Montessori International - Resilience - Montessori St Nicholas
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Issue 125 Summer 2018
Montessori
International
Published by the Montessori St Nicholas Charity
Resilience
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The Montessori
Framework on
Tapestry!
Tapestry already provides software to build a cherished
journal of videos, photographs and memories for Early
Years. Montessori settings can now use Tapestry with Features include:
our Montessori Curriculum,
in conjunction with other • Detailed explanations of Montessori
frameworks, to record the activities for staff and relatives of the
learning and development purpose of Montessori materials.
of children and to share and • Direct links from Montessori
celebrate their progress with activities to the EYFS.
parents and other relatives • Simple and clear analysis screens
across the world! showing the attainment and
progress of individual children and
groups of children.
• Share observations securely with
parents and relatives anywhere in
the world!
• Next steps suggestions to support
planning for all children.
• Inclusion of the Montessori
curriculum in Learning Journals!
Montessori assessment screens
Visit www.tapestry.info/montessori
Montessori
International Issue 125 Summer 2018
Published by the Montessori
St Nicholas Charity, London
Editor
Philip Davies
Editorial enquiries
Welcome
Tel: +44 207 493 8300
e-mail:
from the editor
Philip.Davies@montessori.org.uk
hen I was writing this we were at the height of the July heatwave,
Editorial Address
Marlborough House
38 Marlborough Place
London NW8 0PE
Display & Job advertising enquiries
W and I really hope that the heat will have abated by the time you
are reading this in August as I am not very resilient when it comes
to high temperatures. As we know, children are often more
capable of bouncing back whatever the challenge, but just as often their resilience
needs to be encouraged and supported, which is the theme of this issue of
Lucy McNicholas Montessori International.
e-mail: reception@montessori.org.uk Danny Isaacs starts us off with a general introduction to resilience and its
Marketing Address importance, and Antonella Cirillo writes about Montessori and resilience. Other
38 Marlborough Place articles further expand the theme: Jeremy Clarke considers aspects of resilience in
London NW8 0PE the home, Kathryn Solly discusses how to support resilience outdoors, whilst book
Subscription enquiries authors and bushcraft experts Naomi Walmsley and Dan Westall consider a
Lucy McNicholas on +44 207 493 8300 particular example of resilience outdoors from their Forest School experience.
Annual subscription rates Apart from the theme articles there is also plenty to enjoy in the regular features.
Magazine incl. p&p (3 issues) For the ‘International’ section Marta González writes about her experiences in a
UK £19.95 Montessori setting in Myanmar. Amanda Engelbach has contributed something of
Europe £29.95 / €45.00 a bumper ‘Bright Ideas’ section for this issue. She has included some suggestions for
Rest of World £33.00 / US$65.00
involvement in World Cleanup Day, and we have an article on the Let’s Do It!
Students (incl. p&p): UK £15.95;
movement that initiated this important day of action, written for us by Paul Emmett,
Europe £23.00 / €36.00
Rest of World £28.00 / US$56.00
the editor of World Cleanup Day’s newsletter.
In addition to all of this there is also a variety of news items, ‘Research Watch’ and
E-magazine (3 issues):
‘Montessori and me’ features, and everyone involved with its production hopes you
UK and overseas £14.95
enjoy this issue of the magazine over the summer and that you’ve managed to have
The views expressed in Montessori some fun in the sun.
International are not necessarily those of
the publisher and editorial team, nor are
advertisements endorsed by them.
Montessori International is designed and
produced by Stuart O’Neil, Design for Print, Philip Davies, Editor
Berkhamsted, Hertfordshire 01442 874233
Printed by Buxton Press, Buxton, Derbyshire "… the child’s interest is not only focused on the
01298 21 2000
operation itself, but more often it is based on his
ISSN 1470-8647 wish to overcome the difficulty.”
www.montessori.org.uk Maria Montessori
Montessori International Summer 2018 1
Contents Issue 125 Summer 2018
21
25
12 36
Feature articles Regular departments
12 Resilience: an introduction 3 Charity News
Danny Isaacs provides fascinating detail on the 4 MSA Regional Round-up
development of resilience and why it needs to be taken
more seriously by society at large 5 MSA School News
9 MCI News
15 Resilience amongst the trees
Naomi Walmsley and Dan Westall write about resilience 10 MEAB News
as an integral part of Forest School activities 27 Bright ideas
16 Montessori and resilience 30 Book Reviews
For children, having an adult as a “secure base” is a key
33 Research Watch
element in the development of resilience; Antonella Cirillo
describes the role that Montessorians in the prepared 34 Ask the Expert Q&A
environment can play here
38 Montessori & me 1
19 Fostering resilience at home
39 Montessori & me 2
Jeremy Clarke on why continuing to bounce is better than
simply bouncing back 40 MEAB Accredited Schools
21 Supporting children’s resilience outdoors 43 MSA Membership
Outdoor activity builds wellbeing and resilience, but will 45 MSA Advisory Council
of course also include risks; Kathryn Solly reflects on how
46 Progression Route
adults can help support resilience building
25 International: The familiar within the Classified advertising
unfamiliar 42 Teaching opportunities
You may remember that Marta González wrote in last
summer’s issue about her teaching experience in
Northern India; here she tells us about her latest
adventure in Myanmar Cover picture
Indonesian children join in with the
36 Clean up your act clean-up. Photo sourced from the
Paul Emmet tells us all about how the Let’s Do It! Let’s Do It! website.
