Parenting 3 | House on the Hill

Keep Calm and Help Children Learn

The HotH Team March 2024

4 Beautiful Locations Islandwide At House on the Hill, we strive to embody the true Montessori method and philosophy in every lesson and activity. Book A Tour Keep Calm and Help Children Learn Calm and peaceful parenting is a distinctive positive approach in which the aim is to promote harmony and respect in a family’s daily life. This method places emphasis on less conflict and creating more cooperation by understanding the root cause of children’s behaviour. By teaching children to be calm, we need to role-model calmness ourselves. Most of what children learn about emotions comes from us. How we respond to our own worries, stress and frustrations will guide the children to learn to manage different everyday experiences and challenges. As you experience challenging emotions and situations, demonstrating how you bounce back will help your child relate better to respond to their own issues with optimism, calmness, and confidence. Calmness helps reduce children’s “alarm reaction” (fight-flight-freeze) and allows them to feel safe and secure enough to think rationally and learn a better way of behaving and coping while building trust. When your child is calm, they will have more focus and concentration to be more engaged in activities they are interested in. Consistency is also critical. It’s what sets the tone and will immediately put your child at ease in their environment. Children need to feel safe to learn Children need to be given the right environment for learning. Our Teachers at House on the Hill have adopted the approach of calm and consistent Montessori environments, recommending a balance between intentional and child-led learning, in an environment that is safe and predictable. Montessori environments are structured differently than classrooms in traditional preschools and childcare centres. The method integrates practices that lean into children’s natural tendencies, weaving classroom and behavioural management into regular, everyday practices. “To understand the children’s behaviour, we need to know the trigger or functional need of the child to feel and behave the way they do. We provide them with the safe environment to express their feelings and make them feel validated”. “By acknowledging their feelings, we help them to relate to their big emotions and let them feel connected with us. We continue to describe and talk about their situation to address their functional need and provide solutions for them to support them”. Ms Marilyn Ow, Founding Principal of House on the Hill Central to this approach is having a predictable and consistent environment that facilitates the development of your child. Helpful Tips For Keeping Calm Environments Importance of Calmness: Children learn by example: Adults need to model calmness to teach children how to manage their own emotions. Calmness promotes learning: When children feel calm, they are more receptive to learning and problem-solving. Calmness fosters trust and security: A calm environment helps children feel safe and secure, essential for learning and development. Montessori Approach: Balance between structured and child-led learning: This provides children with both opportunities for exploration and guidance. Predictable and consistent environment: Helps children feel safe and secure, allowing them to focus on learning. Modelling appropriate behaviour: Adults demonstrate how to interact effectively, manage emotions, and solve problems. Tips for Creating a Calm Environment: Stay calm yourself: Recognize your stress triggers and take steps to de-escalate. Establish routines: Consistency reduces anxiety and creates a sense of security. Practice self-regulation: Children learn to self-regulate by observing calm and consistent adults. Be patient and understanding: Respect children’s capabilities and avoid placing unrealistic expectations. Let go of small issues: Focus on what truly matters and avoid creating unnecessary tension. Teach children coping mechanisms: Help them understand and manage frustration in a healthy way. Open communication: Discuss emotions openly and help children learn to express themselves constructively. By incorporating these principles, parents and Teachers can create a calm and nurturing environment that fosters children’s emotional well-being and learning.

