The Coddiewompler • Issue 5 • Winter 2025

coddiewompler the

JULY 2025

Central Coast Montessori

ISSUE No 05

IN THEIR CORNER: CHOOSING OUR CHILDREN

GROWING INDEPENDENCE: A MONTESSORI GUIDE FOR 9–12-YEAR-OLDS

MONTESSORI FOR DOGS

In this Issue 06

MONTESSORI FOR DOGS Yes we can apply what we know with pets too!

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FAMILY FOCUS The Nikolenko’s

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FROM THE GUIDES Why we call it ‘handcraft’

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INDEPENDENCE IN THE 9–12 YEARS Tools and tips

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REVIEW - SEEN (FILM) A raw look at parenting

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IN THEIR CORNER - CONNECTION Choosing our children

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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 DR JENNIFER NESBITT-HAWES THE NIKOLENKO’S

PHOTOGRAPHY-THANK YOU

DEREK ABEL (YOUR STORY)

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From the Principal Welcome to this new chapter of The Coddiewompler. It’s a pleasure to reintroduce our biannual publication, which sits alongside our weekly Sawubona newsletter. While The Coddiewompler made a quiet debut in 2024, this refreshed edition reflects a renewed commitment to capturing the life of our learning community with thought, care, and a little more style.

The name Coddiewompler, drawn from an old English term meaning ‘to travel purposefully toward an unknown destination,’ speaks to the Montessori journey. Each child moves forward with intention, supported by trust, guided by curiosity, and deeply connected to those around them.

This issue brings together highlights from Semester 1 — the work, gatherings, and quiet moments that shape our collective experience.

It offers a considered glimpse into the rhythm and richness of our days together.

Sawubona.

Dimitri DIMITRI NICOLAOU

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CORRESPONDENCE

My son seems a lot more confident in showing us his work.

He seems a lot more confident in the processes involved. I'm quite surprised that he's only been in the stage one environment for a year (since Sakura).

The Central Coast Montessori School has completely changed my child to a mostly self regulating, more thoughtful child.

His independence is developing well, however he still likes the reassurance of someone being : close to him or working with him.

My favourite part about the school is how present they are with kids. My girl has begun to grow in so many beautiful ways under the guides shining presence. If there is one thing I did right for my girl it was putting her in this school. So grateful to everyone there.

PRESCHOOL PARENT

CYCLE 2 PARENT

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Since beginning Cycle 3 this year our child has grown in confidence and independence.

She’s taking pride in her work, managing her choices thoughtfully, and receiving just the right amount of challenge.

What stands out most is how present the Guides are—truly seeing each child and meeting them with respect.

Thank you, Tina, Ash and Kathy!

CYCLE 3 PARENT

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MONTESSORI FOR DOGS JEN & BANJO

BY DR JEN NESBITT-HAWES BSVC MVST MANZCVS (VET BEHAVIOUR) (AKA VIVI AND RAFA’S MUM)

Hi! You know me as Jen — Vivi and Rafa’s mum. My undercover identity is Dr Jen Nesbitt-Hawes, a vet with further qualifications in behaviour. I’d love to share with you how the Montessori method can be applied to our interactions with dogs (or really, any animal).

Dogs aren’t children and shouldn’t be expected to behave like people, but the fundamentals of teaching are surprisingly similar: respect for the learner, fostering independence within limits, and building on success rather than using punishment.

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Let’s look at one of my favourite Montessori concepts: Grace and Courtesy.

Grace and Courtesy is a beautiful concept, embodying qualities like calmness and control, thoughtfulness and respect — both for oneself and when interacting with others.

‘A LITTLE GRACE AND COURTESY GOES A LONG WAY — EVEN WHEN YOUR STUDENT HAS FOUR LEGS AND A WAGGY TAIL.’

PROACTIVE TEACHING

AWARENESS OF OTHERS’ NEEDS

RESPECTING THEIR BOUNDARIES

In Montessori, proactive teaching sets learners up for success by helping them respond appropriately in social situations, rather than reactively correcting what we might label as 'rude'. For example, children are given the chance to role-play saying “Excuse me,” so when someone is in their way, they already know how to handle it politely and confidently.

Grace and Courtesy also involves being aware of others' needs. That’s hard enough for kids with other humans — doing so with another species takes it to the next level!

To respectfully interact with dogs, we need to learn when to give them space. Sometimes, the kindest way to show love is from a distance — maybe by saying gentle words or blowing kisses.

Times to give a dog space include: When they are in their ‘safe place’ — a crate, pen, under a desk, spare room, or bed. This space should always be respected. No patting, hugging or touching, even if they look irresistibly cute and sleepy.

When they’re eating or chewing something When they’re hurt or sore When they’re tied up When they’re afraid, worried, or uncomfortable

Unlike us human-apes, dogs don’t always love close physical contact.

While it’s great to help dogs feel safe and predictable during handling, we also need to give them ways to tell us when they’ve had enough.

Here’s how to make sure your dog is comfortable: Let the dog approach you, instead of entering their space. If they don’t come over, they’re not up for interaction right now.

If they do approach, gently scratch them (most dogs prefer this to patting) on the chest, shoulder, or just in front of the tail — if you have one of those dogs who loves to reverse into your lap!

Stop after three seconds. If the dog nudges you or leans in, you can continue. If they move away or show no interest, that’s your cue to stop.

Some dogs love lying close to people, but that doesn’t always mean they want to be stroked.

Always check their body language.

If you’re unsure, it’s better not to touch.

