Where are the Centers?

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Q.Why don't Montessori Classrooms have "centers" like traditional early childhood classrooms?
 

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30 Aprons Tutorial

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I'm sure you have heard of "No Bake Cookies" This is the seamstress' version called "No-Sew Aprons"   They are easy enough for kids to make and can be made from recycled materials! Begin by cutting 30 apron patterns from a queen-sized bed sheet. I used an apron I had on hand and simply traced 30 of them using chalk onto an old bed sheet (washed and iron with HEAVY starch)  Sew-tape or glue edges to avoid frays. Fold the apron in half vertically. Snip slits for apron strings. Cut apron strings from scrap material. (I had sheet left over and used it for the strings.) Insert a strip of fabric thhrough the slit and tie a basic knot. Do this on both sides Fold the top of the apron and make two additional slits- one at each corner. Use scrap fabric to make the neck loop ( I used shoelaces) Ta-Da!   Why 30 Aprons? Use them in your classroom, for a chef-themed birthday party, sell at church craft fairs,
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During the sensitive period for language, children have a keen sense of awareness and are drawn to the art of visual discrimination. Anyone with a small child can attest to this as children often seem to follow their own schedule making their way from point A to point B. Sometimes we call this "distractability" or "puttering along".  The truth is however, when a child stops to watch the ladybug crawl along the fence as we hurry arrive to an appointment on time, the child is in fact overcome by a sense of awareness and visual perception.  As Montessorians, we strive to witness this type of sensitivity in a child and then set forth on our mission to support this moment in development by any means. For this reason, Matching Games are a wholesome and developmentally appropriate material for any classroom language area. Matching games are easy to make and often most fun when they include an aspect of familiarity.  Matching games can be done as sets of cards a child match
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The Path to Normalization: How I Normalize my Montessori Classroom

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What is Normalization? There are many personality types of course. However, when children enter the process of normalization the same characteristics appear.   There are four characteristics that are a signal that the process of normalization is happening:   (1) Love of work   (2) Concentration   (3) Self-discipline   (4) Sociability Normalization is NOT ... (1) Lessons and Presentations (2) Quiet work time (3) Imposed consequences (time outs, earned rewards)  (4) Everyone Getting along Generally I begin thinking about normalization as soon as I get my roster. After noting the ages and potential skill level of each child, I appeal to the parents for information.  This usually comes in the form of a conversation or welcome email. In the email, I ask for each child's favorite color, toy, story, and animal. This gives me clues as to what I should include in the peace area, at the nature table, during my circle time, or in my "bag of tricks"
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