Dear Pigeon Plum Families,

Dr. Maria Montessori believed that “There must be provision for the child to have contact with nature; to understand and appreciate the order, the harmony and the beauty in nature.” Toddlers are sensorial learners and enjoy the sensorial experience of being outside in nature. Dr. Montessori understood that children must experience the world through their senses in order for their brains to develop. Being able to feel, hear, see, smell, and taste their environment are critical to your toddler’s development. Through movement and sensory input, children form neural pathways, shaping their minds and gaining control of their bodies. While working outside, toddlers also learn about the natural world around them and how to care for it. The more children are outside, the stronger their connection with nature becomes.

“When children come in contact with nature, they reveal their strength.”
—Dr. Maria Montessori

Activities that you can do outdoors in nature with your toddler:
• Notice the beauty of nature together.
• Listen to the wind in the trees.
• Look at all the flowers in bloom.
• Smell the rain.
• Observe insects at work.
• Watch the movement of the ocean and look for water droplets on leaves.
• Find moments of quiet; choose a peaceful place to sit and just breathe or sit and watch the clouds.
• Take a basket to the park or beach to collect flowers, leaves, rocks, shells, and sticks.
• Grow your own fruits, herbs, and vegetables. The garden provides toddlers with a chance to dig in the soil, and to plant seeds and plants and watch them grow.

Ms. Megan has been taking the Pigeon Plums outside during our morning work cycle to help water the plants around campus, pick up fallen sticks on the playgrounds, and scrub away leftover chalk from the chalkboard and playground equipment.

“Let the children be free; encourage them; let them run outside when it is raining; let them remove their shoes when they find a puddle of water; and, when the grass of the meadows is damp with dew, let them run on it and trample it with their bare feet; let them rest peacefully when a tree invites them to sleep beneath its shade; let them shout and laugh when the sun wakes them in the morning as it wakes every living creature that divides its day between waking and sleeping.”
—Dr. Maria Montessori

Happy March,
Ms. Dori and Ms. Megan

Pigeon Plum Families,

It is February, and at The Children’s School in the month of February, we celebrate friendships. The Pigeon Plums and Mangroves will get together with the Spanish Limes and Cocoplums to honor friendship on Friendship Day.

“We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity.”
—Maria Montessori

I thought that with February being friendship month that it would be a great time to share how toddlers play and form “friendships.” Some of the most consistent questions that I get asked are:
● Who does my child play with?
● Who are their friends?
● Why is my child not playing with other children?

Within the Montessori philosophy, there are five stages of play:
1. Solitary play
2. Onlooker play
3. Parallel play
4. Associative play
5. Cooperative play

The youngest of toddlers mostly engage in solitary play, meaning that they are completely engaged in their own activities without showing interest in other children. The next stage is onlooker play, where they begin to notice and observe others around them and may even modify their work after observing someone else. The third stage is parallel play, this is where two toddlers may work beside each other but not work with each other. The fourth stage is associative play where two children will engage in an activity together. This will be done in a loosely organized manner. The last stage is called cooperative play and is oftentimes observed in the Primary classrooms. In cooperative play, children will work together to achieve a common goal. At ages four and five, children start bonding with one another and often create friendships with ease.

“Play is the work of the child.”
—Maria Montessori

How do solitary play, onlooker play, and parallel play benefit my toddler, you ask? Until the age of three, children learn by what Dr. Maria Montessori referred to as an “unconscious mind.” They develop effortlessly and without conscious awareness. Each child is driven by an intense desire to “do it myself.” At first, children watch adults and other children do things, and mimic or copy them. They will then use those observations during solitary play. Next comes onlooker play and parallel play, of which there are many benefits: language development, gross and fine motor skill development, freedom to express their desires and feelings, understanding social interactions and learning boundaries, and learning what is available to them.

