Tweets, Dot-painting, and Dirt
Nov 26, 2019
Nature-based elements in Amherst Montessori School's Aftercare Program
Twenty three children, ages three to five, sit criss-crossed in a large circle on the green printed rug, listening intently to chirps, chatters, and calls coming from the speaker of Children's House Aftercare Lead Bri Rubero's phone. It would be easy for a passerby to think that a small bird flew into the classroom by accident, but that wouldn't explain the contemplative silence and cocked heads of all the friends during circle time.
Bri is teaching the students how to identify the birdcall of a chickadee, those stout, black-capped, nonmigratory birds us residents of Massachusetts see at our birdfeeders year round. At the end of the lesson, one friend is chosen to stick a photo of the bird of the week on the bird tree, which shows a picture and name of every bird the children have learned about so far, each being native to Massachusetts.
The lessons don't stop at circle time, though; Bri, a UMASS Amherst graduate who studied horticultural therapy and agricultural education, weaves nature-based lessons and activities into the Children's House Aftercare program. Bri explained how there are many intersections between Montessori and nature-based learning, and that she finds it easy to incorporate nature into the curriculum.
Children do dot-paintings and color pages of common animals they might see in their surroundings, such as squirrels, turkeys, and snails. They sort leaves into different baskets by color during recess, collect rocks, forage for blueberries, and look outside through a pair of binoculars, a job reserved for "the naturalist" that day, drawing what they discovered afterwards. Some friends even made elderberry syrup, a common herbal elixir meant to strengthen the immune system, to distribute to each classroom in the school--an endeavor meant to benefit the entire community, allowing children to see the broader picture of how they have the power to help people in a way that extends outside their classroom.
Not only do all of these activities educate friends about the environment in which they live--these activities help friends hone in on gross and fine motor skills in an outdoor, nature-based setting. Bri plans sensorial learning activities, as well. Students particularly enjoy picking herbs such as sage, lavender, and mint from the school garden, learning about them through touch, smell, and taste.
Growing up on and working at various farms all throughout her life, it was second-nature for Bri to incorporate her passion for the earth and horticulture into the aftercare program. She believes that agricultural, outdoor, and nature-based activities promote a sense of community, and instill confidence and empathy in children who see something they take care of, such as the classroom plants and gardens, grow and flourish.
Written by Jessica Hesse, Advancement Assistant