Mexico City 2018 – Art, Food, Music, & Montessori

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Graduation

Please join me for a return to experience AMI Montessori in Mexico City. The main purpose of my visit was again to serve as an oral examiner for the AMI Montessori A to I (Assistants to Infancy), birth to three, course. But as always in this Montessori world a guest is greeted with grace and courtesy and a desire to joyfully share culture, which includes food, as Mexico City is famous internationally for this element.

Above is a picture of the graduating class seated with us two examiners, the teacher trainers, their course assistants, and my translator. I was pleased to see that the medical doctor who graduated from this course in 2016 is now the guide/teacher in the infant community for children from one year to 2.5 or 3 years of age, returning to Puebla on weekends to take care of her medical patients.

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Santana and Carrington

This year I had an overnight flight from San Francisco so in order to stay awake we went to the Bosque de Chapultepec (Chapultepec Park), one of the largest parks in the Western Hemisphere, measuring 1,695 acres. Large pictures of Santana and other important Mexican historical figures grace the black iron fences that surround the garden, and museum signs heighten our excitement as we approach the Museo de Arte Modern (Modern Art Museum) to see the special exhibit of the works of British/Mexican artist Leonora Carrington.

More on Santana here: here: Santana

More on Leonora Carrington here: Carrington

My hostess was surprised that I had never heard of this artist so I explained that since I love the Impressionists and Post-impressionists has crowded out a lot of art history and I need to be educated about surrealism. And my eyes were opened; what an interesting person.

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Saint Teresa in the Kitchen

This was one of my favorites of her painting. Carrington urged women, in both her writing and her graphic arts, to own their power. Saint Teresa, in the black and white tunic of the Carmelites, is seen as the patron saint of gastronomy. She was famous for her ecstasies and here she hovers over a boiling caldron in the center of the kitchen frying an egg in miraculous rapture. For Carrington the kitchen was an exclusive place for coming together and for experiments; the analogies between cooking, magic, and painting turned it into an alchemical laboratory.

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Frida Kahlo

Frida, Surrealist or Realist? Last time I was here the lines to get into the Casa Azul, or the “blue house”, the home of this famous Mexican artist, were around the block and there was no time to wait so it was a treat to relax and spend my second day exploring her home and art. If you do not know this artist the best introduction is the 2002 movie “Frida” staring Salma Hayek.

More on  Frida Kahlo here: Frida

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Chiles en Nogada

Again it is a treat to be here during the season of this famous dish. This year the AMI 3-6 trainer, who was in Mexico City for a month, brought each of us our on special blue and white plate from Puebla, and a Chile. We enjoyed them over lunch in the institute staff room.

Here is a little of the history of Chiles en Nogada. Agustin de Iturbide, Emperor of Mexico from 1822 to 1823, signed the Treaty of Cordoba which granted Mexico its independence from Spain in 1821. The event took place in Veracruz and on his way back to Mexico City he stopped in Puebla. The townspeople of Puebla decided to honor the Emperor—and independence—by creating a special dish using local ingredients. The Augustinian nuns of Santa Monica convent came up with Chiles en Nogada, which means chile in walnut sauce. It is made of poblano chilies stuffed with a mixture of meat and dried fruit (a special vegetarian version for me) and decorated in the colors of the Mexican flag: pomegranate seeds (red), parsley (green), and a sauce made of fresh, carefully peeled walnuts (white). To this day the nuns earn money by the painstaking task of peeling the walnuts for local restaurants. It is considered very patriotic to order or serve this dish.

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Grasshoppers, Fire Ant Eggs, and Tequila

We work very, very hard at Montessori exams. The trainers are not the ones who test the students so no one can be “prepared for the tests.” The exam questions are sent from the Association Montessori Internationale in Amsterdam, and the oral examiners are selected from around the world. This is one of the reasons why AMI Montessori teachers are so well prepared for their work. The pressure is on. But several times a week we manage to have our discussions over delicious meals.

A vegetarian eating insects you say? Well, I just tasted, considering it practice for the probably main source of protein in the future as Earth’s population grows and grows and grows; and no one argues with eliminating a few million of the eggs of the dreaded fire ants!

More on fire ants here: Fire Ants

And now for the tequila. I had tasted this drink before, but on this occasion it was served in the traditional manner. First one takes a bit of salt in one’s hand and licks it up. Then a little taste of fresh lime juice followed by a sip of tequila. Finally a sip of the famous sangrita. The combination was delicious.

The word sangrita means little blood and was probably invented in the 1920’s as a way to cleanse the palate between sips of tequila and it was thought to be made up of the leftover juices of fruit salad. So it could contain pomegranate, tangerine, orange, mango, papaya, and so forth. Again this way of serving represents the colors of the Mexican flag: lime juice (green) tequila (white), and sangrita (red). I felt very patriotic.

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Squash Blossom Soup and Mole

After this delicious traditional Meal meal I came home looking for squash blossoms to make soup, and since it is late in the season could only find enough to decorate the top of soup, but next season I shall plant zucchini and do it properly.

