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蒙特梭利 活動注音盒 可列印

為了孩子用Livable Montessori 的連結做了活動英文 printable small moveable alphabet之後,因為沒有找到可列印的活動注音,所以在這裡做了檔案,有兩個版本。放在網路上給需要的人使用(按version字可到下載的google drive連結)。

Version 1 / Version 2:

兩個版本差異在字型。因為在看Livable Learning 英文的 printable small moveable alphabet 時讓阿諾選了他喜歡的字體,想說若做中文注音,也可以有選擇。

這個活動注音盒主要用來拼字,對於前置語言建構已經有一定基礎,且還無法寫注音,不過會認單注音(可以用砂紙注音板 or 其他)讀拼一起的注音,的孩子可以開始嘗試的活動。可以用一寫小物品,或圖卡,先做兩個注音、且ㄧ的拼音練習。一開始為了能維持孩子的興趣,用玩玩,鼓勵的心態,是不糾正錯誤的喔!如果孩子沒興趣,可能時機不對,可能帶領的方式提不起興趣…多方權衡一下。

以下我也分享其他地方看到別人做的注音材料:

  • 砂紙注音製作:四個中文媽媽在聖地牙哥的部落格大方分享的檔案, 這個可列印版本是鏡像的,也貼心的做得很省紙!貼砂紙背面剪比較方便。據說要用3M砂紙240號或者油漆行正常砂紙180號,沙子才夠細緻,適合幼嫩的小手描摩。這個砂紙注音,可做起頭音或尾音的小物件盒(剛開始一次擺出最多介紹/擺出兩、三個!不要擺出太多!孩子往往因為太多選擇而反爾不去碰。)砂紙注音我還沒有做,但已經看定用紙博館的藝術色卡,是硬的且色澤飽和,但不是塑膠的所以可能無法忍受風吹日曬。不過我覺得觸感上質感好。
  • 大的活動注音盒Caroll Wang 有推薦這個磁鐵的。我其實很希望找的原木且沒有磁鐵的(可以自己漆的那種),不過磁鐵的好處是可以在垂直面上操作,而幼兒很多有垂直面操作(繪畫,Michaelangelo躺著畫天花板)的肢體需求。(看完這個webinar: Building Fine Motor Skills 才發現幼兒出現“畫牆壁”這樣的行為時,不能說動機是『調皮』,可能身體上有這樣的需求,可以考慮在牆壁上貼紙滿足)
  • 小活動注音盒(就是我提供的檔案)我是用key way 40 格的(格子可以自己活動調整,超方便!)我個人覺得家庭用的用厚一點的卡紙印就好了,畢竟不是開學校好幾屆的學生要用,沒有必要去裱褙。沒有塑膠的重量,至少卡紙比起裱褙來說也比較不滑。

至於教學方式,許多有愛心的前人分享過,我這個中打又慢又辛苦的就不用重新發明輪子來詳述。:)

2017 Jan 21st Knox playing with the home-made small moveable alphabet 阿諾玩英文活動拼音盒:

edit: 感謝文婷老師指點,檔案少了ㄗㄘㄙ,還有自己沒有搞懂一聲,已補上。

shame and growth for the young child – some reflections

I found this in my notebook from September 28th, 2016. I felt this was a good summary (if you can call it that, ha.) of the information I had been accumulating at that time and my synthesis of it regarding creating a positive environment.

In retrospect, I had been a bit harder on Quin due to our experience with her brother. In all fairness, her brother had had more of his needs satisfied as he went from 2 y/o to 3 y/o as, in my hopes of staving off jealousy of his baby sister (Quin), our daily activities were centered around His needs, whilst Quin was largely along for the ride. I was still relatively inexperienced back then with the 2nd child, and as a SAHM, barely having time to myself for reflection, my growth was not as well-rounded as I might have hoped.

I am considering this today due to an observation for assignment that I had conducted, hoping to identify the cause of Quin’s exclusion when a girl who had just turned five comes over to play. In my search concerning the social development of children I came across these passages from Tina Bruce, Carolyn Meggit and J Grenier’s 2010 Child Care and Education:

From 2 to 3 years

  • The child quickly become frustrated – for example, when something does not go well. The child needs a great deal of support from adults (…)

We had speculated that Quin’s personality was coming to the fore when she started throwing tantrums shortly after age two. She was previously a fussy baby but I understood it to be due to indigestion, if not colic, that settled down prior to age one. Often the tantrums were over things perceived out of order, but more often it appeared to be over doing things that she had previously been capable of doing, if not of trying. This was frustrating for me, for I felt that to do things for her would spoil her for doing things for herself. I see now that I had not accessed more specific information regarding her development, for the same textbook mentions:

From 1 to 2 years

  • The toddler loves to do things for him or herself.

