and toddlers are not permitted in the
classroom during observation visits. Mobile phones must be turned off.
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COMMUNICATION
Pigeon-holes/Pouches
On commencing at The Farmhouse each family is allocated a pigeonhole/pouch for receiving any mail e.g. circulars, newsletters,
notes from the Directress or other parents, party invitations etc. It is a very effective means of communication and you are
advised to check your box every visit. Please check with the principal if you have something you want to place in pigeonholes/
pouches.
Farmhouse Newsletter
The newsletter is distributed electronically each week to all families at the school. Contents include school updates, information
of upcoming events, school calendar. Contributions are provided by members of Board, staff and parents. If you would like to
look at a hard copy, one is available on the table in reception. Please note this is the main method of communication to families
and it is expected that families take the responsibility of checking through the newsletters for information. Newsletter can be
sent to carers of children to ensure they are kept informed of school events. If you wish them to be included in our list place
their email address on the child information form as indicated.
Notice Board
There is a noticeboard in reception at North Balgowlah and in the entrance at North Head. This is used to inform parents of
school matters and events of interest and signup sheets are also located here for attendance purposes. The Principal must first
authorise any notices placed in pigeonholes or on the noticeboard.
Main Front Sign (North Balgowlah)
This is used to inform parents of school events of interest that are about to happen in the coming weeks. The Principal must
first authorise any notices placed on this sign.
Blackboard (North Balgowlah)
This is used to remind parents of daily events and can be viewed out the front while waiting for entry.
Parent Library
The Parent Library is located in the bookcase in reception. It has a stock of books,
magazines and videos about Montessori education, general education, child health
and development, family dynamics, philosophy and spiritual aspects of life.
Any member of the Association may borrow these items. You will need to fill in the
relevant details in the library card inside each book and give it to the school secretary.
Please observe borrowing limit of 1 month to ensure all parents have access. If there
are any books you would like to see as part of the library, please let the Directress
know.
Parent / Teacher
Conferences
These are held during second and fourth term of each year. A signup sheet will be placed on the notice board for an
appointment.
An appointment, however, can be made with the Teacher at any time during the school year to discuss any concerns or the
progress of your child.
Please also let the Directress know of any changes the child may be going through. Often, a child going through a difficult period
is discovered to have a relative visiting or one parent away. Letting staff know helps them to assist the child with changes that
may be happening.
Report cards: K-12
Report cards are given to parents twice a year and will be discussed during the parent teacher conferences.
Information and Discussion Evenings
Information evenings are generally held once per term at the school. These evenings are designed to be interesting and
informative. They provide an opportunity to explain the methods of the Montessori work in all planes of development, as well
as offering support on developmental issues.
The Directress or guest speaker presents a particular topic and this is followed by questions and a group discussion. These
evenings are extremely beneficial and an excellent opportunity to increase your knowledge. If there is a particular topic you
would like more information on, please speak to the Directress. All parents are encouraged to attend.
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SOCIAL EVENTS
Welcome to New Parents
At the beginning of first term, a parent social night is hosted by one of the parents. The Social Coordinator organises this
evening. This is an opportunity for current parents to get together after the holiday break and have the opportunity to welcome
new parents to the school.
End of Year
During Term Four an End of Year Concert is held to celebrate the past year. It is an entertaining afternoon where each class
presents a few items as well as a parent presentation to the school community.
Coffee Mornings
Coffee mornings are organised by the Social Committee of class parents to provide an informal opportunity for parents to meet,
chat and talk about life at the Farmhouse. They are generally held monthly during the term, and the day is varied to cater for
parents who have part-time work commitments. Mothers, fathers, siblings and/or carers are most welcome.
Parents can volunteer their home for a coffee morning; so if you are able to host one, please let the class parent know. You are
given approximately two weeks’ notice before a coffee morning. When the date is known this is placed on the school calendar.
Last Day of Term Picnic
At the end of each term the School holds a picnic in the playground of the North Balgowlah site. The picnic begins at
approximately 10.30am for about an hour. All parents, nannies and ex-students are invited and we ask each family to bring a
plate of finger food (Please remember the No Nut policy) to share with the group this gives us an opportunity to have some time
together before going on holidays.
Holiday Get Togethers
During school holiday “catch up” dates are planned by other parents or the social committee for local playgrounds and or
beaches. It is a great opportunity for a friendly get together.
SCHOOL PROCEDURES
A copy of all the policies and procedures of the school is kept in Reception. It is available for
inspection by parents.
Enrolment
Each child is accepted on a month’s trial period or any other period as specified by the
Principal.
The school reserves the right to request the withdrawal of a child whose behaviour or
conduct is not in harmony with or is detrimental to the classroom environment.
Siblings do not get automatic placement. Parents must fill in the enrolment
application in order for the child to go on the waitlist.
North Balgowlah:
IntakeStudent intake in the first year is staggered in the best interest of each child. Where more than one new pupil starts at the
school at one time, integration to the class is greatly facilitated by staggering the introduction of these pupils into the
classroom. This is a standard Montessori practice and is of benefit not only to the new child but also to the other children in
the school. The Principal determines each pupil’s commencement date. There is no fee rebate resulting from a late start.
Kindergarten YearChildren are eligible to stay in the third year group in the afternoon if they are in their Kindergarten year i.e. any child
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turning 5 years old before the 30 June. This gives the Directress an opportunity to work more closely with the children on
activities that require a longer period of time and concentration.
This is considered the base group and is the priority group for the afternoon session.
Others may be invited to join the afternoon if it is felt that they have the skills academically, socially and physically to work
with the other children in this base group and who have met other enrolment conditions. The level for this requirement can
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vary from year to year dependent on the group as well as the time of year. The decision for this rests solely with the
Principal in consultation with the class teacher.
Afternoon CareAvailable to 2, 3 and 4 year old children. Places can be booked on a per term basis for a reduced fee or on a casual basis at a
higher rate. Payment for these sessions must be made before the child stays. Casual places are only available if spaces exist.