As your child sits and minds their own work they will also be listening and learning words from adults and nearby children. They will add these words to their vocabulary and surprise you with it later. Play engages both the body and the mind. Whether a toddler repeats on activity many times or experiments with something new they observed from parallel play, it is all a part of learning and growing. Keep in mind that what may look simple to you can be quite challenging to little hands. During parallel play, your toddler is using everything they can get their hands on to express feelings. They range from joy to fear to frustration or just plain silliness. By observing your child play, you can get a glimpse into how their mind works and gain a better understanding of their budding personality. Parallel play does not mean that your child is isolated. Your child is exactly where they are meant to be, in their own world. This world is situated in the middle of the bigger world of which they have yet to figure out. Through observation, your child gets a glimpse into social interaction. Interactions can be both positive and negative, and there is something to be learned from both. Parallel play does have some pitfalls, though. Do not expect that your child will always sit quietly and play/work without ever eyeing another’s work. Toddlerhood is the age when your child’s mind takes some mighty big leaps in terms of development. Learning the word and concept of “mine” is a very important step in understanding boundaries.

So, the next time you get a daily note stating that your child observed others working in the classroom, be proud and look forward to seeing them exhibit what new skills they have learned simply by observing others around them. 🙂

Happy friendship month,
Ms. Dori and Ms. Megan

Pigeon Plum Families,

Happy New Year! I can’t believe another year has gone by and that it is 2020. I hope that everyone had the happiest of holidays and enjoyed the winter break from school. I am excited to see how much the Pigeon Plums have grown over these past two weeks.

The month of December went by so very fast. It was lovely to have the opportunity to chat and share with everyone during parent-teacher conferences. Thank you for taking the time out of your busy schedules to come and meet with me. I also want to thank everyone who helped to make the Conch Train Holiday Lights Tour such a successful event this year; the toddler team greatly appreciates all of your efforts!

Within the classroom, the Pigeon Plums have enjoyed working on learning about different items they would see during the holidays: a menorah, ornaments, a stocking, a model of snowman, and a wreath. They also worked on:

Wrapping a gift box with wrapping paper, tape, and a ribbon

Placing star-shaped ornaments on a tree

Grating a cinnamon stick (they really liked the scent of the grated cinnamon!)

We offer toddlers activities that promote the use of the pincer grasp (the ability to use the thumb and index finger to grasp an object) to strengthen the hand and fingers and to develop coordination. The pincer grasp prepares the hand for writing, and it supports other activities such as using scissors, dressing and feeding oneself, and many other fine motor skills one will use throughout their life.

“Those children who have been able to work with their hands make headway in their development, and reach a strength of character which is conspicuous.”
—Maria Montessori

This month, with “winter” weather just around the corner, the toddlers will have the opportunity to work with cold-weather gear. They will be able to put on a winter hat, earmuffs, a scarf, and snow boots. I am searching for a toddler-sized snowsuit and a winter coat to add to our collection, so if you happen to have either item or would like to purchase them for the classroom, the Pigeon Plums would be most grateful! The Pigeon Plums will also have the opportunity to work with winter-themed language cards depicting photographs of winter weather and winter activities.

The Children’s School’s annual gala is quickly approaching. Each classroom puts together a themed basket to be auctioned off for the silent auction. The monies raised from the evening go toward the school’s scholarship fund. Our basket theme for this year is a child’s art basket. There will be a sign-up sheet for items above the Pigeon Plum sign-in/out binder. As always, thank you for your support.

Here’s to a great new year!

Ms. Dori and Ms. Megan

Dear Pigeon Plum Families:

Some of my fondest memories from childhood regarding the holidays are of cooking and baking with my mother and grandmother. I loved nothing more than to sit on the counter and watch the magic happen — and, of course, getting to lick the leftover cookie dough from the mixing spoon. Since the holiday season is upon us, I thought it would be a great time to discuss baking and food preparation, why they are appropriate activities for your toddler, and how to accomplish them at home.