A Day In The Life In Our Nido Classroom

The HotH Team February 2024

Leading Montessori Infant Care in Balmoral From birth to age 3, your child’s brain is developing more rapidly than at any other time. Book A Tour A typical day in the life of our Nido children Our Nido, or ‘nest’ (in Italian) is the perfect nurturing environment for children aged 2-17 months. In these formative years, their mind is like a sponge, soaking up huge amounts of information from their environment. This is when children develop their sense of self and their sense of their place in the world. Our Teachers follow flexible routines that are created to allow your child to feel confident and safe while learning and having fun every day! These routines ensure a consistent and high-quality Montessori education that supports your child’s learning, development, and identity. So what does a day in the life look like for our Nido children? As parents and children arrive at our House on the Hill – Balmoral School, our Teachers welcome them and help with each child’s transition into the day. As you wave goodbye to your child, their Teacher will take them to the room to put their bag in the cubby hole with your child’s name on it. A nutritious snack is served at 8:30 am to kickstart the day to give them lots of energy! The morning is a time to explore new ideas together After a snack, the children participate in group sharing sessions and creative development. Group sessions add to children’s sense of belonging and typically feature a thematic topic (examples of Thematic topics include: sensory play, all about me and feelings). Children are then invited to explore a range of engaging, interest-based activities designed to build each child’s development. These activities are carefully planned by our experienced Teachers and often include creative arts, music and movement, and storytelling. After this session, the children move on to the next activity. For our children aged 2 to 12 months It’s tummy and gym time. Supervised tummy time is important because it helps to: Strengthen your baby’s neck, shoulder, and arm muscles so your baby can start to sit up, crawl, and eventually walk on their own. This will help improve your baby’s ability to move and control their muscles to complete various actions (sometimes called “motor skills”). We also make sure our children spend time in the outdoors exploration time too. For our children 13 to 17 months It’s movement, games, and outdoor exploration to develop their motor skills. This is an exciting time for our children and provides an opportunity to explore, discover and appreciate the natural world, as well as be active, strengthen fine and gross motor movement skills, test physical limits and get messy. Time spent in the outdoors is an important part of the daily program for all our children, including infants. The mid-morning, where everything is possible It’s time for their routine care with bottle feeding, creating a calm and relaxing environment for feeding. The Teachers will spend some time cuddling and bonding with your child after feeding. Next, it’s time to change your child’s diapers to freshen up your little one. While doing this, the Teachers will talk to your child and sing songs to keep them entertained during the diaper change. The rest of our morning is spent learning and exploring together! The Teachers begin the children’s Mandarin lesson where they talk to the children in Mandarin to build a solid foundation in their listening skills. We strive to instil a love of the language in each child by making it fun! Our teachers approach lessons with a sense of adventure, using animation, and lots of body movement to keep students engaged. Next, the children engage in Montessori activities which include: Practical life activities are at the core of the Montessori philosophy. They introduce children to the concept of education as an aid and a preparation for life and assist them in developing a sense of order, concentration, independence, and coordination. Examples of practical life activities include transferring, pouring, opening and closing bottle caps activities. Working with the Montessori learning materials such as the object, permanence box, imbucare box, ball tracker. In the middle of the day, time for lunch and a well-needed rest Respectful mealtimes are an important part of our day. Our bespoke menu plan was developed by a world-renowned nutritionist and is freshly cooked and nutritionally balanced. We often share a family-style meal where our Teachers take the opportunity to connect with the children and share thoughts and ideas. This is also an opportunity for older children to practice self-help skills. Children are encouraged to feed themselves with the assistance of our Teachers. Following lunch, the children have the chance to rest. After a stimulating and busy morning, rest time is an important opportunity to rest physically and unwind emotionally. For the older children rest occurs in the middle of the day, for younger children rest time varies depending on their needs. For children enrolled in the half-day session, the Teachers will get them ready for collection. The afternoon is an opportunity to learn and connect When children wake up from their sleep or finish their rest, some exciting new activities will be waiting for them. The afternoon is a time to transition back into learning and play. Teachers will set up new educational activities that will often follow on from what has been taught that morning, to create continuity of learning. We have some time to share afternoon tea before your child participates in group-sharing sessions and creative development. We have another group session where the children review the thematic topics learnt in the morning session and explore a range of engaging, interest-based activities including creative arts, music and movement, and storytelling. The next activity is outdoor playtime which is child-driven play in the outdoor playground and mud kitchen. Child-driven play is when your child will have the freedom of choice to choose the outdoor materials that they like to play with. Child-driven playtime helps improve your

