Lower School at Home
Infant, Toddler, and Early Childhood Programs at MCH
For our younger students, the learning environment is your home and surroundings. This means finding ways to support independence, engage in meaningful tasks and supplement learning through various activities suggested by teachers. For the Lower School we will also provide a “virtual classroom” through Bloomz to support community connection. Zoom will also be used for meetings and virtual circle time.
Please scroll below to see more about your child's program and individual weekly plan for their classroom.
Please scroll below to see more about your child's program and individual weekly plan for their classroom.
Based on the feedback of our recent Parent Survey, we have created a more robust resource for social-emotional support at home that is in line with the Montessori philosophy and our approach to Child Guidance. This includes a space where you can ask specific questions, and will include all of the support resources that are to be posted weekly on Bloomz. Check it out!
Infant Program
suggested daily schedule for older infants
Morning: Wake up and change diaper using standup diapering. Brush teeth. Make breakfast with your child, eat and clean up. Rotate through activities one at a time for an hour. Have a few choices of activities for children to choose from. Remember to make time for a bathroom break.
Mid-Morning: Snack Break: children can set the table, eat, and clean up.
Late Morning: Outdoor time or nap time depending on the child for up to
an hour. If weather is unfavorable stay inside and read stories, sing songs, listen to music.
Lunch
Afternoon: Use the bathroom and take a nap for 2 hours. Wake up and use the bathroom. Listen to music and look at books
Mid-Morning: Snack Break: children can set the table, eat, and clean up.
Late Morning: Outdoor time or nap time depending on the child for up to
an hour. If weather is unfavorable stay inside and read stories, sing songs, listen to music.
Lunch
Afternoon: Use the bathroom and take a nap for 2 hours. Wake up and use the bathroom. Listen to music and look at books
Younger infants
Routines will vary for younger infants because each child has their own rhythm for eating, sleeping, and activity.
Infant Program expectations
Students are encouraged to:
• Enjoy family life with developmentally appropriate contributions.
Parents are invited to:
• Follow the lead of your child
• Remain mindful and respectful about the growing self-
esteem and sense of independence that your child is
developing.
• Help your child with the hardest part of a task (not the
whole task).
• Initiate verbal communication frequently, ask question, share concerns and observations.
• Be consistent; follow routines and clear sequences for each activity.
• Provide opportunities for outdoor activities (gross motor skill development).
• Let go of perfection. What you are experiencing now is not the final goal, it is foundational. • Enjoy and appreciate time with your child.
Infant teachers will:
• Initiate individual support and communications based on each child’s needs.
• Provide detailed updates and consultation (as required) regarding sleeping habits, and activities (fine or gross motor).
• Will use Bloomz to help guide parents in setting up daily routines at home.
• Share general and individual suggestions for activities for fine and gross motor skills, providing pictures, videos, and descriptions
• Provide suggestions for books and songs to support language acquisition.
• Provide videos of teachers singing and performing hand actions to well-loved class songs.
• Share suggestions for practical life activities
• Be responsive to parent questions and be available to offer guidance and tips for activities or any other element of support for your child’s development via Zoom Conference
• Enjoy family life with developmentally appropriate contributions.
Parents are invited to:
• Follow the lead of your child
• Remain mindful and respectful about the growing self-
esteem and sense of independence that your child is
developing.
• Help your child with the hardest part of a task (not the
whole task).
• Initiate verbal communication frequently, ask question, share concerns and observations.
• Be consistent; follow routines and clear sequences for each activity.
• Provide opportunities for outdoor activities (gross motor skill development).
• Let go of perfection. What you are experiencing now is not the final goal, it is foundational. • Enjoy and appreciate time with your child.
Infant teachers will:
• Initiate individual support and communications based on each child’s needs.
• Provide detailed updates and consultation (as required) regarding sleeping habits, and activities (fine or gross motor).
• Will use Bloomz to help guide parents in setting up daily routines at home.
• Share general and individual suggestions for activities for fine and gross motor skills, providing pictures, videos, and descriptions
• Provide suggestions for books and songs to support language acquisition.
• Provide videos of teachers singing and performing hand actions to well-loved class songs.
• Share suggestions for practical life activities
• Be responsive to parent questions and be available to offer guidance and tips for activities or any other element of support for your child’s development via Zoom Conference
Infant Classrooms:
Ambarino
with Ms. Sara, Ms. Anna, and Ms. Melissa
Toddler Program
Daily Schedule
Maintaining a routine is always important for toddlers. Routines and consistency are particularly important right now when there are likely many changes happening in their life. Routines influence a child’s social emotional development and help them to feel secure. They also help children to understand expectations.
Morning: Wake up and assist in making bed. Use the bathroom, brush teeth. Make breakfast with your child, eat and clean up. Rotate through activities one at a time for an hour and a half. Have a few choices of activities for children to choose from. Remember to make time for a bathroom break.