Food preparation and baking play a big part in a Montessori toddler classroom, and it is no different in the Pigeon Plum classroom. Food preparation and baking are sensorial experiences: experiencing the different textures through touch, smell, sight, and of course taste. Manipulating the ingredients oneself can awaken the appetite. This makes one not only curious about the food but also more willing to try new, unfamiliar foods. Food preparation and baking are outlets for refining fine motor skills and assisting eye-hand coordination. It gives toddlers an opportunity to work with real tools (with adult supervision, of course!) such as slicers, graters, knives, and scoops, while also building confidence in their own abilities. It encourages patience and concentration, traits we strive for within the Montessori toddler classroom. Finally, food preparation and baking give toddlers the feeling of being important to the classroom and the community, just by taking part. Being able to prepare food for the ones they love develops the feeling or sense of belonging, makes them feel useful, and fosters their self-esteem.

“The child has a different relation to his environment from ours … the child absorbs it. The things he sees are not just remembered; they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear.” Maria Montessori

At this point, you may be asking how do I prepare food or bake with my toddler at home? Even very young children can help with things in the kitchen: gathering ingredients, measuring and adding the ingredients, mixing, scrubbing fruits and vegetables, cleaning up and helping to wash the dishes.

The following are some age-appropriate ideas for food preparation and baking at home with your toddler this holiday season.

Under 1 year old:

Watching, touching, tasting, smelling, and talking about what you are doing in the kitchen
Providing a safe way for your child to be at the height of the countertop so that they can observe what you are doing
Washing fruits and vegetables

1 to 2 years old:
Adding and mixing ingredients
Gathering ingredients
Helping to set the table, a Pigeon Plum favorite
Kneading dough
Peeling and slicing eggs, fruit, and vegetables
Pouring water
Shelling peas
Spreading on crackers or toast

2 to 3 years old:
Grating cheese
Squeezing orange juice
Peeling and slicing fruits and vegetables
Scooping
Tearing lettuce for salads
Whisking

3+ years:
Following simple recipes
Measuring ingredients
Practicing more advanced knife skills
Using kitchen appliances with supervision
Weighing/measuring with scales

Okay, you say to yourself, these are great examples of what I can do with my toddler, but how do I successfully prepare food and bake with my toddler? The key is preparation. Think about what you are going to need from start to finish, and have everything assembled and ready. Have sponges/cloths, a small broom or dustpan and brush handy for cleaning up spills, because spills happen. Additionally, you may want to have a child-sized apron and utensils for your toddler. Lastly, lower your expectations and gather your patience. Expect that things will not be perfect, food will fall on the floor, there will be spills to be cleaned up, and that it will take longer than you anticipated. But in the end, it sure is worth it!

Happy cooking and baking!

Ms. Dori

Greetings Pigeon Plum Families,

I thought that I would talk about the toileting process in a toddler Montessori classroom for this month’s newsletter. Some of the Pigeon Plums are just starting to participate in the process, while others are active participants in the process, and a few are toileting completely independently.

The main objective for a child who is learning to toilet is to be an active participant in the process, since they are learning to take responsibility for their own bodies. Maria Montessori felt that as soon as a child can participate in any step of the process, they should be asked to be a part of it. Once a child can stand independently, Montessorians ask the child to assist in collecting a fresh diaper and wipes. With every diaper change, the Montessorian invites the child to participate in more and more steps toileting.

Consistency and repetition are vital to a toddler. In a Montessori toddler classroom, we as guides; go through each step of the process every time the toddler toilets. We do this as preparation, with the goal in mind; that the child will participate more and more until the adult no longer needs to be present at all for the child to complete the task.

Each time your toddler gets their diaper changed or uses the toilet at school they are invited to push down their bottom layers of clothing, detach the tabs from their diaper, put their diaper in the trash, clean their body with a wipe, put the wipe in the trash, sit on the toilet, hold their clothing while a fresh diaper is put on, pull up their clothing, and wash their hands.