Montessori at Home: Mealtime Mathematics

The HotH Team February 2024

Linking Numeracy to Everyday Life Mealtimes are a perfect opportunity to get a family together. Not only does it benefit the children with a sense of routine and security, but it’s also a great time to integrate numbers and math skills into everyday life for children of all ages. The preparation, serving and even eating can all play a part in a fun way to use counting and math skills in a way that a child can relate to. There are many ways to integrate numbers into meals. Some are as simple as just asking math questions while eating. Other numerical exercises could be in the exploration of making meals; timing how long things will cook, counting the number of items to put on a plate or how many plates or bowls there are. For babies, mealtimes are the perfect opportunity to talk about and show your baby basic ideas, like, more, empty, or full. You can also do some basic counting, “you’ve got two strawberries. One, two!” 4 Beautiful Locations Islandwide At House on the Hill, we strive to embody the true Montessori method and philosophy in every lesson and activity. Book A Tour Cooking When your child helps in the kitchen, preparing food and getting ready to eat, they take ownership of the meal. When you eat the meal with your child, talk about their flavours, smells, and textures, increasing vocabulary with words such as “spicy” and “crunchy.” Ask your child to be an “assistant chef” and stir, pour, and wash. Following directions for measuring and counting will enhance their math and listening skills. And observing what happens to food as it cooks or cools is science! Measuring Weighing out ingredients on a set of kitchen scales and counting the numbers can be exciting. Firstly, by teaching your child the differences between how various substances are measured, you can create the foundation to move on to more advanced quantities. Secondly, ask your child to count the ingredients or count the number of cups and teaspoons when preparing. Here are the ingredients to make a Mini Healthy Carrot Zucchini Muffins. 1 cup white whole-wheat flour 1/2 teaspoon cinnamon 1/4 teaspoon salt 1 teaspoon baking soda 3 tablespoons butter, melted and cooled 1/2 cup pure maple syrup or honey 1 large egg, beaten 1 teaspoon vanilla extract 1 cup finely grated zucchini 1/2 cup finely grated carrot 1/2 cup raisins To follow the recipe, click here. Setting the table Count the number of people going to eat. Choose and count the cutlery for each person. How many plates do we need? How many spoons do we need? Serving the food When teaching children maths skills through baking, try to frame your lessons by using scenarios. While it’s good to challenge your child’s arithmetic skills, throwing in a real-world scenario, will provide them with a better understanding of how these skills apply to later life. For example, Dad would like two muffins. Of the remaining muffins, split between me, you, and your sister, how many equal muffins will we each have? Using scenarios is a fantastic way to teach your child to think independently and apply their understanding of real-life mathematical problems. Let’s eat Slicing a pizza or pie is a way to introduce the concept of fractions. Halving or quartering bread and then putting the pieces back together is another good method of demonstrating division. Cleaning up Clearing away the dishes can be a great way of sorting various piles of utensils, pots and pans. How many spoons did we use? Who ate all their muffins? How many pieces of melon are left on the dish? TIPS By incorporating these tips, you can turn mealtimes into valuable learning opportunities that instil a love for math and cooking in your child! Adapt difficulty based on age and skill level. Start with simple counting and progress to more complex concepts like multiplication and division as children grow. Make it fun and engaging! Use games, songs, and storytelling to keep children motivated. Focus on the process, not just the answers. Allow children to explore and make mistakes, learning from the experience. Celebrate successes and encourage effort. Make mealtime math a positive learning experience. Babies (6 to 12 months): Introduce basic concepts like “more,” “empty,” and “full.” Count simple objects like fruit or utensils. Young Children (1 to 3 years): Help in the kitchen with age-appropriate tasks like stirring, pouring, and washing. Measure and count ingredients, discussing volume and units. Set the table, counting plates, utensils, and chairs. Older Children (3 to 6 years): Solve real-world math problems in cooking scenarios, like dividing cake slices or converting recipe quantities. Learn fractions by slicing pizza or pie. Practice sorting and counting while cleaning up. From learning maths skills through measuring and converting, to understanding scientific topics, the world of cooking presents the perfect opportunity for your child to explore, learn and grow. Start your journey of cooking and baking with your little one today!