Mid - Morning: Snack Break: children can set the table, eat, and clean up.
Late Morning: Work time (indoor or outdoor) for an hour. Read stories, sing songs, listen to music and singalong.
Lunch: Invite your child to be a part of making lunch and cleaning up.
Afternoon: Outside play time if the weather is appropriate, for at least 30 minutes Use the bathroom and take a nap for 2 hours. Wake up and use the bathroom. Listen to music and look at books
It is important to continue toilet independence during this time at home. The teachers will be in touch with you to help guide you with each child’s toileting pattern.
Morning: Wake up and assist in making bed. Use the bathroom, brush teeth. Make breakfast with your child, eat and clean up. Rotate through activities one at a time for an hour and a half. Have a few choices of activities for children to choose from. Remember to make time for a bathroom break.
Mid - Morning: Snack Break: children can set the table, eat, and clean up.
Late Morning: Work time (indoor or outdoor) for an hour. Read stories, sing songs, listen to music and singalong.
Lunch: Invite your child to be a part of making lunch and cleaning up.
Afternoon: Outside play time if the weather is appropriate, for at least 30 minutes Use the bathroom and take a nap for 2 hours. Wake up and use the bathroom. Listen to music and look at books
It is important to continue toilet independence during this time at home. The teachers will be in touch with you to help guide you with each child’s toileting pattern.
Program Expectations
Students are encouraged to:
• Enjoy family life with developmentally appropriate contributions.
Parents are invited to:
• Follow the lead of your child
• Remain mindful and respectful about the growing self-
esteem and sense of independence that your child is
developing.
• Help your child with the hardest part of a task (not the
whole task).
• Initiate verbal communication frequently, ask question, share concerns and observations.
• Be consistent; follow routines and clear sequences for each activity.
• Provide opportunities for outdoor activities (gross motor skill development).
• Let go of perfection. What you are experiencing now is not the final goal, it is foundational. • Enjoy and appreciate time with your child.
Toddler teachers will:
• Initiate individual support and communications based on each child’s needs.
• Provide detailed updates and consultation (as required) regarding sleeping habits, and activities (fine or gross motor).
• Will use Bloomz to help guide parents in setting up daily routines at home.
• Share general and individual suggestions for activities for fine and gross motor skills, providing pictures, videos, and descriptions
• Provide suggestions for books and songs to support language acquisition.
• Provide videos of teachers singing and performing hand actions to well-loved class songs.
• Share suggestions for practical life activities
• Be responsive to parent questions and be available to offer guidance and tips for activities or any other element of support for your child’s development via Zoom Conference
• Enjoy family life with developmentally appropriate contributions.
Parents are invited to:
• Follow the lead of your child
• Remain mindful and respectful about the growing self-
esteem and sense of independence that your child is
developing.
• Help your child with the hardest part of a task (not the
whole task).
• Initiate verbal communication frequently, ask question, share concerns and observations.
• Be consistent; follow routines and clear sequences for each activity.
• Provide opportunities for outdoor activities (gross motor skill development).
• Let go of perfection. What you are experiencing now is not the final goal, it is foundational. • Enjoy and appreciate time with your child.
Toddler teachers will:
• Initiate individual support and communications based on each child’s needs.
• Provide detailed updates and consultation (as required) regarding sleeping habits, and activities (fine or gross motor).
• Will use Bloomz to help guide parents in setting up daily routines at home.
• Share general and individual suggestions for activities for fine and gross motor skills, providing pictures, videos, and descriptions
• Provide suggestions for books and songs to support language acquisition.
• Provide videos of teachers singing and performing hand actions to well-loved class songs.
• Share suggestions for practical life activities
• Be responsive to parent questions and be available to offer guidance and tips for activities or any other element of support for your child’s development via Zoom Conference
Prepared Environment
“A place for everything and everything in its place” is one of the critical principles of Montessori at home. Having a place for everything, on a child-friendly scale, means that children know where to find what they need, and have a place to put things when they’re done. This is an essential tool in teaching them to be responsible for their belongings. External order gives the children internal order and security. An ordered environment also has fewer distractions, allowing children to focus on the task at hand.
Have a place in each room for your child’s carefully chosen belongings: by the front door have a stool to sit on and a place to hang coats and keep shoes. In the living room have a place for your child’s books and toys – neatly and attractively organized. Think out the activities and materials for all living spaces and arrange the environment to include your child’s activities.
Have a place in each room for your child’s carefully chosen belongings: by the front door have a stool to sit on and a place to hang coats and keep shoes. In the living room have a place for your child’s books and toys – neatly and attractively organized. Think out the activities and materials for all living spaces and arrange the environment to include your child’s activities.
- Store clothing in low drawers or baskets, as well as move the rod in the closet down to eye-level so your child can reach their clothing.
- Place step stools in both the kitchen and bathroom to enable them to wash their hands and, in the case of the kitchen, help with meal preparation.