Throughout the toileting process, I narrate what has happened, what is happening, and what needs to happen next. I encourage you, as parents, to learn this process and use it with your child at home. The more the process is consistent with the same expectations and participation, the smoother the transition will be and the more successful your child will feel while learning how to toilet independently.

(1) Begin by changing your toddler’s diaper in the bathroom. By doing this, you are associating the space (bathroom) with the action that needs to occur (toileting), with the goal of your child associating the toilet with using their bowels.

(2) Change your child standing up. The child should be able to hold onto something secure, like a shelf or the bathtub. When a child stands during the toileting process, it can be a collaborative effort with the child instead of something that is being done to them. Wiping should also be done while your child is standing up, regardless of whether it is urination or a bowel movement. The ultimate goal is for your child to complete the task on their own.

(3) Encourage your child to actively participate in the entire diapering-toileting process:

– Pushing down their bottom clothes

– Opening the tabs of their diaper

– Putting their diaper in the trash

– Wiping themselves

– Putting the wipe in the trash

– Sitting on the toilet

– Getting a new diaper/underwear- Putting on and pulling up their bottoms

This also provides practice in dressing and undressing themselves during the toileting process. In the beginning, your child may need a lot of assistance and that is OK. The more they practice and work at it, the more successful and independent they will be. The goal is to have your child take their bottoms and underwear off and put them back on successfully without any assistance.

(4) Provide opportunities for your toddler to sit on the toilet. Always offer your child the opportunity to sit on the toilet while going through the diapering process. Respect their emotions and do not force your child to use the toilet. The goal is for them to want to use the toilet, and for it to be a positive experience for all involved.

(5) Wash your hands with your child. After the diapering process is complete, model hand washing with your child. The goal is for your child to understand that after spending time in the bathroom, one must wash their hands to stop the spreading of germs.

Since we are encouraging your toddlers to do as much of this process on their own you may pick them up from school with their clothes on backwards, with two feet in one hole of their bottoms, underwear over their bottoms or shoes on the opposite feet. None of this is wrong! Your child has worked hard to take care of themselves and have done the work themselves. When I notice that any of the above mentioned has occurred, I ask them if they are comfortable. If they say yes then we continue with our day; if they say no I state what I notice and ask them to try again. Eventually, with enough practice getting dressed and undressed, they will self-correct their clothing and learn what shoes go on what feet.

Lest you think we have spent all month is the bathroom, since it is autumn (even though it does not feel like it!) the Pigeon Plums have been learning about different types of leaves, gourds, pumpkins, and squash. We have been using language cards with photographs and real examples from the MARC House pumpkin patch.

Happy Autumn,

Ms. Dori

Dear Pigeon Plums,

Starting anything new can be overwhelming. Starting school, especially during the toddler years, can be stressful for both the child and the adult. For some toddlers, attending school is the first time that your child has been away from you. When starting something new, there is always an adjustment period to acclimate oneself. Resiliency in times of stress is not something we are born with; it needs to be learned, and takes time. If we are lucky, it is acquired in our early years of development with nurturing life experiences.

Babies are born with simple on/off switches and no delay buttons. They go from calm to tearful almost instantly when a need arises. It is through consistent, loving coaching and care that they discover patience and learn the skill of calming down once their needs are met.

As toddlers, children encounter new problematic situations. They hear “No” and “Not yet,” and neither of these is acceptable to them. Again, as parents and teachers, we help them learn to adapt, stop or delay their desired actions. The nuances involved in all of this are vast and continue to be learned in every new situation of toddlerhood and beyond. In other words, those on/off switches need to become dimmer switches.

Children need to learn to regulate their moods, tempos, and excitement levels. Music helps build strong dimmer switches that assist children to modulate their responses to life’s events. Music does this through going back and forth from loud to soft, bold to gentle, fast to slow, high to low, and active to resting. Music is linked to the part of the brain called the frontal lobe, which enables us to live fully in the present. Music provides toddlers a way back to their frontal lobes, so they can continue to build the response patterns needed for resiliency.