Understanding Big Behaviours In Little People

The HotH Team January 2024

4 Beautiful Locations Islandwide At House on the Hill, we strive to embody the true Montessori method and philosophy in every lesson and activity. Book A Tour Little children use behaviours like crying or running away to communicate with the bigger people in their lives. Behaviour is all about communication, and it’s our job as adults to learn what children are trying to tell us through their behaviours. Thinking of children’s behaviours as a form of communication helps us to create environments where children feel safe, understood, secure and supported. We know that in those environments, children learn to interact with others with care, empathy and respect, skills that prepare them for school and life. How can co-regulation and self-regulation support your child? Co-regulation is you and your child working together to achieve a calm regulated state. Self-regulation is when your child can regulate their behaviour. Here’s our three top tips for understanding children’s behaviours and how to help them co-regulate. 1. How to interact with your child We need to understand that crying and other behaviours are children’s ways of communicating with us and asking us for help. Many of us were brought up in a time when parents would say ‘don’t cry’ or ‘you’re okay’, or ‘they’re just being silly’, and they would dismiss our emotions. So, it can be hard for us to interact with our children differently when that’s what we’ve been taught. For example, drop off and pick up at preschool can be hard for children, especially when they first start. When you leave your child instead of saying ‘you’re ok’ try saying, ‘I understand you’re sad.’ 2. Support your child to build relationships As humans, we are hardwired to be in relationships with others – children are trying to build relationships with others in their lives, but they may not know the best way to communicate or negotiate. Some of the behaviours you might see when a child is having difficulty communicating include: Crying and yelling Hitting, kicking, pushing Throwing or breaking things Running away Blank face – no connection/expression Silent sobbing – deep quick breaths When you see these behaviours, your child is not attention seeking – they are connection seeking. They are telling you they need you, but they don’t have the skills to communicate so they act out instead. It’s our job to decode their behaviours and emotions and support children to develop the skills and strategies they need to self-regulate. Try taking a moment to consider what’s happening in their environment, what they might have experienced that day, or what they might be asking for. For example, could your child be hungry, tired, or anxious? Could they be sad to leave their friends at the end of the day? In these moments, approach your child calmly and help guide them through explaining to you how they’re feeling. 3. Support positive behaviours The environments we create at home and in schools are crucial to driving positive behaviours in children. As adults, we can do this by: It is okay to let your child release their emotions. Allow your child to release the tears in a supportive environment. It doesn’t matter why they are crying, or where they are crying, or how hard they are crying – it’s okay to just allow it and support it. Creating calm, structured, and predictable environments. Example: Create a cosy or calming corner for your child to go to. Building a responsive and reciprocal warm relationship with your child is important, to build their trust. Developing strategies to assist in hard times – it is important to let children have a say and let them have choices. Co-regulation is a wonderful way to assist your child to understand and regulate their emotions and help you manage challenging situations. They have to name it to tame it. Help your child to identify big feelings by labelling your child’s emotions. For example, ‘It seems like that really frustrates you’ or ‘I can see you’re sad when’. Breathe together – Calmly take breaths so your child can see you practising self-calming. Or you can hold your child while you breathe deeply so your child can feel the rhythm of breathing. Body calming – slowly and rhythmically rub your child’s back or feet. Connecting like this lets them know that you will be there when they are ready to talk. Backstories – Tell your child a story while drawing on the top half of your child’s back. For example, draw a circle with rays for the sun. Then switch places and let your child tell a story on your back. Music – sing or play relaxing songs. Model how to sing/dance/play an instrument. Your child will learn to use music as an active calming tool. Sensory activities – Creating a soothing environment can reduce stress. Try lowering lights and turning off noisy toys. Support If you need support in understanding your child’s behaviours and what they’re trying to tell you, reach out to their Educators and Teachers at House on the Hill, who will be able to use their expertise to help you navigate these moments.

How To Support Your Child During Room Transitions

The HotH Team November 2023

For little humans, small changes can feel big. When it comes to transitioning rooms in childcare, your child may be excited to be more like the bigger children, but the change may also present some challenges. Transitioning rooms at House on the Hill means changes to routines and new educators, but also new opportunities to play and grow! Just like your child’s first day at House on the Hill, we are here to support you. 4 Beautiful Locations Islandwide At House on the Hill, we strive to embody the true Montessori method and philosophy in every lesson and activity. Book A Tour When is your child ready to transition rooms? The transition from one room to another is a significant milestone in your child’s educational journey. It marks a progression from one set of learning experiences to another, requiring a level of readiness and adaptability. To ensure a smooth transition, your child’s teacher will work with you to assess your child’s preparedness and provide necessary support. Room transitions at House on the Hill usually happen for any child ready to progress at the end of each term. How does HotH support your child during transitions? When a child is ready to move up to the next level, our teachers will help to ease them into the transition. Their current teacher will bring them to their new class and introduce them to their new teacher as part of their hand over. The teachers will also have discussed and shared notes about your child. Your teacher will meet you to explain what is coming up, share their new routine and what expectations they have for your child. You will be invited to observe the new classroom and meet your child’s new teachers before the move. So, how can you prepare your child at home for their upcoming transition? Before the transition: · Talk to your child about the upcoming transition. Explain the new room, the new educators, and the new routine. Be positive and enthusiastic and help your child to see the transition as an exciting new adventure. · Stay positive. Don’t brush away these big feelings and acknowledge their fear and nervousness. · Assure them that it is normal for them to feel worried about new friends and teachers. · Set up playdates and get to know other children’s families through your school’s Parent Support Group (PSG). Your child’s new teacher will also be able to help to connect you. During the transition: · Be patient and understanding. It may take some time for your child to adjust to the new room. Be prepared for them to be upset or clingy at first. · Say goodbye to your child calmly and reassuringly. Let them know that you will be back to pick them up later. · Work with your child’s teacher to manage the transition. · Check-in with your child regularly to see how they are doing. Ask them about their day and let them know that you are there for them. Additional tips Here are some additional tips that you can do to help your child with the transition: · Be consistent with routines at home and childcare. This will help your child to feel more secure. · Use positive reinforcement. Praise your child for their efforts to adjust to the new room. · Read books to your child about transitions. This can help them to understand what to expect. Here are some suggested book titles: Worrysaurus by Rachel Bright The Little Butterfly That Could by Ross Burach Wemberly Worried by Kevin Henkes · Talk to your child about their feelings. Help them to identify and express their emotions in a healthy way. It’s important to remember that every child is different and will transition at their own pace. Be patient and supportive, and your child will happily adjust to the new room.