movement evolved, and World Cleanup Day on 15
September
2 Montessori International Summer 2018
charitynews
Leonor Stjepic, our new CEO, introduces herself
in an interview with the editor
What first drew you to Montessori? before I joined Montessori St Nicholas I was
speaking at the Global Female Leaders’
The reason I started working (originally as a Summit. Much of the discussion was around
volunteer) in the not-for-profit sector was the future of work. With processes becoming
because I wanted to make a difference; I automated, what will be needed in the
wanted to feel that, in a small way, I would worker of the future will be the ability to be
contribute to something that would be able to think and act creatively, the ability to
improve the world. Today, more than ever, the collaborate with others, resilience, and the
values of Maria Montessori are needed and ability to make informed choices rather than
if I can be a part of moving the Montessori learn facts. Many of the speakers were
movement forward, I will feel that I have arguing that the whole education system
made a small difference. needs to change; I was arguing that we
Do you feel that this is in any way a already had a method of learning that
natural progression from your wide- would meet those needs – Montessori. So,
ranging previous experience? for me, it is imperative that we tell the world
of how impactful the Montessori method
I feel almost as if a number of roles I have could be to the future and how much it is
taken on in the past have lead me to this needed now.
position. My first introduction into the charity
How do you see the way forward in
world was working with children. At the age
this delivery of Maria Montessori’s
of 18, I co-founded the Amnesty Working “The biggest change I want
Group for Children at a time when Amnesty’s vision?
mandate did not include children’s rights. to make is to change the
As a group we have to refocus our
Along with a small band of volunteers, I perception and lack of communications so that we are preaching to
helped set up a national network of
volunteers supporting children who had been knowledge in the outside the unconverted. We need to show how we
victims of torture or who were imprisoned, can make a difference; that Maria
whilst simultaneously (successfully) lobbying
world of what Montessori Montessori’s vision is as valid today as when
Amnesty to take on children’s rights. means.” she was talking about it a century ago. We
After a career in the private sector, I took have to live the Montessori principles in all
time off to work as a volunteer in the Balkans change but I do believe that we need to that we do and how we behave so as to
with children who were victims of the war. It adapt to the world around us. Part of my role, become role models of Maria Montessori’s
was this experience that led me to take up a as the new CEO, is to look at what we do way of thinking. I want us to go back to the
full-time career in the not-for-profit sector. and how we do it, then make decisions about principles of Maria Montessori and do more
Even today I still get messages from men and what needs to change to ensure that we to help those families who cannot afford a
women who were children at the time and have the resources and methods to really Montessori education but for whom there
remember our modest intervention. make a difference. So I will be making a would be immense value in being part of the
Finally, even our new building has number of changes if required. Montessori movement.
resonance with a past role: I was the first The biggest change I want to make is to Which challenge are you most
CEO of the Galapagos Conservation Trust change the perception and lack of looking forward to tackling?
and, as those who know their Darwin history knowledge in the outside world of what
will be aware, it was Darwin’s visit to Montessori means. In order to do that we I am looking forward to the challenge of
Galapagos that influenced his theory of need not just words, but also actions. Just changing the perception of Montessori.
evolution. Darwin’s close friend and supporter
was Thomas Huxley, who became known as
“Darwin’s Bulldog”, and our new building
Theatre in two languages
was Huxley’s house, where Darwin was a Etre et Decouvrir Bilingual Montessori School based near Versailles in France held
frequent visitor. I have a print of Huxley in his acting workshops for the first time this past year with its 3 to 6 and 6 to 12 classes thanks
study at Marlborough House and it would to a partnership with the American Children's Theatre in Paris. The result was the creation
appear that my office may have been his of a bilingual French-English musical of The Gruffalo, co-written by their 6 to 12 pupils, a
study. first for a Montessori school in France.
You’ve already said that you want to If you are interested in partnering with this school in France for other Anglo-French
activities, please contact their director Camilla Burg via email
make changes – what are you aiming
etre.et.decouvrir@gmail.com.
for with them?
Camilla Burg is a 2016 MCI Graduate
I don’t believe in change for the sake of
Montessori International Summer 2018 3
charitynews msaregional
Barbara Isaacs reports on Middlesex, Bucks and Oxon
Benefits of a work cycle in
her new role with MSN Montessori settings
On Saturday 16 June Region 8 members met
The invitation by Leonor Stjepic to represent
at Rosewood Montessori. It was a lovely
Montessori St Nicholas as its Global
sunny day, so we were able to sit in the
Ambassador has come as a surprise and has
Forest School area, while Barbara Isaacs led
brought me great joy. I will be able to
the session. It was a good opportunity for us
continue serving the Montessori community in
to look at the work cycle and revisit our
the areas which are close to my heart –
Montessori training. We considered the
bringing Montessori education to children. I
benefits of the work cycle for the children,
will continue working on some of the projects
giving them opportunities to develop and
we have already started, such as introducing
believe in their own capabilities and allowing
Montessori pedagogy into state primary
them to develop their independence and
schools, particularly in the foundation years
have a sense of pride in their own
and working with young parents. I am also
achievements.
aware that this role carries a significant
We also considered how the environment
responsibility in ensuring that:
and our role as the teacher play an
• opportunities to access Montessori
important part in the success of the work
education are extended to all children,
cycle for the children. We had very
particularly those who are disadvantaged
opportunities for MSA members. It will also informative discussions, reflecting on our own
and who have experienced trauma;
be an opportunity to demonstrate the values setting’s practice, and heard about others.
• the benefits of Montessori education are
and benefits of Montessori pedagogy to This gave us all food for thought on how we
better understood by parents, teachers,
politicians and civil servants at the can develop more opportunities for the
early years colleagues and politicians;
Department of Education. children to have spontaneous learning within
• the Montessori community works together
Our new home in St John’s Wood will give their environment. We all had an enjoyable
in a global network using our Montessori
us an opportunity to extend the work with day and I would like to thank Rosie Roberts
Peace Hub. Teachers, schools, training
parents currently offered at the Museum of for organising and hosting it and for
providers and key Montessori organisation
Childhood in Bethnal Green to the local providing everyone with a delicious lunch.
will be invited to contribute to this network.
Its aims are to demonstrate that Dr community in Abbey Road and Maida Vale. Felicity Fenemore, Manor Grove Montessori
Montessori’s ideal of education as a tool In this work we will be helped by online
for peace is alive and very much part of resources currently being developed by the Wonderful day
our daily work with children. Children are MCI e-learning team.