With dogs, we use the same principle.

We might teach them to sit — a behaviour most people see as ‘polite’.

Once they’ve learned it, we can ask them to sit in different situations: for example, while waiting for their food bowl rather than jumping up to grab it.

Instead of punishing jumping, we preteach the behaviour we do want. Dogs can learn what’s expected in many social situations — like offering a nose touch to greet someone or playing with toys instead of mouthing hands.

Learn More A little Grace and Courtesy goes a long way — even when your student has four legs and a waggy tail!

If you’d like to dive deeper into understanding dog body language or how children and dogs can build respectful, trusting relationships, you’re welcome to explore my online video course. Click here to access the course and use the code MONTESSORI for free access.

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CHRYSALIS

Movement is an important part of the Chrysalis environment as it is how infants and toddlers learn and explore. Activities are available to support the development of gross motor and fine motor skills.

It is important to allow our child ample time and space to practice and master these skills without too much interference.

We need to be able to adopt a 'friendliness with error' attitude. For example, allowing them to spill some water when learning to pour.

It is through these 'errors' that they learn.

In Action Repeatedly pushing the wagon is more than just play — it’s purposeful movement that supports coordination, balance, strength, and spatial awareness. Each push builds confidence and contributes to gross motor development.

SAKURA Supporting Growing Independence and a Meaningful Transition

As a precursor to, and preparation for, entering the Children's House (preschool), CCM has, for close to a decade, facilitated Saturday morning sessions for both parents and children.

During these classes, parents become familiar with the environment, they begin to build and role model a working relationship with the Guides; they have an opportunity to: gain insight into the specially designed resources, experience the culture of the room, be exposed to the language used, and witness the nature of the interactions the Guides have with young learners.

Sakura is a natural continuation beyond Chrysalis. Children here, in time, learn to orient themselves within this new prepared environment, become familiar with the Guides, and grow in independence. Parents and carers take a step back, then leave the space to the children — to navigate, engage with, explore, and learn.

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Making banana biscuits from scratch in Chrysalis — measuring, mixing, and shaping with minimal adult help. Opportunities like this support growing independence, coordination, and confidence in purposeful work.

A child was introduced to the first stage of a carefully designed process that supports hand–eye coordination, control of movement, appropriate pressure, and refined pencil grip—laying the foundation for writing.

In time, they will progress from simple circular shapes to more complex designs using multiple geometric forms.

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FÉILEACÁN It’s hard to believe we’re already halfway through the year — though the continuous hum and busyness of our classroom tell a different story!

The children are eagerly preparing their work in anticipation of Cultural Day later this year, filling the environment with purpose and enthusiasm.

Our friends who floated back into the classroom at the beginning of the year have done so with such ease and grace. It is always a joy for the guides to witness how naturally the children reclaim their place in the environment, reconnect with the guides and their peers, stepping back in as though they never left.

They’re learning — sometimes through tears and Over the past few months, we’ve also bid farewell

sometimes through unbridled joy — that how you

to some of our older children as they begin their

ask for something matters. Demanding a LEGO

exciting new journeys at Primary. At the same

block may not be as effective as asking politely.

time, we’ve welcomed many new faces — several

They’re discovering that if you draw on a friend’s

of them siblings or cousins of past and current

work, that friend may choose not to sit with you

students — who couldn’t wait to become part of

for the rest of the day. They are experiencing what

our classroom family. Watching these new

it is to give and take, and how to express their

friends settle in, guided by familiarity and sibling

thoughts and feelings with confidence. These

connection, reminds us once again of the strong

small yet powerful experiences build the social

sense of community that grows within these

and emotional resilience they will carry with them

walls.

for the rest of their lives.

Just as in the world beyond our classroom, the

As guides, we see daily the incredible strength

dynamic and diverse environment inside offers

and

countless opportunities for children to practise

moments of struggle. For every instance of

and refine lifelong skills. While they are steadily

discomfort or frustration, there are countless

developing foundational academic abilities like

others filled with joy, pride, and self-discovery. For

reading, writing, and gross and fine motor

seasoned families and guides, I am sure the

coordination,

something

even

greater

growth

that

can

emerge

from

these

is

familiar call of "the reading drawers are too hard"

unfolding: our young learners are absorbing

or "the golden beads are too long" has a familiar

lessons about what it means to live and work

echo. We as guides witness it each and every

within a community. They are exploring what

day, and I wish we could bottle for you that

respect looks like, how to be kind, how to

precious moment where the penny drops and the

contribute meaningfully — whether it's setting the

child experiences that moment of seeing how

lunch table, baking bread, polishing cutlery, or

capable they are.

helping a friend put their shoes on. They are also navigating the subtle and complex world of social interactions.

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

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Fundamental Movement Skills – Jumping: The children took turns jumping off the wall to ring the bell, showing grace and courtesy by ensuring a clear, safe path before each attempt. After jumping, they lined up patiently for another turn, each carefully assessing their own ability and judging the distance. They showed wonderful resilience and a growth mindset—getting back up and trying again.

Children explored first aid basics, learning how to call 000 and roll someone into the recovery position.

A child works with the first geometry drawer, a hands-on material designed to introduce the world of geometry through exploration. Using a wooden frame and insets to trace and feel differentsized circles supports the development of fine motor skills, visual discrimination, and geometric understanding. This tactile approach lays a strong foundation for later mathematical learning.