Success in the Eyes of the Child

The HotH Team September 2023

Matilda was getting ready to go home, and excitedly reached out to her shoes from the cubby hole. Placing the shoes gently on the floor, she sat down to get ready to put on her shoes. Ms. Honey watched and observed to see if Matilda needed any help. (One of the key tools of a Montessori teacher is to have keen observation of each child as a unique individual and only step in to help if the child needs it.) Ms. Honey saw Matilda had placed her left foot in the ‘wrong side’ shoe. Ms. Honey held back her attempt to help her to switch sides, as she saw how Matilda was following the steps she had been shown before about how to put on her shoes well. The steps were: – Lifting up the tongue of the shoe – Slip one foot in – Thumb on heel of shoe – Push – She even successfully strapped down her shoe This was done by Matilda with intense concentration. Matilda went on to put on the other side of her shoe, right foot in the left side of the shoe, with the same focus and detail to ensure that she was following through all the steps. There was a moment of immense pride as Matilda finally strapped down the last strap of the shoe. She stood up, and with a great big smile, she looked down at her feet with shoes that she had successfully put on all by herself! Ms. Honey was equally proud of the attempt of Matilda . She held onto Matilda ’s hands and walked her to the door where Matilda ’s mum was waiting for her. Ms. Honey saw the frown and look of disapproval on Matilda’s mum’s face when her eyes saw Matilda ’s shoes and looked up at Ms. Honey. Ms. Honey quickly gave a quick nod to her and smiled widely, saying “Matilda ’s mum, look at how Matilda put on the shoes all by herself! It was done with such detail and she even managed to strap down both sides of the shoes.” Matilda ’s mum responded with a smile! Through trust and connection between child, family, and school, we have created a safe and supportive environment where children can thrive independently. *Please note that names have been changed for privacy At House on the Hill, our teachers are specially trained to observe each child’s attempts at different tasks. As Dr Maria Montessori said, “Help me to do it by myself”. In that spirit, we offer our support to children at the appropriate moment in order to not cause a hindrance to their development. It is through struggles and challenges that children learn to overcome difficulties and learn through the process. We provide encouragement to the children and break down the tasks for them into small achievable steps. We respect the child’s autonomy and allow them to learn from their mistakes. In our school, we place more importance on the learning process and the journey of discovery, instead of focusing on the outcome. This allows them to complete the task on their own, and experience the joy of success! Instead of “correcting” the child’s mistakes, we offer guidance and not correction. Teachers will describe what they see, and ask open-ended questions for the child to think and problem-solve. For example, “I can see your toes look very squashed on this end of the shoes. Why do you think this is so? Shall we try to make them more comfortable?” This helps to redirect them, allowing them to figure out how to correct the steps and empowering them to be more self-reliant, promoting self-confidence. This approach of self-directed learning allows the children to become more engaged in a task, to develop deeper concentration for longer periods of time, with a love and respect for their own learning and work. As teachers curate each child’s individual development plan according to their learning pace, we ensure each child learns life-long skills and values, helping them to grow into confident young people for the future.

