The Coddiewompler • Issue 7 •

coddiewompler the

Central Coast Montessori

ISSUE No 07

HOW PEACE BEGINS IN THE CLASSROOM

THE SCIENCE OF HANDWRITING

SEARCHING FOR NORMAL BOOK REVIEW

In this Issue 06

CELEBRATING BILJANA Warmth, Wisdom & Care

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CCM ANNUAL GALA DINNER An evening together

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FAMILY FOCUS The Ebers Family

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AMONG THE FLOWERS:

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BOOK REVIEW

Weeping Willow Farm

Searching for Normal

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THE SCIENCE OF HANDWRITING What neuroscience says about writing by hand

coddiewompler the

VISIT OUR SITE WWW.CCM.NSW.EDU.AU

PRINCIPAL DIMITRI NICOLAOU

DEPUTY PRINCIPAL & LEAD GUIDE (PRIMARY CYCLE 3) TINA FORSYTH

DIRECTOR (PRESCHOOL 0-6) ALISON BOTTELL

CONTRIBUTING WRITERS

THE EBERS FAMILY KAY & DAN CASSIN

PHOTOGRAPHY

DEREK ABEL (YOUR STORY)

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From the Principal Welcome to the Winter edition of The Coddiewompler.

As we share this next edition, I find myself reflecting not only on what has taken place across our community, but on what continues to emerge through it.

At Central Coast Montessori, development unfolds through the quality of the exchanges we create each day. Between child and guide. Between child and environment. Between our learning village and each family. These interactions, often quiet and easily missed, are where the real work lives.

This edition offers a window into that work.

You will see it in the concentration of a child absorbed in purposeful activity, 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, but who they are becoming.

Montessori asks us to take the long view. To look beyond immediate outcomes and consider the unfolding of the human being across time, not simply in preparation for the next stage, but in preparation for life itself.

As always, I remain deeply grateful for the collective effort that holds this work together. The care of our guides, the trust of our families, and the curiosity and dignity of our children together form something far greater than any individual contribution: a living and evolving learning community shaped by shared purpose.

Sawubona,

Dimitri DIMITRI NICOLAOU

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CORRESPONDENCE

Just wanted to share how much gratitude we are feeling for the devotion and confidence that everyone at Montessori has harnessed in our child.

We knew what our child was capable of, but also knew the rarity of a place that could exist outside the systems built for factories.

By the way, every time I visit I leave thinking how different the atmosphere feels. The children seem genuinely settled, connected, and very sure of themselves.

We dreamed of a place where our child would be welcomed with open arms, celebrated, and challenged just like every child should be. CCM is this place, and we thank you for your wisdom and wholeheartedness in inviting us in.

It’s lovely to see children given the time and space to do so much for themselves and to interact so naturally with one another!

Seeing our child enthusiastically guiding a friend through an abstract concept with so much confidence in their understanding is such a true testament to what can emerge when the environment, the task, and the person are set up with intention.

Thank you for all that you have done to grow and protect this very special space.

PRESCHOOL PARENT

VISITOR

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BILJANA CACE - PHOTO DEREK ABEL

CELEBRATING BILJANA: WARMTH, WISDOM & CARE

When Biljana joined the CCM community in 2020, she brought with her a background that was somewhat unexpected for a Montessori guide.

Having first completed a degree in economics and worked within the business world, her path eventually led towards the not-for-profit sector and education, where she found a stronger sense of purpose and connection.

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Before arriving at CCM, Biljana had spent a number of years working within Steiner education. Montessori, however, offered something that deeply resonated with her: a practical and respectful approach to supporting children as capable, independent individuals. She often spoke about being inspired by the idea of ‘Education for Life’ and the opportunity to contribute not only to academic growth, but to the wellbeing and future of the children within the learning community.

Over the past six years, Biljana immersed herself in Montessori philosophy through formal training, professional development, observation and daily practice alongside experienced colleagues. She approached the role of guide with thoughtfulness, warmth and genuine care for the children she worked with.

SOME PEOPLE LEAVE A LASTING IMPRESSION NOT THROUGH NOISE OR ATTENTION, BUT THROUGH CONSISTENCY, KINDNESS AND CARE.

One of the greatest rewards of her time at CCM has been witnessing children develop over many years.

Our current 2026 graduates were only six years old when Biljana first joined the team, and she reflects with great pride on watching them grow into capable, thoughtful young people.

Biljana often valued the quieter parts of Montessori education most deeply: the relationships built over time, the trust formed between guides and children, and the sense of shared purpose across the wider community. She has spoken with gratitude about the families, colleagues and children who shaped her own learning journey just as much as she shaped theirs.

As Biljana now prepares for retirement, she is looking forward to spending more time with her grandchildren in Queensland, reconnecting with family and friends in Europe, travelling around Australia, gardening and embracing a slower pace of life.

While Biljana will officially finish as a guide later this year, she hopes to remain connected to the community and may still be seen at future CCM events and celebrations.