You will need to check with the principal and obtain her signature on this form before handing to the enrolment officer to
ensure your child is able to stay on the day/s you have chosen. This is to ensure the appropriate staffing levels are available.
Arrivals and Departures
Hours
The School operates for the following hours each day of the week during the public school term:
North Balgowlah: Base Session
Third year Day
Before School Care:
Afternoon Care
8.30 am - 12.00 noon
8.30 am - 2.30 pm
8.00 – 8.30 am
12.00 noon – 3.30 pm
Primary School
9.00 am – 3.00 pm
Arrival
Please ensure your child arrives and departs on time! Arriving on time provides the child with a regular routine and develops
within the child a respect for the school the other children and the staff. A regular routine gives young children a sense of
security. Children can get very distressed when their order is disturbed such as arriving late when all other children are engaged
in other work/activities .Similarly, at pick up, if parents are late the children may feel no one is coming for them. Under normal
circumstances parents are requested not to enter the classroom. Your hello’s and good-byes should be made in reception.
Staff may discharge children only to their parents, guardians or a responsible person authorised in writing by the parent to
collect the child. Any change to this must be notified in writing by filling out the pink form available near the attendance
registers and handing to the School Secretary or to the Directress. In the event of an emergency, a phone call will be accepted
but must be by the parent whose voice is known to the staff.
In the event a child has not been picked up from school or an emergency arises and the parent cannot be contacted, the names
nominated in the information sheets as emergency contacts will be called to come for your child.
Attendance Register
North Balgowlah -Compulsory Sign In/Out
There is a register on the front table in which the arrivals and departures of the children must be recorded. This register is a
legal document and is a requirement of the Centre Based and Mobile Child Care Services Regulations. Recording in this register
is the responsibility of the person who drops off or picks up the child. PLEASE DO NOT ALLOW CHILDREN TO WRITE UPON THIS
DOCUMENT. Please note: Our license only allows children to be at the school from 8.00 am therefore, parents are required to
remain with their child until that time. This also ensures the staff has the appropriate time to set up the classroom as necessary
without the need to supervise children. Please ensure that there is a staff member in the classroom before allowing your child
to enter.
North Head
The roll is taken at 9.15a.m. each day.
Absences
If your child is absent from school please call the school and let us know so that staff are not waiting for their arrival. It is also
important for us to know if your child has contracted something contagious in order for us to alert the school.
An email or our absent form must be filled out and handed to reception or to the teacher to explain your child’s absence. These
are kept in your child’s file.
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Late Arrival
Children who arrive late to school can disrupt the class. Being late prevents your child from getting the best benefit from the
day.
However, from time to time, if your child is unable to be on time, a late arrival slip or email must be given to the class teacher.
Parents away whilst children still attend school
Please note if you are going away and are not easily contactable, an Authorisation and Consent of Parent(s) or Legal Guardian(s)
form needs to be completed and returned to the school office beforehand.
This form grants the temporary guardianship to the nominated person to have full authority to make all decisions relating to
your child while at Farmhouse Montessori School including educational, recreational and medical decisions.A copy of this form
can be emailed to families, or is available on request from the office
Car Pools
If you have made regular arrangements for collection and/or delivery of your child, please make sure the Directress is informed
in writing. Full name, address and phone number of the person must be supplied and only one name will be accepted per day.
This is a requirement of the Child Care and Protection Act. Daily or urgent changes must be advised by a hand note, on the pink
slips provided in reception or a phone call by a parent known to staff.
If for any reason a parent needs to be within the school grounds for 10 minutes or longer such as for a meeting they must sign
the visitors log book at the front desk
Parking at school
Farmhouse Montessori has shared parking spaces located in the front of the school. To provide a safe parking zone, the school
has strict requirements for parking and are stated as follows:
North Balgowlah
 All parking is in the school car park is Nose to Kerb Only.
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An adult should accompany the child to and from the car and remain with them at all times.
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There is a 5 minute parking limit during peak times – please see notice in car park.
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Do not carry items that would prohibit you from holding onto your child’s hand. Bring your child to the classroom first
and return to the car to get any other items if necessary. All children are expected to carry their own bag on their
back from the car in both the toddler and pre-primary class.
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Children CANNOT be left unattended in the car. This is a criminal offence. Staff at the school have are mandatory
obligation to report children at risk of harm and are required by law to report a child left unattended in the car. If your
child is asleep or unwilling to come out of the car, ask someone you know to stand by your car while you pick up /drop
off your child.
During Peak Times exiting the car park is left turn only from 8:15-am-9:30am and 2:15pm – 3:30pm.
When driving in please stop at the end of entrance driveway to check for spaces. Please note that when the car park is full, you
will need to find a place on the street to park your car. The car park is never intended to accommodate everyone.
Car parking areas are always dangerous areas. Anyone who does not comply with the car park requirements will not be
permitted to use our car park and will have to park on the street.
North Head
Limited car parking is available next to the school. Please use the designated car park facilities in the top car park for longer
stay.
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Front Door
Please ensure that you or your child do not stand at the door to hold the door open for any reason. Any child is quick to move
and can be out the door before anyone has realised what has happened. If you wish to hold the door open for someone about
to come in please wait until they are physically present at the door and your full attention is on what is happening in front of
you.
Do NOT stand in the doorway talking to another with the door still open.
Excursions
Excursions are generally organised only for the kindergarten children. Occasionally there will be one that all the children will
attend. Parents will be asked to volunteer to help supervise and transport children to the venue.
Primary children at the North Head campus participate in excursions every term.
Incursions
Additionally, on occasion, visitors are invited to the school to perform their skills. From time to time parents may also be invited
to attend. Please see noticeboard for details. It is important to ensure that parents attending excursions or incursions are
respectful of the performers.
Birthdays
Pre-primary classes
At the Farmhouse we celebrate birthdays. We explain to the children that it takes the Earth one year to travel around the Sun this is one unit of measurement for time.