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FAMILY FOCUS:

The Nikolenko’s For our very first Family Focus, we’re delighted to introduce Alfiya and Evgeny Nikolenko, parents of Eleonora and Theo. The Nikolenkos’ have been part of the Central Coast Montessori community since 2019

HOW LONG HAS YOUR FAMILY BEEN PART OF THE CENTRAL COAST MONTESSORI COMMUNITY, AND WHAT IS ONE OF YOUR FAVOURITE MEMORIES SO FAR? Alfiya: We joined the Central Coast Montessori community in Spring 2019. At the time, I was pregnant with Theo, and we had just moved from Brisbane to Newcastle. It was important for me to continue Eleonora’s Montessori journey—she started at just one year old in Russia and continued until age three in Brisbane.

One of my favourite memories is from our time at the Montessori Preschool. The physical space itself felt magical—surrounded by beautiful land and filled with truly special people. I’ll never forget a tea morning for mums—it created a space that felt like family: warm, safe, and deeply present.

Alfiya: Montessori has been woven into our lives for so long that it’s hard to pinpoint specific things. But I clearly remember a moment when Theo was still a baby— before he could even crawl. If he put something in his mouth, I’d gently ask him to take it out, and he would.

Friends were amazed: “Wait, babies understand that?”

And then they tried it—and were amazed it worked.

We don’t follow every principle rigidly, but our kids are confident and capable, without pressure. They’ve chosen their own clothes and dressed themselves for years. They pack their bags for school, for travel, make their own breakfast—and sometimes ours too.

They both love reading—it’s their favourite thing. And what’s beautiful is that people outside the Montessori community often comment on how well-mannered and grounded our kids are, even though we’ve never focused on discipline in a traditional sense.

At the core of it all is trust. Trust in themselves, trust in us, and trust in the rhythm of their own development.

Evgeny: I remember the first ShowMe with each of the kids— seeing their excitement and buzz as they shared what they’d learned and loved doing at school.

Evgeny: Whatever Alfiya said!

IN WHAT WAYS DO YOU FEEL MONTESSORI EDUCATION HAS SUPPORTED YOUR CHILDREN’S GROWTH AND DEVELOPMENT?

WHICH MONTESSORI EVENT OR EXPERIENCE HAS BEEN MOST MEANINGFUL FOR YOUR FAMILY, AND WHY?

Alfiya: Montessori felt right to me even before I had children.

Every time I applied even small Montessori-inspired changes at home, I saw a difference in Ellie’s behaviour.

We’ve used Montessori materials from the very beginning, grounding everything in science, observation, and being present. Now, I see how the very things I was learning in my 30s—self-reflection, emotional regulation, trusting the process—my kids are learning naturally at a much younger age.

One of the biggest gifts has been the ability to go to the Guides with any question or challenge. They know my children so deeply—sometimes even better than I do— and always respond with insight and care. Ellie and Theo trust the world around them, and they’re becoming their most genuine selves.

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HOW DO YOU SUPPORT MONTESSORI PRINCIPLES AT HOME, AND HOW HAS THIS INFLUENCED YOUR FAMILY LIFE?

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Alfiya: The most meaningful part of our journey has been the community. From our little ‘Secret Sauerkraut Society’ of mums to cooking with the kids, to casual chats and shared ideas—it’s been truly special. The school is open to ideas, and there’s a real sense that every voice matters.

Of course, the aesthetic beauty of the environment is lovely—but what we value most are the people. The parents, the children, the Guides. Everyone is curious, open, and committed to growth.

We’ve built lasting friendships with other families, and I always feel at ease sending the kids on playdates— knowing there won’t be sugar, screens, or plastic everywhere. Just real life, shared with others who value the same things. That kind of trust and alignment is priceless.

PHOTOGRAPHY - SELF SHOT AT MIRA MIRA STUDIOS

THE NIKOLENKO’S

Thank you, Alfiya and Evgeny, for being the first family featured in our Family Focus. Your words are a beautiful reminder of what’s possible when Montessori is embraced not just in the classroom, but in the home and heart.

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WONNAI Our year began with a warm welcome at our start-of-year morning tea, the timing was just right, allowing many families to attend. Thank you to everyone who came along and helped set a lovely tone for the months ahead.

We’ve been exploring aspects of Africa in anticipation of Cultural Day. Sincere thanks to Virginia, Flor, Immie and Gloria for your generous help with sewing — the children are proud of what’s taking shape.

Alongside this, we’ve enjoyed poetry, narrative writing, and seasonal nature walks.

Science Day brought great energy — we shared the Great Story of the Coming of the Universe, explored the Timeline of Life, and experimented with air and water pressure.

An erupting volcano (thanks, Isaac!) was a favourite. The children’s reflections are already sparking ideas for future investigations.

With Yanan, we’ve continued our Mandarin learning — including reading The Very Hungry Caterpillar in Chinese.

We’ve been fortunate to have Ash working in our room this term — many children have been drawn to her curiosity-sparking offerings.

It’s been a steady and meaningful stretch, with plenty of progress and shared moments along the way.

Jen Jen Willis Lead Guide (Wonnai)

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Our science day culminated in the Story of The Coming Of The Universe and a volcanic erruption!

We answered the question ‘What is a kilometre?’ Using the trundle wheel, we walked until we measured 1,000 metres — then continued through to the playground. A total of 1,297 m + 297 m = 1,541 m — about 1.5 kilometres!