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We thank Biljana for her contribution to the children, families and guides of CCM over the past six years and wish her great joy in this next chapter.

CHRYSALIS

In Chrysalis, it has been beautiful to observe the growing familiarity many children now have within the environment. Over the course of the season, we have watched children become increasingly comfortable exploring the space, engaging with materials and connecting with both guides and peers.

Small moments that may once have felt uncertain, separating from a parent for a few moments, confidently choosing work or participating more freely during group experiences, are now becoming part of each child’s growing sense of security and belonging.

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 already taking shape: children who feel secure exploring, parents who understand the importance of stepping back and trusting the child, and relationships already forming between home and the Montessori environment.

SAKURA Over recent months in our Sakura classes, Kaika and Mankai, we have watched many children and families settle more deeply into the rhythm of the Montessori environment.

Across both spaces, there has been so much visible growth in confidence, connection and independence, not only for the children, but also for the adults walking alongside them.

These early years are such a significant time of transition.

Throughout the season, we have witnessed children taking brave first steps into community, families building trust in the process and relationships strengthening between children, guides and parents alike.

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KAIKA 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.

One of the most meaningful things to observe has been the gentle shift that occurs as parents slowly begin stepping back, allowing their child to form their own relationship with the environment, the materials, the guides and the other children.

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 are capable.’

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 now beginning to engage more independently with materials, peers and group experiences.

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 still feeling the security of their parent nearby.

For us as guides, it has been beautiful watching families embrace this process with increasing confidence and trust. We see parents resisting the instinct to immediately step in, rescue, carry or complete tasks for their child, and instead supporting opportunities for independence to emerge naturally.

Another lovely aspect of the season has been watching families learn alongside one another.

Parents who have walked this journey before often become quiet role models for newer families 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 journey can look like.

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MANKAI Over recent months in Mankai, we have begun to see many children preparing more confidently for the transition into the longer work cycle and greater independence of the Feileacan environment.

Children have been strengthening their concentration, confidence and sense of responsibility within the classroom community. We have watched children begin navigating the environment more independently, making choices within the classroom, caring for materials and building stronger relationships with peers.

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 and settling more calmly into the rhythm of the morning.

The role families play in supporting this process is incredibly 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 settle more fully into their experience.

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, open communication and trust between home and 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 they are deeply known, respected and supported.

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 and an increasing trust in the environment around them.

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 space for children to step forward independently.

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A LIVING LEARNING COMMUNITY

BY DIMITRI NICOLAOU

Our environments are not separate from the world. They are dynamic representations of it.

What continues to inspire me most is the way this work is held collectively.

Within them, children experience responsibility, freedom, consequence, collaboration, challenge, and care.

Community, learning, and development are not staged events here. They unfold continuously, moment to moment, through lived experience.

Our guides bring care, precision, and deep respect to their practice. Our families engage with trust and openness. Our children meet the world with curiosity, dignity, and a growing sense of agency.

When I walk through each environment, I am often struck by a deep sense of gratitude.

Together, this forms something far greater than any individual effort: a living and evolving learning community shaped by shared purpose.

Gratitude for the work of Maria Montessori, whose insights continue to shape how we see the child and the role of education. And gratitude for what has been built here over many years through the care, commitment, and shared effort of guides, families, and children.

As you move through these pages, I invite you to notice the thread that connects it all. The care. The intention. The respect for the child. The belief that development, when supported well, unfolds in its own time and in its own way.

It is not perfect. But it is real.

Because ultimately, what we are shaping here is not simply an educational pathway.

And it is in that reality, in the daily effort, the small adjustments, and the quiet consistency, that something meaningful continues to grow.

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It is a community grounded in respect, oriented toward life, and contributing, in its own small but meaningful way, to the future we are all part of.

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FÉILEACÁN As we reflect upon the summer just gone in Feileacan, I am reminded that what makes our classroom so special is not simply the materials on the shelves or the lessons presented each day, but the relationships formed within our classroom family. Over the course of the season, we witness something truly extraordinary unfold. Children who may begin their time in the environment as individuals slowly become a deeply connected community, one built on trust, respect, empathy, patience and love.

In the Montessori 3-6 environment, children and guides spend years together, growing alongside 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 phrases such as, ‘I can help you,’ ‘You can do it,’ or ‘I can show you?’ echoing gently throughout the room.

One of the most powerful things the children experience daily is seeing challenges happen, and seeing them overcome. In our classroom, struggle is not viewed as failure. It is viewed as part of the learning process. Whether a child is learning to zip their jacket, resolve a disagreement, carry a tray carefully across the room or persist through a challenging piece of work, they are constantly building resilience.

More importantly, they are witnessing others do the same.

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 children begin to understand that mistakes are 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. ‘I can do hard things’.

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

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 felt the moment you walk through the door.

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, they are learning.