A candle is lit to represent the sun and we talk about events in the life of the child in the 3-6 class. The ‘birthday child' holds a
globe of the world and walks around the Sun once and stops; the first birthday has been reached. If a photograph of the ‘one
year old’ is available then we all look at it, we will then mention a special event, provided by the parent that happened to the
child during that year. This is repeated until the current birthday is reached.
The child then blows out the candle and Happy Birthday is sung. This is then followed by a birthday snack provided by the child’s
parents. This is optional but the children do enjoy this part of the celebration.
The birthday snack can be cake, fruit, or vegetables, suitable for the children to eat with their hands. Individual patty cakes are
very suitable as the child can often be involved in the making, they are easy to serve to and be handled by the children. A large
individual cake takes time organising and cutting up by a staff member so your consideration of this would be appreciated.
Creamy or heavily decorated cakes often create major problems both in the eating and cleaning up afterwards. Since
Montessori children take pride in their environment, the cleaning up can often detract from the occasion and while many
children are enticed by the look of some food, the actual eating of it can be another matter.
We also ask you to speak to the directress regarding any food allergy, and if able, bring something in that all children could eat.
These children always appreciate being able to eat the same food as everyone else. No lollies will be given to the children. A
child with a food allergy may be asked to bring in something to keep in the freezer for those special times.
To ensure birthdays are not overlooked, please speak to the Directress a few days before the actual day so that the book can be
selected and the most suitable day discussed for the celebration especially if it falls on a weekend or during the holidays.
If you would like a photograph taken of your child during the birthday celebration you can leave your camera in the morning
and a staff member will ensure that one is taken. Please note videotaping will not be done.
Primary
A candle is lit to represent the sun and we talk about events in the life of the child from zero to birthday age. The same
ceremony is celebrated as in the 3-6 environment. Children in Yani are asked to bring either a fruit platter or plain popcorn.
Please discuss with the Directress any dietary requirements.
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Birthday Donation to Library in Childs Name
Families are asked to donate a book to the school library on this occasion. The children can take great delight in hearing who
donated books over the years, particularly if they had been donated by older siblings or by themselves in years prior. The school
buys a stock of books that are kept on hand and are not put into circulation until a child buys them. The child writes his/her
name on a label inside the cover and the book is read at the end of the birthday celebration. A donation of $15- per book is
asked for to cover the cost of the book. This donation is tax deductible and ensures an ongoing resource area for the children.
Clothing
Children’s clothes should allow freedom of movement and be easy for them to manage alone. It is worth the extra time to look
for clothes with manageable fastenings. It is a great triumph for young children to be able to dress themselves. It contributes
to a feeling of self-confidence to be able to pull up their own pants, buckle their own shoes or zip up their own jacket. Your time
will be rewarded by a growing independence on your child’s part and a developing sense of pride in their appearance. Please
have all clothing clearly labelled.
Clothing worn or brought to school should not have superheros or other aggressive characters depicted on them or be
connected to military forces. No one is permitted to wear superhero images or play superhero or aggressive type games at
school.
Children should not feel reluctant to wash, polish, paint, climb or dig out of consideration for their school clothes.
Girls are discouraged from wearing dresses or skirts. These can be dangerous in the classroom and out at play. It is appropriate
to dress your child as if they were going to gym as many of the activities the children do is very similar at times. Shorts and
leggings are good. Jeans with large press studs and overalls are almost impossible for children to use independently.
Sunhats are compulsory all year. Your child should have a labelled hat with a protruding sun shade, preferably one with some
protection at the back. The school operates a no hat-no play policy as recommended by the Cancer Council. Straw hats will
always fall off and are impossible when using the equipment. School hats can be purchased from the front desk for $10. A child
wearing a beanie or non-protruding hat will be deemed to be unprotected.
Please note a child who repeatedly does not bring a hat to school will be given a hat to purchase and this will be included in an
invoice for the following terms fees.
It is essential that all items are labelled. No responsibility is taken for lost clothing. Labels can be purchased from THAT’S MINE
labels: www.thatsmine.com.au please ensure you write the school’s name when purchasing to allow us to receive a commission
on sales.
Sunscreen
During the summer season children will go out to play at the beginning of the session. It is important that children have
sunscreen applied at home and (you may wish to include aeroguard) to ensure it has activated by the time they reach school.
Sunscreen will be applied again for those staying for lunch. Sunscreen used will be 30+. Children are not permitted to carry
sunscreen in their bag. Applying sunscreen just before going out is counteractive and children will be required to wait the
20mins for activation.
Insect Repellent
During summer children may need to have insect repellent applied before coming to school. Children are not permitted to carry
insect repellent in their bags.
Jewellery
Jewellery should not be worn to school as it is easily lost or broken. They also can be a safety hazard if caught while playing with
outdoor equipment. Only small sleepers for children with pierced ears are acceptable.
Superheros/Weapons
In keeping with the Montessori philosophy of peace, no one is not permitted to bring in any weaponry of any kind or in any
form. Bags or clothing worn or brought to school should not have superheros or other aggressive characters depicted on them
or be connected to military forces. No one is permitted to wear or play superhero or aggressive type games at school.
This rule also applies to the area adjacent to the school including the car park and also includes everyone’s sibling who enter
the property.
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Toys
Please minimise bringing toys to school. There are plenty of activities and ‘work’ available at school and a toy can often cause a
disturbance or get lost or damaged. Some toys may hold a particular meaning and story for a child and may be brought to
school to talk about in the pre-primary story telling time. See story telling below.
No toys are allowed in primary.
Umbrellas
Children are not permitted to bring in umbrellas or to hold umbrellas on school property. These can be very dangerous items.
Storytelling in the pre-primary
If your child has something of interest to share in the classroom, please consult with your Directress. Children are encouraged to
tell a story about the object they have brought to school. This includes when, where and from whom it was received as well as
any interesting activity associated with it. It is helpful if you have spent time with your child the night before determining what
will be said. This is a great aid to develop story writing skills in the future. However, children cannot bring in items that are
against school policies- see above.
