COVID-19 PARENT GUIDE

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Message from the KINOVI Group

Regarding COVID-19 (30th March 2020)

Dear Parents

In light of the COVID-19 pandemic and the President’s instructions to close all school until 14 April, we as the KINOVI Group support this decision and comply whole-heartedly.  Further to this we are now in a 21-day lockdown period which will take us until midnight on 16 April, all things going well and subject to our Nation being able to effectively “flatten the curve”.

Currently we have no firm dates and no confirmation that the schools will open after 16 April, we are waiting for an all clear and we cannot be expected to predict when that may be.  We certainly intend to make up all missed school days if possible.  As soon as we can share dates, we will – but do not expect any new dates until after 16 April.

We understand our parent’s concerns about their children’s academic progress and understand why some may wish to have a home programme.  Please understand that as Montessorians, our program is largely about “life lessons” and so we can share ideas to help our parents to alleviate their childrens (and parents) boredom using physical and mental exercises for stimulation.  These exercises should really be loads of fun, engaging, challenging and ultimately mindful.

With this in mind, please do not feel undue pressure with your children, given their ages, to adhere to a stringent äcademic” programme.  Please rather try to see this time as a period of re-connection with your home and family.  To this end we are going to be sending out a lot of fun ideas to keep your children busy and engaged. 

Please remember that screens are detrimental to your Childs neurological development and need to be limited as far as possible.  Also please remember that routine is key – keep the same time for getting up in the mornings, preparing and sharing meals, nap times and bed-time.  Consistency is key,  especially in times where things may be quite stressful for parents and a routine helps to create that sense of predictability that may lessen anxiety.

Some ideas to keep young children busy and away from screens – with thanks to Kym van Straaten:

  • Sharing stories, reading books together – reading alone if your child can read – we will send suggestions of books
  • Puzzles and board games
  • Build a fort – inside or outside in the garden if the weather is good
  • Box construction using small boxes
  • Art and craft – paint, colour, cut and stick. These all provide great opportunities to develop fine motor skills.
  • Play dress up and put on skits (mini plays)
  • Bake and cook together
  • Play with play dough – make it first (obviously!)
  • Build Lego and other construction blocks
  • Build a race track for cars
  • Do simple science experiments, using household products
  • Garden – pull weeds and plant seeds
  • Feed the birds
  • Involve children in household chores (they are capable of doing more than you think) Treasure hunts

The KINOVI Group would like to thank the wonderful Montessori community especially AMI, the Montessori School of Tokyo and many other schools who stand together and happily share resources, guidelines and frameworks for working from home.

We will keep you all informed of any further developments when we get more information.

Kind regards and stay safe…
Bronwyn McBean and the KINOVI Board

We have to move away from what is essentially an industrial model of education, a manufacturing model, which is based on linearity and conformity and batching people. We have to move to a model that is based more on principles of agriculture. We have to recognize that human flourishing is not a mechanical process; it’s an organic process. And you cannot predict the outcome of human development. All you can do, like a farmer, is create the conditions under which they will begin to flourish.

– Sir Ken Robinson

Resources

Resources for Parents.

A day in the life of a Montessori Child

The child under six thrives on order and routine.
We know that to build internal order, we must provide the child with external order. What does this mean?

Download  →

A vision of Learning from a Montessori Perspective

With thanks from Principal Pete Juds from the Montessori School of Tokyo 

Download  →

Community Specific Resources

Age Group Chores

Suggested chores by age

Ages 2 - 3

  • Put toys away
  • Place books on bookshelf
  • Throw trash away
  • Set the table
  • Fetch diaper/wipes
  • Wipe doorknobs
  • Dust baseboards
  • Put dirty clothes in hamper
  • Put shoes away
  • Unload dishwasher (Plastic cups, silverware, plastic plates)

Ages 4 - 5

  • Clear the kitchen table
  • Wipe up spills
  • Unload dishwasher (Plastic items)
  • Feed pets
  • Make the beds
  • Prepare easy snacks
  • Match socks
  • Fold dish towels
  • Put away clothes
  • Water plants
  • Take out recycling
  • Weed