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When people describe our classroom as ‘peaceful,’ we do not mean silent, still or devoid of big emotions. Peaceful does not mean children never disagree, cry, become frustrated or experience conflict. Rather, it means these moments are approached consciously, respectfully and with support. It means problems are resolved through conversation rather than screaming, through communication rather than aggression and through guidance rather than chaos.

The environment is alive with purposeful movement, discussion, collaboration and expression. Children are talking, negotiating, helping one another and working together constantly.

What visitors often notice is not silence, but the absence of the frantic, dysregulated energy that is often associated with traditional preschool settings where screaming, yelling or physical conflict can dominate the environment. Instead, there is a sense that the children feel safe, connected and capable within the space.

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This does not happen by accident. It is the result 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 use them more independently. This is one of the 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, respect and self-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 around them. Rather than solving every problem for children, we walk alongside them as they develop the tools to solve problems themselves.

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 decades to come. This is truly Education for Life.

Maria Montessori believed deeply in the idea of education as a pathway to peace. She famously said:

‘ESTABLISHING LASTING PEACE IS THE WORK OF EDUCATION; ALL POLITICS CAN DO IS KEEP US OUT OF WAR.’ WWW.CCM.NSW.EDU.AU

But where does peace begin? It begins in the home and in the classroom.

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. They learn to think creatively, to ‘think outside the box,’ and to search for solutions that work for everyone rather than simply thinking, ‘This is what I want.’

Imagine the impact of beginning this work at 3 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 result is something incredibly powerful.

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 space each day.

To sustain an environment such as this requires enormous intentionality, consistency and emotional presence from the guides. The prepared environment is not simply the materials on the shelves, it is also the prepared adult. An adult who approaches each day with patience, humility, calmness and deep respect for the child. An adult who understands that children learn not only from what we teach, but from who we are.

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There are countless moments throughout the day where the guides must set aside their own fatigue, emotions, stress or even physical needs in order to remain fully present for the children. To respond gently when the environment feels emotionally heavy, to remain calm during conflict, to support children through the rhythm of the day and to listen deeply to a child struggling to express themselves requires immense emotional strength, empathy and self-awareness.

Maria Montessori spoke often about the importance of the spiritual preparation of the teacher, the idea that the adult must continually 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 opportunities for growth.

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 part of who they are becoming.

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 unwavering respect for the children, even on the most challenging days. So often, the work these adults do is unseen. The quiet emotional labour, the consistency, the preparation, the holding of boundaries with love, the endless modelling of patience and respect, these things can easily go unnoticed because they happen in the small moments, over and over again, every single day.

Yet these are the adults laying the foundations for who these children are becoming. Long after children leave the classroom, it will be these early experiences of being heard, respected, guided and loved that remain within them. The guides may not always be seen or remembered in the wider story, but the impact of their work lives on in the confidence, resilience, empathy and emotional capability of the children they have helped shape.

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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.

We see resilience, independence, kindness and courage. We see children learning not only how to read, count and write, but how to live alongside others with empathy and respect.

Most beautifully of all, we see the beginning of lifelong relationships and lifelong skill development. The seeds planted in these early years will continue to grow far beyond the walls of the classroom. And for that, I feel incredibly grateful to walk alongside the children, families and guides of Feileacan on this journey.

Alison Alison Bottell Lead Guide (Early Years 3-6)

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Working with the Golden Bead material to explore the decimal system and large number operations through hands-on learning.

Creating and discussing the daily UV index chart together, while helping to remind the community about hats, sunscreen and sun safety.

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COMMUNITY EVENTS

CCM Annual Gala Dinner

Each year, the CCM Annual Gala Dinner offers an opportunity for adults in the community to gather together beyond the usual routines. This year’s evening combined a shared banquet dinner with a lively auction, bringing guides, parents and friends together for a warm and memorable night of conversation, laughter and good company.

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Held in the Kingfisher Ballroom at voco Gosford, the event combined dinner, conversation and a lively auction featuring a wide variety of donated items and experiences. Guests bid on everything from artwork and signed books to wellness packages, coaching sessions, dining experiences and community contributions.

A memorable moment from the evening came when a Primary student officially opened the live auction with a short address about the Young Entrepreneurs Program.

Watching a child confidently speak to a room full of adults was a reminder of the value of giving children genuine opportunities for participation and responsibility within community life.

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Throughout the night, families from both Preschool and Primary had the chance to connect outside the usual rhythm of drop-offs, meetings and daily logistics.

Conversations stretched longer than usual, new connections formed and many people commented on how enjoyable it was to spend time together in a more social setting.

The auction itself brought plenty of energy to the room, with spirited bidding, laughter and a healthy amount of friendly competition between tables.

Behind the scenes, many members of the community contributed to making the evening possible, from organising donations and auction items to assisting with payments, setup and coordination across the night.

Funds raised through the event will support the Young Entrepreneurs Program currently in development, along with future opportunities for children to engage in meaningful, realworld projects, beginning with a student-led canned water initiative at community events, designed to reduce single-use plastic waste while giving children firsthand experience in running a small social enterprise.