Food
North Balgowlah
Pre Primary (3-6)
Children will be provided with fruit, vegetable and other snack food during the morning as well as water whenever the child
wishes. There is no set snack time and children are encouraged to prepare their own snack and eat whenever they are hungry.
Toddler Class (2-3)
The Toddler children share the fruit and other snack food during the morning as well as water whenever the child wishes. They
also share food prepared and cooked during the morning as a group.
Full menu descriptions are on view outside of each classroom.
Lunch
All children attending the afternoon session at North Balgowlah will need to bring their lunch. Families are encouraged to insure
their child/children pack only healthy and nutritious foods. Not only does this create a healthy child it ensures they are getting
the greatest benefit from the afternoon session.
North Head
Children can bring a small snack to have during the morning work cycle or with their lunch. Please check lunch policy for
appropriate foods.
North Balgowlah and North Head
A microwave is provided for the children to warm up their lunch if they so desire. Children will be shown how to use the
microwave and are supervised by an adult to ensure there is no danger from the hot food. The food must come in a
microwavable container and have a label on top indicating the amount of time for reheating. To encourage independent and
safe food preparation and handling skills by the primary children, foods that require hot water (cup or sachet soups etc.) are not
allowed to be brought to school.
Classrooms are equipped with refrigerators in which school lunches are stored on both sites. Please do not send in insulated
containers as these are not permitted to be placed in the fridge. One plastic container and a drink container is sufficient for
the day.
Children are asked to remain seated while eating and are encouraged to behave in a courteous manner whilst eating.
A copy of the "Dietary Guidelines for Children and Adolescents" endorsed by the National Health and Research Council, June
1995 is available in reception for the information of parents this publication was rescinded by the National Health and Medical
Research Council on 10/04/2003. The National Health and Medical Research Council has made this publication available on it
Internet Archives site as a service to the public for historical and research purposes only.
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Prohibited Foods
Parents are requested to indicate if your child has a food allergy, sensitivity or intolerance so as to ensure the child is catered for
accordingly.
Children are NOT allowed to bring the following foods into school for lunch:
PEANUTS OR OTHER NUT PRODUCTS
NUTELLA OR SIMILAR NUT/CHOCOLATE SPREAD
HONEY
JAM
BISCUITS
CAKES
CHOCOLATE PRODUCTS
FRUIT LOLLIES
WHOLE NUTS
POPPERS
Please note for the safety of those children who have a NUT allergy, the school has a no NUT policy for all food on the premises.
There are currently some food items that are designed to look like lollies, it may be appropriate as a treat at home but it is
preferred that children do not bring these to school as they can be very confusing to a child who is trying to determine one
type of food from another. Drink bottles should only contain water.
Work
Most of the work the children do, does not involve paper work. However, any art/craft work and later any writing work they do
will be brought home. These are given out on Fridays in the pre-primary and whenever the work is fully completed in the
toddler class. This avoids a child having to think he/she must make something each day to bring home to mum and dad. This
may not happen for every child and some lose total interest in their work once it is finished and do not want to take it home.
Please ensure if commenting on their work that the comments are about whether they enjoyed working on it and what you can
see rather than whether you think it is good or that you like it.
What to Bring to School Each Day
Pre Primary (3-6)
Toddler Class (2-3)
Primary (6-12)
School Bag
As a reminder bags may not have “Superheroes” or violent character scenes on them.
Bags should be big enough to carry a full set of clothes from socks and underwear to a
jumper, even during the summer period, as well as a lunch box for children who stay for
lunch. It is essential that all items are labelled. Bags will come home each day and they need
to be checked for notes and dirty clothing. Please note that push clips are very hard to open,
the child must be able to open and close the bag without any help. The bag must be able to sit
on a shelf without falling over. Children should not be expected to carry 2-3 separate items it
is preferable to have a bag with a front pocket to hold their hat for easy access.
Change of Clothing
Bags must be checked regularly and clothing changed appropriate to the season. For example in summer you would provide
underpants, skirt or shorts, T-shirt, sloppy joe, socks. All items and the bag require labels. Please note even third year children
need to bring a full set of clothes to school.
Other
During rainy weather children with gumboots and raincoats with hoods are permitted outside if they bring them to school.
It would be appreciated if children wearing gumboots to school could bring some shoes in their bag to change into once they
are in the classroom as gumboots are awkward to work in.
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Health Policy
The Public Health (Amendment) Act 1992 requires that child care centres and preschools maintain a Register of the vaccination
status of all children enrolled.
Upon enrolling a child’s, parents will be required to provide a Certificate of Vaccination. This does not mean that vaccination is
compulsory and parents have the right of choice in this matter. However, in the event of an outbreak of a vaccine-preventable
disease, unvaccinated children will be required to remain at home for the duration of the outbreak.
Homeopathic "Immunisation"
The National Health and Medical Research Board and the NSW Health Department advise that homeopathic "vaccination" is not
considered protection against infectious disease. Children who receive homeopathic "immunisation" are considered
unvaccinated. They will therefore be excluded from school during outbreaks of infectious diseases as determined by the Public
Health Unit.
Sickness
While regular attendance is important and desirable for each child there is no advantage in sending a sick child to school and it
also places the whole school community at greater risk. Please note the necessary time periods required and do not send your
child to school if any of the following conditions exist:
-
above normal temperature (child should be at normal temperature without medication for 24 hours before returning)
rash
vomiting or diarrhoea- child cannot return to school until he/she is free from symptoms after returning to a normal diet
for 24 hours
conjunctivitis (exclude until discharge from eyes has ceased)
sore throat or persistent cough
fresh cold with a profuse, cloudy discharge from the nose
child not well enough to play outside
impetigo (school sores) exclude until sores have sealed over and remain covered
ringworm (tinea) exclude until day after treatment is started
scabies exclude until day after treatment is started
pediculosis (head lice) exclude until day after treatment is started and all eggs are removed
trachoma exclude until day after treatment is started
any type of contagious disease for the period specified by the Dept. of Health
In the event of an outbreak of the vaccine-preventable diseases e.g. diphtheria, whooping cough, measles, mumps, influenza
etc. children who have not been vaccinated for that disease will be excluded from attending the school until the risk has passed
according to Health Regulations.
