well-being

Supporting Children’s well-

being in Montessori settings
Barbara Isaacs discusses the importance of routines and belonging in supporting children’s well-being.

D
r Montessori (2007)
describes the early days
at the Casa dei Bambini,
in Rome in “The
Montessori Method”. It
is clear she began, as any other doctor
would have, by weighing and
measuring the children. She prescribed
a nourishing diet with soup as its main
component because there was no
funding available to her at the time
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and ensured that the children

developed routines of hygiene and
learned skills of independence so that
their good habits would influence these
practices in the home. These skills
promote the children’s sense of well-
being, and they are as relevant today as
they were 100 years ago.
The UN Convention on the Rights of
The children’s well-being was paramount to Dr Montessori during the early days at the Casa dei Bambini in San
the Child (1989) identifies well-being Lorenzo, Rome.
as one of its key principles by declaring
since its publication in 2002. In the “Children develop an enhanced sense
children’s need for food, shelter, Risk assessment is context of the Early Years Foundation of self-worth, identity, confidence, and
clothing and love as fundamental to the key tool used
by settings to Stage (DFES, 2007) we see it reflected in enjoyment as they reach the goals of
their existence and essential for the
ensure children’s the principle of the Unique Child. well-being, in a responsive, stable, safe
child’s developing sense of self. These safety whilst The document which gives us clear environment which supports the
basic needs are further mirrored in the preserving
guidance on the sense of well-being’s development of self-control and self-
UK government’s “Every Child opportunities for
challenge, contribution to children’s sense of self esteem.”
Matters”, the green paper which
autonomy and is the New Zealand early years These definitions bring us closer to
underpinned all subsequent legislation initiative. curriculum Te Whariki, published by the principles of the Montessori
the Ministry of Education in 1996. approach of “following the child”
Before we begin to look at the (Montessori, 2007) and link Montessori
curriculum we need to mention that closely with the EYFS principle of the
this is a truly bi-lingual co-operative “unique child”.
document, which recognises the
important contribution of the Maori How do we promote well-being
culture to life in New Zealand today. in Montessori nurseries today?
Te Whariki identifies principles, Children’s health and safety are of
strands and goals for early childhood paramount importance for all
education. The principles of learning practitioners and are expressed in the
and development identify policies of the nursery as required by
Empowerment, Holistic Development, the EYFS. The government
Family and Community and contribution to children’s health and
relationships as fundamental to the safety in this country is also significant
document. Well-being is considered as but we need to recognise the shared
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the first strand and described as responsibility for both the safety and
follows: “Children experience an health of children by parents and the
environment where: their health is setting. Every setting today has to
promoted; their emotional well-being is promote children’s awareness of
nurtured; they are kept safe from healthy eating, good habits in terms of
harm”. The curriculum further links personal hygiene, as described by the
well-being with the principle of learning goals in relation to personal,
empowerment in the following words: social and emotional development. In

12 Montessori International JANUARY – MARCH 2010

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Montessori practice, practical life Above left: Sharing In the context of early years practice, with the activities according to their
activities for ‘care of self ‘support a moment of caring transitions become key points of our individual rhythms and interests and
in the nursery.
children’s learning and development in practice to be considered. They take on promotes children’s growing ability to
this area. Above right: At different aspects depending on the age make decisions and take responsibilities
Children’s safety is ensured once Primary level, well- and developmental stage of the child, for their actions. Daily routines
being is supported
again by policies ranging from child and highlight the important role of the inherent in any work-cycle promote
by the trust placed
protection policies to safety on outings, in the students to Key Person in our setting. For the baby the child’s sense of well-being because
and within the setting. Risk assessment manage their and toddler the key person is not only they give children opportunities to
is the key tool used by settings to routines and plan the link between the setting and the control their environment. For
their learning
ensure children’s safety whilst family, s/he is also “the voice of the example knowing what to do when
preserving opportunities for challenge, child”, by attending to the child’s basic they first come to the nursery in the
autonomy and initiative. The needs and documenting them for morning such as finding their peg or
safeguarding of children has become a parents and colleagues. Whilst in work drawer, being able to go to the loo
major issue of concern recently and context of nursery practice, the key independently or help themselves to
most settings have reviewed their person might introduce the child to the snack when ready, invite a friend to
policies in this respect and have daily life of the nursery; s/he may make play, know what is needed for painting
attended training offered by the Local home visits and also be responsible for at an easel, serve a friend at lunch time
Authorities. The Common Assessment the recordkeeping and planning for the or negotiate use of a bicycle in the
Framework (CAF) has been launched in children’s learning and development. garden, all contribute towards the
the hope that all those involved in However, it is important that between child’s sense of belonging to the
children’s well-being contribute to it, to the age of three to six, when children “children’s house”. This sense of
share information, protect the child reach the “social embryonic stage” belonging is an inherent component of
and work towards positive outcomes (Montessori, 2007), children are able to well being.
for the child. model their behaviours on empathetic The teachers and peer’s attitudes
practitioners and considerate peers. At towards each other, the respectful
How do we support children’s primary level the children need time to behaviours of all and trust in the child’s
emotional well-being? explore beyond the classroom and have ability to manage his/her routines and
We also have a responsibility to opportunities to develop their sensitive learning, as well as the calm
nurture children’s emotional well- period for moral development. They harmonious atmosphere of the
being. We know from the early need to be trusted to plan, organise and classroom all make a significant
research conducted by Bowlby, discuss. contribution towards the child’s sense
Ainsworth and others that children’s of joy and happiness which are all part
early attachments make a significant How does the environment of the child’s sense of well-being.
impact on children’s well being. contribute to children’s sense Children’s well-being is an essential
Recent research by Sue Gerhardt, of well-being? pre-requisite for their learning and
explained in her influential book, ‘Why Is it also helpful to reflect on how the development. !
Love Matters’, provides us with further favourable environment promotes Bibliography
insight into the influence attachments children’s sense of well-being, because Gerhardt, Sue (2007)
have on the functioning of the brain. it will be in this area that we will be Why Love Matters, Abingdon: Routledge
For the baby and able to witness children’s self-fulfilment Montessori, M. (1964)
toddler, the key as evident in self-control and feeling of The Montessori Method, New York:
person becomes so self-worth. The orderly organisation of Schocken Books
important in Montessori, M. (1988a)
the classroom, the freedom to move
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nurturing the
The Absorbent Mind, Oxford: ABC Clio
child’s emotional freely and select activities, the readiness
and physical well- Montessori, M. (1988) The
of the activities for use all contribute to
being. Discovery of the Child , Oxford:ABC Clio
the child’s growing sense of well being
www.everychildmatters.gov.uk – outcomes
as they come to learn how the for children
classroom works and what is expected www.nzcer.org.nz – Weaving the Te Whakiri
of them. story
The work-cycle contributes further www.unicef.org - United Nations
towards children’s ability to engage Convention on the Rights of the Child

JANUARY – MARCH 2010 Montessori International 13