Mole contains chocolate and many spices; it comes in several colors, and is famous in Mexican cooking, and again it is the nuns of Puebla who might have invented it. Our version, Enchiladas de Mole Negro with cheese at the restaurant Azul Condesa, was a special treat. And it was followed by even more chocolate for desert.

More Mole information here: mole

8 hot chocolate

Champurrado

This is a delicious Mexican version of hot chocolate made with chocolate, flour, cinnamon and flavored sometimes with anise, vanilla, ground nuts, orange zest, and more, to make a variety of interesting drinks. The chocolate is packed into little individual tablets for storage that are melted, mixed with or milk, and then blended or whipped with a wooden whisk called a molinillo. The whisk is rolled between the palms of the hands, and then moved back and forth in the mixture until it is aerated and frothy. Then it is poured into a bowl made of cocoanut shell and drunk. There are many recipes on the internet ¡Buen provecho!

9 tea made by children

Two-Year-Olds Make Their Own Herb Tea

Things have changed in the Montessori 3-6 classes with the introduction of the Infant Communities for children from age 1, or walking, to age 2.5 or three. Pouring rice, lentils, or water, from small pitchers is common for other children who have not had much experience using their hands with challenging tasks. But in the Montessori A to I world children begin pouring their own water before they are a year old, yes, before they can walk. They water plants, fill basins with water to wash their hands, and want this work to be real, collaboration with the group, not mindless, repetitive activities.

I asked the Infant Community guide to show me how the tea-making was carried out by a 2-year old in her class. There are many steps, beginning with measuring and adding loose leaf tea to the pot, adding (previously prepared) hot water, waiting till the water reaches the correct color, setting the table with a place mat, napkin, cup and saucer and spoon, carrying the pot to the table, sitting down and enjoying the tea, putting the used tea leaves in the compost, the placemat and napkin in the laundry (to be washed and ironed by another child), and the tea-pot, spoon, and cup and saucer with the dirty dishes (to be washed by another child), all the time concentrating deeply and not being interrupted; and then going on to choose the next physically and mentally challenging and satisfying “work”. I have just described a series of skills included in the list of “executive functions” which are a more reliable predictor of academic success in later life than IQ, and the basis for real Montessori practice at any age “meaningful work and uninterrupted concentration” that produces happy people who then reach out naturally to care for others and the environment. Thank you Margarita.

10 church and market

Coyoacán (the “place of the cayotes”) 

The last afternoon after graduation I was hosted by the brother of the head of the AMI affiliate organization in Colombia, South America who lives in Mexico City. We went to Coyoacán to see the cathedral, the crafts market, and to enjoy Middle Eastern food. We were joined by the head of the AMI affiliate society for Peru. Both of these women were students in this course.

I was pleased to see a statue of San Martin de Porres who, along with Santa Rosa of Lima, is patron saints of my old home (for a short time) Peru. Coyoacán is the second most visited site in Mexico city, but the real pleasure was in enjoying it with friends after the intense week of exams and the graduation.

More on Coyoacán here: Coyoacán

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Peruvian and Colombian Montessorians

Here I am with these two women who will be first to take AMI Montessori Birth to Three information back to Peru and Colombia. They are passionate and inspired and I look forward to see what they, and all of the other students, do with this precious information. Yes, the picture on the left is more food, alfajores, my favorite cookie from Peru.

More on AMI Affiliated Societies here: AMI

12 susan

Back Home in California

Now I am back home, catching up on writing a 6th book Montessori book, and preparing for work in Europe in the fall. I don’t usually enjoy shopping, but this beautiful hand-made blouse and amber earrings are gifts and memories of that fascinating local crafts market on the last lovely day in Mexico City.

Stay tuned . . .

Hugs,
Susan

More here: Susan’s Home Page

Mexico City 2016 – Art, Food, Music, & Montessori

0-fb-instituto

 INSTITUTO INTERNACIONAL MONTESSORI

In August of this year it was my honor to be one of the two examiners at the AMI (Montessori Association Internationale) 0-3 course at “Instituto Internacional Montessori” in Mexico City. I have been to Mexico several times but I was never able to spend so much time in the capital. I was ready to explore the Montessori world, the art, and the food in one of the most beautiful and exciting cities in the world


ART

1-art-cathedral-and-diego

Juan Manual Micher MD, “Juancho”, medical lecturer for the Montessori course (and old friend from our work in Denver) was kind enough to accompany me to the interesting parts of the city where he grew up, and his appreciation of both the traditional and the modern art and architecture was obvious. Above is just one of the many churches and the very large drawings for the murals of Diego Rivera in his final art studio.


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FOOD

Every where in the city there are the street food sellers of traditional Mexican foods and people line up for it at meal times. But even in the most elegant restaurants one can find the favorites, like this taco filled with roasted grasshoppers (chapulín), fresh cheese (queso fresco), guacamole, and mole, a sauce made with chocolate and many spices.