Should a child suffer a chronic condition (e.g. asthma) symptoms related to this condition should be discussed with the child’s
directress.
Parents are requested to advise the school promptly when your child will be absent and notify the school if your child contracts
a contagious disease so that parents of other children can be advised of possible exposure and members of the school
community who may be at special risk e.g. pregnant, can be notified.
Should a child become ill during the course of the day or arrive too ill to participate in the daily activities, the parent will be
notified and required to take the child home. In the event a parent cannot be notified, a person on the emergency list will be
called.
Medication
If your child is taking prescription medicines you must give the staff written permission to administer the medication. The
written permission must accompany the original prescription bottle and must include specific instructions as well as the
prescribing doctor. Medication forms are available to be filled out in reception and can only be signed by a parent.
These guidelines are set for the health and safety of the children and staff and also for the smooth operation of the school.
A copy of "Staying Healthy in Childcare - Preventing Infectious Diseases in Childcare" is available for parent's information from
the National Health and Medical Research Board website www.nhmrc.gov.au
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Grievance Policy
Grievances or complaints may arise from time to time and it is important that they are handled and not ignored. An
unexpressed or unresolved grievance can often escalate unnecessarily.
Parents have the right to complain or dissent on any school-related issue. If you have a grievance the following people are to be
consulted.
Principal - matters relating to enrolments, the classroom and all educational matters.
Chairman - the administration of the school i.e. Board meetings, fees, etc.
Confidentiality of any issue raised will be respected at all times.
Procedure
Parents are required to follow the grievance procedure if they have a complaint or wish to dissent on any school related matter.
Details of all discussions and meetings must be recorded, signed by all parties involved and placed in the Concerns and
Grievances Register.
1.
Discuss the matter with the appropriate person e.g. classroom issues with the classroom directress, a fundraising
issue with the fundraising officer, finance with the book keeper/treasurer etc.
2.
If either party is dissatisfied they may take the matter further to the next level and request a meeting with the
Principal or Chairman of the Board.
3.
If still unsatisfied, a meeting with the Principal, Chairman, a Liaison Officer appointed from the Board and any parties
involved will be convened to discuss the issue.
4.
If still unsatisfied with the outcome the matter may be referred to the School Board, by way of a written submission.
This submission must outline the problem and proposed solution(s). This letter must be received by the Thursday
before the next scheduled Board meeting.
The issue will then be raised at the Board meeting. All parties will be consulted and the outcome reported at the
following Board meeting.
Written notification from the Board of the final decision will be made within 5 working days of the meeting.
5.
If the complainant is not satisfied with the outcome, and the matter relates to the quality of services being provided
by the school, the matter may be raised with the Dept. of Education and Communities
Financial Policies
The School Board determines the financial policies including the annual budgets and fees. They are consistent with, and seek to
reinforce the commitment to the full programme that parents make when their child commences at the school.
The school finances are administered by the Board Treasurer who is elected at the Annual General Meeting of the Manly
Warringah Montessori Society in September of each year. The Treasurer is assisted by the School Secretary and the Bookkeeper
who deal with the day-to-day responsibilities including banking, invoicing, salaries and correspondence. A Registered Company
Auditor audits the school accounts annually. Currently this is Wilson Porter.
Society Fees
Annual membership of the society is per family unit and confers one vote per member at all general meetings of the Society and
the right for either parent to stand for election to the Board.
Confirmation Fee
A confirmation fee is charged on accepting an offer of enrolment. Families are asked to commit their children until their child is
three in the Toddler class and for the three-year programme in the Pre-primary class. Fees are based on the assumption that all
children remain for their full cycle. This fee is non-refundable.
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Enrolment Fee
An enrolment fee is charged before the child begins at the school. This fee is non-refundable and supports the school
developmental program as well as administrative costs.
Term Fees
School fees are set so that, together with the government subsidy, they cover the day-to-day running costs of the school. Extra
funds for specific items and purposes outside these areas may, however, be required. The School Board reviews fees annually.
Fees are invoiced and are payable in full by the last day of the previous term. If your family is having difficulty paying per term
please speak to the Principal or Finance Administrator in order to make alternative arrangements for payment. All cheques are
to be made payable to the Manly Warringah Montessori Society. For security reasons no cash will be accepted, our bank details
are on the front page for direct deposits to our account. Discounts can be obtained by making early payment by dates indicated
on the invoice. If you are having difficulty paying your fees and feel you may be eligible for a fee subsidy please contact the
Principal in order to determine your eligibility.
School Building Fund
Additional financial gifts or donations can be made to the Farmhouse Montessori School Gift Fund and is tax deductible. This
money is used towards the construction and maintenance of the buildings. Donations assist in keeping our school fees at a
minimum.
The Montessori Approach and Your Child
Introduction
Maria Montessori (1870-1952) was one of the first educators to recognise that children are
born with enormous potential for development, rather than what was referred to in her days as
a 'blank slate'. Each child, she believed, together with his/her genetic endowment, seeks out
from the surroundings what is needed for the realisation of their unique potential. Effectively
children are born with an internal force that guides them towards self-actualisation.
A Montessori educator is trained to develop a classroom, referred to as the 'prepared
environment', that is 'stage appropriate' and then, to observe and support the interaction of individual children with the
materials provided. Based on these observations, the materials available in the classroom are adapted to the children's
developmental needs. This child-centred approach to education is based on the belief that children themselves are the best
guides to showing us what is right for them.
Children are born with a love of learning and seek out what is of interest every moment of the day. Every person coming
into contact with the child has something to offer that contributes to the development of the child's mind. Parents and
other carers of a young child therefore, are in a privileged position of guiding and facilitating this process of development.
The more you look, the more you will see and become aware of the smallest, subtlest beginnings and tenuous
manifestations of what drives your child. By becoming observers we do not limit our child to what we know but allow the
child to also teach us. This process can only occur in a secure, comprehensible environment, where there is freedom to
exercise a choice and where the child is acknowledged by being given autonomy over its energy.