Attending the workshop was a wonderful day.
our future and have the power to affect I am excited at the opportunity the
As I’m only at the start of my journey, getting
social change; it is our task to guide and Montessori Peace Hub will offer each and
to meet others with years of experience is a
support them in this agency. every Montessorian who has reached out to
great way to come together and learn from
I see every Montessori teacher and parent children and families beyond their
each other.
as an ambassador for the Montessori classrooms. It will be a tool for sharing and
Listening to Barbara is inspirational. This
approach and will continue to work with MSA demonstrating the true aspirations of
was my second workshop and I have been
members to promote the values and Montessori education as a significant tool for
lucky enough to listen to Barbara speak on
principles of the Montessori approach and social change. The e-learning team at MCI
both occasions.
their impact on lives of children today. During are developing our first MOOC (Massive
We started off reminding ourselves of the
the coming year I will be exploring the open online course) which will explain
key principles of Montessori and how we as
Characteristics of Effective Learning and their Montessori Education for Peace and its far
teachers can provide an environment which
impact on Montessori practice by leading reaching impact on society today and the
supports the whole child, reflecting on how
workshops at MSA regional meetings – see future of this planet. It will also offer some
we are preparing the children for life,
the list of MSA events on our website practical ideas of how to promote Peace
encouraging positivity and celebrating their
https://www.montessori.org.uk/montessori- education in our classrooms and at home.
independence.
schools-association/msa-events-conferences This free resource will be just one of the
We then went on to discuss the work cycle
One of my first tasks will be to start a elements we plan to offer through the
and how to approach any challenges that
review of ‘The Guide to the EYFS in Montessori Peace Hub. I believe that this
may interfere with the child’s spontaneous
Montessori Settings’. The current government online resource has the capacity to
interactions within the environment. The
review of the Early Learning Goals will give demonstrate the power and commitment of
workshop provided a chance to refresh the
us a perfect opportunity to restate the the Montessori community to Peace. Our
mind, giving us a boost in energy and
benefits of the Montessori approach in the Principles and values are strong and we have
inspiration for taking our practice forward on
context of the EYFS, and we hope to launch the tools to demonstrate the capacity of
this ongoing learning journey.
the revised Guide in autumn 2019. Its Montessori pedagogy and celebrate the
publication will be followed by training diversity of humankind. Pipa Butcher, Montessori Student
4 Montessori International Summer 2018
round-up
6 April 2019 – Barbara Isaacs will join us at
North MSA Childminders Network
Pear Tree Montessori, Sale. Characteristics of
Effective Learning
Material making and art Contact alison.barker@montessori.org.uk
ideas for more information or to reserve a place.
South East
Being positive about
language
In our region last term on a beautiful
Saturday morning parents and practitioners
gathered to reflect and be inspired by Sarah
Rowledge's Positive Language session.
"Use your children as the emotional The rhythm of the beat
barometer of yourself.”
"You are doing the best you humanly can Our summer Childminders Network meeting
It was super to have so many Montessori folk with the knowledge you hold" was held on Saturday 23 June at Drakes
at Seedlings, Burneston, North Yorkshire in She spoke about Proactive versus Montessori Childcare setting in Exmouth,
May, and we would like to thank Caroline Reactive practitioners and parents, which is owned and led by Jenny McArthur.
and her staff for making us so welcome. In statements of intent and consistency of We were fortunate to have Eliza Wylie from
the past students made materials as part of approach. hopskipandsing.co.uk run the Rhythm and
their Montessori course work, and items We were introduced to techniques from Pulse workshop on developing Rhythm and
included terminology cards, dressing frames, NLP (Neuro Linguistic Programming) and Pulse in the Early Years.
blue story books and farm theme boxes. At used everyday scenarios to reflect on our This was a really good fun workshop
Seedlings we discussed where to source approaches and the choices we can make. introducing drumming and other rhythm and
materials and explored ideas from across the We shared ideas, experiences and pulse activities we can use within our own
curriculum – mapping games, artefact bags, techniques, and at the end of the session we settings with the children. The workshop was
UK bag, tracing picture cards, life cycles, sun all took away long to do lists, excited to put thoroughly enjoyed by all who attended.
game, circular rope, pairing cards, Lotto the skills we learned into practice and with a Our network meetings are held across the
games; everyone then had a chance to find great deal to reflect on. country three times a year and our next
some materials to take away. meeting is at Marula Montessori in
In the afternoon Freya led an art session Forthcoming Events Bedfordshire on 6 October 2018. This
and showed us a variety of techniques that meeting will have a focus on British garden
they employ at Malton Montessori. We were Next term on the 13th of October, 10:00 to
birds and the Christmas craft / decorations
all allowed to become hands-on and had a 13:00, we have Barbara Isaacs, Montessori
of different bird feeders. We will have a
terrific time using the pinning method, Ambassador, to talk about characteristics of
workshop on how to make edible Christmas
painting patterns with rhubarb leaves and tile effective learning.
decorations for the garden birds and also
printing. On the 11th of May 2019 (times to be make classification cards, three-part garden
confirmed) we have a training session of bird cards.
Early Identification of Children with Special This will give the all the settings attending
and Additional Needs, delivered by the an opportunity to get the children in their
Equality and Inclusions team at Kent Local settings interested in watching and
Authority. discussing the British birds that visit the
feeders at their settings. The children will
News
also be shown how to make these feeders as
I am in the process of setting up a a Christmas activity within our own settings
Montessori Schools collaboration under Kent later in the year.