As Quin had not yet developed much social interest before, she was content to attempt things driven by her inner guide (Montessori). However, at age two, in between the development of social awareness and drive for independence / autonomy came an awareness of her need for assistance. And when I insisted that she try for herself, she would have a melt down. In retrospect, I feel that I could have been more immediately helpful, as these past few months I have discovered the beautiful side of her personality when we are more supportive of her emotional needs.

This discovery was preceded by a change in my own approach, which (sad to say) came not from the natural maturation of my parenting abilities, but from a crisis in our relationship that arose from MY mistaken approach to her. In this situation, Quin had been, for half a year at least, not wetting her bed and what we considered potty-trained. The bed-wetting then started again. We had her go to potty before bedtime and placed the potty close to her room so she might access it in the night if she needed. We reminded, reasoned and remonstrated. To no avail. The atmosphere in our home was becoming toxic.

And then I read about a Taiwanese mother’s experience with her son’s poop situation, and her detailed use of the Kazdin method. I started preparatory work to apply this method (explain and send reference to husband, buy book on kindle and start reading…) and in my approach I started to change my attitude towards the accidents. We got training pants and when she had an accident we did not emotionally react to the situation, but tried to be supportive. “You can do better next time.”

It particularly struck me at this time how she would : 1. Pretend that it hadn’t happened and insist that it was not wet. 2. Later on, in the process of recovery, look at us very sadly and with some fear when she discovered that she had wet her bed again.

For 1. I realized that it was a protective mechanism. She was lying because she wished it were not true. Having read the article about children and lies beforehand, I understood that children (prior to about 5 or 6 years old, when they begin to be able to fantasize), are not capable of willfully lying. What we thought were lies were actually wishes, and often responses to environmental pressures that they were incapable of resolving. I was sorry that I had put my daughter into such a situation where she had to deny reality in order to cope.

For 2. I saw that she felt shame for having peed her pants. For young children, shame is always an emotion that arises from social referencing – they are learning what is considered unacceptable (lower status behavior) from the reaction of others. While it serves useful for their socialization, our experience proved that it did not help her control her bed wetting. Only served to demoralize her.

Shame is now known as a less effective emotion for behavioral change (growth), particularly for young children. The attendant pressure from shame promotes cortisol, which is shown to inhibit the establishment of neural connections. In converse, dopamine is shown to be effective in helping neural plasticity, which is the ability for the mind to change – learning! It is therefore true that happy children learn best.

While it is possible for some behavioral changes to occur through shame, it is usually more possible through individuals who have better control of themselves, and have a social interest in the matter (ex: teenagers want to fit in). But such a change comes at a cost, a social cost – in giving the individual a sense of inferiority, which predisposes the individual to later ‘bullying’ others in oblique or overt ways in order to regain a sense of self-esteem.

I personally believe shame as an incentive also has costs in preventing someone to fulfill their full potential in development and learning, so that the individual presents with an inferior sensibility. I am inclined to believe this in my observation of cultures (or meta-cultures within larger cultures, such as individual family units) where shame is used as the main tool to inspire behavioral change. The children present as disoriented, or lacking initiative, often frivolous and inefficient, and appear to express below the intellectual capacity of their age group.

When such is removed, the rebound is impressive for young children, as I had observed when I changed my own reaction to Quin’s bed-wetting. Being more neutral concerning the situation, and positively noticing times when she showed behaviors we approved of. It was amazing how, when we stopped noticing it and instead bolstered her self-esteem by noticing her other capabilities, how much she blossomed! She became more vocal, lively, and within two weeks had stopped wetting the bed! Without my even implementing the Kazdin rewards chart system! (which, btw to all behaviorists out there, is meant to be applied ONLY as a temporary support to chronic situations.)

The recent observation showed me something further in her development.

First off, background info: Quin had just turned 3. I observed that Quin had been excluded from the older two children’s play, largely because, developmentally, her play had yet to reach the give-and-take socio-dramatic play level that the other children reveled in. Moreover, the other two children were using English, a language Quin was less expressive in (compared to Mandarin).