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KANYINI This term in Kanyini has been rich with stories, new faces, and steady growth. We began with the awe-inspiring First Great Story, introducing the origins of the universe — always a favourite and a powerful moment for children as they begin to understand their place in the vast unfolding of time. This was followed by the Story of Language and The Coming of Life Timeline, each sparking curiosity and wonder.

Weekly swimming lessons have brought excitement and energy. While some children are already competent swimmers, for others it has been a time of challenge and accomplishment.

A warm thank you to our generous parent drivers who made these Going-out experiences possible — your support is deeply appreciated.

A visit from The Mariners added a burst ofaction, while Coding Club has continued to thrive thanks to the time and expertise so generously offered by Evgeny — thank you!

We also welcomed two practicum students into the classroom this term, whose presence brought fresh energy and perspective. And it's been a pleasure to welcome several new students transitioning from Cycle 1, each already beginning to find their rhythm and place within the group.

As we make room for new beginnings, we also prepare to farewell four Kanyini friends who are ready to transition to Cycle 3: Jeremiah, Ellie, Ruby and Archie. We’re so proud of all they’ve contributed, and we know they’ll bring that same spirit and strength to their next chapter.

As always, Kanyini continues to be a place of wonder, work, and transformation — made all the more meaningful by the care and involvement of the community that surrounds it.

Alex Alex Coutts Lead Guide (Kanyini)

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Extending learning beyond the classroom and connecting with the wider world: A simple ‘Going Out’ experience like a walk to the local supermarket offers more than fresh air and exercise — it provides a meaningful, hands-on opportunity for children to engage with the real world. These experiences build confidence and strengthen practical life skills such as navigating a budget, handling money, reading signs, and making purposeful choices.

They also help children see how their learning applies beyond the classroom, supporting a deeper sense of relevance and responsibility.

Do you know the seven triangles? The geometry sticks support the children’s imagination and understanding of shapes. They are precisely measured, with lengths ranging from 2 cm to 20 cm. The coloured wooden sticks you see here are designed for greater precision, helping to illustrate the diagonals of quadrilaterals or the hypotenuse of triangles, increasing in lengths of 2√2.

Meg Owens from Brisbane Montessori visited to present The Coming of Life — Montessori’s Second Great Story — an awe-inspiring narrative that traces the origins of life on Earth. This story sets the stage for scientific inquiry and helps spark curiosity about biology, evolution, and the interconnectedness of all living things.

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FROM THE GUIDES:

WHY WE CALL IT ‘HANDCRAFT’ At Central Coast Montessori, we call it Handcraft, not Art or Craft—and this choice is very deliberate.

The term Handcraft honours something deeper than simply making things. It reflects a process that engages the whole child: body, mind and spirit. It’s not about fast results, decorative products or ticking boxes. It’s about process, presence, and the slow, satisfying rhythm of working with our hands in a meaningful way.

Working with real materials—those that offer both manipulation and resistance—helps children develop more than just technical skill. These materials ask for strength, care and perseverance. The slowness of handwork allows for deep engagement, reflection, and imagination. This mindful pace helps children build not only skill but also sensitivity and resilience.

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By contrast, the word craft, as it's commonly used today, often refers to quick or easy activities: cutting, pasting, colouring or working with soft, highly malleable materials like play dough. While these may have their place, they do not offer the same depth of challenge, nor do they build the same qualities of sustained focus and willpower.

Handcraft invites children to rise to challenges over time. As they grow in skill and confidence, they move through increasing levels of complexity—often working on reallife, functional projects. In doing so, they begin to see themselves as capable and creative contributors, able to persevere through difficulty and bring their ideas to life with care and precision.

In Cycle 3, children often take full ownership of their projects. They solve problems, design with intention, and collaborate with peers. This fosters independence, self-efficacy, and a deep sense of pride. It’s not unusual to see a child completely absorbed in stitching, woodworking or weaving—anchored in the moment, motivated by purpose.

Handcraft, then, is more than a subject. It is a practice of presence, a cultivation of will, and an invitation to slow down and take pride in the process. It reminds children that they can create things that are real, beautiful, and lasting.

And perhaps more importantly—it reminds them that they are capable.

Kathy Kathy Philips Guide (Laniakea)

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@centralcoastmontessori

LANIAKEA As we reach the close of another vibrant semester in Stage 3, it’s a joy to reflect on the incredible growth, curiosity, and collaboration that has filled our classroom. The energy and enthusiasm of the 9–12-year-old child are beautifully captured in Dr. Maria Montessori’s words: “The child of this age is interested in the how and why of things, and through culture and imagination seeks to understand the universe.”

This has certainly been true for our students this term, as they’ve immersed themselves in deep learning, meaningful work, and a strong sense of community.

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This semester, students have been on a journey of intellectual and personal exploration. With minds eager to understand the world around them, the class has delved into research across all subject areas—from the vast biomes of the world to the rich cultures of Africa, laying the groundwork for our continued studies into Cosmic Education.

A special highlight was our camp to Canberra, where the children experienced learning beyond the classroom. Montessori camps are unique—more than just excursions, they are opportunities to foster independence, social connection, and realworld learning.

Students explored Parliament, museums, and historical sites, while also strengthening their bonds through shared experiences.

These moments are crucial for developing the collaborative and social skills that are central to the Montessori philosophy.

They have continued to grow as fluent readers and writers. With a strong focus on writing this term, children have been planning, drafting, editing, and publishing their own texts with the goal of sharing their work with a wider audience. From imaginative stories to factual reports, the written word has become a tool for selfexpression and communication. As Montessori reminds us: ‘The hands are the instruments of man’s intelligence.’