How We Respond to Biting Incidents in School

The HotH Team July 2023

It is very common for toddler-aged children around 1.5 years old to about 3 years old to display ‘aggressive’ behaviours such as biting, hitting, pushing, scratching, or pinching. Children of this age often lack appropriate verbal skills and resort to signs of this sort of behaviour to achieve their goals. This is often due to their developmental phase, as the pre-frontal cortex part of the brain that controls emotional regulation, reasoning, aggression, and self-control has not developed yet. This is why children in this age group sometimes are not able to control their urges or express their feelings in a positive manner. 4 Beautiful Locations Islandwide At House on the Hill, we strive to embody the true Montessori method and philosophy in every lesson and activity. Book A Tour Sometimes, children just need to have oral-sensory stimulation or exploration, it is part of their physical development. They could also be exploring cause and effect, seeking attention or perhaps they are just curious! During this period, when your child interacts with other children in school, they are also beginning to learn social skills usually not experienced at home or in smaller social settings with other family members. These are precious childhood experiences and opportunities for children to grow up. Through these interactions, they gradually start to understand how to protect themselves, learn how to face setbacks, and develop resilience to face life bravely. In this blog post, we would like to share with you the House on the Hill approach when faced with common challenging behaviours amongst children in school. We will also share some useful tips as to how to respond and help guide your child through this developmental phase. What to do? Our Response to a Biting Incident in School · Prevention Our first goal is to try to prevent an incident from happening, or recurring. Our teachers are trained to observe, and will try to identify a situation where a child may be triggered to bite or exhibit any other anti-social behaviours. In the moment, teachers will need to provide attention to both children and help them talk about the situation. These are important teachable moments for the children. For example, if the biting was about to occur because of a frustrating situation, our teachers will help the child to vocalise his needs. They will provide the simple phrase for the child, “Please”, or “May I? as an alternative to snatching or grabbing a toy from their friend. Here is a re-enactment of such a scene, where the teacher will describe the situation to both children: “Oh Damien, I can see that you really want to have this zebra now. But Mary is playing with it right now. Why don’t you ask Mary, “May I have this zebra?” The teacher will then turn to Mary as the next focus, and to also show respect for her time with the toy. She will be provided with a time reference of when she can pass the dinosaur to Damien. “Mary, you are using the zebra as part of your zoo. Can you please let Damien have the zebra when you are done with it?” If the biting incident has already occured We don’t want to give too much negative attention to the biter, so the teacher will be brief, calm and firm. The main action will be to show a look of disapproval with a stern face and simple phrase, “That hurts.” The biter will be immediately removed from the play, and talked to sternly. “I can see that you really wanted that zebra, but I cannot let you hurt Mary. Teeth are not for hurting.” We know that shaming or harsh punishments will not reduce such incidences, rather, they are more likely to increase a child’s fear and worry, and potentially increase such incidences instead. These responses also do not teach the child the social skills they need to cope with these sorts of situations. For the child who was bitten, care and immediate comfort must be provided to soothe them first. Appropriate first aid will also be rendered if necessary. Sometimes, if suitable, showing the biter how their friend has been hurt can also help to reinforce the consequences of their action. The child may be invited to help to soothe the pain, perhaps by helping to apply a cold compression on the area. We will immediately log the incident and inform the parents of both children. We will also share with parents our observations of the child’s trigger reasons for the behaviour, and the action plan to prevent and minimise such behaviour in the future. While informing both families of the incident, the school will maintain complete confidentiality of all children involved. Image: Antonio Diaz via Getty Images How should parents react? What can you do to support these learning lessons? We would like parents to reinforce these lessons after school, at home. It can be disheartening to learn about your child’s upsetting behaviour, or to hear about your child being hurt in school. But we want you to know that such behaviour is very common and can be addressed. The swifter action is taken, the better. The role that parents and caregivers play at home is hugely influential. Parents should take this as an opportunity to work alongside with the teachers in school, to understand the best approach to react to such situations in a calm and collective manner. When encouraging your child to talk about the experiences in school, please do not reinforce the experience negatively. Avoid using negative questioning to approach your child. For parents of the child who was bitten, instead of asking questions like “Did your friend bite/hurt you today?”, rephrase to, “I see you have a band-aid today over your arm. This must have hurt a lot.” Your child may then begin to share with you their experience. Otherwise, you may also want to use what their teacher has shared with you, to reinforce the response to the trigger behaviour.