But Quin did show an interest in other children playing with her.

From 3 to 4 years

  • They begin to be interested in having friends. (Bruce, Meggit & Grenier, 2010)

As was apparent when she said “But no one is playing with me!” and when she would follow the other children around, and stand there staring at them play. She might have known the words for requesting to join their play, but she was not able to yet utilize it (3rd period in the three period lesson, Montessori). So even if I told her it she is unlikely to be able to use it organically.

At one point she was invited to pull a cart with the other children sitting down. She made a masterful effort, grunting as she tried very hard to pull the heavy cart.

What surprised me when seeing this was how, usually, she would throw a tantrum immediately after she tried and didn’t succeed. This told me that Quin is now able to subsume her own frustration for a greater interest. In this case, social – the opportunity to play with others.

It had come to my attention that after her 3rd birthday, there were less incidences of tantrums over things she wishes we would do for her. It hadn’t entirely gone away yet. But it is a worthy lesson for me to understand that, as much as she has her own personality and always shall, having a meltdown all the time is not an aspect of her TEMPERAMENT, but a developmental phase. It is necessary that I understand their stages and continue to view the children in the most positive potential light possible, so that I do not prove an obstruct to their growth (Montessori).

Films for children ages 2~5

I would like to suggest here a list of videos that we allow our children to watch. In dialogue with other parents and teachers, I have come to realise that my list is more stringent than most (among both secular and religious).

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Young children have a slower processing speed than adults, and require adequate context (background information) to understand plot and dialogue. I personally believe it is possible to, superficially, give children context through film. Superficially, because this medium engages only two of our senses. It is important, however, that even in giving children context, we pay attention to the scaffolding of knowledge. Film can be very effectively used to illustrate concepts or questions that we have. I would, however, strongly suggest we carefully control this medium as a means to answer questions, so that the written word can still hold attraction for a child. Our challenge as adults is to allow children to feel enough mental hunger, with just-right resources, so that their natural inclination to learn can be optimised.

Pacing is also extremely important. It is possible for a young child to appear entranced, and say they enjoy a film, without being aware of the plot and thereby derive meaningful benefit to them.

I believe that this list is mostly adequate for children throughout their preschool years (2 ~6 years old), particularly as young children enjoy the comforts of watching the same videos over and over again. In our family, we only let children watch videos on the weekends, for 30 minutes each time, 2 times a day. We are also flexible in reducing the time each day if the kids are having fun, and sometimes mixing it up with doing boardgames, making something, or puzzles together instead.

Please note that I still do not recommend any videos for children under two years old, despite recent APA change.

The following is roughly listed by order of introduction. Also, as a Montessorian, I try to minimize fantasy for this age group because it is difficult for children this age to distinguish between fantasy and reality. A good grounding in real things is also vital to children’s imaginations later on. However, it is very difficult. I would always suggest watching something yourself before allowing your child to see it. I do not necessarily follow what is politically correct, even though most of the films here happen to be, because children do not necessarily focus on what the adults see. My focus is pacing, understanding, relate-ability, comfort, low-stimulation, and (mostly) accurate information for this age group.

