The greatest gift
This is a space that is truly owned by the children. But their minds, hands and hearts are nurtured by a dedicated, loving team of teachers. It is with great sadness that we leave. Andrea Bubendorfer
When we started, I expected a good quality education, where my children would learn to love learning, to become self disciplined, caring, kind, confident and considerate people. I was amazed how much more we received. This preschool is an eye opening treasure trove of experiences. A place full of love. A wild and natural space, much of it outdoors, always with something new to experience with the changing seasons.
My first memory of the preschool is that it is literally a Casa dei Bambini, a children’s house. Outside, chickens free range among the miniature picnic tables and park benches, birds sing in the aviary, animals are everywhere, an obstacle course of natural materials is set amidst a thriving native garden. Rainwater collection, composting and a flourishing fruit and vegetable garden complete a sustainable paradise. A vast array of tempting activities line the extensive decks. Inside, the classroom is warm and welcoming, brimming with art, music and contributions from many cultures.
The entire feeling, unlike anything else in my experience, is not an adult creation FOR a child, but a child’s place in itself. In our world of rampant consumerism it is so refreshing to find a place, with all the inessential qualities stripped away, leaving only the essential elements. The preschool captures a simplistic beauty that captivates the child, and from this they have the opportunity to understand the world on their own terms.
In our society children are frequently confined to activities that establish boundaries and limit play to specific interactions. This limits creativity to constrained ideas, preconceived by adults.
Tawa Montessori Preschool has offered my children the opportunity to let their minds soar, free from constraint, promoting natural curiosity and understanding. Children genuinely make their own discoveries, meaningful due to the personal level of involvement. This is more than the acquisition of knowledge. It is a personal achievement. Facts may be forgotten, but the pathways to think are being cemented into place. Moreover, there is the awareness that the construction of these neural pathways is most enabled when the child is happy and at peace.
The prepared environment naturally creates a sense of wonder, which in turn fosters a desire to prod deeper and question further. In a self fulfilling virtuous cycle, a sense of confidence is developed within the child, encouraging them to take on other problems and work on them until they are satisfied. In this way, children are liberated from stopping at the superficial solution, but to achieve as deep an understanding as they are ready for. They are supported both mentally and emotionally by teachers who care for the children as if their own.
Equally important, the children are shown that there is a time to learn, but also a time just to be. Children are supported emotionally and given time to mentally digest their experiences. Valuable and underestimated tools such as meditation help prevent overstimulation.
To connect parents with their child’s work, a slide show is shown each day of photos of the children as they work. This creates the opportunity to ask meaningfully directed questions to the child about their day, and open conversation, rather than the usually ineffective adult approach to ask such closed ended questions as "how was school today, did you have a good day? What did you do?". My children were always delighted to know that their work is something both teachers and parents are interested in.
This is a space that is truly owned by the children. But their minds, hands and hearts are nurtured by a dedicated, loving team of teachers. It is with great sadness that we leave.
- Andrea Bubendorfer, parent of Gretchen and Katya, February 2010
- This feedback was first published as a guestpost on our blog Eyes on Nature in February 2010 -