Toddlers have a strong sense of self. The body offers a physical home and a place of rest and calmness when stressors appear. When we flee from ourselves in panic, we lose our coping skills. When we stay grounded we find our resiliency. The body needs to experience rhythm, predictability, and calming and controlled movement. When toddlers are engaged in movement, they are increasing their body’s awareness and deepening their sense of their body as a place to be.

“Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement, we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas.” Maria Montessori

As teachers and guides in the Montessori toddler classroom, we help children lay the groundwork for their own resiliency. One of the ways in which we do this is through the universal language of music and movement. In the toddler program, we end our work cycle by sitting in a circle and singing songs. We then dance together to music, which we call our daily “dance party.”

We often find that new friends to the classroom will happily observe or join us for circle time and dance party. Music provides children with an interlude from the stressors they are experiencing from being in a new, unfamiliar environment. Music, and our enjoyment of it, easily takes us to the present moment and allows us to live in the now.

So, the next time you are feeling stressed and ungrounded, maybe take a moment to turn on some music and dance with your toddler, and see how you feel afterward.

During the month of September, the Pigeon Plums have been singing Light a Candle for Peace, The Wheels on the Bus and Baby Bumblebee. For our daily dance party, we have been dancing to the Golden Oldies Radio station on Pandora.
“Music.
It’s all creativity right here, right now.” Billy Higgins
Happy grooving to the music!
Ms. Dori

Pigeon Plum Families,

How time flies. It’s hard to believe that an entire school year has almost gone by and that summer is just around the corner.

“Whoever touches the life of a child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future.”                         – Dr. Maria Montessori

Working with, and raising toddlers can be so very rewarding and at the same time challenging. Understanding Montessori philosophy, even just a little bit, can help you to better understand and relate to your toddler. Dr. Maria Montessori believed and identified the absorbent mind to be a critical component of the human mind that relates to early learning. The absorbent mind has three components; the unconscious, the subconscious, and the conscious. All of the components of the absorbent mind are developing from the moments the brain is formed until about the age of six.

Have you observed your child being curious? When demonstrating curiosity your toddler is being controlled by their unconscious. The unconscious in the underlying drive that keeps your toddler moving forward. They know cause and effect must exist even if they have not yet identified what effect they can cause in any given situation.

I am sure that we have all in some manner experienced the strong will of a child of any age. Instant gratification of all of their needs is the will of the toddler. Toddlers need their basic needs to be met along with the stimulation of all of their senses. By following their unconscious, toddlers learn subconsciously what worked and what did not work to get their needs met. If undesirable behavior got a toddler what they wanted they will do it again because it worked. Within The Children’s School’s Montessori Toddler Program we strive to model the behaviors that we want to see within our toddlers; those of grace and courtesy.

“The child passes little by little from the unconscious to the conscious, treading always in the paths of joy and love.” – Dr. Maria Montessori

From birth until about the age of three, a conscious will does not truly exist. Until the ages of about three to six years old, a toddler’s mind is absorbing information and reacting in mostly reflexive ways and not purposely. What your toddler absorbs from their environments will make an impression and all of these early interactions form the adult your toddler will become.

“To assist a child we must provide him with an environment which will enable him to develop freely. A child is passing through a period of self-realization, and it is enough to open up the door for him.” Dr. Maria Montessori

I am most grateful to have worked with and watched each one of your toddlers to learn, grow and blossom throughout the school year. Ms. Šárka and I would like to wish you all a safe and fun-filled summer vacation.

