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CentralCoastMontessori the

coddiewompler

Inthis Issue

coddiewompler

FromthePrincipal

WelcometotheWintereditionofTheCoddiewompler

Aswesharethisnextedition,Ifindmyselfreflectingnotonlyonwhathastaken placeacrossourcommunity,butonwhatcontinuestoemergethroughit.

At Central Coast Montessori, development unfolds through the quality of the exchanges we create each day Between child and guide Between child and environment Betweenourlearningvillageandeachfamily Theseinteractions, oftenquietandeasilymissed,arewheretherealworklives

Thiseditionoffersawindowintothatwork

Youwillseeitintheconcentrationofachildabsorbedinpurposefulactivity,in the confidence that grows as responsibility is taken on with care, and in the relationships that quietly hold our community together Across our environments, what stands out is not simply what the children are learning, butwhotheyarebecoming.

Montessoriasksustotakethelongview Tolookbeyondimmediateoutcomes and consider the unfolding of the human being across time, not simply in preparationforthenextstage,butinpreparationforlifeitself

Asalways,Iremaindeeplygratefulforthecollectiveeffortthatholdsthiswork together Thecareofourguides,thetrustofourfamilies,andthecuriosityand dignityofourchildrentogetherformsomethingfargreaterthananyindividual contribution: a living and evolving learning community shaped by shared purpose

Sawubona,

VISITOR

Overthepastsixyears,Biljanaimmersedherselfin Montessoriphilosophythroughformaltraining, professionaldevelopment,observationanddaily practicealongsideexperiencedcolleagues She approachedtheroleofguidewiththoughtfulness, warmthandgenuinecareforthechildrenshe workedwith

OneofthegreatestrewardsofhertimeatCCMhas beenwitnessingchildrendevelopovermanyyears Ourcurrent2026graduateswereonlysixyearsold whenBiljanafirstjoinedtheteam,andshereflects withgreatprideonwatchingthemgrowinto capable,thoughtfulyoungpeople

BiljanaoftenvaluedthequieterpartsofMontessori educationmostdeeply:therelationshipsbuiltover time,thetrustformedbetweenguidesandchildren, andthesenseofsharedpurposeacrossthewider community Shehasspokenwithgratitudeabout thefamilies,colleaguesandchildrenwhoshaped herownlearningjourneyjustasmuchasshe shapedtheirs

SOMEPEOPLELEAVE ALASTING IMPRESSIONNOT THROUGHNOISEOR ATTENTION,BUT THROUGH CONSISTENCY, KINDNESSANDCARE.

AsBiljananowpreparesforretirement,sheis lookingforwardtospendingmoretimewithher grandchildreninQueensland,reconnectingwith familyandfriendsinEurope,travellingaround Australia,gardeningandembracingaslowerpace oflife

WhileBiljanawillofficiallyfinishasaguidelaterthis year,shehopestoremainconnectedtothe communityandmaystillbeseenatfutureCCM eventsandcelebrations.

WethankBiljanaforhercontributiontothechildren,families andguidesofCCMoverthepastsixyearsandwishher greatjoyinthisnextchapter

CHRYSALIS

amiliarity many children now have within e watched children become increasingly ls and connecting with both guides and

Small moments that may once have felt uncertain, separating from a parent for a few moments, confidentlychoosingworkorparticipatingmorefreelyduringgroupexperiences,arenowbecoming partofeachchild’sgrowingsenseofsecurityandbelonging

For families new to Montessori, Chrysalis has also been a gentle introduction into the rhythm and intentionality of the environment Over recent months, we have seen parents gradually grow in confidence alongside their children, building understanding and trust in both the process and themselves.

It has been especially meaningful watching some children now preparing to transition into Kaika carrying a strong sense of familiarity and connection with them You can often see the foundations alreadytakingshape:childrenwhofeelsecureexploring,parentswhounderstandtheimportanceof stepping back and trusting the child, and relationships already forming between home and the Montessorienvironment.

SAKURA

OverrecentmonthsinourSakuraclasses,Kaikaand Mankai,wehavewatchedmanychildrenand familiessettlemoredeeplyintotherhythmofthe Montessorienvironment

Acrossbothspaces,therehasbeensomuchvisible growthinconfidence,connectionandindependence, notonlyforthechildren,butalsofortheadults walkingalongsidethem.

Theseearlyyearsaresuchasignificanttimeof transition

Throughouttheseason,wehavewitnessedchildren takingbravefirststepsintocommunity,families buildingtrustintheprocessandrelationships strengtheningbetweenchildren,guidesandparents alike

This season in Kaika, we have watched many children begin settling more confidently into the rhythm of the environment and community life For some, this has been their first experience beyond the home, and with that has come a gradual process of separation, trust and growing independence.