Local Authority, who will support the Forthcoming meetings for 2018 are as
collaboration in a number of ways including
follows:
additional funds, where appropriate, for
training. If you are interested in taking Saturday 6 October 2018: Marula
Upcoming training
advantage of this opportunity please contact Montessori, Foxlease Bedford, Bedfordshire,
17 November – Alderley Day Nursery to me at childrenshousebirling@gmail.com MK41 8AP
explore how Sensorial education supports A collaboration is defined as “A group of
children in their discovery of the world. We early years providers, working together in Saturday 19 January 2019: Busy
will revisit Sensitive Periods, discuss how we proactive, respectful and equal partnership Bumblebees Montessori Childcare, London
support them in our settings and look at for the greater good of, and the best (TBA).
some new ideas and approaches that we outcomes for, all the children and families Saturday 19 June 2019: Red Door
can utilise in our daily work. they collectively serve.” Montessori, Liverpool (TBA)
Montessori International Summer 2018 5
msaschoolnews
Events at The Gower
School:
Visit by the new Montessori St
Nicholas CEO
The Gower School, Islington, recently had
the great pleasure of welcoming Leonor
Stjepic, the new Chief Executive of the
Montessori St Nicholas charity. Leonor visited
both the Montessori nursery and primary
sites. At the nursery Leonor saw several
groups engaged in work cycle, babies using
treasure baskets and heard about the
outstanding parental engagement at the
school.
school had their biggest ever Strawberry Tea
fundraiser for Breast Cancer Care in
Caledonian Park, and raised an astonishing
£2,500. Over 300 children – from babies to
11 years old – and their families came
together dressed in pink and red to have fun
and fundraise. There was much joy and
laughter, as the children enjoyed riding on
donkeys, dancing around the maypole,
enjoying face painting and running through
giant bubbles. And of course there were piles
Back row l-r; Leonor Stjepic Joahnne Cousins
of strawberries to eat with their family picnics.
and Emme Gowers The Bake Off competition produced lots of
Principal Emma Gowers is also the goodies that were sold after judging, and
Montessori Schools Association (MSA) Romain Israel Grossi (aged 3) and his father
Primary chair. Emma said "It was a great won first prize, and the day was rounded off Let’s run
pleasure to welcome Leonor in her new role, with a great raffle. As a whole school The Meadows Montessori
and to show her a 21st century accredited Principal Miss Emma Gowers said: “We Primary in Ipswich has really embraced
Montessori nursery and school full of happy, had an amazing community effort for this running this half term. We now do the Daily
independent children. I was delighted that event from children, parents and our hard Mile every morning, which all children can
Leonor made the time to visit us before she working staff team, and I am very proud of choose to do, and also have a Tuesday
commenced her new role, and I am looking everyone’s determination to raise as much as morning running club before school, which is a
forward to working with her within the MSA." possible for Breast Cancer Care, whilst 2.5k run and attended by staff, children and
having so much fun.” parents. We also did a volunteer takeover of
Strawberry Tea fundraiser All the proceeds will go to Breast Cancer our Junior Parkrun a couple of weeks ago,
Not long after, on Friday 29 June, the Care. and we are loving getting the whole school fit.
All smiles
National Smile Month came to Islington, as Hopes and Dreams Montessori
Nursery School held a special event to back the UK’s biggest oral health
campaign, National Smile Month, which took place between 14 May and 14
June.
To show their support, all the children had the opportunity to take part in
activities to learn about good oral health. The toddler classes also had a visit
from the Happy Kids Dental Clinic team, who came to the Nursery School to
explain to them – in a very interactive way – how to maintain good oral
hygiene and look after their teeth. The children also had the opportunity to
have an oral health check-up by the Charles Landau Dentistry team.
One of the parents said “It is reassuring knowing that this kind of event
takes place and are so enthusiastically organised. The children learn so
much from them. Oral hygiene is so important.”
6 Montessori International Summer 2018
Dual celebration
Merrydays Montessori Nursery has been
celebrating 60 years of educating children in
and around the Henley in Arden area. In fact,
since opening, some parents have travelled
and are still travelling up to 25 miles for their A bulletin from Ladbroke Square Montessori School
child to attend the nursery.
Helen Everley owner and headteacher At the end of our school year, remind me what we did –
since September 2000, opened a primary Oh, that’s right – we had fun. Watching the snow fall, making words, hearing marbles on the
Montessori school in 2008 on the same broad stair, being a yoga tree, counting and sorting animals, feeling and forming an ‘o’,
premises and this celebrates 10 years of patiently watching caterpillars become butterflies, being re-, re-, reaccredited by MEAB,
success. This has been reflected in that meeting firefighters and using their kit, teaching ducklings to swim for the first time and lots
parents are coming to the nursery with the more in between.
desire for their child to continue up to the Creating memories and building learning blocks for life.
age of 11 years in the school. This year there
will be the largest reception cohort to date.
starting the school in September
To celebrate past and present pupils many
activities have been organised, and they
AH Lansley
were encouraged to decorate bunting and Business Transfer Agents
join in with the activities over an Open Established 1890
Weekend displaying their work and art. Our
last day of term culminated in blowing out 60 Specialist agent for sale,
candles on a birthday cake and a
presentation to the leavers. We hope to The Studio Montessori purchase and valuation of
continue to welcome many more pupils into Nursery Centre Montessori Nurseries &
our Montessori family for the next 60 years. Schools throughout the UK.
“All good things come to an end!” The Studio
Montessori has now closed for the last time Thinking of selling?
and will no longer be opening its purple
door to welcome children over the threshold.
Contact us in strict confidence
We started in a Church Hall in 1976 and for an initial valuation.
moved to our beautiful setting in Kew in 1983;
some 42 years in total. With around 1000
children sharing so much with us, this is also transfers@ahlansley.co.uk
a celebration of their uniqueness and the
privilege it has been to offer our love and
commitment to their natural development;
0118 9590271
www.ahlansley.co.uk
which the Montessori Approach so readily
provides.
Montessori International Summer 2018 7
Montessori Principal and Head of Centre Required
Are you an experienced and passionate Teacher
who is looking to take the next step in your career?