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FAMILY FOCUS

The Ebers’ For this edition of Family Focus, we’re introducing the Ebers family, who joined the Central Coast Montessori community after relocating from Sydney in search of a different approach to education for their children.

HOW LONG HAS YOUR FAMILY BEEN PART OF THE CENTRAL COAST MONTESSORI COMMUNITY, AND WHAT IS ONE OF YOUR FAVOURITE MEMORIES SO FAR? We joined the Montessori community in 2023 after moving up from Sydney in search of a different way of educating our children. Montessori was a major reason behind our move. What surprised us most, though, was how welcoming the community was. New city, new friends, new beginnings, and yet we immediately felt embraced. We often reflect with gratitude on the decision we made for our family.

One of our favourite things has been simply watching both Gisele and Aston working within the environment.

It genuinely brings us joy every single time. Seeing them so excited to show us something they have created or completed just melts our hearts. Gisele’s transition ceremony from Preschool to Primary was also incredibly moving for us.

IN WHAT WAYS DO YOU FEEL MONTESSORI EDUCATION HAS SUPPORTED YOUR CHILDREN’S GROWTH AND DEVELOPMENT? With both of our children, Montessori has provided the structure they need alongside the freedom they naturally crave. It has nurtured a real love of creating, exploring ideas and seeing projects through from beginning to end. Having agency over their day, both at home and within the learning environment, has given them a strong sense of confidence and personal freedom.

Their ability to communicate their feelings also feels far beyond their years. The focus on emotional regulation has been integral to Gisele’s growth as a person. For Aston, the emphasis on independence has helped him build confidence in himself and his abilities.

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HOW DO YOU SUPPORT MONTESSORI PRINCIPLES AT HOME, AND HOW HAS THIS INFLUENCED YOUR FAMILY LIFE? At home, we try to support Montessori principles in as many practical ways as we can, from accessible water stations to dedicated spaces for projects and carefully organised play materials. It has helped foster a real sense of agency and responsibility within our family life.

WHAT CHANGES HAVE YOU NOTICED IN YOUR CHILD'S BEHAVIOUR, CONFIDENCE OR LEARNING SINCE JOINING A MONTESSORI ENVIRONMENT? Gisele has developed a maturity in the way she approaches life and learning. Being surrounded by both older and younger peers has deepened her empathy and understanding of the learning journey.

Aston has truly come out of his shell. He has gained confidence in tackling complex problems and developed a patience that has strengthened his ability to absorb new information. He has also come to understand that repetition is part of learning something new, which has opened many doors for his exploration of the world around him.

WHICH MONTESSORI EVENT OR EXPERIENCE HAS BEEN MOST MEANINGFUL FOR YOUR FAMILY, AND WHY? Cultural Day has been especially meaningful for our family. Seeing our children proudly share and celebrate their South American heritage was incredibly special.

The pride and joy on both of their faces stayed with them for weeks afterwards and sparked an even deeper curiosity about their culture and family history.

It is unlike anything we have experienced elsewhere, a community coming together in such a genuine, joyful and connected way.

LIVIA, JEREMY & CHILDREN

THE EBERS FAMILY

We are grateful to the Ebers family for being part of Family Focus. Their reflections speak beautifully to the sense of connection, independence and belonging that can grow within a Montessori community.

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WONNAI What a rich and full six months it has been in Wonnai. The children have grown so much and it has been a privilege to witness their development across every area of the curriculum.

We have welcomed some wonderful new faces into the community this year. Theo, Orion, and Wren have settled in beautifully, and Murphy has also been making visits to Primary in preparation for his transition. We look forward to welcoming him fully in due course.

Our cultural focus this term has been Europe.

The children have been researching countries, creating maps, and working on individual projects exploring everything from the Matterhorn to police cars found across the continent. European songs and stories have also woven their way into our weeks, and we would warmly welcome any families who would like to share songs, traditions, or experiences from their own cultural backgrounds.

We also had a wonderful time celebrating Chinese New Year alongside our Kanyini friends and Yanan, making dumplings together. The children absolutely loved it.

One of the true highlights of the term has been beginning the Great Stories together with Kanyini. We gathered for Great Story 1, ‘The Coming of the Universe’, a dramatic telling of how our world began, from the vast darkness of space to the cooling of the Earth, the formation of oceans, and the emergence of life. The questions that followed were extraordinary.

We also unrolled the Black Strip together, a 30-metre length of black cloth representing the history of the Earth. As it slowly unfolded, the children travelled through billions of years before arriving, right at the very end, at a tiny sliver of red representing all of human existence. It was a moment that captured a real sense of wonder.

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In Biology, the children have been exploring the needs of plants through hands-on experiments, while also researching animal life cycles, building models, and writing up their findings.

Practical Life has continued to weave beautifully through the term, with children exploring needle felting, finger knitting, crochet, and beeswax modelling. It has been lovely watching older children naturally guide and support younger peers through this work.