Oneofthemostmeaningfulthingstoobservehasbeenthegentleshiftthatoccursasparents slowly begin stepping back, allowing their child to form their own relationship with the environment,thematerials,theguidesandtheotherchildren

These moments can often appear small from the outside, but they are deeply significant Throughout the season, we have witnessed parents pausing before intervening, allowing children time to try independently and trusting them to engage with the environment in their own way These moments quietly communicate something powerful to the child: ‘I believe you arecapable’

Over time, we have seen children move from cautiously observing to participating more confidently within the environment Children who once remained closely beside their adult are nowbeginningtoengagemoreindependentlywithmaterials,peersandgroupexperiences.

Something as simple as encouraging a child to sit beside or in front of their parent during group time rather than on their lap can have a significant impact These small gestures gently communicate trust and confidence in the child’s ability to participate within the group while stillfeelingthesecurityoftheirparentnearby

For us as guides, it has been beautiful watching families embrace this process with increasing confidenceandtrust.Weseeparentsresistingtheinstincttoimmediatelystepin,rescue,carry or complete tasks for their child, and instead supporting opportunities for independence to emergenaturally

Another lovely aspect of the season has been watching families learn alongside one another Parentswhohavewalkedthisjourneybeforeoftenbecomequietrolemodelsfornewerfamilies entering the environment. Through their calm presence, confidence in stepping back and respectful support of their child’s growing independence, they help demonstrate what this journeycanlooklike

MANKAI

OverrecentmonthsinMankai,wehavebeguntoseemany children preparing more confidently for the transition into the longer work cycle and greater independence of the Feileacanenvironment.

Children have been strengthening their concentration, confidenceandsenseofresponsibilitywithintheclassroom community We have watched children begin navigating the environment more independently, making choices within the classroom, caring for materials and building strongerrelationshipswithpeers.

One particularly noticeable area of growth has been in children’s confidence during transitions and separations Children who may once have needed significant reassurance are now arriving with increasing confidence andsettlingmorecalmlyintotherhythmofthemorning.

Therolefamiliesplayinsupportingthisprocessisincredibly important Parents who arrive unhurriedly, create calm goodbyes and trust the guides during moments of separation provide something invaluable for their child Children are deeply perceptive and absorb the emotional tone of these transitions so readily. A calm, confident farewell communicates safety and trust, helping children settlemorefullyintotheirexperience

We also want to sincerely thank the Mothers, Fathers, Grandparents, Aunties and Uncles who have ‘ram sam sam’d’ and worked alongside us in building respectful and trusting relationships with the guides. Children learn so much from observing the relationships between the important adults in their lives When they witness mutual respect,opencommunicationandtrustbetweenhomeand the Montessori environment, they begin to understand that the classroom is not separate from family life, but an extension of it, another safe and connected space where theyaredeeplyknown,respectedandsupported.

As many children begin preparing for their transition into Feileacan, we feel incredibly proud of the growth we have witnessed this season We see children developing confidence in themselves, stronger connections with others andanincreasingtrustintheenvironmentaroundthem.

Most beautifully, we continue to witness growth not only in the children, but in the adults too, learning when to step back, when to pause, when to trust and when to make spaceforchildrentostepforwardindependently

ALIVINGLEARNING COMMUNITY

Whatcontinuestoinspirememostisthewaythisworkis heldcollectively.

Ourguidesbringcare,precision,anddeeprespectto theirpractice Ourfamiliesengagewithtrustand openness Ourchildrenmeettheworldwithcuriosity, dignity,andagrowingsenseofagency

Together,thisformssomethingfargreaterthanany individualeffort:alivingandevolvinglearningcommunity shapedbysharedpurpose

Asyoumovethroughthesepages,Iinviteyoutonotice thethreadthatconnectsitall Thecare Theintention The respectforthechild Thebeliefthatdevelopment,when supportedwell,unfoldsinitsowntimeandinitsownway.

Becauseultimately,whatweareshapinghereisnot simplyaneducationalpathway

Itisacommunitygroundedinrespect,orientedtoward life,andcontributing,initsownsmallbutmeaningfulway, tothefutureweareallpartof.

FÉILEACÁN

Aswereflectuponthesummerjustgone inFeileacan,Iamremindedthatwhat makesourclassroomsospecialisnot simplythematerialsontheshelvesorthe lessonspresentedeachday,butthe relationshipsformedwithinourclassroom family.Overthecourseoftheseason,we witnesssomethingtrulyextraordinary unfold Childrenwhomaybegintheirtime intheenvironmentasindividualsslowly becomeadeeplyconnectedcommunity, onebuiltontrust,respect,empathy, patienceandlove.

IntheMontessori3-6environment,childrenand guidesspendyearstogether,growingalongside one another through all the joys, triumphs, frustrations and challenges of early childhood. This continuity allows relationships to deepen in ways that are truly meaningful. The children come to know one another intimately They understand each other’s strengths, celebrate each other’s successes and support one another through difficulties. Older children naturally mentor younger children, while younger children look up to their peers with admiration and inspiration We often hear phrasessuchas,‘Icanhelpyou,’‘Youcandoit,’ or ‘I can show you?’ echoing gently throughout theroom.