3-soumaya

MORE ART

The Soumaya museum is one of the most amazing buildings I have ever seen and the life drawing class was using statues of Rodin as their models. Brilliant. I was able to study the brushwork of some of my favorite artists and discovered that Kahlil Gibran, the author of the famous “The Prophet” was also an artist and played the violin. Here is the website in English if you would like to know more about this museum.

http://www.soumaya.com.mx/index.php/eng/


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PUEBLA

Coral Ruiz, AMI 3-6 trainer returned to her home in Puebla the same week that I arrived in Mexico and she invited me to visit her. We had been in touch for a long time about Montessori in Latin American but had never met in person. She sent a car to bring me the 2-3 hours (depending on traffic in Mexico City) to the beautiful old city of Puebla and back to Mexico City, past an erupting volcano, Popocatépetl! https://en.wikipedia.org/wiki/Popocat%C3%A9petl

First we visited her training center, Instituto Paolini de Peubla, and then walked around the lovely old city. Then she surprised me with a special lunch dish that is only available in August and that originated in Puebla. It is now famous all over the country. This is the famous Chiles en nogada. The name comes from the Spanish word for the walnut tree, noga. It consists of poblano chilies – which are only large enough for this recipe during August – filled with picadillo, a mixture usually containing shredded meat, herbs, fruits, and spices. It is topped with a walnut cream sauce and pomegranate seeds, giving it the three colors of the Mexican flag: green chili, white nut sauce, and red seeds. It takes at least 24 hours to make this dish and so Coral ordered my special vegetarian version ahead of time. As you can see, each dish is lovingly made and comes with a certificate of authenticity. Mine was number #4929. The restaurant was full and on every plate was Chile en nogada!

For more information on the AMI 3-6 course in Puebla, Mexico, contact: informes@montessoripaolini.com


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THE EXAMS

One of the reasons that AMI (Association Montessori Internationale) teacher training courses continue to maintain a very high quality of training is that the examiners come from other training courses, and often from other countries. So it is not just the students, but also the entire course content, the environment, and the teacher trainers themselves who are being assessed. The written and oral exam questions come from the AMI headquarters in Amsterdam and everyone is working together to keep the international standards as high as possible.

Here is a picture of the first environment of the child, and my translator Maria. “Nido” is the Italian word for “nest” and it is the name of the environment for the child from birth until he or she is walking. The Montessori students learn how we can support the way an infant sleeps, eats, is dressed and bathed, and moves his body and hands, and how all of this care lays the groundwork for the way the child will feel about the world and himself. We support the physical, mental, psychological, and spiritual aspect of development through our actions and the by what we provide in the environment in the first year. After many years in the field, I believe that the Montessori training in caring during the first year of life is the most powerful way to help support balanced and happy human beings.

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The IC or Montessori Infant Community is the environment for the child who is walking until age 2.5 or 3. It contains lovingly made and beautiful materials that support and developmentally appropriate “work” (which means “important”) that includes movement of the whole body, development of the hand, language, cooking, cleaning, polishing, music, art, dance, how to care for the environment, oneself, and each other, and so on. In this picture you can see the environment set up for exams (table in the corner) and notice that one of my own art prints graces the wall next to the dressing table where a child learns to care for his or her hair.

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Although there are many beautiful gardens throughout the city, space is limited and so this school and training center have created a special stairway where there are appropriate risers and handrails for adults and children both to walk up and down to the roof top garden.

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Here the children can climb and ride vehicles and they grow the vegetables that they prepare in the infant community and the flowers they use to make small flower arrangements to decorate the environment. They can climb and enjoy special meals. Also on the roof there is a place for the student who are taking the Montessori course to prepare and eat their meals out in the fresh air. One of the most valuable things about this training center is that there is a functioning Nido, and functioning Infant Community for children from the neighborhood in the same building, so the Montessori trainees can see how this “works” as they study.

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GRADUATION

The speeches by the student at the graduation were so moving that I was often brought to tears. The range of ages and professions was notable. For example there was one student who was just beginning her college career, and another who was an MD who is now teaching in an Infant Community during the week and practicing medicine on the weekends. They all told how the wisdom of this training had transformed them as human beings. I am so lucky to have ended up working in this field and it is a joy to see it spreading all over the world.


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CAFÉ DE TACUBA

One of the last evenings, Chacha (Maria Teresa Vidales, head of training), Juancho, their daughter Teanny, and the other examiner Virginia Buckley toured the historic center of Mexico City and had dinner at Café de Tacuba, where the beautiful architecture, the traditional paintings on the walls, and the strolling musicians made me stand still in awe as I entered the restaurant and then walked around in a daze, listening to the musicians serenade, forgetting where I was, just soaking up the Mexican celebration of culture. This would certainly be an amazing place to take 0-3 training.

Here is more information on this special place to enjoy the art, music, food, and culture of Mexico. http://www.cafedetacuba.com.mx/en/

In June 2017, for the first time, there will be an international course give in English with Spanish translations. Students will come from all over the world.

For more information on the AMI 0-3 course in Mexico City contact: contacto@iimontessori.com.mx


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MEXICAN-INSPIRED ART AT HOME

The blue house of Frida Kahlo, known as “casa azul”, so inspired this lover of the color cobalt blue, then upon returning, knowing that it was time to repaint some of the doors of our home, guess what color we chose.