- Place toys, games and art supplies on low shelves where your child can easily access them, then separate these toys into various baskets, bins or shelves, so the items stay separate and are easy to find without sifting through piles of other toys.
- Store healthy snacks down low in your refrigerator or pantry so your child can help themselves.
- Keep beverages in small pitchers located on the lower shelf in the fridge, with child- friendly cups nearby. When your child is thirsty, allow them to help themselves — just be sure to keep a sponge/ some rags nearby, so they can clean up any messes they make.
- Limit the number of toys and books out at one time. Rotating is a good idea. Children grow and change, and they need help to keep their environment uncluttered and peaceful.
Toddler Classrooms:
Celestewith Ms. Tammia and Ms. KailaFucsiawith Ms. Jamey and Ms. Charity |
Rosawith Ms. Tara and Ms. Stephanie |
Early Childhood Program
Daily Schedule
Early Morning Set up and clean up breakfast, load dishwasher. Basic chores: collect dirty clothes, sort laundry, help load washing machine. Prepare morning snack (place in accessible area to be eaten later), clean up.
Lunch Prepare (set up, clean up) lunch. Inviting your child to be a part of preparing lunch and cleaning it up is a valuable use of time.
Quiet Time: this may include nap, reading books, handwork, reflective time.
Mid-Morning: Uninterrupted work cycle. Children should engage in activities to practice skills for practical life, sensorial work, language, or math.
Afternoon: Afternoon work time. Include time for care of the environment and preparation for the next day’s work.
Preparations for the next day and chores can be performed throughout the day. Activities can be modified according to child’s readiness and developmental needs.
Lunch Prepare (set up, clean up) lunch. Inviting your child to be a part of preparing lunch and cleaning it up is a valuable use of time.
Quiet Time: this may include nap, reading books, handwork, reflective time.
Mid-Morning: Uninterrupted work cycle. Children should engage in activities to practice skills for practical life, sensorial work, language, or math.
Afternoon: Afternoon work time. Include time for care of the environment and preparation for the next day’s work.
Preparations for the next day and chores can be performed throughout the day. Activities can be modified according to child’s readiness and developmental needs.
Program Expectations
Students are encouraged to:
• Enjoy family life with developmentally appropriate contributions.
Parents are invited to:
• Remain mindful about your child’s stress or worries during this time of change.
• Monitor communication about your child from your teachers.
• Initiate communication with teachers about questions, ideas, concerns, or feedback.
• Support your child’s independence in daily life activities.
• Be mindful of and allow children to continue periods of concentration.
• Establish daily routines and expectations.
• Provide opportunities for daily physical activity.
Early Childhood teachers will:
• Create a vibrant, interactive online classroom
through the Bloomz platform
• Will post a good morning video to start each day
• Willing to support and give guidance in setting up a daily routine.
• Host Kindergarten meetings through Zoom three times per week to continue their academic growth and need for social development.
• Post two activities a day for children to explore areas such as developing fine motor skills, gross motor skills, practical life, sensorial, thematic curriculum, language, math, and outdoor engagement.
• Hold a live Zoom circle three times per week (the other two will be a specialist circle)
• Share videos from EC specialists that will continue providing curriculum in art, music, Spanish and gardening. Kindergarten programming will also continue with Nature Club and PE.
• Initiate weekly individual one on one time with your child via Zoom Conference
• Will also be available for parents one on one via Zoom Conference
• Be prompt in replying to your emails if you need additional guidance and support.
Program specific needs & Characteristics
Program-Specific Needs and Characteristics:
• Children aged 3 to 6 thrive in environments that promote repetition, routine and the mastery of purposeful movement.
• Allow your child to choose independent activities and give the opportunity for periods of time without distractions. One of the main objectives is building focus and concentration.
• The key to a successful learning environment is order, access to tactile resources, space to explore and meaningful activity
• Children aged 3 to 6 thrive in environments that promote repetition, routine and the mastery of purposeful movement.
• Allow your child to choose independent activities and give the opportunity for periods of time without distractions. One of the main objectives is building focus and concentration.
• The key to a successful learning environment is order, access to tactile resources, space to explore and meaningful activity
Early Childhood Classrooms:
Amarillowith Ms. Jihye, Ms. Reilly & Ms. Sarah
|
Azulwith Ms. Janell, Ms. Rokshana & Ms. Laura |
Lilawith Ms. Jackie, Ms. Shannon, & Ms. Shadow
|
Rojowith Ms. Sunanda & Ms. Ao |
Verdewith Ms. Rohini, Ms. Woo-Jung, & Ms. Kenzie |
Other Resources
Montessori Children's House
5003 218th Ave. NE Redmond, WA 98053 Phone: 425-868-7805 [email protected] For Records Requests, please reach out to [email protected]. |
Founded in 1987
Fully Accredited in Infant - Elementary II
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