One of the most powerful things the children experience daily is seeing challenges happen, and seeing them overcome. In our classroom, struggleisnotviewedasfailure Itisviewedas partofthelearningprocess Whetherachildis learning to zip their jacket, resolve a disagreement,carryatraycarefullyacrossthe room or persist through a challenging piece of work, they are constantly building resilience Moreimportantly,theyarewitnessingothersdo thesame

Over time, this becomes the narrative of the classroom: challenges are not something to shy away from or avoid, but something to embrace because they help us grow The childrenbegintounderstandthatmistakesare opportunities, effort matters and perseverance brings confidence. When children see this modelled repeatedly, day after day, year after year, they develop an inner belief in their own capability ‘Icandohardthings’

Throughout the season, we are fortunate to welcome many visitors into our environment, prospective parents, Occupational Therapists, Speech Therapists, student teachers and membersofthewidercommunity.

One comment is heard consistently: ‘The classroom feels so peaceful’ Visitors often remark on how engaged the children are, how independently they move through the environment and how much purposeful movement fills the space. There is a calm rhythm to the classroom that can almost be feltthemomentyouwalkthroughthedoor

However, this peacefulness does not mean the environment is devoid of emotion, conflict or challenge. Quite the contrary. Like any real community or family, our classroom is filled with authentic human experiences There are moments of joy and laughter, moments of deep concentration and connection, but also moments of frustration, disappointment, conflict and emotional overwhelm These experiences are not interruptions to learning, theyarelearning

Whenpeopledescribeour classroomas‘peaceful,’wedo notmeansilent,stillordevoidof bigemotions Peacefuldoesnot meanchildrenneverdisagree, cry,becomefrustratedor experienceconflict Rather,it meansthesemomentsare approachedconsciously, respectfullyandwithsupport It meansproblemsareresolved throughconversationrather thanscreaming,through communicationratherthan aggressionandthrough guidanceratherthanchaos.

Theenvironmentisalivewith purposefulmovement, discussion,collaborationand expression.Childrenaretalking, negotiating,helpingoneanother andworkingtogetherconstantly Whatvisitorsoftennoticeisnot silence,buttheabsenceofthe frantic,dysregulatedenergythat isoftenassociatedwith traditionalpreschoolsettings wherescreaming,yellingor physicalconflictcandominate theenvironment.Instead,thereis asensethatthechildrenfeel safe,connectedandcapable withinthespace.

Thisdoesnothappenbyaccident.Itistheresult of years of intentional practice, modelling and scaffolding Children are given the language to express their needs, the opportunity to work through disagreements and the support to navigate emotions safely and respectfully. Over time, they begin to internalise these skills and usethemmoreindependently Thisisoneofthe most valuable aspects of the Montessori environment because children are not only learning academic concepts, they are learning how to exist within a community with empathy, respectandself-awareness

Some of the most important work we do in the 3-6 environment is supporting children in navigating these social and emotional experiences. Every day, children are given real opportunities to practice communication, empathy, problem-solving, emotional regulation and conflict resolution with gentle guidance and scaffolding from the adults aroundthem.Ratherthansolvingeveryproblem for children, we walk alongside them as they developthetoolstosolveproblemsthemselves

This work is deeply important because we are not simply preparing children for the next classroom or the next academic milestone, we are preparing them for life We are helping to build the foundations for future adolescents, teammates, colleagues, leaders, partners and parents. These are the soft skills that will carry them through sports teams, workplaces, friendships and personal relationships for decadestocome ThisistrulyEducationforLife

Maria Montessori believed deeply in the idea of educationasapathwaytopeace.Shefamously said:

‘ESTABLISHINGLASTING PEACEISTHEWORKOF EDUCATION;ALL POLITICSCANDOIS KEEPUSOUTOFWAR.’

But where does peace begin? It begins in the homeandintheclassroom

A child who learns to express themselves clearly, to articulate their thoughts, feelings, frustrations and ideas, is less likely to use physical force. A child who learns to listen to others, negotiate, compromise and see different perspectives begins to understand that there is rarely only one solution to a problem.Theylearntothinkcreatively,to‘think outside the box,’ and to search for solutions that work for everyone rather than simply thinking,‘ThisiswhatIwant’

Imaginetheimpactofbeginningthisworkat3 to 6 years of age. Practice makes permanent, and years of practicing these skills shapes individuals with extraordinary emotional intelligence and social capability Now multiply that by 35 children learning to navigate community together every single day. The resultissomethingincrediblypowerful.

Unless you are present in the classroom each day, it can be difficult to fully comprehend the depth of work that takes place within the environment. Not only for the children, who are constantly learning to navigate relationships, emotions, independence and community, but also for the adults who hold and guide the spaceeachday.