  1. Le Ballon Rouge : a mostly wordless story of a young boy and his magical balloon in post WWII Paris.
  2. Petit D’Ours Brun: French, a brown bear and his family. Very relate-able to a young child’s daily life close to home. Each episode lasting only 3 minutes
  3. Mr. Roger’s Neighborhood: Repetition and pacing, on topics that matter to young children. There are whole essays written on the lovableness of Mr. Roger’s philosophy.
  4. Go Outside by Cbeebies: slightly similar to the above. All reality based.
  5. Thomas the Tank Engine: I recommend the first series. Also The End of the Line which talks about how trains work. I allowed the children to watch End of the Line before we started with Thomas.
  6. http://www.storylineonline.net : some real gems here of oral story telling. Particularly the older the actor the better they perform. I am also fond of audiobooks for road trips.
  7. Mr. Wizard: Science experiments. I do not recommend Bill Nye the Science Guy for this age group.
  8. nfb.ca : Canadian National Film Board. A lot of treasures to look for.
  9. National Geographic: I recommend getting the DVDs instead of channel. Their recent programs are often too hyper and convey less information.
  10. Scholastic Storybook Treasures: DVDs, a lot are very well produced from classic story books.
  11. Studio Ghibli’s – My neighbor Totoro, Ponyo, and Kiki’s Delivery Service. All of the rest should be reserved for elementary or adolescence.
  12. Miniscule – animated insects doing things. Cute, but not vital.
  13. Old fashioned musicals: So far we have watched Merry Andrews, and Oliver! (1968) – though I may skip part of the ending until elementary. The music made a big impression on the children. The Sound of Music is also adequate.
  14. Frozen – I have not found anything objectionable in this one. It is a lovely surprise.
In talking to various friends and acquaintances who share my educational philosophy, it appears that my view of acceptable imagery for children may be more stringent than most. A great deal of this is attributed to my own memories of TV watching when my father was getting his Masters in the US (between ages 4~7 years old) – how it made me feel, how much I actually comprehended, which parts I enjoyed…etc. It is possible to examine them closely because some of the videos I watched I have only viewed again much later, like now as an adult, and so I am quite sure that the memories of the experience have not been changed through repeated viewings as I matured. As long as I remember, my parents had never had cable TV, and around the time I was in middle school, my parents cut off access to television completely. This has been extremely conducive towards my being forced to create my own amusements and content – through reading, writing and crafting. But this is another story.
If you talk to Montessori teachers, many of them will recommend very little to no TV watching at home. Montessori teachers who have young children of their own, however,will often have them watch things. The fact of life is that we are often so busy, and there are so many media options for us as adults to consume, that we rarely screen children’s media or watch it ourselves before giving it to our children.

Susan Sontag has theorized that photography desensitizes its audience to horrific human experiences, and children are exposed to experiences before they are ready for them. I would argue that movies have an even more surreptitious effect – for they present images so quickly, and often in such an authoritative manner, that disturbances rarely allow for adequate processing to articulate. The fact that some children do not present with maladjustment immediately prior to an imagery experience does not, as many sensitive parents and caregivers well know, imply that it has not bothered them .

Meghan Owenz states in a post here:

Some shows for young children attempt to teach children valuable social lessons, such as the importance of honesty. But your child will likely learn social lessons better from you.  One study found that children sometimes come away with the opposite “lesson,” thinking a solution is to lie as opposed to tell the truth. In the study, children were more like to remember the conflict or struggle over lying, but not the solution.11 Because children cannot consistently understand the difference between fantasy and reality until after age 6, the conflict may be more salient to them. It is like a threat and their brain directs more resources towards it, making it likely that they will remember that conflict.

Much older research from 1978 had previously found that when prosocial content is mixed with violence or conflict, children focused on the antisocial components like violence more than outcomes or messages associated with the violence.12 A meta-analysis of previous studies found that when children were shown prosocial content with violence or conflict, there was an association with negative behavioral outcomes.13 The take-home: When there is scary, threatening or violent conflict, that is what children pay attention to and remember, often at the expense of remembering the consequences or solutions.

Would be interested to hear of other ones you recommend!

Update on the 3 munchkins

While 7 month old Inge has made the occasional sound, some of which sound more intentional than most, today is the first time I noticed her play a game (almost intentionally) with me.

It started innocently enough. I was trying to feed her some smushy food and demonstrated, opening my mouth saying aaaah. She ignored me. I exaggerated the sound, and she, rascal inscrutable infant that she was, started giggling. So I filmed her.

Afterwards, when I focused on my own food, she would say ‘aah!’ to gain my attention. I consider this a step up from crying, or staring at you avidly until you notice. So thumbs up Inge for another step on the path to communicating with us big ‘uns!

Moving on to my backlog of notes over September to now. I would like to continue with the kids throughout our vacation and after … though it will be less detailed as I’d like it to be, I suggest if you do not care for minutiae of other people’s children you might stop reading now : )

I bought a hand drill for the kids this time in the States. Knox can use it independently. Quit needs help as her hand is smaller.

We went to Harbe’s Farm for the end of summer corn and kid activities. I have always loved bouncy castles growing up. So it was a sweet feeling when I watched Quin, being the slow warmer-upper that she is, finally found out how fun it was too.

What with this and jumping on hotel beds, she has become quite the bouncier girl upon our return.