Whether writing by hand or typing, children are engaging thoughtfully with their ideas and refining their ability to communicate them clearly. In mathematics, students have explored new concepts with enthusiasm and collaboration.

Whether it was long division, geometry, or exploring measurement in real-life contexts, the classroom has been abuzz with problem-solving and peer-to-peer teaching. One of the most beautiful aspects of a Montessori classroom is how children learn from one another, with older students often taking on mentoring roles and younger ones rising to challenges with confidence.

As we prepare for the winter months and the next phase of our Cosmic Education journey, we’re excited to dive deeper into the biomes, African history and culture, and the interconnectedness of all life. The enthusiasm, creativity, and collaborative spirit of the students continue to inspire us daily.

We thank you, the parents, for your ongoing support and look forward to the continued journey ahead with your amazing children.

Tina Tina Forsyth Deputy Principal & Lead Guide (Laniakea)

‘Independence at this age isn’t just about doing things alone — it’s about discovering who you are and how you can contribute.’

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Independence for 9–12Year-Old’s: A Montessori Perspective for Parents WWW.CCM.NSW.EDU.AU

As children enter the 9–12 age range, often referred to in Montessori education as the ‘second plane of development,’ they begin to seek more autonomy, responsibility, and a deeper sense of purpose in their daily lives. For parents, this period can be both exciting and challenging. The foundation of independence that was nurtured in the earlier years now begins to blossom into something more nuanced—one that blends intellectual curiosity, emotional maturity, and social responsibility.

Montessori education offers invaluable insights into how to support this growth, both at school and at home. Here’s how parents can align with Montessori principles to nurture independence during this transformative stage.

At this age, children are in what Dr. Maria Montessori described as a time of ‘intellectual independance’. They are natural problemsolvers, questioners, and collaborators. Their thinking becomes more abstract, and they begin to develop a sense of justice, fairness, and personal values. They crave meaningful work and want to be involved in decisions that impact their lives.

‘Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment.’—Maria Montessori Our environments for this age group reflect these needs by offering choice within structure, encouraging group projects, and allowing students to follow their interests while being accountable for their responsibilities. Parents can support this journey by fostering similar opportunities at home.

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Encourage Responsibility Through Real-Life Tasks: Children in this age group are capable of contributing meaningfully to household responsibilities. Instead of framing chores as obligations, invite your child to take ownership of a task. Let them manage aspects of family life such as meal planning, cooking a dish, helping with a sibling, or managing their own schedules.

‘The child becomes a person through work.’ —Maria Montessori Tip: Involve your child in creating a family calendar or weekly meal plan. This gives them agency while also teaching planning and organisation skills.

Offer Choice Within Boundaries: Montessori emphasises freedom within limits. Provide your child with options for how and when to complete tasks, while maintaining clear expectations.

‘To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.’ —Maria Montessori For example: ‘You need to finish a particular task before dinner. Would you like to do it right after school or after your snack?’ This approach respects the child’s growing need for autonomy while still guiding them toward responsibility.

Encourage Self-Directed Learning: Montessori environments thrive on curiosity-driven exploration. You can support this by creating a home environment that sparks interest—books, tools for creative expression, science kits, or even access to safe online research platforms.

‘The greatest gifts we can give our children are the roots of responsibility and the wings of independence.’ —Maria Montessori Ask questions like: ‘What are you curious about right now?’ or ‘What do you want to learn more about this month?’

Normalise Mistakes as Part of Growth Children in this age group may be hesitant to take risks if they fear failure. Emphasise that mistakes are a normal and valuable part of the learning process. Help them reflect on outcomes and problem-solve, rather than stepping in immediately to fix things.

‘The child who has never learned to work by himself, to set goals for himself, to overcome obstacles by himself, will never develop independence or character.’ —Maria Montessori Example: ‘It looks like the biscuits didn’t turn out the way you hoped. What do you think happened? What would you do differently next time?’

Trust Their Capabilities Sometimes the biggest barrier to independence is adult hesitation. Trust that your child is capable of managing increasing levels of responsibility—even if they don’t do it perfectly right away. This trust communicates confidence and encourages self-confidence in return.

‘Never help a child with a task at which he feels he can succeed.’ —Maria Montessori Reminder: Growth takes time, and building independence is a gradual process. Celebrate small victories along the way.

THE ROLE OF CONNECTION As independence increases, so too does the need for connection. Children at this age benefit greatly from meaningful conversations, shared experiences, and collaborative decision- making. They want to be heard and understood. Spending intentional time together—whether during meals, walks, or shared hobbies—fosters a secure environment that allows independence to flourish.

Tina Tina Forsyth Deputy Principal & Lead Guide (Laniakea)

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FILM REVIEW:

Seen is a parenting documentary

by Gold Coast filmmaker Hailey Bartholomew, inspired by the fact that up to one in four Australian children are being raised by a parent with a mental illness.

The film follows the parenting journeys of four individuals from different backgrounds, who, through interviews and storytelling, share their personal experiences and discoveries while healing their own emotional scars.

It weaves together their raw, personal stories with groundbreaking neuroscience from Professor Selena Bartlett, a global expert in early life stress, trauma, and neuroplasticity.

The film also features parenting experts such as Maggie Dent and Vanessa Lapointe, with Maggie sharing some of her own parenting experiences with her four boys.

‘Your children have come to trigger you to heal.’ — Maggie Dent ‘You cannot use logic to escape the programming of your own childhood.’ — Vanessa Lapointe

A film about learning to see — Who we are, Where we come from, The impact we have, And how we can change.