To sustain an environment such as this requires enormous intentionality, consistency and emotional presence from the guides The prepared environment is not simply the materialsontheshelves,itisalsotheprepared adult.Anadultwhoapproacheseachdaywith patience, humility, calmness and deep respect for the child An adult who understands that childrenlearnnotonlyfromwhatweteach,but fromwhoweare.

Therearecountlessmomentsthroughoutthedaywherethe guidesmustsetasidetheirownfatigue,emotions,stressoreven physicalneedsinordertoremainfullypresentforthechildren To respondgentlywhentheenvironmentfeelsemotionallyheavy,to remaincalmduringconflict,tosupportchildrenthroughthe rhythmofthedayandtolistendeeplytoachildstrugglingto expressthemselvesrequiresimmenseemotionalstrength, empathyandself-awareness.

Maria Montessori spoke often about the importance of the spiritual preparation of the teacher,theideathattheadultmustcontinually work on themselves in order to truly serve the child This preparation asks the adult to lead with love while also holding firm boundaries, to offer freedom while maintaining responsibility and to create safety without removing opportunitiesforgrowth.

Holding this space is both beautiful and deeply demanding work, and our guides do it because they understand just how much these early years matter. They know the foundations being laid during the 3-6 years are not temporary; they shape the way children will view themselves, relate to others and move through the world for years to come. Every calm conversation during conflict, every moment of co-regulation, every opportunity for a child to feel heard, respected and capable becomes partofwhotheyarebecoming

I feel grateful to work alongside a team of guides who bring this level of intentionality, patience and love into the classroom every single day Guides who consistently show up with compassion, emotional presence and unwaveringrespectforthechildren,evenonthe most challenging days. So often, the work these adultsdoisunseen.Thequietemotionallabour, the consistency, the preparation, the holding of boundaries with love, the endless modelling of patienceandrespect,thesethingscaneasilygo unnoticed because they happen in the small moments,overandoveragain,everysingleday.

Yet these are the adults laying the foundations forwhothesechildrenarebecoming Longafter children leave the classroom, it will be these early experiences of being heard, respected, guided and loved that remain within them. The guidesmaynotalwaysbeseenorremembered in the wider story, but the impact of their work lives on in the confidence, resilience, empathy and emotional capability of the children they havehelpedshape.

In Feileacan, we often describe the classroom as a family because that is truly what it becomes. Like any family, there are moments of celebration and moments of challenge. There is helping, sharing, comforting and laughter There are also tears, disagreements, misunderstandings and opportunities for growth. Yet through all of these experiences, the children are learning one of life’s most valuable lessons: relationships matter, community matters and every individual has value.

As we reflect upon the season, we do not only see academic growth We see confidence where there was once hesitation We see compassion where there was once impulsivity Weseeresilience,independence,kindnessand courage.Weseechildrenlearningnotonlyhow to read, count and write, but how to live alongsideotherswithempathyandrespect

Most beautifully of all, we see the beginning of lifelong relationships and lifelong skill development. The seeds planted in these early yearswillcontinuetogrowfarbeyondthewalls of the classroom And for that, I feel incredibly gratefultowalkalongsidethechildren,families andguidesofFeileacanonthisjourney.

CCMAnnual GalaDinner

Throughoutthenight,familiesfromboth PreschoolandPrimaryhadthechance toconnectoutsidetheusualrhythmof drop-offs,meetingsanddailylogistics Conversationsstretchedlongerthan usual,newconnectionsformedand manypeoplecommentedonhow enjoyableitwastospendtimetogether inamoresocialsetting.

Theauctionitselfbroughtplentyof energytotheroom,withspirited bidding,laughterandahealthyamount offriendlycompetitionbetweentables Behindthescenes,manymembersof thecommunitycontributedtomaking theeveningpossible,fromorganising donationsandauctionitemstoassisting withpayments,setupandcoordination acrossthenight

Fundsraisedthroughtheeventwill supporttheYoungEntrepreneurs Programcurrentlyindevelopment, alongwithfutureopportunitiesfor childrentoengageinmeaningful,realworldprojects,beginningwitha student-ledcannedwaterinitiativeat communityevents,designedtoreduce single-useplasticwastewhilegiving childrenfirsthandexperienceinrunning asmallsocialenterprise.

TheEbers’

ForthiseditionofFamilyFocus,we’re introducingtheEbersfamily,whojoinedthe CentralCoastMontessoricommunityafter relocatingfromSydneyinsearchofadifferent approachtoeducationfortheirchildren.

HOWLONGHASYOURFAMILYBEENPARTOF THECENTRALCOASTMONTESSORI COMMUNITY,ANDWHATISONEOFYOUR FAVOURITEMEMORIESSOFAR?