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TRAVEL INSPIRED PAINTINGS

I have not started a painting from Mexico yet, but here is one from Lima, Peru where I was working just before arriving in Mexico City on this trip. I never have time to paint when working abroad, but I often make notes and take photographs. Above is a photograph of the fishing boats on the harbor of Lima, Peru. I was struck by the calm water, the variety of colors of the boats, and the pelicans quietly waiting for the opportunity to grab a fish.

Why I paint

Recently I have realized that no matter what problems of life may crowd into my brain and bring grief and sadness, when I am in my studio painting I can ignore them; there I control my world; I can turn anything into calm beauty.

Often when traveling, I have an inexplicable feeling of joy or amazement that I want to remember, or I just see a combination of colors that I want to reproduce — and the subject of the future painting is second in importance. So back at home I imagined what it would look like as the sun rose over the city of the city of Lima which sits on the cliffs above the beach, as it lit up the water and the boats. Above you can see the transformation of what I saw to what I felt.

I return to more work in Peru this fall, so stand by for more learning and sharing. I do hope you enjoy it.

Blessings,

Susan Mayclin Stephenson
Trinidad, California

www.susanart.net

Montessori, Education for the Future – One Example

AMI MONTESSORI PRESENTATION, LIMA, PERU

On August 2, 2016, I presented a Montessori PowerPoint in a beautiful hotel in Lima, Peru. But before telling you about that I want to share a video clip of two Montessori students who gave all of us a charming demonstration of the Marinara dance, which I was so lucky to have studied when I lived in Lima many years ago. Still today children all over the country learn this dance as part of their studies.

The title of the talk was “Montessori, Education for the Future”

It is clear today that our traditional idea of a curriculum is outdated because the world is changing too quickly to predict even what professions will be valued in 10 years, so certainly then we cannot predict with certainty what subjects need to be studied to prepare for these professions! But there are many skills that are, and will be, vital. The 10 that I selected to talk about are all fostered and supported in Montessori environment.

These are: (1) exploration, (2) work and putting forth maximum effort with no external rewards, (3) repeating an activity until it is mastered, (4) focusing or concentrating on age-appropriate healthy activities, (5) self-control, (6) developing a mathematical mind, (7) communicating, (8) working with others with respect and kindness, (9) caring for the environment, and, (10) solving real problems.

Many of these skills are evident in the early days of life. I am going to give examples of just one of these natural human tendencies or skills, Visual Exploration


FIRST VISUAL EXPLORATION

So often we hear people say, “babies only eat and sleep.” But there is a lot more going on that that. In the video above it is clear that this infant is entranced with the gentle movement of the mobile, that he is focused and concentration on this visual exploration and something important is happening in his brain. This does not happen with just any mobile, but it does with one so light that it moves gently in the air currants of the room. As far as the selection of appropriate mobiles we have learned that 5 elements is the maximum to keep from over-stimulating the child, and it is best to present either abstract shapes or images that he will store in his brain really moving this way, such as birds, butterflies, and fish – NOT elephants, clowns, apples, etc.


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EYE CONTACT

The dear friends I was staying with in Lima have a new baby, Matteo, just celebrating his 8th week of life. At the request of the family I gave the same PowerPoint to the mother and father, the grandmother, two university-age siblings and the boyfriend of Matteo’s sister. And all week we shared Matteo’s experience and discussed Montessori ideas. I will share just a bit of the visual exploration of our rich experience together, observing and meeting the needs of this infant.

1 a book

As a gift I had brought the Montessori 0-3 book, The Joyful Child: Montessori, Global Wisdom for Birth to Three, and the parents began to read a chapter every night.

(Available here: Montessori 0-3 books and materials)

Right away the family realized that Matteo was trying to sustain eye-contact with them, and they grasped the importance of not looking away from him until he signaled that he was finished looking into our eyes. After the bath, instead of rushing to dress him, being sure that he was warm, the father looked into his eyes until Matteo looked away.

2 eye contact with mama

Breast-feeding is a golden opportunity for the baby to look into the eyes of the mother, and at any other time the mother was sure to stop whatever she was doing to engage eye contact.


EXPLORING THE HOME

Before I came the family had noticed that Matteo seems happier when resting on the bed in his sister’s room than the parents’ room, so I suggested we lie down on both beds and see what he was seeing. What we discovered was that the light above the parent’s bed was much larger and gave off more light, too much light. Above the sister’s bed was a much smaller light and it was easier to look around the room. Returning to the parents bedroom we could see that even though there was a mobile on above Matteo’s bed it was large and it didn’t move, not interesting for long. And the ceiling and walls were bare white. While in the sister’s bed there was a lovely image of a tree on one of the walls, and a large wall-TV on the opposite wall. When we placed Matteo on her he moved his back and forth several times, studying both walls, looking at the tree and the TV which provided a high contrast of black against the white wall. What was he thinking about? Whatever it was we did not interrupt him. And of course I explained why it is better to have any TV’s turned off when he was near them.