8 Tips For Travelling With Young Children

The HotH Team May 2023

Travel is a wonderful way to broaden and expand the minds of young children, and a great way to create memorable experiences for the family. It can be very challenging, but with proper planning and preparation, has the possibility to be a terrific experience for all involved! Teacher and seasoned mummy traveller Ms. Fatin shares 8 practical tips she has gleaned from travelling with her son Andika on how to travel with young children comfortably and without stress. Andika at Telaga Tujuh (Seven Wells) Waterfall in Langkawi, Malaysia 1. Choose child-friendly destinations Do consider destinations that offer activities and attractions suitable for the whole family. Look for family-oriented attractions such as parks, beaches, theme parks, water parks and zoos. Discuss the trip with your children to build excitement and anticipation. Visiting Penang’s Jurassic Research Centre, Rainbow Skywalk and Boutique Aquarium 2. Book child-friendly accommodation Book accommodations with child-friendly amenities such as hotels with kid’s clubs, family rooms, playgrounds, swimming pools and in-room kitchen facilities. Most importantly, these accommodations should be situated in safe, family-oriented zones. Be sure to research and read reviews before you book. In-room kitchens and kids playgrounds (water play areas preferred!) are highly recommended 3. Research transportation options If you’re travelling by air, check the airline’s policies regarding travelling with children such as baggage allowances and onboard amenities. For a long trip, utilise every pit stop opportunity for toilet breaks and ‘stretching’ walks. This will help your children to work off their energy before sitting through the next stretch of the journey, which can be a difficult task for young children. 4. Pack efficiently and check-in as much as possible Evaluate your travel destination and the facilities available. Will you have access to laundry facilities? Are diapers or other supplies readily available? Consider whether you can purchase items at your destination instead of packing everything. Research and engage equipment rental services at your destination, for bulky items such as strollers and car seats. Use compression bags or packing cubes to organise clothing and minimise bulk. Rolling clothes instead of folding them can also save space. Prioritise essential items and leave out non-essential or bulky items whenever possible. Check-in as much baggage as possible, because the last thing you want is to fumble with baggage at the departure hall whilst managing your excited children. Andika working on Numeracy cards from House on the Hill’s Math It Write whilst on the ferry 5. Plan your carry-on baggage well When travelling with young children, prioritize packing essential items such as diapers and formula (if applicable), spare clothing and medications in your carry-on baggage. This ensures you have immediate access to these items when onboarding, in case you need them. Pack some age-appropriate, quiet activities and entertainment to keep your children engaged for onboarding (e.g. colouring materials, busy books, fidget toys such as Rubiks cube, spinners and pop-its, card or board games). Pack their water bottle and lots of light snacks. Consider downloading some offline child-friendly apps or movies onto your devices to use as a last resort in a pinch! 6. Allow For Ample Time And Flexibility Leave early for everything! The last thing you want to do is to rush your children during a vacation. Children often have their own pace so factor in extra time for everything – whether you are getting to the airport, exploring attractions or simply getting ready in the mornings. Having a more relaxed schedule can reduce stress and allow for spontaneous breaks. Children thrive when they feel secure and comfortable so maintain a positive attitude and be patient. Expect the unexpected and be ready to adjust your plans accordingly. Flexibility is key to ensuring everyone’s happiness during the trip. 7. Pre-book attractions and services To avoid long queues and disappointment, pre-book tickets to popular attractions such as theme parks or shows. This will help you save time as you and your children can enjoy your itinerary with minimal queueing and waiting. BONUS TIP: Helping young children overcome ear popping at take-off Sucking and swallowing Swallowing will help to equalize the pressure in the ears and can prevent or alleviate discomfort. If your child is an infant, breastfeeding or using a bottle during take-off can be helpful. For older children, encourage them to swallow frequently during take-off. If they are unable to imitate the swallowing action independently, provide them with a pacifier, lollipop or a drink with a straw. For children who can chew, offer your child snacks that require chewing, such as crackers or dried fruit. This can be an effective way to relieve ear pressure as chewing helps stimulate saliva production, promoting swallowing and equalizing the pressure. Pretend to yawn For older children, encourage them to yawn by demonstrating it yourself or by suggesting fun ways to mimic yawning such as pretending to be a lion or a big bear. Yawning helps open up the Eustachian tubes which can relieve ear pressure. Distraction techniques Engage your children in activities or games that distract them from the discomfort and make the time pass more quickly (refer to point 5 on ‘Plan your carry-on baggage well’ for ideas). Nasal sprays Consult with your child’s pediatrician before using nasal sprays but in some cases, they may be recommended to help open up the nasal passages and improve Eustachian tube function. This can aid in equalizing the ear pressure. Earmuffs / earplugs For some children with sensitive ears or hypersensitivity issues, they may experience a significant amount of discomfort during take-off. Consider using earplugs or earmuffs designed for children. These can help reduce the impact of pressure changes and make the experience more comfortable for them. Connecting to their travel experiences – the Montessori Way Children thrive on routine. Travelling changes patterns – meal times, rest times, play time. We can help the child adapt to these changes in their routine by preparing them to bring a few things from home – like their favourite toy or book. Involve them in the experiences travel provides. Communicate