HOWDOYOUSUPPORTMONTESSORI PRINCIPLESATHOME,ANDHOWHASTHIS INFLUENCEDYOURFAMILYLIFE?

WHATCHANGESHAVEYOUNOTICEDINYOUR CHILD'SBEHAVIOUR,CONFIDENCEOR LEARNINGSINCEJOININGAMONTESSORI ENVIRONMENT?

INWHATWAYSDOYOUFEELMONTESSORI EDUCATIONHASSUPPORTEDYOUR CHILDREN’SGROWTHANDDEVELOPMENT?

WHICHMONTESSORIEVENTOREXPERIENCE HASBEENMOSTMEANINGFULFORYOUR FAMILY,ANDWHY?

WearegratefultotheEbersfamilyforbeingpart ofFamilyFocus Theirreflectionsspeakbeautifully tothesenseofconnection,independenceand belongingthatcangrowwithinaMontessori community

WONNAI

Whatarichandfullsixmonthsithasbeenin Wonnai.Thechildrenhavegrownsomuchandit hasbeenaprivilegetowitnesstheirdevelopment acrosseveryareaofthecurriculum

Wehavewelcomedsomewonderfulnew facesintothecommunitythisyear.Theo, Orion,andWrenhavesettledinbeautifully, andMurphyhasalsobeenmakingvisitsto Primaryinpreparationforhistransition.We lookforwardtowelcominghimfullyindue course

OurculturalfocusthistermhasbeenEurope. Thechildrenhavebeenresearchingcountries, creatingmaps,andworkingonindividual projectsexploringeverythingfromthe Matterhorntopolicecarsfoundacrossthe continent.Europeansongsandstorieshave alsowoventheirwayintoourweeks,andwe wouldwarmlywelcomeanyfamilieswho wouldliketosharesongs,traditions,or experiencesfromtheirowncultural backgrounds.

Wealsohadawonderfultimecelebrating ChineseNewYearalongsideourKanyini friendsandYanan,makingdumplings together.Thechildrenabsolutelylovedit.

Oneofthetruehighlightsofthetermhas beenbeginningtheGreatStoriestogether withKanyini WegatheredforGreatStory1, ‘TheComingoftheUniverse’,adramatic tellingofhowourworldbegan,fromthevast darknessofspacetothecoolingoftheEarth, theformationofoceans,andtheemergence oflife Thequestionsthatfollowedwere extraordinary

WealsounrolledtheBlackStriptogether,a 30-metrelengthofblackclothrepresenting thehistoryoftheEarth Asitslowlyunfolded, thechildrentravelledthroughbillionsofyears beforearriving,rightattheveryend,atatiny sliverofredrepresentingallofhuman existence.Itwasamomentthatcaptured arealsenseofwonder.

InBiology,thechildrenhavebeenexploring theneedsofplantsthroughhands-on experiments,whilealsoresearchinganimal lifecycles,buildingmodels,andwritingup theirfindings

PracticalLifehascontinuedtoweave beautifullythroughtheterm,withchildren exploringneedlefelting,fingerknitting, crochet,andbeeswaxmodelling Ithasbeen lovelywatchingolderchildrennaturally guideandsupportyoungerpeersthrough thiswork.

Oneofthethingswearemostproudofthis termhasbeenwatchingthechildrengrowin theirsenseofresponsibility.Acrossthe semesterwehavebeenworkingonthe graceandcourtesyofsharingmeals together,eatingcalmly,socialising respectfully,andcaringfortheenvironment aroundthem.Wearenowcelebratingthis growththroughsharedoutdoorpicnic luncheswithourKanyinifriends,afreedom thathasgenuinelybeenearned.

Wecontinuetocherishtheconnections betweenWonnaiandKanyinithroughshared MandarinsessionswithYanan,Drama,Sport, andpicniclunchestogether.These relationshipsareameaningfulpartoflifein Wonnaiandsomethingwearedeeply gratefulfor.

Welookforwardtoallthatthenextsix monthswillbring.

AMONGTHEFLOWERS:DAN&KAY CASSINOFWEEPINGWILLOWFARM

Seekingaslowerandmoregroundedwayoflife,DanandKayCassinbeganbuildingasmall homesteadandsoonfoundthemselvesdrawntowardsgrowingflowers.

Therewasnodramaticturningpoint,onlyacollectionofsmallnudgesthateventuallybecame: ‘Whynotnow?’

Sotheyplantedtheirfirstbedsandbegan.

Thefarmtakesitsnamefromthelargewillowtreesthatanchortheproperty Thetreeshave becomeagatheringplaceofsorts,thebackdroptoquietmoments,workshops,photographs andsharedafternoons.ForDanandKay,namingthefarmafterthemsimplyfeltright.