One of the things we are most proud of this term has been watching the children grow in their sense of responsibility. Across the semester we have been working on the grace and courtesy of sharing meals together, eating calmly, socialising respectfully, and caring for the environment around them. We are now celebrating this growth through shared outdoor picnic lunches with our Kanyini friends, a freedom that has genuinely been earned.

We continue to cherish the connections between Wonnai and Kanyini through shared Mandarin sessions with Yanan, Drama, Sport, and picnic lunches together. These relationships are a meaningful part of life in Wonnai and something we are deeply grateful for.

We look forward to all that the next six months will bring.

Laura Laura Le Roux Lead Guide (Primary 6-9)

Gathering around the Timeline of Life, the children explored the incredible story of life on Earth and the many species said to have come before us.

Exploring the Conjunction Grammar Box, children investigate how conjunctions join words and sentences together. Through building sentences and placing corresponding grammar symbols, this hands-on work supports a deeper understanding of language structure and the relationships between different parts of speech.

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FROM THE COMMUNITY

AMONG THE FLOWERS: DAN & KAY CASSIN OF WEEPING WILLOW FARM Seeking a slower and more grounded way of life, Dan and Kay Cassin began building a small homestead and soon found themselves drawn towards growing flowers.

There was no dramatic turning point, only a collection of small nudges that eventually became: ‘Why not now?’

So they planted their first beds and began.

The farm takes its name from the large willow trees that anchor the property. The trees have become a gathering place of sorts, the backdrop to quiet moments, workshops, photographs and shared afternoons. For Dan and Kay, naming the farm after them simply felt right.

Today, Weeping Willow Farm runs year-round, though much of the work happens quietly behind the scenes. Even in winter, while fewer flowers bloom, the farm remains busy preparing soil, planting seedlings and tending to the next season’s growth. As a micro farm run entirely by the two of them, almost everything is done by hand.

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Their days revolve around the rhythms of weather and seasonality.

Flowers are harvested early in the morning or later in the evening when temperatures cool. In between come the endless practical tasks of farming: watering, weeding, planting, preparing beds and observing what nature is doing next.

The flowers themselves change constantly with the seasons. Spring brings ranunculus and poppies.

Summer fills the fields with zinnias, cosmos, celosia and amaranth. By autumn, dahlias begin to take centre stage. Each season arrives with its own colour palette, pace and personality.

Perhaps part of the appeal of places like Weeping Willow Farm is the quiet reminder from Mother Nature that not everything important can be hurried.

For Dan and Kay, one of the most meaningful parts of the journey has been sharing the farm with others.

Visitors arrive to pick flowers, attend workshops or simply spend time outdoors among the rows of blooms. Again and again, they witness the same response: people slowing down.

Their own children experience the farm in much the same way, barefoot, curious and immersed in the everyday rhythms of planting, waiting, harvesting and growing. It is a childhood closely connected to nature, shaped not by urgency but by observation, patience and practical work.

Looking ahead, Dan and Kay hope to continue expanding the farm carefully and intentionally, with more flowers, workshops and opportunities for the wider community to experience the property.

The dreams may be growing, but their roots remain in the same place: sharing flowers, creativity and meaningful connection with others.

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KANYINI It has been a busy and exciting season in Kanyini, with the children settling beautifully into our new learning space and embracing many new experiences together.

We have warmly welcomed several new children into the environment. At the same time, we have farewelled two children as they transition into their next chapter in Laniakea.

Learning has extended well beyond the environment through the beginning of our ‘Going Outs’ to the library and local shops. These experiences have supported the children in developing growing independence, social confidence, and practical life skills, particularly through shared cooking experiences.

We also enjoyed celebrating Chinese New Year together. The children explored the Year of the Fire Horse and worked collaboratively to make dumplings from scratch, which was a definite highlight.

As part of our ongoing connections with Wonnai, the children have continued sharing experiences through Drama, Mandarin, Sport and picnic lunches together. We were also fortunate to welcome a special body percussion incursion filled with rhythm, movement, energy and fun.

Looking ahead, the children have begun preparing for the Combined Montessori Sports Day, while also beginning one of the most exciting parts of the Montessori curriculum: the Great Stories. Through these foundational stories, the children will begin exploring the origins of the universe and the fundamentals of science, sparking curiosity, wonder and deeper questions about the world around them.

Alex Alex Coutts Lead Guide (Kanyini)

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BOOK REVIEW:

In ‘Searching for Normal’, Sami Timimi offers a thought-provoking and at times confronting perspective on how we understand children’s behaviour and mental health. Drawing on more than 35 years of clinical experience, Timimi questions whether modern society has moved too quickly toward treating everyday childhood struggles as medical problems.

A recurring theme throughout the book is the importance of resisting the urge to overpathologise childhood. Timimi introduces the idea of ‘concept creep’, where clinical language increasingly shapes everyday parenting and education conversations, turning ordinary developmental experiences into medicalised concerns.