The 'Sensitive Periods'
A concept originally formulated by Dr Maria Montessori. The sensitive periods refer to those periods in the child's life when
a certain aptitude manifests itself strongly. During these periods the child has an especially strong sensitivity towards a
particular piece of knowledge or skill. The sensitivity lasts for a certain period and does not recur. It is demonstrated as an
all-encompassing interest (almost to the exclusion of all others) which produces on the part of the child, an immense
amount of intellectually directed activity. In the period from 0 to 3 years, the child experiences the following sensitive
periods:
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Language acquisition
Starting before birth and carrying on to approximately 3 years, the child is geared to effortlessly acquire spoken language,
which then forms the basis for the child's literary skills. Thereafter, the sensitive period for language continues as the child
develops written language (writing and reading) until the period finishes around the age of 6 - 7 years.
Movement
In the period between birth and approximately 2 ½ years the child achieves fine and gross motor skills that result in
being able to balance in an upright position and being in full control of the use of the hands. From 2 ½ - 4 years there is
an extra sensitivity to refine these skills resulting in more precise gross and fine motor coordination.
Order
This sensitive period is the strongest during the period between approximately 6 months and 2 ½ years. Thereafter the
importance of order in the environment and daily routine become gradually less important between 2 ½ - 5 years old.
The sensitive period for order helps the child to classify information.
Interest in small details
A special ability to notice the tiniest details exist between 18 months and 2 ½ years. This is often manifested when
looking at books or exploring nature.
Sensorial exploration
A sensitive period for nuances in sight, pitch, taste, smell and touch exists between birth and approximately 3 years old.
Thereafter between 3 to 6 years (the Montessori pre-school stage) this ability is refined.
Tactile exploration
Between approximately 2 - 3 ½ years there is a heightened sensitivity for different experiences of touch. This is referred
to as the sensitive period for development of the stereognostic sense i.e. distinguishing shapes by touch alone.
The Absorbent Mind
This is how Maria Montessori described the special way in which the mind operates during approximately the first 6 years
of life. The absorbent mind takes in all information without discrimination or judgement. There is little ability to distinguish
between reality and fantasy, good or bad. All input is "the norm". Secure and happy children actively seek out opportunities
to learn more. The child's attention gives us clues to the inner drive of the child - it is a connection between what is inside
the child and what the outside world offers.
Because children at this age are forming a picture in their minds of the world around them, Maria Montessori believed we
should give them information that is based on reality. The books you find in the language area, are therefore, largely about
topics that relate to children's day-to-day existence rather than fantasy or fairytale.
More information on the Absorbent Mind can be found in a number of Montessori texts. See Additional Reading at the end
of this booklet.
Hands - "Instruments of Intelligence"
You may notice that many of the activities are aimed at refining the use of the hands. Maria Montessori believed that young
children learn by doing and she called the hands "instruments of intelligence'. Work with the hands engages the brain by
stimulating the senses and establishing pathways for muscle coordination and classification of sensory input.
Activities include:
 Refinement of small movements - exercising greater precision or offering different variations to the movement of
grasping.
 Exercise and development of eye-hand coordination – e.g. hammering.
 Aid in the coordination of two hands working together – e.g. bead threading.
In everything you do with your child, the more they can use their hands at this age, the better it is for them.
Left to Right actions
Underlying the activities - their layout in the room and how they should ideally be used - is a basic left-to-right movement.
This movement is the very beginnings of the left to right movement in writing and reading skills later on.
As stated in the Montessori book "Education for a New World" page 54:
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".... So the logic of the natural development is seen: first
the child prepares his instruments, hands and feet, then
gets strength by exercise, next he looks at what other
people are doing and sets to work in imitation, fitting
himself for life and freedom".
The Montessori approach to children this age is based on
three key principles:
1. Follow the Child, (observe carefully their
interests and actions)
2. Minimal Intervention (only give the child what he
needs to continue independently)
3. Prepared environment (child sized, set up for
success, etc., orderly, complete)
Encouragement versus Evaluation and Praise
To become themselves, children need to be free from
the pressure of evaluative praise. Self-esteem, selfdirection and self-discipline rely on inner motivation and
self-evaluation.
Children need encouragement, but the actual evaluation
needs to be left to the child otherwise we run the risk of
our children relying on outside approval more so than
trusting their own evaluation.
For example, by saying "good girl/boy" when a child does something we like, their behaviour is equated with their being or
personality. Instead, we recommend you try to get into the habit of giving encouragement by giving positive and factual
descriptions of the child's actions and accomplishments.
For example:
"The red paint in the corner is bold"
"You've prepared a delicious snack of bread and cut fruit”
"You've managed to spoon all the chick peas from the left bowl to the right bowl"
"All the water is now in the cup - with no spilling!”
"You've done it all by yourself!"
We celebrate and acknowledge the child's effort without it being a value judgment otherwise we may convey that they are
only "good"/worthwhile when they do something we like. By describing actions and results more fully we also give greater
exposure to the use of language (rather than repeating the same praise each time).
Old habits die hard - it will not be easy to change the way you offer encouragement (rather than evaluative praise) - but it is
worth the effort to keep trying. Remember, the key word is encourage. Above all else comes the child's development of a
healthy self-esteem. Offer your guidance and support in a gentle, consistent way and everything else, given time, will
follow.
You are of great importance to your child, therefore, normally speaking, you can rest assured that your child will be keen to
please you and to display his/her best level of competence. Thus it can be extremely devastating for a child to find that they
cannot fulfill the parent's expectations. Bear this in mind when you ask or expect something of your child. You can be of
greater assistance to your child's development by being someone who enjoys exploring things together rather than a
tester of the child's knowledge!