Today,WeepingWillowFarmrunsyear-round,thoughmuchoftheworkhappensquietly behindthescenes.Eveninwinter,whilefewerflowersbloom,thefarmremainsbusypreparing soil,plantingseedlingsandtendingtothenextseason’sgrowth.Asamicrofarmrunentirelyby thetwoofthem,almosteverythingisdonebyhand

Theirdaysrevolvearoundthe rhythmsofweatherandseasonality

Flowersareharvestedearlyinthe morningorlaterintheeveningwhen temperaturescool Inbetweencome theendlesspracticaltasksoffarming: watering,weeding,planting, preparingbedsandobservingwhat natureisdoingnext.

Theflowersthemselveschange constantlywiththeseasons Spring bringsranunculusandpoppies. Summerfillsthefieldswithzinnias, cosmos,celosiaandamaranth By autumn,dahliasbegintotakecentre stage.Eachseasonarriveswithits owncolourpalette,paceand personality.

Perhapspartoftheappealofplaces likeWeepingWillowFarmisthequiet reminderfromMotherNaturethatnot everythingimportantcanbehurried.

ForDanandKay,oneofthemost meaningfulpartsofthejourneyhas beensharingthefarmwithothers

Visitorsarrivetopickflowers,attendworkshopsorsimplyspend timeoutdoorsamongtherowsofblooms.Againandagain,they witnessthesameresponse:peopleslowingdown

Theirownchildrenexperiencethefarminmuchthesameway, barefoot,curiousandimmersedintheeverydayrhythmsof planting,waiting,harvestingandgrowing Itisachildhoodclosely connectedtonature,shapednotbyurgencybutbyobservation, patienceandpracticalwork.

Lookingahead,DanandKayhopetocontinueexpandingthefarm carefullyandintentionally,withmoreflowers,workshopsand opportunitiesforthewidercommunitytoexperiencetheproperty.

Thedreamsmaybegrowing,buttheirrootsremaininthesame place:sharingflowers,creativityandmeaningfulconnectionwith others

KANYINI

IthasbeenabusyandexcitingseasoninKanyini,withthechildrensettlingbeautifullyintoour newlearningspaceandembracingmanynewexperiencestogether

Wehavewarmlywelcomedseveralnewchildrenintotheenvironment Atthesametime,we havefarewelledtwochildrenastheytransitionintotheirnextchapterinLaniakea

Learninghasextendedwellbeyondtheenvironmentthroughthebeginningofour‘GoingOuts’ tothelibraryandlocalshops Theseexperienceshavesupportedthechildrenindeveloping growingindependence,socialconfidence,andpracticallifeskills,particularlythroughshared cookingexperiences.

WealsoenjoyedcelebratingChineseNewYeartogether ThechildrenexploredtheYearofthe FireHorseandworkedcollaborativelytomakedumplingsfromscratch,whichwasadefinite highlight.

AspartofourongoingconnectionswithWonnai,thechildrenhavecontinuedsharing experiencesthroughDrama,Mandarin,Sportandpicniclunchestogether Wewerealso fortunatetowelcomeaspecialbodypercussionincursionfilledwithrhythm,movement, energyandfun.

Lookingahead,thechildrenhavebegunpreparingfortheCombinedMontessoriSportsDay, whilealsobeginningoneofthemostexcitingpartsoftheMontessoricurriculum:theGreat Stories.Throughthesefoundationalstories,thechildrenwillbeginexploringtheoriginsofthe universeandthefundamentalsofscience,sparkingcuriosity,wonderanddeeperquestions abouttheworldaroundthem

BOOKREVIEW:

‘RATHERTHANSEEING DISTRESSASASIGNOF DISORDER,TIMIMI ARGUESTHATMANY BEHAVIOURSARE MEANINGFUL RESPONSESTOA CHILD’SENVIRONMENT, EXPERIENCES,AND STAGEOF DEVELOPMENT.’

@centralcoastmontessori

LANIAKEA

There’sbeenarealhumintheLaniakea9–12 environmentlatelyaseveryonesettlesinto meaningfulworkandgenuinelyenjoysit.You canhearitinthelowchatter,seeitintheway groupsgatheraroundmapsormaterials, andnoticeitinhowoftenstudentslosetrack oftimebecausethey’resoabsorbed

Thisyearthestudentshavebeendivinginto thecountriesofEurope.What’sbeenlovely isn’tjustthecontentitself,butthecuriosity behindit,studentsaskinglotsofquestions andmakingconnectionsfarbeyondthe page.Thisworkisnaturallyleadingusintoa deeperlookatEurope,includinglandand waterforms,landmarksandbiomes,aswe beginpreparingforCulturalDay There’s alreadyasenseofanticipationbuilding arounditall.

We’vealsohadthepleasureofwelcoming severalnewstudentsintoLaniakeathisyear Ourtransitionceremony,asalways,was simplebutmeaningful,anditsetthetone beautifully.Itdidn’ttakelongbeforethenew classmatesfeltpartoftheenvironment The existingstudentssteppedupwithoutfuss, showingthemaround,includingthemin work,andmakingspaceinawaythatfelt genuineratherthanforced.