He challenges the growing focus on diagnoses such as ADHD, autism, anxiety, and depression, suggesting that labels can sometimes overshadow what children may need most: understanding, connection, and supportive relationships.

Importantly, he also highlights the role of factors such as sleep, screen time, family dynamics, and social environment in shaping behaviour. Development, he reminds readers, is not fixed.

Children change, adapt, and grow over time, often in ways that do not require formal intervention.

Timimi argues that psychiatric diagnoses are often subjective and shaped by culture and context. He warns that early labelling can influence how children see themselves and how adults respond to them, sometimes reinforcing the idea that something is ‘wrong’ or needs fixing. Rather than viewing distress purely as disorder, he encourages readers to consider behaviour as a meaningful response to a child’s environment, relationships, experiences, and stage of development.

‘RATHER THAN SEEING DISTRESS AS A SIGN OF DISORDER, TIMIMI ARGUES THAT MANY BEHAVIOURS ARE MEANINGFUL RESPONSES TO A CHILD’S ENVIRONMENT, EXPERIENCES, AND STAGE OF DEVELOPMENT.’ 32

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At the same time, the book acknowledges that some readers may find Timimi’s perspective confronting, particularly families who have found diagnoses and structured support valuable and helpful.

Ultimately, ‘Searching for Normal’ does not offer simple answers.

Instead, it invites readers to reflect more deeply on childhood, behaviour, and mental health, encouraging understanding, patience, and relationshipcentred approaches over quick categorisation.

Mandy MANDY MONTESSORI GUIDE EARLY YEARS 0-5

Laniakea Camp 2026 WWW.CCM.NSW.EDU.AU

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@centralcoastmontessori

LANIAKEA There’s been a real hum in the Laniakea 9–12 environment lately as everyone settles into meaningful work and genuinely enjoys it. You can hear it in the low chatter, see it in the way groups gather around maps or materials, and notice it in how often students lose track of time because they’re so absorbed.

This year the students have been diving into the countries of Europe. What’s been lovely isn’t just the content itself, but the curiosity behind it, students asking lots of questions and making connections far beyond the page. This work is naturally leading us into a deeper look at Europe, including land and waterforms, landmarks and biomes, as we begin preparing for Cultural Day. There’s already a sense of anticipation building around it all.

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We’ve also had the pleasure of welcoming several new students into Laniakea this year.

Our transition ceremony, as always, was simple but meaningful, and it set the tone beautifully. It didn’t take long before the new classmates felt part of the environment. The existing students stepped up without fuss, showing them around, including them in work, and making space in a way that felt genuine rather than forced.

Earlier this term there was a burst of creative energy as students prepared pieces for the Gala Dinner Auction. The hand-painted Egyptian table and the felt giraffe drew plenty of attention on the night, and the students were quietly proud to see their work appreciated and taken home. (Cont . . .)

What stood out most was the way they approached it, working steadily, sharing ideas, solving problems together, and taking real ownership of something that contributed to the wider community.

That same sense of initiative is showing up elsewhere too. The PLC (‘Plant Lovers Club’) organised a ‘Going Out’ to Weeping Willow Farm’s flower garden. The students have been the driving force behind it, wanting to get their hands into real garden beds, learn how to care for them properly, and become better at identifying both plants and weeds. It’s been a lovely example of how interests in the classroom can grow into something practical and self-directed.

Camp at Lake Macquarie was a major highlight. It was three active days of high ropes, flying foxes, canoeing, rock climbing, bushcraft, orienteering and plenty more. For Montessori 9–12 students, camp is really about testing themselves in a different environment. It’s where they practise independence in a very real way, packing their gear, managing their time, looking out for each other, and stepping outside their comfort zones. You see quieter students take risks, natural leaders learn to listen, and friendships deepen in ways that don’t always happen back in the classroom.

There was a lot packed into those few days, and a lot of fun too.

Now, as the weather begins to cool, there is already excitement building around winter projects, including plans to make use of the woodfire pizza oven.

More than anything, it’s clear the students are bringing their developing skills with them into everything they do. Whether it’s a research project, a science investigation, or a shared task, they are learning how to collaborate, navigate disagreements, and support one another along the way.

Tina Tina Forsyth Deputy Principal & Lead Guide (Laniakea)

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THE LONG VIEW

Montessori asks us to take the long view.

It invites us to look beyond immediate outcomes and consider the unfolding of the human being across time. Not simply as a student, but as a person. Not just in preparation for the next stage, but in preparation for life itself and for the responsibilities and relationships that come with being part of a wider human story.

This perspective changes everything.

It shifts our attention from performance to development, from short-term measures to lifelong capacities, and from isolated achievement to meaningful participation in the world. The work becomes quieter, slower, and more deliberate, but also more profound.

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Across our environments, we are seeing not only strong foundations in literacy, numeracy, and cultural understanding, but something deeper: independence, resilience, and a growing relationship with learning itself.