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EXPLORING LIMA

On my last night in Lima the parents, grandmother, and I wrapped up Matteo and headed for the beautiful downtown area of Lima. For 45 minutes Matteo looked at the ceiling of the car just above him. We were astounded. What was he looking at? He craned his neck at times to look at different areas of the ceiling – even though as far as we could see there was nothing but a dark fabric. It makes one wonder if it is true, as some people think, that the very young can see things that we have forgotten to be able to see.

2a downtown

After these 45 minutes of uninterrupted concentration he was hungry and the mother fed him for 15 minutes.

4 matteo in car 2

Then he returned to his visual exploration “work” and for another 35 minutes he looked intently out of the window at the buildings, the trees, the streetlights, as we slowly made our way through conveniently, for Matteo, heavy traffic back home. We were all careful not to get between Matteo and what he was looking at, and not to move him is such a way that his concentration was interrupted. Again he craned his neck to see clearly and his eyes were wide open.

It was not only Matteo’s eyes that were open, but ours as well.


Here is a quote  by Alheli, Matteo’s mother:

I am very grateful to you as I have learned that I must have not just my eyes but my soul opened to understand Matteo (and also my other “two babies”) and help them to have a positive, productive and most importantly, happy life. Parents are only intermediaries for that, and that’s our privilege.


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POST VISIT MATTEO REPORT

Now I am working in Mexico City and just received the following message, and the above picture, from Matteo’s parents:

 Matteo is doing great with his concentration exercises. On Sunday after you left, César (ed. Matteo’s papa) and I took him out to do the shopping and went also to a restaurant and we stayed out from 12:30 until 5:30 pm. That is a complete achievement for us! Before that we used to go out only for very short periods of time, but we are not afraid anymore. We have understood that when Matteo gets upset, it’s not just because he’s hungry, but because he’s bored and needs to get interested in something. When shopping, he just wanted to see everything with his eyes wide opened. He’s become such great company. Then he was so tired that when we went to a restaurant, after nursing him, he fell asleep.

I do hope that this little peek into the value of reaching parents with Montessori information in the early days of life has been interesting to you, and any prospective or new parents or grandparents you might know.


The Joyful Child is available at:

Amazon USA

Also from:

Michael Olaf

and:

NAMTA

It contains much more information that can help children, even in the first three years of life, prepare for a balanced and happy life.

Here is the link to all of the AMI “Assistants to Infancy” 0-3 training courses:

0-3 training courses in the world.

It is easy to imagine how much more is there to be learned since this teacher training was begun in Italy in 1947 when Dr. Montessori realized that it is important to meet the needs of humans in the very beginning of life.

Blessings,

Susan

www.susanart.net

 

 

Colombia, Drugs, Zika, Montessori, & Art

COLOMBIA, DRUGS, ZIKA, MONTESSORI, & ART

1 comfort zone

When I sign on to follow a blog and the blogger posts too often I quickly stop following! So I am not posting often, but this means that sometimes these posts will be loooonnng. There were always be lots of pictures. When someone asks me what I am going to do on an upcoming trip I reply, “I won’t know till the trip is over.” because one never really knows what will be the most important part of a trip.

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DRUGS IN COLOMBIA 

For example I never expected a trip to visit old friends to be a short course on Narcotráfico en Colombia or the illegal drug trade in Colombia. On the 3-4 hour drive from Cali to Popoyan we saw at lease 50 police, most flashing us a “thumbs up” signal to signify that there was no trouble with drug traffickers on that day. Later, when I was leaving for the airport in a taxi to come home at 2AM, we were stopped for a routine check for drugs because the road to the airport continues on to the coast where drugs make their way to the ships. Cocaine is produced at $1500/kilo in jungle labs and can be sold on the streets of America for as much as $50,000/kilo. The statue in this picture we bought on the road; these little art pieces are made for a fundraiser to provide money for families of police who were killed or disabled during drug wars. Of course my first thought when in a country that has suffered in this way for so long is, how can we help the children.

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FRIENDS THEN AND NOW 

Here are pictures of my dear friends Denise (from Brazil) and Adolfo (from Colombia). We met in 1960’s when I was an unofficial hostess at The Bechtel International Center at Stanford University because of a relative who was a professor there and we have stayed in touch and visited each other over the years, especially when Cali was a stopover on the way to Lima, Peru when I taught.

LATIN MUSIC 

When asked why our son Michael is so interested in Latin music, I for the first time realized that Cali, considered the heart of Salsa, might have had something to do with this. In Colombia in 1979, at a night club called Hunca Munca, I learned to dance the Salsa. And, because of my positive experiences in Colombia and Peru, visited Cuba in 1980 and fell in love with that music. So Michael can maybe credit his love of Salsa/Timba music to Denise and Adolfo! If you are on facebook you can see more of Michael’s band on the page “Timbata” and he is playing keyboard in this video clip.

0 Portuguese bk cover jul 2 2015.indd

MONTESSORI HELP FOR ZIKA BABIES 

During this trip, Denise educated me about the horrible situation of the Zika virus, causing babies to be born with unusually small heads if the mother was exposed during pregnancy. Knowing that Montessori has a lot to offer people (from birth to old age) with mental and physical problems I created the facebook page “Montessori Help for Zika Babies” with up-to-date news and infant development video clips for parents. Also the Portuguese translation of the Montessori 0-3 book, The Joyful Child: Montessori, Wisdom for Birth to Three, is being read free by parents in Brazil on Amazon’s “kindle unlimited” every day.