Happy Summer,
Ms. Dori and Ms. Šárka

Dear Pigeon Plum Families:

Spring has sprung! I hope everyone had a fun and restful spring break. I spent some of my spring break getting caught up in my garden. Dr. Maria Montessori believed that “there must be provision for the child to have contact with nature; to understand and appreciate the order, the harmony and the beauty in nature.” Toddlers are sensorial learners and enjoy the sensorial experience of being in nature. Dr. Montessori understood that children must experience the world through their senses in order for the brain to develop. Being able to feel, hear, see, smell and taste their environment, is critical to their development. Through movement and sensory input, children develop neural pathways, shaping their minds and gaining control of their bodies. While working outside toddlers also learn about the natural world around them and how to care for it. The more children are outside, the stronger their connection with nature will become.

“When children come in contact with nature, they reveal their strength.” Dr. Maria Montessori

The following are some activities that you can do outdoors in nature with your toddler to enjoy spring. Notice the beauty of nature together; listen to the wind in the trees, look at all the flowers in bloom, smell the spring rain, watch insects at work, the movement of the ocean and water droplets on leaves. Find moments of quiet; find a peaceful place to sit and just breathe or sit and watch the clouds. Take a basket to the park or beach to collect leaves, rocks, shells, and sticks. Grow your own vegetables. The garden provides toddlers with a chance to dig in the soil and plant seeds and plants. Ms. Šárka planted tomato seeds in a pot outside of the classroom and now the Pigeon Plums have their very own tomato plant to care for. Soon we will be able to eat freshly picked tomatoes for snack, yum!

“Let the children be free; encourage them; let them run outside when it is raining; let them remove their shoes when they find a puddle of water; and, when the grass of the meadows is damp with dew, let them run on it and trample it with their bare feet; let them rest peacefully when a tree invites them to sleep beneath it’s shade; let them shout and laugh when the sun wakes them in the morning as it wakes every living creature that divides its day between waking and sleeping.” Dr. Maria Montessori

Happy Spring,
Ms. Dori and Ms. Šárka

Dear Pigeon Plum Families,

Some of my fondest memories from childhood are of cooking and baking with my mother and grandmother. I loved nothing more than to sit on the counter and watch the magic happen and of course getting to lick the leftover cookie dough from the mixing spoon. Food preparation and baking play a big part in a Montessori toddler classroom and it is no different in the Pigeon Plum classroom. Why do you ask? There are several reasons. Food preparation and baking are sensorial experiences; experiencing the different textures through touch, smell, sight and of course taste. Manipulating the ingredients oneself can awaken the appetite. This not only makes one curious about the food item but also more willing to try new, unfamiliar food. Food preparation and baking are outlets for refining fine motor skills and assisting eye-hand coordination. It gives toddlers an opportunity to work with real tools (with adult supervision of course!) such as slicers, graters, knives, and scoops while also building confidence in their own abilities. It encourages patience and concentration, something that we strive for within the Montessori toddler classroom. Finally, food preparation and baking gives toddlers the feeling of being important to the classroom and the community just by taking part. Being able to prepare food for the ones they love develops the feeling or sense of belonging, makes them feel useful and fosters their self-esteem.

“The child has a different relation to his environment from ours…the child absorbs it. The things he sees are not just remembered; they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear.” – Maria Montessori

At this point, you may be asking how do I prepare food or bake with my toddler? Even very young children can help with things in the kitchen; gathering ingredients, measuring and adding the ingredients, mixing, scrubbing fruits and vegetables, cleaning up and helping to wash the dishes. The following are some age-appropriate ideas for food preparation and baking at home with your toddler.