These are not outcomes we deliver, but capacities that emerge over time and that will carry children forward well beyond their years within our community.

As guides and families, this requires patience and trust.

Much of the most meaningful development cannot always be measured immediately. It unfolds gradually through repetition, responsibility, challenge, belonging, and lived experience.

And yet this unfolding is precisely the work.

Because ultimately, education is not simply preparation for school performance or the next academic step. It is preparation for participation in life itself.

Parent Evening: Montessori & The Year Ahead In early March, parents from across Preschool and Primary gathered for the inaugural ‘Montessori & The Year Ahead’ Parent Evening, an opportunity to explore the philosophy, expectations and shared responsibilities that shape the year ahead.

The session focused on both the practical and philosophical aspects of Montessori education, while also allowing space for thoughtful questions and open discussion between guides and families.

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Parents were invited to reflect on the idea of the ‘prepared adult’ and the important role families play within the Montessori journey. Discussions explored the ways children develop independence, responsibility and selfawareness over time, and how consistency between home and the learning environment can help support this process.

Most importantly, the evening established a strong foundation for the year ahead, grounded in partnership, shared understanding and ongoing dialogue between guides and families.

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CCM Community LiftOff 2026 Sliding Back Into It! Held on the final weekend of the summer holidays, LiftOff 2026 once again brought the community together for a fun day before the year officially began.

Parents gathered over a casual BBQ lunch, and everyone caught up with familiar faces and a few new ones before stepping back into the rhythm of the year ahead.

Held at the Preschool campus, the event gave children the chance to reconnect after the long break, with the waterslide once again proving a clear favourite throughout the afternoon.

LiftOff is quickly becoming a valued part of the CCM calendar, a relaxed and enjoyable way for the community to reconnect before the year properly gets underway.

A Warm Welcome!

We are delighted to welcome two new team members to Primary.

Laura joins the community as the new Wonnai Guide. An AMI-trained Montessori teacher with international teaching experience, Laura brings a calm, thoughtful presence and a genuine love of learning into the environment each day. Passionate about ‘education for life’, she values creating purposeful spaces where children feel supported to think independently, explore deeply and develop confidence in themselves and their abilities.

We also warmly welcome Sabgha to the Primary team. With a background in psychology and many years of teaching experience, Sabgha brings warmth, empathy and a deeply childcentred approach to her work with children. Her grounded nature, thoughtful approach and genuine care for building strong relationships are already becoming a valued part of the community.

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CURRENT THINKING

The Science of Handwriting A century later, neuroscience is catching up to the Montessori hand.

If you’re a Gen Xer, you probably remember rows of dotted thirds, sharpened HB pencils and the familiar repetition of Foundation Style copybooks. There were loops to perfect, margins to respect and endless pages of carefully traced letters. At the time, much of it could feel tedious, repetitive and heavily disciplined. There would always be the occasional child who excelled at it, but many simply went through the motions, and quite a few eventually gave up trying to make their writing look ‘right’.

Fast forward to today at CCM, where a Montessori pedagogy continues to place great value on the relationship between the hand and the developing mind, but in a very different way.

Rather than isolated drills and repetition for their own sake, children develop handwriting through movement, purposeful activity, sensorial exploration and meaningful work.

Modern neuroscience is now beginning to suggest that these slower, hands-on processes may shape the brain far more deeply than many once realised.

More than one hundred years after Maria Montessori first emphasised the importance of movement, the hand and purposeful activity in learning, recent neuroscience research has reignited discussion around handwriting and what may quietly be lost as children increasingly move towards keyboards and touchscreens.

A century later, neuroscience is catching up to the Montessori hand.

Research led by Norwegian neuroscientist Audrey van der Meer found that writing by hand activated widespread neural activity across the brain in ways typing simply did not.

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‘WRITING BY HAND ACTIVATES THE BRAIN IN WAYS TYPING CANNOT.’

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 these regions.

Researchers suggested the difference lies partly in the sensorimotor complexity of handwriting itself. Writing by hand requires continuous feedback between the eyes, fingers, wrist and spatial processing systems of the brain.

Each letter involves a slightly different sequence of movement and positioning. Typing, by comparison, repeats largely identical movements regardless of the letter being produced.

What the Research Found EEG imaging showed handwriting activated broader and more complex neural connectivity patterns across the brain than typing.

Writing by hand simultaneously engaged regions linked to memory formation, sensory integration, motor control and the encoding of new information.

Researchers found increased theta and alpha brain connectivity during handwriting, patterns associated with learning, working memory and long-term memory performance.

Studies comparing handwritten and typed note-taking showed students writing by hand demonstrated stronger conceptual understanding and deeper information retention.

Researchers suggested the slower pace and greater sensorimotor complexity of handwriting forces the brain to process, filter and encode information more deeply than typing.

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For Montessori educators, these findings feel less like a revelation and more like scientific language finally describing something long understood intuitively: movement and cognition are deeply connected.

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 their own words as they wrote.