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MONTESSORI BILINGUE, CALI 

Monica Abadia, who was an infant when we were all together in California kindly helped arrange school visits and translated for me. I had been in touch with the owner of the Montessori school via facebook and it was so good to meet in person. This school, started over 25 years ago, was inspired and helped in the beginning by an old friend of mine. Ursula Thrush received her AMI diplomas in London and Bergamo, Italy, and was the first teacher of both of my daughters in San Francisco! She was the person who inspired me to go to London myself to get my first AMI (Association Montessori Internationale) teacher training. What a small world.

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“Every unnecessary help is an obstacle for the child’s development” —Maria Montessori, MD

MONTESSORI FOR EVERY CHILD

Montessori Bilingue has received awards as a model for the country because at least 10% of the students have disabilities and they thrive in this Montessori environment.

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MONTESSORI PEACE PRAYER 

Omar, the 12-year-old son of the school owners, Lyda and her husband, started a school garden project and now the students grow a lot of their own food. When we met, Omar (an Arabic name as the family originally came from Morocco) told me it was his dream that every family on the planet could have a garden and grow food. He said this through a translator, but then recited a well-known Montessori prayer for peace in English.

I offer you peace
I offer you love
I offer you friendship
I feel your pain
I see your beauty
I hear your cry
My wisdom flows from my spirit within
I salute that spirit in you
Let us work together for peace. amen

As he finished tears glistened in my eyes. There are many schools around the world isolated and in need of contact with other Montessorians. Since returning I have put Lyda in touch with some via facebook and already an AMI Montessori teacher trainer in Mexico has offered to give an introductory “assistants” course in Cali hopefully sometime in 2016. And when Lydia requested an audio file from me to share with the teachers I was able to send this link about the Montessori Model United Nations and a little video of the keynote I gave there in 2013. If feels like being back in Cali with the teachers:

http://michaelolaf.net/MMUN2013.html

9 up the mountain

INTO THE FOOTHILLS OF THE ANDES 

One of my favorite memories of my first trip to Cali years ago was leaving the hot and humid valley below to drive up into the foothills of the Andes where the fog rolled in just like our home in Northern California. So one day we went. Looking back we could see the city laid out below us as the air became cooler and cooler.

10 hot chocolate

CHOCOLATE CON QUESO  

We ordered large cups of steaming hot chocolate accompanied by plates of fresh goat cheese for dipping and softening in the hot liquid, something we would never do down in the hot Cauca Valley. We had seen many of the goats on the road up the mountain and little stands selling goat cheese.

HOT SAXOPHONE! 

As we ate we listened to a really good saxophone player who soloed with recorded music. No matter what era or type of music came on the CD player he could immediately play along beautifully. Above is a little iPhone video clip to capture a bit of this magical moment.

12 rembandt

REMBRANDT 

Back down in the valley Adolfo took me to something I didn’t expect and was thrilled to see: an exhibit of 68 etchings of Rembrandt. Three rooms, all packed, with small magnifying glasses provided to guests so we could examine closely the great works, which was really helpful as some of the etchings were only 2-4 inches wide. It is amazing to think of these creations being shared across the world 400 years later.

13 school art teapot

SPEAKING OF ART – COLEGIO BOLIVAR 

Colegio Bolivar is the school for children from age 6 through high school where Monica’s daughter (Adolfo and Denise’s granddaughter) goes and it was a pleasure to see this beautiful place. We visited the “nido” which at this school means 2-4 year-olds, and the primary classes, which are very much influenced by the Reggio Emilia program from Italy that incorporates a lot of art with every subject. In this picture there are two art projects, one from a primary class, and the other, a fountain made out of “trash” cup and saucer, from the atelier which is an amazing art studio used by all ages. They insist upon using the word trash, rather than recycled materials, because these things have been thrown out, or “trashed” then found and creatively used by the students.

14 art drums and outside

The picture on the left is one of several sculptures by young children exemplifying what they want to be when they grow up. This student wants to be a drummer and had made this drum set, about 12 inches in height from trash. The picture to the right shows the outside area of one of the classes. At the primary level classrooms have only three walls andare open to the outside year round.

15 at night

CALI AT NIGHT 

There is so much beauty in this country. I have not even touched on the magnificent  churches and cathedrals, the mountains, the sugar cane fields and orchids, the central plazas in all of the small towns, the amazing nightlife full of clowns and dancing and music.

The first Friday night as I had not yet located my earplugs I was able to document in person the fact that salsa music is played at least until 4 in the morning. The same thing on Saturday night. On Sunday things became quiet a couple of hours earlier. But I couldn’t complain because the noise was music! So that means music and dancing on 3 or the 7 nights of every week.