Ages 6 - 7

  • Sweep
  • Use a hand held vacuum
  • Rake leaves
  • Help prepare dinner
  • Wash produce
  • Replace toilet paper roll
  • Wipe down bathroom sinks and counters
  • Collect garbage
  • Get the mail
  • Help put light groceries away

Ages 8 - 9

  • Scramble eggs
  • Bake cookies
  • Make toast
  • Put groceries away
  • Walk dogs
  • Dust furniture
  • Water the lawn
  • Load and unload dishwasher
  • Mop floors

Nido Community

(4 to 12/14 months)

Parents are invited to:
  • Remain mindful of your baby’s need for order, routine and growing independence.
  • Allow baby to feed themselves in collaboration with adults (yes, this is messy but is so important for baby to experience getting food into their mouths by using utensils themselves.)
  • Restrict time in containers, such as cots, camping cots, car seats, Bumbos, walking rings etc.
  • Allow plenty of free movement by creating an area that is safe from things like hanging tablecloths, electrical cords, hot or dangerous liquids etc.
  • Have conversations with baby, leaving gaps in the conversation for baby to respond to by gurgling, laughing, shrieking, using facial expressions, body language and other non-verbal language.
  • Being mindful that when singing songs, reading stories, reciting poems, the tempo is slowed down (the younger the baby, the slower the tempo) and baby can see your mouth clearly when you are communicating verbally.
  • Create and follow a routine with as little variation as possible.
  • Provide opportunities for outside time: laying on a blanket under a tree to watch the sunlight patterns falling between the leaves, watching birds and butterflies in the garden, walks in the pram in the garden for those not yet walking comfortably.
  • Slow down, this is a time of discovery and exploration.
  • Be fully present in the moments you share together, appreciate and soak up every moment together.
Your Nido guides will:
  • Initiate individual communication based on each family’s needs.
  • Make suggestions for appropriate activities.
  • Provide suggestions for books and songs to support language acquisition.
  • Provide videos of teachers singing and performing hand actions to well-loved class songs.
  • Suggest ideas for activities to promote gross and fine motor development.
  • Be responsive to parent questions and available to offer support, guidance and advice for other elements of your baby’s overall development.

Toddler Community

(12 to 36 months)

Parents are invited to:
  • 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
  • Limit screen time
  • Include your child in household chores
  • 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
Your Nido guides will:
  • Initiate individual support and communications based on each child’s needs
  • Provide detailed updates and consultation (as required) regarding toilet learning/sleepinghabits/activities(fine/gross motor)
  • Share the current class routine/schedule and then suggest guidance in setting up a daily routine athome
    – Share guidelines and suggestions for screen time
    – Share general/ individual suggestions for activities for fine/gross motor skills, providing pictures/videos/ materials for parent viewing
  • 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 at home e.g. recipes, food prep, house chores, clothingtips, etc.
  • Be responsive to parent questions and available to offer guidance and tips for activities or any otherelement of support for your child’s development

Pre-School Community

(3 – 6 years)

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, 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
  • Limit screen time
  • Provide opportunities for daily physical activity
Your Nido guides will:
  • Initiate individual communications based on children’s needs
  • Make suggestions for appropriate house chores
  • Offer guidelines and suggestions for screen time
  • Provide both general and individualised suggestions for activities developing fine motor skills / gross motor skills / language / numeracy
  • Be prompt in replying to your messages if you need additional guidance and support
Programme-Specific Needs and Characteristics:
  • Children aged 3 – 6 thrive in environments that promote repetition, routine and the mastery of purposeful movement
  • Allow your child to choose activities and give the opportunity for periods of time without distractions
The key to a successful learning environment is order, access to tactile resources, space to explore and meaningful activity. For the Sunshine child, ‘work’ and ‘play’ should be interchangeable – a natural, fun and exciting part of life.

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About Montessori

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