Setting Clear Boundaries for Children At Home

The HotH Team April 2023

Establishing boundaries for young children at home is an important part of parenting. When children understand and respect the boundaries set, it can help them develop confidence and self-discipline, as well as a sense of security. As parents, it’s important to take the time to identify clear boundaries and expectations for our children. Consider This First, consider your child’s age and maturity level. Young children may require more guidance and structure to understand what is expected of them. Establishing rules that are appropriate for their age will help them feel secure and understand their responsibilities. Second, make sure the boundaries are reasonable and consistent. Children respond best when their parents provide consistent rules and expectations, so it’s important to stick to the boundaries you have set. Third, provide consequences for when the boundaries are broken. Having a consistent consequence for when a boundary is not respected helps reinforce why it is important to follow the rules. Fourth, communicate the boundaries and expectations you have set. Make sure to explain why the boundary or expectation is important, and make sure your child understands it. Finally, remember to be flexible. Children are still growing and developing, and as they get older, their boundaries may need to be adjusted. Showing flexibility and understanding when it comes to setting boundaries helps children feel secure and respected. Some Guidelines Positive language Try telling your child what to do, instead of what not to do. You could say “let’s use our walking feet” instead of “don’t run!”. If the child is speaking in a loud voice, try encouraging them to use their “inside voice” and then they can use their “outside” voice when they are outdoors. Give easy to understand instructions Be very clear with communications. Isn’t “It’s time to put on your shoes now” much clearer than “should we put our shoes on now?” Choice It is important not to conflate the notion of freedom of choice with being able to do anything that the child wants. In Montessori, freedom of choice really means the freedom to do the right thing. Consider what choices you can give them that will still lead them to the desired effect, but allow them to feel as though they have control over the situation. For example, if you need to go out, you may need to get your child into their car seat. You can’t give the choice of not being strapped in, but you can still give them choices. Ask if they want to take a book, or listen to an audio story in the car. They are still making choices, but they will also feel as though they are still in control of their decisions. Understand and acknowledge their feelings If the child is behaving in a way you don’t want them to, clearly explain what you want them to do instead. Acknowledge their feelings. For example, say “I know you are upset ”, when your child can’t have what they want right then. Show that you understand your child’s feelings and then move on to suggest some coping strategies. Do try to encourage consistency within the family. It’s no good saying they can have only water with lunch, but other family members then give the child juice! Use visual cues Children respond to visual cues as much as verbal ones. We don’t have to shout, but do have a serious face and firm tone. This is to prevent sending out mixed messages to the child. Do always get down to the child’s level when doing so. Establishing boundaries for young children can be challenging, but it is an important part of helping them grow into successful and responsible adults. By taking the time to identify the boundaries and expectations that are appropriate for your child, you can help them develop self-discipline, security, and a sense of responsibility.

The Importance of Play for Children

The HotH Team March 2023

We have been talking a lot about the concept of ‘play’ and ‘playing’, and this is because in essence, children learn through play. Dr. Maria Montessori said, “He [the child] does it with his hands, by experience, first in play and then through work. The hands are the instruments of man’s intelligence.” Play should come from a child’s imagination and there is no right or wrong way to play – it could be anything, whether chasing after a butterfly, playing with board games or simply staring out a window. Play enables children to explore and make sense of the world around them, as well as to use and develop their imagination and creativity. Play is how children learn about the world, themselves, and one another. 4 Beautiful Locations Islandwide At House on the Hill, we strive to embody the true Montessori method and philosophy in every lesson and activity. Book A Tour In his book You Are Special: Words of Wisdom for All Ages from a Beloved Neighbor, Fred Roger wrote that “Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning.” Adults need to be reminded that play does not need to be purposefully created. Play can occur naturally through the child’s imagination. For example, a child who is walking to a destination may stop along the way to observe their surroundings and chase after birds on the street. “Play is the work of a child” -Dr. Maria Montessori How We Play At House on the Hill It follows that at House on the Hill, we are playing all the time. Children’s development is stimulated through multi-sensory exploration where they learn to explore the world around them through their senses. In the prepared environment of a Montessori classroom, children learn and play at the same time. There are hands-on learning opportunities through practical life activities, from transferring objects with their hands and pouring water through a funnel to cutting short snip fringe and threading beads. We also have sensorial materials such as the Pink Tower and Knobbed Cylinders that help refine a child’s visual sense by learning differences in dimension. Such skills can also aid in their Mathematics learning in the years ahead. Such activities may seem frivolous to adults but it’s an important playtime for children. Here we see a child experiencing hands-on learning during our March holiday programme theme on “Bubbles” , where the children used recycled materials like bottles and socks to create items such as a snake bubble. At House on the Hill, we provide natural resources for child directed play as well. Our daily programming includes lots of time outdoors, in nature and the opportunity to learn through play in the sunshine. Our schools have mud or outdoor kitchens for the Playgroup and Pre-Nursery children and “Loose Part Play” for the Nursery and Kindergarten children. This is a great way to encourage them to exercise creativity during outdoor playtime. Through pretend play, the children will stay engaged and start seeing endless possibilities with their imagination. Dr. Maria Montessori once said that “The hands are the instrument of a man’s intelligence.” This coming weekend, do not hesitate to play! Do not be stressed about how you should plan an eventful day of play . Ask your child, how should we play today and you never know what creative ideas they will come up with. Have a jolly good time playing!

Category: Parenting