TROPICAL FRUIT

In the evenings, as people gathered at St. Anthony Square (as in the pictures above) to watch the full moon rise, people were selling the luscious tropical fruit of the area. I always look forward to the fresh, seasonal, fruit and there is always something in season. Here is a link to a list of fruits, some of which you will recognize from stores in your own country, and some you still have to look forward to.

http://www.seriouseats.com/2010/09/tropical-fruit-in-south-america-guide-colombia-slideshow.html#show-110386 

If you have access to FaceBook there are more pictures from this trip here: https://www.facebook.com/media/set/?set=a.10153894148937813.1073741877.707497812&type=1&l=a19c291db8

I hope you enjoyed the small part of this amazing trip. If you would like to receive blog posts in the future please sign up with your email address near the bottom of this page. Look for a small colored rectangle or circle (depending on your computer) with the word “follow” or a “+” in it and follow directions.  You will then be sent an email to confirm the fact that you wish to follow this blog.

Take care,
Susan

15 camel
Susan Mayclin Stephenson
Trinidad, California
http://susanart.net/  

 

New! Portuguese Translation of Montessori 0-3 Book, and More . . .

Portuguese Joyful Child

In 1947, forty years after the momentous discoveries in human potential that attracted worldwide attention to the San Lorenzo slums of Rome in 1947, Maria Montessori, MD, realized that to truly affect human development in the most positive way attention needed to be turned to the first three years of life. Modern scientific discoveries have backed this up, and the demand for AMI (Association Montessori Internationale) 0-3 trained adults, known as “Assistants to Infancy” far outweighs the availability.

After years of guiding children, from ages two through high school, in the Montessori way, I decided to use my training and experience to provide this information in a form that would be useful not only to teachers who were unable for some reason to earn the AMI 0-3 diploma, but for parents and grandparents at home. This was first done in the pages of the Michael Olaf catalogs, and later in 3 books, full of pictures, informative captions, and simple text that makes the information available to a wide audience.

How we produced the Portuguese edition

The Portuguese title of The Joyful Child is “A Crianca Alegre: Montessori, do Nascimento aos Três Anos.” Early in 2014 Eva Prado and I started work on this project. This was only possible because Eva is a well-educated English teacher who had lived in the US, and with her husband had raised their son according to the ideas in the catalog text which she had years ago translated; and also because I had studied Latin, French, Spanish, and a little Portuguese.

Painstakingly we figured out how to get the text to me without losing any of the diacritical marks. Over the months, chapter-by-chapter Eva translated and sent the text to me by email. And one caption, heading, and paragraph text at a time, I replaced each English section with the Portuguese. This way we were able to include all of the pictures in the original book that are so valuable to so many.

Just as with the English version, A Crianca Alegre is published through Amazon as a print-to-order book. This means that there was very little financial investment because when it is ordered it is printed that night and sent the next day–very good for the trees! Bulk orders can be placed wholesale through Michael Olaf, shipped from the Amazon printer and carried in local bookstores and schools.

But most importantly A Crianca Alegre is available as an Amazon kindle version, at low-cost and in some cases FREE anywhere in the world. For links see the bottom of this post.


Other Editions of the book

AMI organizations in Vietnam, Russia, and Mongolia are in the process of translating and will be publishing this book. I am willing to publish a Spanish edition on Amazon (after resting up from the year-long Portuguese work!). An AMI trainer and a professor she works with in Argentina have volunteered to edit and polish the book when the translation is finished. Soon I will be looking for volunteers to translate chapters. A woman in Peru is already working on the introduction. Contact me at susanonly@earthlink.net with your qualifications if you are interested. NOTE added on July 24: A “Montessori Mama” from Argenta has volunteered to translate the whole book and the work has begun! But in case she decides to share the work, interested parties can still contact me.


The Many uses of 0-3 Montessori information

orphanage combined sm

In Orphanages: While in Morocco this year I visited an orphanage where the staff know about Montessori ideas and want to use them for the children. It was easy to see how just a few changes will be able to make a huge difference with the children under the age of 3 years with very little expense.

See the picture above: There are mirrors but a bar is needed for the children to pull up; there is a mat on the floor for movement but proper toys are needed; there is a stairs that is presently blocked for safety, that can be used for exercising the ability to climb stairs; and there are little compartments so children can keep their shoes organized. The official Montessori work at this orphanage will hopefully begin in September.

Medical Professionals: I have shared this 0-3 Assistant to Infancy information with Pediatricians and Pediatric nurses who informed me that, although they learned all about the health of the physical body in school, this Montessori information on complete development is very enriching to their work.

For Disabled Children: In Russia I visited “Dynamics,” a special school for children with severe physical disabilities where Montessori has produced miracles. See a 20-year-old who for 19 years could not move his hands, until he was shown Montessori materials: http://susanart.net/dynamics.html

Teachers of All kinds: The 0-3 training, Assistants to Infancy—where one learns about the development of the physical body, the intellect, and the personality, and influences that will last throughout life—is considered to be extremely valuable for teachers who work with older children and adolescents. Teachers in traditional schools have gained ideas because of the Montessori practice of studying the needs of the child as well as of the curriculum to be covered. And I have heard from many people over the years that the text in the Michael Olaf catalogs (both the 0-3 and the 3-12 catalogs) were what inspired them to take Montessori teacher training.