Preparing Your Child
Ensure your child has spent time with another person – apart from grandparents
Start off with short periods e.g. ½ hour
Encourage your child to dress him/herself
- Time how long it would take your child to get ready
- We have no problem with children turning up to school with clothes on back to front or inside out
- Demonstrate putting on jacket, shirt
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When buying clothes spend some time considering the ease with which your child could manage them e.g. overalls
and jeans are impossible for this age group. Velcro/buckle shoes are better.
Encourage your child to be independent in toileting
- Use of toilet paper
- Fathers ensuring boys can stand.
Develop a regular program for the day
- When the child goes to bed/eats
- This allows irregular events to be less disruptive to the child
- Enables the child to have a sense of order of the day.
Children still require 12 hours sleep at this age. Please begin this if not doing already so that the child has a routine before
starting, as there will be a slight disruption once he/she begins.
We discourage any super hero activities at school.
- Your assistance by not allowing your child to watch these shows would be appreciated.
Encourage your child to drink water as this is usually the only liquid available for the child at school.
Provide your child with more responsibilities at home e.g. watering certain plants, feeding a pet, assisting with a chore in the
home such as cleaning the bath, washing or sweeping a floor. These activities greatly assist concentration as well as
development of motor skills. Accept whatever they have done and if you really must fix something up do it after the child has
gone to bed or not likely to catch you.
Encourage more indoor play to assist concentration on activities as well as getting the child used to being indoors if not already.
Try to take a moment sometimes to consider whether you will be a disruption to your child’s concentration, e.g. when walking
through a room can be a disruption.
If you don’t already have one, try to organize a mirror that your child can see him/herself in. This will allow them to check
themselves for tidiness, hair control, and messy faces.
Try not to blow your child’s nose. Encourage your child to blow his/her own nose, e.g. “I think you need to blow your nose. Can
you look in the mirror and see if there is anything you need to clean up?” (Demonstrate use of a handkerchief).
Preparation of a Montessori Home Environment By Virginia L. Wells
Bathroom:
Mirror at child’s eye level
Toothbrush and comb within reach
Towel, wash cloth and towel rack within reach
Steps at sink so child can turn on tap and wash hands
Bedroom:
Low clothes rack and hooks in closet
Place for raincoat, boots, gumboots, shoes, etc.
Place to hang up clothes each day
A bed that child can enter and exit by himself
Toy shelves – low and in a neutral colour. Toy shelves are preferred over a toy box because they attractively display the toys
and encourage care of toys.
A small table and chairs
A shelf for books.
Living Room:
A small comfortable chair near a good light
The possibility to see outside through a window.
Beautiful, interesting objects in the environment that the child can safely handle.
Kitchen:
Child’s own chair at the table
Possibility of getting own water at the sink when he wants it
Sponges and towels at child’s level so he/she can wipe up his/her spills
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A low drawer that contains any materials he needs for participating actively in the care of the home environment.
All children should know the names of all objects in the home environment.
Activities a Small Child Can Easily Perform In the Home Environment
Turning a water tap on and off.
Scrubbing sinks: Materials:
A sponge 5cm x 7.5cm, a small can of cleanser with one hole uncovered. (Caution: The
cleanser should be stored out of the child’s reach)
In the first stage the adult applies the cleanser; the child turns on the tap and scrubs the sink with a sponge.
Later the child applies the cleanser under adult supervision and then carries out the activity as above.
Helping unload groceries: Put bags on floor. Let child hand you things and put away things at his own level. (Caution: some cans
are too large to be lifted safely by a child).
Dusting: Material:
Petty flannel cloths cut 15 x 15cm, a small baby’s hairbrush, someplace to put the dirty cloth.
Call child’s attention to the dust. Ask him/her if he/she would like to be a helper. Show him/her how to wrap the cloth around
his/her fingers and wipe away the dust in slow careful strokes. Changing position of the dust cloth on his/her fingers as they
notice dust collect. The brush is used for carved furniture, nooks and crannies.
Vacuuming: Material:
A vacuum cleaner
Most children love to run vacuums. Show a child how to connect the parts of the vacuum. Show him/her how to turn it on and
off and how to clean different parts of the carpet.
Sweeping: Material: Small broom, brush, dustpan.
Show child how to sweep dirt into a pile with the broom. Hold dustpan and sweep dirt into it with the little brush. Carefully
carry the dustpan to the wastebasket and empty it. Wash off dustpan.
Pouring: Material: Small attractive pitchers/jugs
Child can pour milk, juice and water for himself/herself and others. At first jug should contain only as much as the glass or cup
2/3 full. Later jug contains more than one glass will hold.
Setting Table: Child helps mother put out dishes and silver and carries them to table one thing at a time. Later mother sets one
place as an example and child sets a place for each family member. Finally child sets table by himself, counting out each thing
he/she needs. Of course items should be put down within the child’s reach.
Sponging off plastic tabletops and counter tops: Material: Small sponge 5 x 7.5cm
Show child how to wet and wring out sponge from a tap. Child carefully sponges off counters, etc., putting crumbs in a pile or
sweeping them into his/her hand.
Putting away toys: This is a habit. Encourage your child to replace each toy on the shelf after he/she has used it. Sometimes
children get out so much so fast that they get frantic and frustrated. If this happens, the adult should help put away the toys
with a friendly manner and say nothing.
Other activities you can develop could include:
Rolling socks
Folding cloths and linens
Storing cloths and linens
Weeding
Raking leaves
Watering plants indoors and outdoors
Helping wash a car
Helping wrap packages
Helping decorate the home for holidays
Washing and drying dishes
Sorting clothes for a wash
Etc.
When your child performs an activity to help care for himself /herself or the home environment, praise his/her efforts
regardless of the result. Do not redo any part of this project in front of them, and if possible do not correct any part of it at all.
As your child gets more practice and becomes able to perform the physical parts of the activity with ease, he/she will begin long
cycles if repetition. These cycles of repetition are often annoying to adults. However, they enable the child to work with
interest and eventually, concentration.
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Socially your child will go through three main stages. First he/she will perform an activity for himself/herself and his/her inner
needs. Later he/she will be able to perform the task occasionally when asked. At this point the child begins to control his/her
will. Finally, (about 1 to ½ years later) he/she will perform the task any time asked or whenever they see a practical need.