Benefits include:
- Excellent salary
- International Air transportation
- Accommodation
- Car
Igbinedion Education Centre, Nigeria’s first Montessori Training Centre, established since 1990, is
currently looking for a Primary School Principal and Head of Centre.
Our ideal candidate should be Montessori trained and hold a BA/BSc Hons/Masters Degree
(Bilingual an advantage) and have a minimum of 10 years experience working in a similar position.
Preferred age 30-55 years.
How to apply:
Please send your CV and Passport sized photograph to:
Igbinedion Education Centre
London Representative Office
Mrs. Selina Jutla, 72 Winnington Road, London N2 0TX. Email: selinajutla@gmail.com
http://www.igbinedioneducation.com
YO IS S
Would you like to
TH
ST CO EM
UR EP
AR U BE
T RSE R
T
be inspired by
young children
every day?
Montessori Centre International (MCI) is the leading
Montessori training provider in the UK. We offer full-time,
part-time, online and blended learning courses, with
different ways of studying designed to fit in around
your lifestyle, how you like to learn and your current
experiences.
Our courses include
• Diploma in Montessori Pedagogy (Part-time, up to two years
to complete)
• Foundation Degree in Montessori Early Childhood Practice
(Two year programme full-time)
• Certificate in Higher Education in Montessori Early Childhood ALL OUR
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Eligible students can apply for student finance and our Birts Bursary AVAILABLE VIA
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LEARNING
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To find out more, please get in touch with our Admissions team via email,
admissions@montessori.org.uk, or by telephone 020 7493 8300
For further information, go to: www.montessori.org.uk @MontessoriUK
8 Montessori International Summer 2018charitynews
The editor reflects on moving premises
I’m sure all of you have had the experience to unpacking books, files, folders and
of moving house – and maybe even moving contents of desk drawers and then lugging
your setting – so I don’t need to go into empty crates downstairs, where they began
inordinate detail about Montessori St to pile up in great nested towers.
Nicholas’s move to Marlborough House. As there were workshops taking place at
Suffice it to say that it created the amount of Balderton Street while all this was going on
upheaval and at times slightly frayed tempers at Marlborough House there was a second
that one might expect. wave of moving on the 22nd and 23rd of
We were all trying to ignore the fact that April. This involved the tutors and – shortly
the day before the initial phase of the move thereafter – the students, so by the time the
was Friday the 13th (of April), but of course merry month of May was getting under way
the planning, discarding all that was we were all more or less settled in and back
unnecessary or out of date, and – to a to business as usual.
degree – packing had already been going So what’s the difference you may ask. Well,
on for weeks. Those responsible for the a big part of the answer is light. Number 18
planning had an unenviable task, but the fruit Balderton Street was so closed in by other
of their labour was a process that went about buildings that it always seemed quite dark
as smoothly as you could hope for with such inside; Marlborough House on the other
a major operation. hand has a much more open aspect, with
The following Monday saw the first wave of gardens at front and back and plenty of
movers to Marlborough House standing in windows for the light to pour in no matter where I’m writing) being an enormous and
their respective offices staring with a mild which level of the building you work on. And ancient Catalpa or Indian bean tree that
sense of dread at the stacked crates taking then as a bonus, from almost any window must have been here as long as the house
up most of the room and waiting to be that you look out of, you will see trees, one of itself. It all quite lifts the spirits – you should
unpacked. Drawing deep breaths, we all set them (which I can see the very top of from come and visit us some time.
mcinews
New flexible ways to study MCI’s Certificate of Higher Education
Montessori Centre International is Montessori Centre International students very interested in the flexibility of the new
launching new flexible study will now also be able to choose the balance Montessori qualification. I have candidates
between attending classes and online already. I think this course will be very
pathways on its Level 4 Certificate of
learning, as the college extends its blended popular and make a huge difference for
Higher Education in Montessori Early
learning approach. All students will cover the many nurseries.”
Childhood Practice from September same modules and regularly interact with MEAB Accreditation Manager Michele
2018. one another, but will have the freedom to Dows-Miller also praised the new
For the first time, students will be able to pick how much they do in the classroom or development, saying “Speaking to nursery
study online and part-time on the course, as via online learning. managers around the country, recruiting
well as full-time and at our London college. “The classroom has been ‘stretched’ to Montessori qualified staff is often cited as
The benefit of this Level 4 qualification is include our online students,” Penny adds. being an issue for them. Nursery managers
that eligible students can apply for student “This allows them to join us ‘live’ in the will now be able to know their current staff
finance to cover the cost of the fees (and classroom, to participate, ask questions and members can gain a qualification and be
other benefits such as maintenance, childcare take part in group work with their peers.” supported through student finance. The
or disability support allowance). Students taking the course, which is Certificate of Higher Education also offers
Speaking about the development of the validated by London Metropolitan University, great career opportunities for students and
new flexible pathways, Director of Learning will be able to apply for student finance to means they can think about further studies
Penny Johns, said “We are dedicated to cover course fees and maintenance costs, including the foundation degree.”
widening participation of Montessori training, which will take the pressure off smaller Those taking the Cert HE study four
making it accessible and affordable to as nurseries, knowing their staff can gain a modules that cover Montessori Philosophy,
many people as possible. We know our respected qualification through a funded the full Montessori curriculum plus child
students well and they want flexibility, so by route. development, observation and contemporary
now offering the course part-time, it will allow The new initiative has won praise from the early childhood practice. They complete a
students to balance study with other early years community. Sandra Copping, of professional placement and the qualification
commitments such as work and family life.” Colourbox Montessori School, said “We are meets the Early Years Educator criteria.