Earlierthistermtherewasaburstofcreative energyasstudentspreparedpiecesforthe GalaDinnerAuction.Thehand-painted Egyptiantableandthefeltgiraffedrewplenty ofattentiononthenight,andthestudents werequietlyproudtoseetheirwork appreciatedandtakenhome (Cont )

THELONGVIEW

InearlyMarch,parentsfromacrossPreschool andPrimarygatheredfortheinaugural ‘Montessori&TheYearAhead’ParentEvening,an opportunitytoexplorethephilosophy, expectationsandsharedresponsibilitiesthat shapetheyearahead

Thesessionfocusedonboththepracticaland philosophicalaspectsofMontessorieducation, whilealsoallowingspaceforthoughtful questionsandopendiscussionbetweenguides andfamilies

Parentswereinvitedtoreflectontheideaofthe ‘preparedadult’andtheimportantrolefamilies playwithintheMontessorijourney.Discussions exploredthewayschildrendevelop independence,responsibilityandselfawarenessovertime,andhowconsistency betweenhomeandthelearningenvironment canhelpsupportthisprocess

Mostimportantly,theeveningestablisheda strongfoundationfortheyearahead,grounded inpartnership,sharedunderstandingand ongoingdialoguebetweenguidesandfamilies

CCMCommunityLiftOff2026

SlidingBackIntoIt!

Heldonthefinalweekendofthesummer holidays,LiftOff2026onceagainbroughtthe communitytogetherforafundaybeforethe yearofficiallybegan

HeldatthePreschoolcampus,theeventgave childrenthechancetoreconnectafterthelong break,withthewaterslideonceagainprovinga clearfavouritethroughouttheafternoon

ParentsgatheredoveracasualBBQlunch,and everyonecaughtupwithfamiliarfacesanda fewnewonesbeforesteppingbackintothe rhythmoftheyearahead

LiftOffisquicklybecomingavaluedpartofthe CC or th pr

Wearedelightedtowelcometwonewteammemb

LaurajoinsthecommunityasthenewWonnaiGuide AnAMI-trainedMontessoriteacherwith internationalteachingexperience,Laurabringsacalm,thoughtfulpresenceandagenuine loveoflearningintotheenvironmenteachday.Passionateabout‘educationforlife’,she valuescreatingpurposefulspaceswherechildrenfeelsupportedtothinkindependently, exploredeeplyanddevelopconfidenceinthemselvesandtheirabilities

WealsowarmlywelcomeSabghatothePrimaryteam Withabackgroundinpsychologyand manyyearsofteachingexperience,Sabghabringswarmth,empathyandadeeplychildcentredapproachtoherworkwithchildren Hergroundednature,thoughtfulapproachand genuinecareforbuildingstrongrelationshipsarealreadybecomingavaluedpartofthe community.

TheScienceof Handwriting

Acenturylater,neuroscienceiscatching uptotheMontessorihand.

Ifyou’reaGenXer,youprobablyremember rowsofdottedthirds,sharpenedHBpencils andthefamiliarrepetitionofFoundationStyle copybooks Therewereloopstoperfect, marginstorespectandendlesspagesof carefullytracedletters Atthetime,muchofit couldfeeltedious,repetitiveandheavily disciplined Therewouldalwaysbethe occasionalchildwhoexcelledatit,butmany simplywentthroughthemotions,andquitea feweventuallygaveuptryingtomaketheir writinglook‘right’

FastforwardtotodayatCCM,wherea Montessoripedagogycontinuestoplacegreat valueontherelationshipbetweenthehand andthedevelopingmind,butinaverydifferent way

Ratherthanisolateddrillsandrepetitionfor theirownsake,childrendevelophandwriting throughmovement,purposefulactivity, sensorialexplorationandmeaningfulwork

Modernneuroscienceisnowbeginningto suggestthattheseslower,hands-onprocesses mayshapethebrainfarmoredeeplythan manyoncerealised

MorethanonehundredyearsafterMaria Montessorifirstemphasisedtheimportanceof movement,thehandandpurposefulactivityin learning,recentneuroscienceresearchhas reigniteddiscussionaroundhandwritingand whatmayquietlybelostaschildren increasinglymovetowardskeyboardsand touchscreens

Acenturylater,neuroscienceiscatchingupto theMontessorihand.

ResearchledbyNorwegianneuroscientist AudreyvanderMeerfoundthatwritingby handactivatedwidespreadneuralactivity acrossthebraininwaystypingsimplydidnot

‘WRITINGBYHAND ACTIVATESTHEBRAININ WAYSTYPINGCANNOT.’