In the beginning it will be difficult for your child to perform water activities without making a big mess. Have several towels on
hand to help clean up the water. Several times later there will be very little spilling and the child will be able to do most of the
cleanup himself/herself. DURING THIS TIME IT IS IMPORTANT FOR THE ADULT TO MAINTAIN A FRIENDLY ATTITUDE AND A
SENSE OF HUMOUR! Remember, praise your child for what he/she does and tries to do.
The most important aspects of a child’s personality and intellect develop through participation in the everyday life of the family.
They are order, sequence, independence, self-control, self-respect, and the joy of learning and accomplishing something
purposeful. A child lives to work. From the vital work of building a man he/she derives the joyfulness that learning through
discovery can bring. All of this will result in an adult who will enjoy the lifelong feeling of self-respect, independence and
concern for others.
A Word About Toys
Toys should be safe. They should challenge your child’s interest and imagination without being too difficult or too easy. If your
child plays poorly or destroys a toy, it is either too simple, too difficult, or is in such a deteriorated condition that it is impossible
for him to use it with a sense of joy, wonder or fulfillment.
We recommend neutral coloured toy shelves because they offer the possibility of displaying a toy in such a way that it attracts
and lures the child to it. Each toy should be washed often and have all of its parts. If a toy is difficult to store or keep neatly on
the shelf, make an attractive box for it. Each toy that has removable parts should have a beautiful small box for the storage for
those parts.
Marvellous handles for wood puzzles can be made by using a wooden dowel and making a small hole in each piece. Put a little
glue in the hole and insert a mini eye screw. Also it helps the adult if he numbers each puzzle and all of its corresponding pieces
on the back.
Toy rotation results in better use of toys. Children always feel that some of their toys are “new”. Only 8-9 toys need be on the
toy shelves at one time. The others could be stored accessibly. As your child tires of some toys they can be replaces by stored
toys. Of course if a child asks for a “stored toy” he should be able to have it.
Outdoor Activities
Practical life activities in the home can be extended to the outdoors. Practical experience is necessary. “One cannot awaken
the conscience by talking about it” engrossed in outdoor play, which will sometimes be messy, the child can: develop skill and
hand-eye co-ordination; clarify concepts, e.g. heavy/light, sink/float; gain understanding of quantity and measurement; learn
about nature’s wonders – roots, stones etc.; experiment with shape and form and line and colour. The following exercises can
be organized outside:
Unstructured Sand Play:
Using various kitchen implements such as bowls, cups, measuring spoons, sifters, the child explores the dry sand. Vary the
activity by making the sand wet and changing the implements.
Sweeping:
Using a child size broom, the child sweeps the footpath, verandah, etc.
Raking:
Using a child size rake, the child can help rake the leaves.
Painting:
Using a bucket of water and a 3 or 4 inch paint brush, the child can paint a wall or fence. Vary the activity by adding food
colouring to the water.
Scrubbing:
You will need a bucket of water, scrubbing brush, soap, sponge for rinsing and a drying cloth. Using these implements, scrub,
rinse and dry old tiles, rocks or a table or chair, suited to the child’s height. With each of the scrubbing activities, encourage
order by placing items required in the activity from left to right in order of use. When scrubbing, rinsing and drying, encourage
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left to right and top to bottom movements. These are indirect preparations for reading and writing. Completion of the cycle of
activity should also be encouraged.
Window Cleaning:
Spray the window with water from a plastic container (suggest a limit of 3 sprays). Using a bladed window wiper, the child
wipes window in a downward stroke, wipes blade with a drying towel, and repeats wiping and drying motion, Variations –
mirror cleaning.
Hammering:
A large tree stump, a child size hammer and a container of nails with heads. Nails are hammered into the log. Variation –
different sizes of nails, and smaller blocks of wood for inside activity.
Obstacle Course:
Plan a course in the shape of a broken circle, square, rectangle, octagon or U-shape, that will allow the child to begin again once
they have completed the cycle. Provide for a broad variety of motor experiences that will allow the child to balance, climb,
slide, jump, tumble, push and pull and swing.
Things to Remember
Don’t be too upset if your child doesn’t say goodbye – and don’t call them back to do so if they are having difficulty starting
school.
If your child is having difficulties with separation make the goodbyes quick and definite. Usually the tears stop once you’re
gone. If you need to talk to parents at the front office try to move out of sight should your child check to see if you’re still there.
You may ring the school during the session if you want to check how your child has settled.
Children tend not to say a lot about the work they have done that day. Asking how their day went rather than what they
actually have done has proven to bring greater responses.
Don’t be too concerned about your child making friends with anyone in particular. Initially your child will be concentrating on
how to deal and get on with people in general.
Children will probably not bring home a lot of work as the majority of work is done with materials that remain at school. Enjoy
the work your child does bring home but be wary of encouraging him/her to bring something home just for your benefit.
Be wary of responses to your child talking about another’s negative behavior. He/she may actually be talking about themselves
as they try to interact with a new group of peers and may be looking for your reaction. Comment should be on the action not
the child e.g.: “That wasn’t a nice thing to do”, or on how your child is feeling. We encourage children to speak up for
themselves such as “Please don’t do that” or “You’re hurting me” etc. You could encourage your child to say these words if it
should happen again. If you are getting regular reports please speak to your directress.
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Home Visits
The two most important places to the children are their homes and
their school. They talk about school when they are at home and
they talk about home when they are at school.
To help create a bridge between the two worlds, many directresses
have found that home visits are valuable. Children enjoy inviting
teachers to their home for a brief visit to show them their room,
toys, pets and garden. They feel important having a grown up make
a special visit to see them and they develop a more positive attitude
towards the teacher. Visiting the child at home can also help the
teacher understand the child’s frame of reference and background.
If you child would like his or her teacher to come for a short visit (1/2
hour), please talk to your teacher about making arrangements.
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2015 Parent Handbook - The Farmhouse Montessori School

Transcription

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