Montessori International Summer 2018 9meabnews
MEAB 10 years on
Michele Dows-Miller reports The reports generated after the visits are We welcomed the new CEO of the Charity,
It has been a busy time in the MEAB office so now more concise and accessible for parents Leonor Stjepic, who very kindly agreed to
far in this significant year which marks our to read. They focus clearly on aspects of the award the certificates this year and to share
first decade. We have implemented changes practice which are commendable and her thoughts on the future direction of the
to the reaccreditation process, organised a recommendations for consideration, on which Montessori movement.
training day for our assessors and worked to the action plan is based. The final report is The benefits of the accreditation scheme
ensure that all MEAB information on the published on our website along with the are often reiterated in comments sent in from
website is correct, and that MSA and MEAB previous accreditation report (as a basis for MEAB schools, such as recently:
schools are well represented on it. comparison and evidence of progress made “In the face of challenges to our
The process for reaccreditation of MEAB by the setting). sustainability, MEAB status helps to confirm
schools now gives more emphasis to working Feedback from settings and the assessor the high quality of our setting.”
together with the leadership teams in settings team about these improvements has been
very positive: “I feel that having MEAB status sets us above
and agreeing with them action points for
our competitors and ensures we are viewed
development at the end of the assessor’s “It was lovely to have a … more productive, I as a quality setting.”
second visit: felt, second visit, and really have the chance
• The first visit will still include observations to discuss recommendations/ progress etc. With the disappearance of the Ofsted early
of practice, scrutiny of documents and with the manager … We were able to focus years SEF form, managers and staff still need
conversations with children, staff and the recommendations on areas she really felt to be able to provide evidence of how they
parents. The summary of findings will then were important to her/the team…” evaluate the care and activities that their
presented at the end of the day to the setting provides. Have you considered
management team and any other staff These revisions only apply to keeping your MEAB S1 form up to date to
members invited by this team. reaccreditations, with little change to the help with this task? The latest document is
• The second visit may be shorter. It will process for first accreditations for the available on our webpage
include brief observations of practice, moment. www.montessori.org.uk/montessori-schools-
discussions with senior management association/accreditation/accreditation-
regarding the improvements made
MEAB awards
process/documents-and-guidance
following the first visit, and agreement with We have also altered the format of the We look forward to our next decade of
this team on the action plan. The action June MEAB Awards. This year we celebrated supporting the Montessori community in its
plan will be signed by the setting’s the achievements of the schools that were reflective practice and focused improvement.
manager/owner and also the assessor, accredited by the June MEAB Board with a If you would like your setting to be
and copies will be held by both the setting tea party held in our new premises in considered for accreditation please get in
and the MEAB office. Marlborough Place, St. John’s Wood, London. touch: MEAB@Montessori.org.uk
The assessors, with Barbara Isaacs and Michelle Dowes-Miller (back row, 4th and 5th from the right).
10 Montessori International Summer 2018June MEAB Awards tea party
Montessori International Summer 2018 11feature: resilience
Resilience:
an introduction
Danny Isaacs provides fascinating detail on
the development of resilience and why it
needs to be taken more seriously by society
at large
esilience has become a widely-used term.
R However, it is difficult to define, and not always
understood. For the purposes of this article
resilience will be thought about as one’s ability
and capacity to manage, bear, and bounce back
from adversity, stress and challenging experiences (Cichetti,
2010; Ivtzan et al, 2015). This a model based on capacities
and strengths, rather than weaknesses or limitations.
caregiver supports a child with difficult emotions (Bion,1962).
This article will consider the environmental, individual and
Simply put, containment is the capacity of a caregiver to
societal factors that are thought to contribute to the
receive the child’s feelings, to think about them and attempt to
development of resilience in children. Reflections will also be
understand their experience, and then help the child make
given on what an understanding of these factors might mean
sense of it by putting it into words or offering a nurturing
for Montessori early years practitioners.
physical response. Parents do this all the time, for example
This is a vast area of study, and as such this article provides
when a child cries on a parent’s return after separation and
only an introduction.
the parent gives them a cuddle and says something like “It
Factors that influence the development of was hard that I was gone. It’s ok, I’m back now.” This gives the
resilience child a sense that the difficult experience they have faced can
be understood and withstood. Over time, repetitions of such
Environment
experiences are taken in by the child providing a framework in
Imagine an infant with a nurturing and stable experience in- the mind with which the child can begin to understand difficult
utero, who is then born into a family in which they experience feelings and experiences and manage them.
“good enough” parenting (Winnicott, 1956), for example love, Such challenges lead to normal physiological responses, for
care and attention enough of the time. Such an environment example: increased heart rate, sweating, increased blood
implies an experience of attunement, consistency and positive pressure, and increased release of the stress hormone cortisol.
interaction, which is likely to increase confidence and decrease These responses, from an evolutionary perspective, prepare
stress (Beebe & Lachmann, 2013). This child is likely to have a the body for response – i.e. fight or flight. The supportive
secure attachment, from which they can explore and response given to the child will help to regulate these
experience the world; both the positive and more challenging physiological responses and decrease the level of arousal. It is
moments (Music, 2016). this arousal which, if not reduced, can cause physiological
The ordinary challenges a child faces (for example: damage.
moments of mis-attunement between parent and child, The combination of positive and challenging experiences
frustrations, or separations from caregivers) will give rise to will help the child to learn to self-regulate in times of stress.
experiences of ‘positive’ or ‘tolerable stress’ (Shonkoff et al, This prepares them for life’s challenges and enables them to
2012). What is important is that the child is helped to manage move towards and seek experiences; both positive and
these moments through the stable, supportive relationships that potentially challenging (Panksepp and Biven, 2012). In other
they have. The idea of containment, written about in words, these early experiences lay the foundations for the
psychoanalytic literature, captures the process through which a development of resilience.