A few incidences popped up during our vacation which involved administrative work. At one point, Mike had to make some calls regarding our flight tickets in the hotel room. A hotel room is not generally a child-friendly place, so besides jumping from bed-to-bed (which would have been too rambunctious), the kids put their hands on the hotel phone. I immediately unplugged it and decided to play an impromptu phone game (I may have been nursing Inge at the time, so was not mobile). I had noticed that the children were not completely aware how to carry on a phone conversation. So here are the characters I played:

– the laundry man.
– the hotel person.
– the police.
– your grandmother.

it appeared the children were much more vocal when they felt it to be a game I was playing with them. When I felt their loquaciousness had reached a cheerful level, I called my mother-in-law (immediate application). It was so lovely to see how their confidence carried over into what seemed more like an actual conversation than usual.

And oh, how I enjoyed the kids enjoying the playgrounds in New York City. We went to Hippo Park, Pier 25 playground, and we went twice to Heckscher Playground (Central Park). A part of Heckscher was swings and sandpit and rope jungle-gym and stone slide (of a demure incline), but the kids were drawn to the ‘risky’ stuff – the long long slide, the tire swing that goes all around and your sister sit in it too and you stand on it! And the castles with small passageways and staircases and little barely-there steps on the sides of the walls that you can scale which are very non-adult friendly. But the crowning glory were the boulders! Miniature hills cunningly designed to appear precarious. The kids tried them again and again. We sat on one and had a take-out picnic lunch. The last thing they were doing before we called them away was walking all over those rocks!

Am I gushing? Yes. Because I remember what a drive it was as a child to climb and walk and hop over high rocks. I have even dreamed about it (because the opportunities were so few).

Upon our return to Taiwan, Knox (4 years, 9 months) reminded me of things I needed to prepare so he would be able to bring it to school. I feel immensely grateful that he is such a responsible human, for truly I am that parent who forgets to bring stuff (Mike rarely is).

Knox also asked a few new questions. He asked why there is war. And (I think a few days later?) he asked what is a god. He referred here to the character Thor that some child had told him of. Mike explained how some people believe that there is a god. I believe we also gave him a brief narrative about war, but I don’t recall the whole precisely.

The Sydney opera house is in one of our books featuring buildings. So one day Quin told me she would like to go to Sydney tomorrow.

Me: But it’s a very long way away. We may not be going there anytime soon!

Quin: That’s okay. I can just sit in the stroller.

 


Overheard Mike quote this week: Helping means doing the things that need to be done, not just whatever you feel like doing.

Explaining things

At dinner time today Knox told me he noticed that young men like to play the fighting monsters on their phones. “You mean video games?” “No, the fighting monsters on their phones… it’s called video games?” “I think so… where did you see this?” “In the MRT. I secretly looked at what they were doing on their phones.”
 
“Yes, those are called video games. It’s very attractive to young men, you noticed. You have been observing!”
 
“Yes I have!”
 
I then talked a little about the idea that we used to be hunters & gatherers (some controversy here, I know, but it’s one explanation he can start from and debunk in future if opportunity arises), and that is why little girls, even when they are babies, are very drawn to pretty patterns, particularly red that might be food they can gather to eat. “And I did too!” Knox said, and I said no, you didn’t do that when you were a baby, but both Quin and Inge really liked my (flower pattern) bag and would want to touch it. and I showed my bag. Knox nodded. Yes he was really not interested in my bag.
 
“And little boys, they are often drawn to things that move, particularly animals they can hunt and eat. So that is why many little boys like cars, because their eyes like to track things that move.” (the tracking thing is proven)
 
And then I said: That’s why many boys and men like video games. Because it satisfies something in them. But you know, if they satisfy this too much, they won’t have time to do anything else. Like meet girls, and take care of babies. If your daddy were playing video games all the time he wouldn’t be taking care of you and your sisters!
 
“And I want to get married and take care of my children too! So I won’t play video games.”
 
“Oh I’m not saying that video games are bad. They can be satisfying in some ways. I’m just saying that you need to make sure you have time to do all the other things you want to do too.”
—————————————————————–
So many things that I felt while having this conversation with him: Is it comprehensible? Would he understand? (he seemed to) Am I trying to control him or offer him a tool? I am happy that he appears interested in this story and was able to listen.
 
But predominantly I feel grateful that there has been so much discovered about our world, that I can tell him interesting nonfiction stories that might help him make sense of his life and how he may want to live it. I truly feel that it is important to know your options. Mike occasionally explains things to Knox when he asks, and I can really see Knox’s comprehension from this patient talk of his father’s come out through the things he says – concepts building upon concepts, which only makes it easier for us to explain increasingly complex concepts.
 
