Call Us: 410-321-8555 ignite@greenspringmontessori.org
Upper Elementary Students Represent Kenya and Congo-Brazzaville at Model United Nations

Upper Elementary Students Represent Kenya and Congo-Brazzaville at Model United Nations

Upper Elementary students at Greenspring Montessori School traveled to New York in February to represent Kenya and Congo-Brazzaville at the Montessori Model United Nations Conference. The students have been researching and preparing speeches throughout the school year on topics such as promoting international cooperation on peaceful uses of international security, disaster risk reduction, combating desertification, empowering youth in inclusive and sustainable food systems, and the rights of indigenous peoples.
 
 
The students did extensive research on their topic and wrote position papers outlining suggestions to address these issues from the viewpoint of their country. From there they used key points of the paper to draft speeches. These speeches were delivered at the MMUN Conference to delegates from other schools who were researching the same topics. Suggestions were debated and discussed in the committees until they were able to draft resolutions to gain consensus.
Two members of our group were elected by their committee to speak at the closing ceremony. The entire group consisted of more than 1,600 people: delegates, coordinators, chaperones, and Bureau members, so it was quite a large crowd to address.
 
The students also had an opportunity to visit the United Nations building, where they got to sit in the General Assembly room in the very place where UN Ambassadors listen to speeches, debate, and ultimately vote on resolutions impacting our entire world.

We are so grateful that our Upper Elementary students have the opportunity to engage in this meaningful work learning conflict resolution and problem-solving skills with children around the globe.

The Importance of Community for Toddler Language Development

The Importance of Community for Toddler Language Development

Written by Beth Callahan

“Only the child under three can construct the mechanism of language, and he can speak any number of languages, if they are in his environment at birth….No child becomes tired of learning to speak!” – Dr. Maria Montessori, Education for a New World

Language development in young children is one of the key milestones on their path to maturity. Language is what allows us to not only communicate one’s own feelings, desires and needs, but also to understand those same concepts in others. Language, both written and spoken, is how cultures pass down traditions and history. Language can convey the means to replicate great ideas and inventions, as well as describe the immense beauty of spring’s first flower or a stunning sunset. Language has the power to divide or bring people together. For these reasons, and countless more, language is one of the cornerstones of a civilized society. Because of this great importance, it is also one of the core curricular areas of a Montessori Toddler program.

From birth, children are exposed to spoken language in a variety of ways. We speak to them well before they are able to understand our words or offer a response. We read to them to help lull them to a relaxed state ready to sleep, and later to introduce objects, ideas, concepts, information or even just beautiful images. We sing to them to soothe and comfort or to offer playful rhymes and tunes. For infants, this close one-on-one communication is essential.

As the child grows, their need for communication within a community increases. In the Toddler classrooms, children are entering into a very important sensitive period for language development from 18 months through three years. It is not unusual for a student to enter our program with little to no expressive language capabilities, particularly since the start of the pandemic. They will have several idiosyncratic words to convey basic needs, but only a few common words. We strive to model for the children with common words and phrases in every area of the curriculum and throughout every activity and routine. We are constantly naming objects, emotions, feelings, and directions. When giving lessons, we use words sparingly but intentionally – the ones we do use are meant to emphasize important facets of the presentation. We read countless books and sing many songs throughout the day, offering a glimpse at language in a wholly different medium from conventional conversation. We give lessons of grace and courtesy that remind us of our contribution to and place in the community.

As children learn words, they are able to internalize concepts like categorizing, organizing, and differentiating. They can express simple emotions, which leads to greater trust in others and confidence in themselves. The parallel play that is prevalent in the toddler-aged child gives way to more social interaction as they learn to communicate with their peers. They learn to listen to nuances in speech as well as non-verbal cues that can sometimes lead to the testing of limits or the reinforcement of them.  As children mature, we are able to use language as a tool to measure things like short/long term memory acquisition and simple/complex skill processing abilities. As children become aware of written language, we help them learn to decipher symbols that will ultimately lead to conveying their thoughts through the written word.

In a community like ours, diverse in cultures and ethnicities, we often do this in one or more languages. Almost every classroom in our community has at least one student/family for whom English is not the primary language spoken in the home. Because children are better able to absorb language at this age, it becomes much easier for them to acquire languages, both native and non-native, than at any other time in their lives. The children learn from being in community with one another as much as they do from working with the adults in the classroom.

Language is an important component of life in our homes, classrooms, communities, and society. In the Toddler and Children’s House classrooms, we are especially cognizant of this time, as these years simply cannot be replaced. It is our goal to assist each child with the acquisition of language, from the first words, through the simple conveyance of needs, to detailed descriptions of desires and ideas. We strive to teach children the value of peaceful words and communication that paves the way for a greater understanding of fairness, conflict resolution, and justice in Children’s House and beyond. Language is truly what connects us to the people with whom we interact daily, as well as the greater global community.