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Seen is an invitation for parents to become aware and consider how their own past experiences may be influencing their children.

Parents can’t truly see their children until they’ve done the work to see themselves.

It is also a film about love and hope.

The aim of the film is to spark an ongoing conversation that will create change — for individuals, their families for generations to come, and society as a whole.

Pathways and support on what to do next are also available. he website provides links to a parenting course, as well as free resources including podcasts, books, and support services.

If you were lucky enough to have had the ‘perfect’ childhood and are now the perfect parent, then the film may not resonate with you — but for the rest of us, I highly recommend watching it.

The film explores the benefits of personal healing for parents and how these benefits can lead to transformative change for their families.

While it’s not available on demand or in cinemas, online screenings are hosted regularly.

The next screening will be on Tuesday 8 July at 7pm, hosted by Maggie Dent, followed by a live Q&A with Maggie Dent and Producer Sam Jockel.

With so much parenting advice available, why are our children struggling more than ever before?

Go to seenthefilm.com for more information and to book tickets.

Mandy Montessori Guide Early Years 0-5

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CCM Community LiftOff 2025 Back With a Splash!

The first CCM LiftOff was held in early February — a relaxed community gathering designed to ease us back into the year after the long break with connection, conversation, and a bit of fun.

Families met at the Preschool campus for a few hours of unhurried reconnection. Children kept cool on the waterslide, while adults caught up in the shade.

LiftOff now has a place on our calendar — a meaningful (and FUN) way to begin the year.

Coding Club

Drumming Circle

This semester saw the launch of CCM’s first-ever Coding Club — a morning session offering students the chance to explore programming in a handson, curiosity-driven way.

On a grey afternoon, our Primary community gathered to farewell Nirvana — much-loved staff member and friend — with a joyful drumming circle. Children and team came together in rhythm and gratitude to mark his transition with warmth and presence. We just managed to keep off the rain, and the gathering became a quietly powerful send-off for someone who brought such care and connection to our days. Nirvana has since settled in with his new community in Woolgoolga, and we wish him continued peace, rhythm, and belonging.

Using micro:bits, students began building their understanding of code logic, problem-solving, and digital creativity.

It’s been a fantastic start, and a reminder that computational thinking is just another language — one our children are more than ready to explore.

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A simple BBQ lunch was available with something for everyone — steak, sausages, or halloumi burgers, served with fresh salads and fruit salad to finish. Thank you to everyone who helped make the event possible. Your time and energy set the tone for the term ahead.

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Welcome Morning Tea’s Early this semester, Primary families joined us for a series of relaxed Morning Teas — simple gatherings that offered the chance to connect with the Guides and meet new families, over a warm drink.

While we know not everyone can make it due to busy schedules, it’s always special when time allows. These moments of connection help strengthen the ties between home and learning life.

Exploring Literature Beyond the Classroom This year marked our fourth time attending two inspiring literary events — Words on the Waves and the Sydney Writers’ Festival.

Students from Primary engaged with authors, asked thoughtful questions, and immersed themselves in the world of books and ideas.

Attendance is rotated to ensure all students have a chance to take part over the years.

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Mini-Market Stalls This semester saw two vibrant student-run Mini-Market Stalls raising a total of $662.25 towards sustainability initiatives.

From handcrafted goods to smoothies and quote bookmarks, the stalls were a showcase of creativity, collaboration, and entrepreneurial spirit. The student teams handled planning, production, and customer service with enthusiasm and care. Thank you to all who visited.

These moments are meaningful practice in purposeful work — and we can’t wait for the next one on Friday, 15 August.

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Enya’s Book Enya in Féileacán is chuffed to have her work published as a mini-book. In a sweet gesture, Enya dedicated her book, ‘To my friends at Montessori.’ Copies will be available at both Preschool and Primary for all the children to enjoy.

Set off on an exciting journey through the Solar System, where each planet reveals its own unique and astonishing fact! From the blistering heat of Mercury’s surface to the stunning rings of Saturn, vibrant illustrations accompany fun tidbits that will ignite your curiosity.

Get ready to blast off into a world of knowledge and adventure—because the Solar System is full of surprises just waiting to be discovered!

A Warm Welcome!

Mariners Some Cycle 2 students took part in a special skills and teamwork clinic led by the Central Coast Mariners over two Thursday mornings this semester.

With a strong focus on cooperation, movement, and fun, the sessions were a hit — both on and off the field.

A big thank you to those who helped make this opportunity possible.

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We welcomed two new team members at Preschool. Holly, currently studying her Certificate III in Early Childhood Education, brings enthusiasm and a natural ease with children — shaped by her experience growing up in a family of ten.

Jacqui joins us with over 25 years of experience working with children across countries and age groups. Her thoughtful, lighthearted approach supports each child’s journey with care and confidence.

We also are fortunate to have Melissa on board at Primary! Warm, intuitive and deeply attuned to the needs of children, she provides dedicated student support in Cycle 2 — offering quiet encouragement and thoughtful guidance each day.

Show Me Showcase This semester, families were invited into the learning environments for our Show Me Showcase — a calm and purposeful experience where children led their parents through selected work in their classroom.

With gentle preparation, each child chose how they wanted to present their space — carefully setting up before personally inviting their parent or caregiver to enter. The Showcase offered a rare and thoughtful glimpse into their learning: not a performance, but a moment of presence, trust and self-direction.