Afterwards we watched a documentary about birds building nests. I was touched by how the narrator said “and all things leads to this – the next generation.” incidentally reinforcing the message about the purpose of our lives. So life continues. And it is precious.
 
We had previously talked about how hurt people are more likely to hurt other people. And how someone who seems angry might actually be hurting… and so many other interesting things, many of which I had only learnt in the past few years. 
 
Other thing I hope to eventually cover as opportunity arises:
– reproductive costs for human females vs males

It was surprising to me that video games would come up now. At this rate I’m gonna soon run out of interesting factoids for them!
 
*sorry about the hetero-central theme here!

A cog in the machine

I discovered this journal entry in one of the notebooks I was hoping to repurpose today.

This was a written back when I was considering putting 1 year old Knox into nursery during my postpartum month, and later to continue my education. I was also learning a lot about Montessori at the same time, but felt that surely the standard nursery education should have come a long way and would adequate. Alas, after exploring the options, I decided to continue as a SAHM.

note: The 3 schools I visited where those that were closest to the place we were living at the time. They are an extremely small sampling and is in no way representative of the general quality of nursery schools in Qatar.

2013/6/12

Visting 3 nurseries about here today. Am very worried. You could say the space was colorful, varied, and lively – but what I saw was chaotic, bedazzling, and distracting. I feel that it would be irresponsible to put Knox into such spaces, where there is no rhyme or reason to the decor. Yes they have child level furniture, yes they have toys that fascinate him – but are they what would help him form into a person who can take mastery of his environment? I fear it merely offers a holding space for him, to hold him alive, healthy, and fairly content during this age of immature capacity and maximum inconvenience to adults.

I am sure much thought is put into some activities, but is the effect to seemingly instruct and/or entertain – or is it to put education at the higher level – to allow the children to create for themselves, to allow the children to be capable of taking care of themselves and contribute to the community, to build their capacities in this way, using means/language that is theirs?

That they may seem occupied by a performance may not mean that they are truly learning. Man’s highest understanding comes from going the journey. I recall many activities that were presented to me in the foggiest of manners – that were presented so well as a product could be made at the end of a 45 minute session – a painting, a fabric doll – but no understanding of what had taken place was established. Perhaps it is, as they say, planting a seed. But I would have dearly loved to have learnt how to create my very own rag dolls, rather than be given patterns for construct without understanding I would have preferred to attempt something sub par … had that space been given. Instructorship in that manner only proves the superiority of the instructor, not to the growth of the pupil. I was taught to acquire the skills of craft, but only at the level of a cog in the machine.

 

 

A few things about newborns

  1. Infants are obligate nasal breathers: So they can breath and eat at the same time, yo!
  2. Infants have unconscious attention – that is, they cannot help having their attention drawn to certain forms of stimuli. This explains their ‘interest’ in:
    • contrasting colors
    • Any sort of video
    • Sound. Particularly the proclivity of adults to use higher pitched, repetitive noises when speaking to infants – because they pay most attention and are most responsive to such.
  3. Infants do not start out in life imitating adults. They only become gradually aware of their own behavior when adults imitate them. (ex: Notice that infants pause after you imitate them.) Meaning response from adults appears to be key to a baby’s budding communication wiring:
    • Babies are very aware of the non-verbal cues provided by adults through facial expression. They appear to control the pace of conversation by maintaining eye contact or by dropping their gaze. Either babies or adults may initiate the conversation; however, when babies react to the gaze of an adult and fail to receive a response they lapse into silence. Babies and toddlers need to be able to get adults’ attention. – Macleod-Brudenell, Advanced Early Years

 

The fact that most of what we are influenced by starts out subconsciously (and perhaps even after we are grown), tells me that it is particularly important the we prepare the young child’s environment with care. For example, if we hope to improve the aesthetic taste of our next generation, it would be nice to choose items that at least fulfill our adults standards of beauty. I recently finally got down to making the Munari Mobile prescribed by Dr. Montessori. It is fairly simple to make, but when finished I was quite impressed with the entire aspect of the item.

If you google Munari you come up with a plethora of his beautiful artwork, which are exemplified by simplicity and grace.

On another note, I really like the maternal/infant care videos by Global Health Media. I find them amazingly practical, clear, and informative. Below is a video about initiating breastfeeding, with the ‘infant crawl’. To see it is to believe it!