Parents: Parents have very little time these days for reading how to best support their children’s development. There are “experts” available on the internet, and in books, but none that have the international experience-based wisdom, now scientifically backed up, that I have seen in the AMI Montessori 0-3 field. Nothing that combines the meeting of the physical, mental, and emotional needs with such wisdom. I have heard over and over how even the pictures and captions in this simple book help these parents.

Eva and family

Eva, Renato, and Pedro

Here is the English translation of a quote from the husband of the translator of A Crianca Alegre:

When I first became a dad I had a lot of questions and a lot of insecurity about how to raise a son and be a good dad. At that time my wife presented me with The Joyful Child. It was a blessing! It was very useful and inspiring. I learned a lot from it and I am still learning as the time passes by. Now I know the importance to listen, understand, respect, be patient, play and read to my son. We live in a world with a lot of technology, options and opportunities, however there is still something that is very meaningful and irreplaceable, which is the time that we are willing to devote to educate and love our children.


1992 silvana susan

Susan and Silvana at The Montessori Institute, Denver, Colorado, in 1992

Introduction to The Joyful Child —Silvana Quattrocchi Montanaro, MD, Assistant to Infancy founding trainer for AMI

The discoveries made by Maria Montessori have completely changed the view that we have of the child and of how life develops from its very earliest moments. She not only discovered the immense inner potential hidden in this apparently tiny helpless baby, she also discovered how to help us support this potential from the beginning of life. It is important to reach expectant parents with this information at the right time so they have time to prepare themselves. It is also important to reach young adults during adolescence, when they are searching for their own potential, when they are seeking to understand their own changing bodies and minds, seeking to find out who they are and what their mission is.

Susan Mayclin Stephenson has seen with her own eyes, over many years, that these principles succeed with children of any country, of every culture. In The Joyful Child Susan shares what we know of the child in the first three years of life in an elegant and compassionate way. I am convinced that her words will help create a better life for children all over the world.


Resources

Link to Amazon Kindle Portuguese edition of The Joyful Child, “A CRIANCA ALEGRE, Sabedoria Montessori do Nascimento aos Tres Anos.” The printed book will be available in that country soon: http://www.amazon.com.br/dp/B010WC4WKE

Link to the Portuguese and the English editions of this book (and my other two books) from the Michael Olaf Montessori Company: http://michaelolaf.com/store/page79.html

Link to Wholesale orders for schools and bookstores: http://michaelolaf.com/store/page81.html

The English edition is also available from Amazon in several countries, and from other Montessori school suppliers. Search for “The Joyful Child: Montessori, Global Wisdom for Birth to Three.”

Link to the AMI Assistants to Infancy courses given worldwide can be found on this page: http://ami-global.org/training/courses


Michael Olaf 0-3 Catalog Text in Several Languages

joyfulchildjapaneseUntil the book was available we shared 0-3 (and also age 3-12) Montessori information within the pages of the Michael Olaf catalogs. The catalog named “The Joyful Child” for ages 0-3 contained about one-third of the information in the book of the same name that has now been published. Over the years several people wrote for permission to translate this text into their own language and to share it.

Several years ago, the 0-3 catalog The Joyful Child was translated into Japanese. Here is a quote from Takako Fukatsu, AMI teacher and translator who worked with me and several others to make this happen:

The Japanese version of Susan Stephenson’s overview of the child from birth to three, is now in its second printing. It is beautiful book with many illustrations, a best seller for Japanese parents, used as a guide for online courses. On-line “baby study groups” have been formed for Japanese families in Japan and outside of Japan, using this book as the text.

Polish: When a young Polish couple were preparing for the birth of their first child they realized that translating the text was the best way to truly and deeply learn this information.

Chinese: in 2003 a Chinese educator had it translated in order to inspire interest in AMI training in China.

Portuguese: Eva Prado, the translator of the book, first translated this catalog text, use the information to raise her son, and has an education blog to share the information in Brazil.

Arabic: an American-Palestinian family hired a translator to be able to share this information with their community in the Middle East.

Russian: The Montessori School of Moscow translated the catalog text into Russian to provide for parents of the school, and to inspire 0-3 training in their country.

All of these translations, and a link to where one can purchase the Japanese printed version in Japan, can be found here: http://www.michaelolaf.com/JCcontents.html

Let us together create a better world for all, one infant at a time.

Montessori for Two Royal Babies

royal babies
Now that there are two “royal” babies in the UK, I am going to share how an elementary student got the Montessori 0-3 to three information to the parents.
It was July 24, 2013. All of us at The Montessori Institute in Denver, Colorado, were working hard

to prepare students for the oral examiners soon to arrive from abroad. But we couldn’t help but follow the news of the birth of the new royal baby of the Duke and Duchess of Cambridge. Finally, the little boy made his appearance; the happy parents presenting him to the world.
A little voice was heard through the throng of us peeking over each other’s shoulders, “oohing” and “ahhing” at the sight of the baby. “Someone should send them a copy of
The Joyful Child.”
“Yes!” everyone agreed. But then we got back to our work. Only one person persisted, a Montessori elementary student from Amsterdam . . .