For many families, it was also a valuable opportunity to better understand what we do with the children each day — how they work, how the environment supports them, and how the learning unfolds in deeply individual ways.

Families were guided to observe without prompting, to honour silence, and to allow each child to share at their own pace — whether that meant one focused piece of work or several.

These quiet and unhurried moments, often filled with pride and concentration, reflect the heart of what we value at CCM: the child leading their journey.

Thank you to all who attended with openness and respect. Your presence matters more than you may realise — not for what was seen, but for how it felt to be seen.

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IN THEIR CORNER:

ON CONNECTION, & WHAT WE’VE BEEN MISSING

To connect to our children, requires believing in them. Showing up with a genuine interest in them with nothing else to do but be with them. This will require pulling back from being so busy with everything & everyone else and coming back to the simplicity of choosing them. Our sensitive kids especially need us to come back to this simplicity, at least to start with. The space to hear themselves and for us to hear them is one of the greatest foundations we can provide them with.

Choosing our children in this way communicates connection. To share genuine interest in what they are doing and share a safe space for them to authentically express their needs translates a message of safety to our children. What they see is they are being ‘Chosen.’

In my experience especially when working with children who are gifted and often have heightened senses, relationship building and connection makes them feel safer to hear what you have to say even if it feels uncomfortable to them at first. When they know you are on their team they feel safer to complete tasks that might otherwise have felt hard.

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Naturally this relationship creates a space where children feel successful and can begin to voice themselves freely.

This relationship begins to naturally uncover what our children’s behaviour is actually trying to communicate.

Our focus and goal should be on creating a grounded and regulated space where they have permission to be themselves.

To raise children who believe in themselves and know who they are might be the greatest legacy we can leave to our children and humanity.

With Love,

Melissa Guide/Student Support

FROM THE GUIDES:

BEYOND THE TIDY SHELF UNDERSTANDING ORDER IN THE CYCLE TWO CLASSROOM When we think of "order" in Montessori, we often picture the three- to six-year-old child—drawn to routines, repeating tasks, and aligning objects just so. While that phase of development is most commonly associated with a love of external order, the deeper journey of internal order continues well into the primary years.

In the Cycle Two classroom (ages 6–9), order transforms. It’s no longer just about clean spaces and colour-coded trays.

It becomes more complex, more human.

THE SHIFT FROM OUTER TO INNER While toddlers and preschoolers are attuned to external order—craving routine and predictability as their sensory and cognitive systems develop—by around 5½ years old, children begin to show greater tolerance for disorder in their environment.

Montessori observed that this shift often coincides with the child’s growing capacity for internal order: logic, imagination, and moral reasoning begin to take centre stage.

As abstract thinking emerges, so too does more sophisticated language. We may not notice it as readily as when a child first learns to speak, but the leap is significant: humour, sarcasm, metaphor, simile, persuasion, and debate begin to shape the child’s verbal world. This reveals not only linguistic growth but a more organised, rational mind—one that is navigating and interpreting social nuance with increasing complexity.

SOCIAL AWARENESS AND THE NEED FOR STRUCTURE In this stage, the child becomes more aware of self—how they compare, how they fit, how they feel. Order for the primary-aged child is increasingly social in nature. They may still organise their belongings or choose their clothes, but now the choices are more purposeful, more expressive. “This shirt is funny,” or “These shoes make me run fast,” becomes part of a growing identity.

For parents and educators, this means preparing ourselves for what might look like disorganisation—messy rooms, muddled words, or emotional trial and error. But this mess is meaningful. Children this age are testing boundaries to discover where the lines are—and who, if anyone, is going to hold them with consistency and care.

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HOLDING SPACE, NOT JUST STANDARDS The primary-aged child is beginning to appreciate the grey areas of life—moral ambiguity, differing perspectives, and the realisation that even adults don’t always agree. As they begin to construct a more independent identity, they need space: space to form ideas, make mistakes, and take ownership of their choices.

What they don’t need is praise for performance or gratitude for compliance. What they do need is validation—a consistent message that what they feel is real and appropriate, even if we don’t feel the same. We can’t always control our emotions, and neither can they. But we can model how to regulate them with time, action, and support.

While it may not look like a spotless desk, the need to take responsibility must not be confused with outer control.

Necessary guidance—calmly and respectfully offered—is not the same as having them avoid responsibility altogether.

Even within freedom, children must remain mindful of the impact their choices have on others, and of the importance of restoring the environment once their work is done.

Emotions, after all, are not neat and tidy. Like identity, they are layered and lived. When a child invests themselves in an idea, task, or relationship, their emotional world becomes entangled in that investment. Respecting this emotional landscape—even when it’s loud or unexpected—is part of holding space for the developing mind.

Order in Cycle Two may not always look like a spotless desk or a child who always listens. But it is there—in their logic, their questions, their playful arguments, and their bold experiments in selfhood. Our role is to hold this unfolding process with clarity and kindness, knowing that order, at this stage, is more about inner structure than outer control.

Alex Alex Coutts Lead Guide (Kanyini)

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CCM COMMUNITY POD:

Winter Nourishment for Our Community As we move into the cooler months, the Full Fridge Initiative has come together with warmth and care to stock nourishing, home-cooked meals — lovingly prepared by our community, for our community.

As the cooler months settle in, there’s nothing quite like a nourishing, home-cooked meal to warm both body and spirit. The Full Fridge Pod is a group of Central Coast Montessori families who come together each month to prepare meals with love and intention — for anyone in our community who may be walking through a challenging time.