12 Montessori International Summer 2018Now consider a child who faces adverse experiences in with activities and tasks that might otherwise feel too
their early development such as trauma, abuse, or neglect. challenging. In turn, this can help to develop self-belief and
They are unlikely to have experienced consistent attunement self-efficacy (Music, 2016).
and positive interaction or have developed a secure Although children are born with different temperaments and
attachment. They are unlikely to feel that the environment individual characteristics, these interact with the environment in
around them is safe and supportive. They are also more likely which they live. Individual characteristics can be developed
to have experienced ‘toxic’ stress, which leaves their body in a and fostered in the context of stable, safe and supportive
state of prolonged and intense arousal (Shonkoff et al, 2012), relationships; however, difficulties may be exacerbated by
possibly without the regulatory protective effects of adults who adverse circumstances. Thus, it seems complicated to tease
can help them to manage their feelings. The Study of Adverse apart the degree to which these factors are independent of
Childhood Experiences (ACE; Danese and McEwen, 2012b) has the environment that children experience.
shown that early adverse experiences such as those stated
Social Context
above have a longstanding and significant impact on physical,
biological, psychological and brain development. Thus, it is no It is crucial to consider the child’s social context when
surprise that this child may be less resilient. thinking about the development of resilience. Factors such as
socioeconomic status, poverty, social opportunity, and access
Individual Differences
to sufficient health care contribute to the development of
Children respond to the environment in different ways with resilience. Importantly, these are factors that are often out of
some children responding to adversity more favourably than the control of not only the child themselves, but also their
others. It is important to consider what may lead to one child parents and family. In fact, it has been argued that the current
being more resilient in the face of adversity than another. A interest in and focus on resilience too often places
recent study highlighted the impact of individual differences in responsibility for failures in a child’s development on the
Children respond to the environment in different ways with some children responding to
adversity more favourably than others. It is important to consider what may lead to one
child being more resilient in the face of adversity than another.
sensitivity and emotional reactivity on resilience. Lionetti et al individual (i.e. parents) rather than holding society and the
(2018) found that those with lower sensitivity and emotional political system accountable for the inequality that these
reactivity were more resilient compared to those with higher families may experience (Joseph, 2013).
levels of emotional reactivity and sensitivity. Although the It is well known that – for a family struggling with poverty,
second group were more vulnerable to bad experiences, it living in a less safe environment, with poorer access to health
was found that they may also benefit more from positive care and less social opportunity – such an environment makes
experiences (Hayward et al, 2013). it much more difficult for parents to care for their children in an
In a systematic review of the literature on resilience, Zolkoski attuned and reflective manner (Kiernan & Huerta, 2008). In turn
and Bullock (2012) identified several protective factors that this is associated with poorer outcomes for the children
may help children to respond to adversity with greater (Barlow et al, 2014). The evidence presented above indicates
resilience. They emphasised the importance of individual that these negative outcomes lead to long-term physical and
characteristics such as temperament, sense of independence, psychological difficulties, and such difficulties have an impact
sociability and optimism as important in the development of on society. Therefore, the role of society in the development of
resilience. More specifically they stated that two fundamental children more generally, but in relation to resilience, needs to
protective factors are the child’s self-esteem and their capacity be taken much more seriously.
to self-regulate their responses to challenges and feel
Reflections
confident that they can overcome them.
Another factor that seems important to focus on is optimism. The evidence presented suggests that for children to
It is natural and necessary for children to be optimistic, and in develop resilience, they need experiences of relationships with
fact it can be protective (Bjorkland, 2007). As we know, adults who are attuned to their needs and who interact with
children can be over optimistic at times, imagining that life will them positively, in stable and supportive environments. These
work out as they want. This is not only a denial of a sometimes environments should also present children with enough
harsh and unwelcome reality, but also provides an arena in challenges to allow them to begin to test out success and
which children can feel confident to try new things and persist
Continued on next page
Montessori International Summer 2018 13feature: resilience
failure, and achievement and frustration, all the while being
helped to manage the challenges they face as and when they
need help. Importantly, this does not mean the adults working
with children must, or need to, get it right all the time. In fact, it
is the day-to-day frustrations providing opportunities for
children to face developmentally appropriate challenges and
overcome them that help build resilience. This is a fundamental
part of the process of learning (Salzberger-Wittenberg,
Williams and Osborne, 2004). The experience of
disappointment with the adults in their world, and the
emergence of mixed feelings about these adults –
ambivalence – is a crucial aspect of ordinary development.
Ambivalence has been thought of as central to ordinary
healthy psychological development in children for some time References
(i.e. Klein, 1946). Of course, this does require us, as adults Barlow, J. et al. (2014). Family socio-economic status and young children’s
outcomes. Journal of Children’s Services. 9 (2), 83 - 95.
working with children, to be able to bear to be the one to
Beebe, B. & Lachmann, F. M. (2002). Infant Research and Adult Treatment:
disappoint, frustrate, and at times not be liked. Co-Constructing Interactions. New York: Analytic Press.
Furthermore, it is important when working with children who Bion, W.R. (1962). Learning from Experience. London: Heinemann.
have experienced trauma, abuse, neglect, or other disturbing Bjorklund, D. F. (2007). Why Youth is not Wasted on the Young: Immaturity
experiences in early life, to hold in mind that for them it is in Human Development. Oxford: Blackwell.
much more of a challenge to trust the world around them. They Cicchetti, D. (2010). Resilience under conditions of extreme stress: a
multilevel perspective. World Psychiatry. 9 (3), 145 - 154.
are less likely to have begun to develop confidence, a sense
Danese, A. & McEwen, B. S. (2012b). Adverse childhood experiences,
of self, self-regulation and many other characteristics and in allostasis, allostatic load, and age- related disease. Physiology &
turn, they are less likely to be able to respond to their world Behaviour. 106 (1), 29 - 39.
with resilience. These are the children who really do need Hayward, A. D. et al. (2013). Influence of early-life nutrition on mortality
consistency, attunement, stability and sense of being cared and reproductive success during a subsequent famine in a preindustrial
population. Proceedings of the National Academy of Sciences. 110 (34),
about when they come to nursery. Unfortunately, they are also 13886 - 13891.
the children who are more likely to test out how reliable the Ivtzan, I. et al. (2015). Second Wave Positive Psychology: Embracing the
adults around them are and behave in challenging ways, that Dark Side of Life. Oxford: Routledge.