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

In Montessori environments, handwriting is never treated 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 the mind. It is part of how the mind develops.

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 physical experience of doing.

A century later, Maria Montessori’s observation continues to resonate: ‘The hand is the instrument of the mind.’

Modern neuroscience is beginning to describe, in measurable terms, something Montessori education has observed for more than a century.

For Montessori educators, these findings feel less like a revelation and more like a scientific confirmation of something long understood intuitively: movement and cognition are deeply connected.

Research referenced includes studies published in Frontiers in Psychology (2024) and research from Princeton University on handwriting and learning retention.

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MONTESSORI COMMUNITY

COMBINED MONTESSORI SPORTS DAY Children from across several Montessori communities came together at Bannockburn Oval, Pymble, for the Combined Montessori Sports Day, held across a day that delivered a little bit of everything, including periods of rain, some sunshine and plenty of muddy grass.

Despite the weather, the children approached the day with enthusiasm, resilience and a genuine willingness to participate. Across the various events, children ran, jumped, balanced, threw, encouraged one another and challenged themselves to try new things. Just as importantly, many had the opportunity to meet and spend time with fellow Montessori children from other communities.

One of the most noticeable parts of the day was the strong sense of support between the children themselves. Throughout the events, children could often be seen helping one another, cheering others on and stepping in naturally where support was needed.

The event was also made possible through strong parent involvement, with many families volunteering their time across the day to help with setup, supervision, coordination and the practical jobs that keep an event like this running smoothly.

While there were certainly a few soggy shoes by the end of the afternoon, the day captured something important: children willing to participate wholeheartedly, parents willing to lend a hand and a wider Montessori community willing to show up together, rain and all.

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With grateful hearts, To every parent, grandparent, caregiver and friend who offered their time, energy and presence this semester — thank you.

Whether you prepared a meal, tended a garden bed, helped with sewing, joined an excursion, shared a story, supported an event, or quietly stepped in wherever needed — your contribution made a difference.

This page holds the names we managed to gather, but we know many generous acts go unrecorded. If yours isn’t listed, please know your kindness was noticed and deeply appreciated. Thank you for helping to shape CCM into the vibrant, caring community it is.

You are the hands behind the scenes, the smiles at drop-off, the quiet support that reminds us — it truly does take a village.

Virginia G (Sports Day, Empanadas), Tracy S, The Garden POD, The Food POD, Terrey & Sam H, Stuart M (Sports Day), Scott J, Saskia (Camp Care Package), Shalayne (Disarming Designs), Sarah D (Body Percussion, Sports Day), Rob J (Sports Day), Rhiannon J (Rhiannon James Doula), Rhiannon J (Sports Day, Food POD), Prachi J (Sports Day), Oana S (Sports Day), Natalie S (Sports Day), Natalie R (Sports Day), Natalie D, Michelle & Derek M (Photography / Your Story), Lyndal W, Luke V, Lynn M (Sports Day, Gardening), Livia E (Sports Day), Jodin M (Food POD), Jen N (Sports Day, Animal Behaviour), Jarel K (Sports Day), Immaculee (Sports Day), Immi M (Sports Day), Hollie T (Sports Day), Hannah C, Hannah C (Sports Day), Gosia P (Handmade Rainbow Wall Hanging), Emily P (Sports Day), Emily K (Sports Day, Food POD), Dom W, Dan & Kay C (Weeping Willow Flower Farm), Daniel C (Sports Day), Candace (Laniakea Camp Dri), Brinley M, Brad T (CCM Gala Dinner), Beth P (Sports Day, Food POD), Ankit & Nupur G (Results Cricket Academy), Andres P (Sports Day Photos/canvas), Andres P (Sports Day / Somersby Falls Canvas Print), All who supported LiftOff!, All who supported the Gala Dinner, Alan Stevens, Adele C (Garden Pod / Sports Day), Adam (Sports Day), and the many others whose contributions helped support and strengthen our community throughout the semester.

We also extend our thanks to the CCM Board of Directors.

Looking forward to . . .

Key Diary Dates: Shared Story Day ‘A Symphony of Stories’ Friday 21st August

A Symphony of Stories: Think back to the titles you loved and introduce them now!

Plenty of time to get ready for Shared Story Day 2026. EVERYONE dress up and be ready for a shelf-load of fun!

Cultural Day Celebrating Europe Saturday 26th September 2026

Honouring the Graduates Thursday 17th December

Cultural Day 2026: Europe!

A vibrant celebration of European culture, with music, food, dance and community spirit at the heart of it all.

Honouring the Graduates: An important event and Rite of Passage as we celebrate our year 6 children as they prepare for adolescence and secondary.

A wonderful event for the whole CCM Community.

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FREE Montessori Printable: Europe Fact Cards

FREE Montessori Printable: Europe Fact Cards

FREE Montessori Printable: Europe Fact Cards

Sawubona!

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CENTRAL COAST MONTESSORI A vibrant learning exchange, birth/pre-K/primary.

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