Under 1 Year Old:
-watching, touching, tasting, smelling and talking with your child about what you are doing in the kitchen
– provide a safe way for your child to be at the height of the countertop so that they can observe what you are doing
– washing fruits and vegetables
1-2 Years Old:
– adding and mixing ingredients
– gathering ingredients
– helping to set the table, a Pigeon Plum favorite
– kneading dough
– peeling and slicing eggs, fruit, and vegetables
– pouring water
– shelling peas
– spreading on crackers or toast
2-3 Years Old:
– grating cheese
squeezing orange juice
– peeling and slicing fruits and vegetables
– scooping
– tearing lettuce for salads
– whisking
3+ Years:
– following simple recipes
– measuring ingredients
– more advanced knife skills
– using kitchen appliances with supervision
– using scales

Okay, you say to yourself, these are great examples of what I can do with my toddler, but how do I successfully prepare food and bake with my toddler? The key to doing this successfully is preparation. Think about what you are going to need from start to finish and have everything you are going to need assembled and ready. Have sponges/cloths, a small broom or dustpan and brush handy for cleaning up spills because spills happen. Additionally, you may want to have a child-sized apron and utensils for your toddler. Lastly, lower your expectations and gather your patience. Expect that things will not be perfect, food will fall on the floor, there will be spills to be cleaned up, and that it will take longer than you anticipated. But in the end, it sure is worth it!

Happy baking!
Ms. Dori and Ms. Šárk

It’s February and at The Children’s School in the month of February, we celebrate friendships. The Pigeon Plums and Mangroves will get together with the Spanish Limes and Coco Plums to honor friendship.

” We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity.” – Maria Montessori

I thought that with February being friendship month that it would be a great time to share how toddlers play and form “friendships.” Some of the most consistent questions that I get asked are who does my child play with, who are their friends, or why is my child not playing with other children?

Within the Montessori philosophy, there are five stages of play; solitary play, onlooker play, parallel play, associative play, and cooperative play. The youngest of toddlers mostly engage in solitary play, meaning that they are completely engaged in their own activities without showing interest in other children. The next stage is onlooker play where they begin to notice and observe others around them and may even modify their work after observing someone else. The third stage is parallel play, this is where two toddlers may work beside each other but not work with each other. The fourth stage is associative play where two children will engage in an activity together. This will be done in a loosely organized manner. The last stage is called cooperative play and is often times observed in the Primary classrooms. In cooperative play, children will work together to achieve a common goal. At ages four and five children start bonding with one another and often create friendships with ease.

“Play is the work of the child.” – Maria Montessori

How do solitary play, onlooker play, and parallel play benefit my toddler you ask? Until the age of three, children learn by what Dr. Maria Montessori referred to as an ‘unconscious mind.” They develop effortlessly and without conscious awareness. Each child is driven by an intense desire to “do it myself.” At first, children watch adults and other children do things, and they will then mimic or copy them. They will then use those observations during solitary play. Next come onlooker play and parallel play of which there are many benefits; language development, gross and fine motor skill development, freedom to express their desires and feelings, understanding social interactions and learning boundaries, and learning what is available to them.

As your child sits and minds their own work they will also be listening and learning words from adults and nearby children. They will add these words to their vocabulary and surprise you with it later. Play engages both the body and the mind. Whether a toddler repeats on activity many times or experiments with something new they observed from parallel play, it’s all a part of learning and growing. Keep in mind that what may look simple to you can be quite challenging to little hands. During parallel play, your toddler is using everything they can get their hands on to express feelings. They range from joy to fear to frustration or just plain silliness. By observing your child play you can get a glimpse into how their mind works and gain a better understanding of their budding personality. The parallel play does not mean that your child is isolated. Your child is exactly where they are meant to be, in their own world. This world is situated in the middle of the bigger world of which they have yet to figure out. Through observation, your child gets a glimpse into social interaction. Interactions can be both positive or negative and there is something to be learned from both. Parallel play does have some pitfalls. Don’t expect that your child will always sit quietly and play/work without ever eyeing another’s work. Toddlerhood is the age when your child’s mind takes some mighty big leaps in terms of development. Learning the word and concept of “mine” is a very important step in understanding boundaries.

So the next time you get a daily note stating that your child observed others working in the classroom be proud and look forward to seeing them exhibit what new skills that they have learned simply by observing others around them 🙂

Happy friendship month!
– Ms. Dori and Ms. Šárka