are more likely to lead adults to not want to help them. It Joseph, J. (2013). Resilience as embedded neoliberalism: a
governmentality approach. Resilience. 1 (1), 38 - 52.
requires a great deal of patience and tolerance from those
Kiernan, K. E. & Huerta, M. C. (2008). Economic deprivation, maternal
who work with these children. However, it is this patience, depression, parenting and children’s cognitive and emotional
tolerance and persistence that over time may give these development in early childhood. British Journal of Sociology. 59 (4), 783 -
children a different experience of the world and what they can 806.
expect from it. In turn, this is likely to impact the extent to which Klein, M. (1946). Notes on some schizoid mechanisms. International
Journal of Psycho-Analysis. 27, 99 - 110.
they can develop resilience. As indicated by above, these are
Lionetti, F., Aron, A., Aron, E. N., Burns, G. L., Jagiellowicz, J., & Pluess, M.
the children who may benefit most from good experiences. (2018). Dandelions, tulips and orchids: evidence for the existence of low-
Whilst an early years setting cannot change the extent of a sensitive, medium-sensitive and high-sensitive individuals. Translational
child’s social context, it does hold an important position in the Psychiatry, 8 (1), 24.
Music, G. (2016). Nurturing natures: Attachment and children's emotional,
local community and society. This can be a place where
sociocultural and brain development. London: Routledge.
children from all walks of life can be given equal opportunities Panksepp, J. & Biven, L. (2012). The Archaeology of Mind:
to develop to their fullest potential. It can also be a place that Neuroevolutionary Origins of Human Emotion. New York: Norton
offers an experience of containment to caregivers and Salzberger-Wittenberg, I., Williams, G. & Osborne, E. (2004). The Emotional
families, who may also have needs of many kinds. These seem Experience of Learning and Teaching. London: Karnac.
to be important functions of an early years setting in addition Shonkoff, J. P., et al. (2012). The lifelong effects of early childhood
adversity and toxic stress. Pediatrics, 129 (1), 232 - 246.
to the primary task of helping children to engage with the
Winnicott, D. W. (1986). 10. Transitional Objects and Transitional
world and learn. Phenomena: A Study of the First Not-Me. Essential papers on object
Rather than summarising the points made here and how relations, 254.
they relate to Montessori practice further, it seems more Zolkoski, S. M., & Bullock, L. M. (2012). Resilience in children and youth: A
review. Children and youth services review, 34 (12), 2295 - 2303.
pertinent to ask: what has reading this article made you think
about in relation to your practice and the setting within which Danny Isaacs is a Child and Adolescent Psychotherapist in Doctoral
you work? Training at the Tavistock and Portman NHS Foundation Trust.
14 Montessori International Summer 2018feature: resilience
Resilience amongst the trees
Naomi Walmsley and Dan Westall write
about resilience as an integral part of Forest
School activities
‘ orest School’ is no longer a ‘foreign concept’ or new
F and alien phenomenon. Thankfully hundreds of
schools across the country are recognising the
importance of Forest School in helping to develop
happy, healthy, creative and emotionally rounded
young individuals. Whether in a woodland, small green patch or
concrete playground more and more schools are getting
involved and it’s easy to see why. The Forest School concept is
simple: it offers children the chance to explore, experiment, take
calculated risks and take part in child-led activities (both
individually and in groups), so then these children should thrive
both in- and outdoors. This theory has been tested, proven and
written about in numerous studies focusing on child education
and Forest School. However, I have the pleasure of watching
these theories come to life and transpire first hand as we
The Forest School concept is simple: it offers children the chance to explore, experiment,
take calculated risks and take part in child-led activities (both individually and in groups).
deliver our own Forest School session in our woods in This is perfect examples of perseverance and resilience and
Staffordshire. One of the most positive outcomes that we have I could stop the story here. But unfortunately, their joy was short
found Forest School sessions promote is resilience. lived as their thrill of seeing their growing flames led to a
It’s not that our activities are set up for children to rather over-eager adding of wood, which of course, led to the
purposefully fail but we do pride ourselves on stepping back fire’s sad and smoky demise.
and allowing children to make mistakes and potentially (and This disappointment was rather poorly timed with the end of
most likely) not succeed in reaching completion on a first the session. The teachers prepared themselves for sticks being
attempt. This is emphasised clearly within so many of the hurled across the woodlands, stomping feet and defeatist
activities Forest School can offer, none more so than fire- angry words being shouted through the trees. But instead, we
lighting. all watched as the group discussed how they would do it
There’s one particularly memorable Forest School group we differently next week, compiling a plan as to how they would
used to have week after week in our woods. This group was a “nail it” next time. They even all agreed that success meant
rather challenging one of 7 to 8 year olds, and on our first “more thin sticks, less speedy speed.” Instead of being
session with them, we were advised by the teachers that they disillusioned and disheartened they were excited to try again
may need a little coaxing to get involved and may give up next week. And this to me is at the very essence of Forest
easily if the task takes any amount of perseverance. Dan and I School, and we see it time and time again. When children are
talked them through how to light a fire, and in their small groups given the opportunity to learn new hands-on ‘real’ skills and
they appeared confident and enthusiastic to get stuck in. grow at their own speed in a safe and neutral environment,
Within ten minutes, their confidence had clearly moved over more often than not failure is not being unsuccessful, instead
to feelings of frustration. But they did not give up. Within 30 it’s just an exciting opportunity to ‘nail it’ next time.
minutes their frustration had turned into excitement and Naomi and Dan are the authors of Forest School Adventure, and they
anticipation as finally sparks were transforming into embers and have kindly agreed to write this piece on resilience outdoors
then, with a little gentle puff of encouragement, they saw specifically for Montessori International. You can read a review of their
flames. book on page 31 of this issue.
Montessori International Summer 2018 15You can also read