WhattheResearchFound

EEGimagingshowedhandwritingactivated broaderandmorecomplexneural connectivitypatternsacrossthebrainthan typing

Writingbyhandsimultaneouslyengaged regionslinkedtomemoryformation, sensoryintegration,motorcontrolandthe encodingofnewinformation

Researchersfoundincreasedthetaand alphabrainconnectivityduring handwriting,patternsassociatedwith learning,workingmemoryandlong-term memoryperformance

Studiescomparinghandwrittenandtyped note-takingshowedstudentswritingby handdemonstratedstrongerconceptual understandinganddeeperinformation retention

Researcherssuggestedtheslowerpace andgreatersensorimotorcomplexityof handwritingforcesthebraintoprocess, filterandencodeinformationmoredeeply thantyping.

The findings were striking EEG imaging showed that when participants wrote by hand, regions linked to memory formation, sensory integration and the encoding of new information became active simultaneously in coordinated neural patterns across the brain. Typing the same words on a keyboard produced significantly weaker communication between theseregions.

Researchers suggested the difference lies partly in the sensorimotor complexity of handwriting itself. Writing by hand requires continuous feedback between the eyes, fingers,wristandspatialprocessingsystemsofthebrain. Each letter involves a slightly different sequence of movement and positioning Typing, by comparison, repeats largely identical movements regardless of the letterbeingproduced

For Montessori educators, these findings feel less like a revelation and more like scientific language finally describing something long understood intuitively: movementandcognitionaredeeplyconnected The research also echoes earlier studies from Princeton University, where students who took handwritten notes consistently demonstrated stronger understanding and deeper retention than those typing on laptops Interestingly, the handwritten note-takers were not recording more information They were processing it more carefully Because handwriting is slower, students were made to listen, filter, reflect and rephrase ideas in theirownwordsastheywrote

The act of forming letters by hand, the research suggests, is not incidental to learning, but part of the learningitself.

InMontessorienvironments,handwritingisnevertreated simply as a mechanical task. From the earliest years, children strengthen the hand through purposeful work, refine movement through practical life activities and gradually build towards writing through tactile and sensorial experiences. The hand is not separated from themind.Itispartofhowtheminddevelops.

None of this suggests technology has no place in modern education Rather, the research serves as a reminder that some forms of learning still depend heavily on movement, attention, coordination and the physicalexperienceofdoing

Acenturylater,MariaMontessori’sobservationcontinues toresonate:‘Thehandistheinstrumentofthemind’ Modern neuroscience is beginning to describe, in measurableterms,somethingMontessorieducationhas observedformorethanacentury

ForMontessorieducators,these findingsfeellesslikearevelation andmorelikeascientific confirmationofsomethinglong understoodintuitively:movement andcognitionaredeeply connected.

COMBINEDMONTESSORI SPORTSDAY

ChildrenfromacrossseveralMontessoricommunitiescametogetheratBannockburnOval, Pymble,fortheCombinedMontessoriSportsDay,heldacrossadaythatdeliveredalittlebit ofeverything,includingperiodsofrain,somesunshineandplentyofmuddygrass.

Despitetheweather,thechildrenapproachedthedaywithenthusiasm,resilienceanda genuinewillingnesstoparticipate.Acrossthevariousevents,childrenran,jumped,balanced, threw,encouragedoneanotherandchallengedthemselvestotrynewthings.Justas importantly,manyhadtheopportunitytomeetandspendtimewithfellowMontessorichildren fromothercommunities.

Oneofthemostnoticeablepartsofthedaywasthestrongsenseofsupportbetweenthe childrenthemselves Throughouttheevents,childrencouldoftenbeseenhelpingoneanother, cheeringothersonandsteppinginnaturallywheresupportwasneeded.

Theeventwasalsomadepossiblethroughstrongparentinvolvement,withmanyfamilies volunteeringtheirtimeacrossthedaytohelpwithsetup,supervision,coordinationandthe practicaljobsthatkeepaneventlikethisrunningsmoothly.

Whiletherewerecertainlyafewsoggyshoesbytheendoftheafternoon,thedaycaptured somethingimportant:childrenwillingtoparticipatewholeheartedly,parentswillingtolenda handandawiderMontessoricommunitywillingtoshowuptogether,rainandall.

With grateful hearts,

Toeveryparent,grandparent,caregiver andfriendwhoofferedtheirtime,energy andpresencethissemester thankyou.

Whetheryoupreparedameal,tendeda gardenbed,helpedwithsewing,joinedan excursion,sharedastory,supportedan event,orquietlysteppedinwherever needed—yourcontributionmadea difference.

Thispageholdsthenameswemanagedto gather,butweknowmanygenerousacts gounrecorded.Ifyoursisn’tlisted,please knowyourkindnesswasnoticedand deeplyappreciated.Thankyouforhelping toshapeCCMintothevibrant,caring communityitis.

Youarethehandsbehindthescenes,the smilesatdrop-off,thequietsupportthat remindsus ittrulydoestakeavillage.