Whether supporting a new parent, a family navigating illness, or someone experiencing grief or overwhelm, the Full Fridge Pod exists as a quiet gesture of care and solidarity. Meals are made available to be taken — either for yourself or for someone you know — with no questions asked, just the gentle reminder that everyone is worthy of nourishment.

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This is a truly community-driven effort. The Pod welcomes anyone who would like to help — from sourcing ingredients and donating produce, to opening their kitchens for cooking days. It’s a beautiful way to connect, give, and be part of something meaningful.

One of our recent offerings was a slow-simmered Chicken Bone Broth, made with ingredients donated by local regenerative farmers and prepared in a home kitchen filled with conversation and care.

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FROM THE FULL FRIDGE POD: CHICKEN BONE BROTH

A soothing, mineral-rich broth to nourish both body and soul.

Ingredients 2–3 chicken feet + 2 frames 2 carrots, 2 celery stalks, 1 onion, 4 garlic cloves A few cloves, thyme sprigs, parsley 1 tsp sea salt Filtered water (to cover) Method 1.Combine all ingredients in a stockpot or slow cooker.

2.Cover with water, bring to a boil, then simmer gently (12–24 hrs).

3.Skim any foam in the first few hours.

4.Strain, cool slightly, then store in jars (fridge or freezer).

Tips A splash of apple cider vinegar helps extract minerals.

Broth becomes jelly-like when rich—this is ideal.

Sip warm or use as a base for meals.

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CCM COMMUNITY POD:

From the Wild Hearts In our men’s circle, we talk about relationships, from each man’s point of view.

This could be relationships with our children, our partners or any family member or friend.

Sometimes we just listen.

Sometimes we share our stories.

What we’ve found is this: When one man speaks, it gives others a new way to understand their own lives.

Real examples of how to navigate fatherhood, partnership, or family.

It shows us we’re not alone, that our struggles are often shared.

And that simple truth brings comfort.

There’s no pressure to speak.

Just space to be honest, to connect, and to grow together.

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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.

Adele C (Full Fridge Initiative/Garden POD), Aimee B (Full Fridge Initiative), Alicia G (Meal Train), Beth P (Garden POD), Brinley (Full Fridge Initiative), Candace L (ACT Bus Driver), Candice H (LiftOff Foodservice), Cara B (Full Fridge Initiative), Charlotte B (LiftOff Welcome Station), Charlotte O (Driver), Derek A (Videos/WHOGM), Elana R (Full Fridge Initiative/Meal Train), Evgeny N (Coding Club), George P (Driver), Hannah C (Meal Train), Hannah S (Driver/Full Fridge Initiative), Imogen M (Sewing), Jodin M (Food POD), Josh C (Garden POD), Kay & Dan C (Weeping Willow Farm), Kyomi K (Full Fridge Initiative), Laura J (Full Fridge Initiative), Mala A (Full Fridge Initiative/Meal Train), Mandy (Meal Train), Mariel T (Garden POD), Michelle S (Driver), Rhiannon J (Meal Train/Full Fridge Initiative), Terrey (Full Fridge Initiative), Virginia J (Full Fridge Initiative/Sewing/Croissants).

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Freedom Within Limits: Setting Clear & Consistent Boundaries A practical parent evening that explores the important role of boundary setting and how consistency and clarity significantly aid children as they navigate a dynamic world. Let's come together to explore the challenges/opportunities we are offered along with the numerous tools that will support parenting a Montessori child. The CCM Team looks forward to sharing an evening of practical ideas that will support Montessori family life. Space is limited, so be sure to register early to secure your spot!

WWW.CCM.NSW.EDU.AU

Tue, 29 Jul, 6:30pm - 8:30pm AEST CCM Preschool Campus 2 Warrambool Rd Wamberal NSW 2260

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Looking forward to . . .

Annual Winter Feast 2025: Gods & Myths: An adults-only night of feasting, fun, mythical flair — and great company

Key Diary Dates: Whole Community Winter Feast 2025 Adults Celebration 9th August 7 pm - 11 pm

Primary Student-led Mini-Market Stall 15th August 2.45 pm

Whole Community Shared Story Day ‘Retro Reads’ 22nd August 1 pm - 4pm

Think back to the titles you loved and introduce them now! Plenty of time to get ready for Shared Story Day 2025 - EVERYONE dress up and be ready for a shelf-load of fun!

Preschool and Primary Show Me Show Case Fortnight Beginning 23rd September

Whole Community Safe Discomfort & Struggle Parent Evening 2nd October 6.30 pm - 8.30 pm 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.

Cultural Day 2025: Africa!

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

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Whole Community Cultural Day Celebrating Africa 8th November 2024 2 pm - 5 pm

Whole Community Honouring the Graduates 12th December 2 pm - 4 pm

FREE Montessori Printable: Classification Cards Diurnal, Nocturnal, Crepuscular — do you know what you are?

This sorting card set invites children (and curious adults!) to explore the natural rhythms of humans and animals.

Some creatures are active by day, some by night, and others at dawn and dusk — this simple activity helps build awareness of the world around us and our place within it.

lanruiD

namuh

lanrutcoN

lwo

ralucsuperC

tibbar

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Instructions: Print on white cardstock, single-sided (print at 100% for best results).

Cut out the cards and have fun sorting each animal (or human) into the correct category: Diurnal (day), Nocturnal (night), or Crepuscular (dawn/dusk).

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tnahpele

noil

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mussop

tac

yballaw

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eeb

effarig

esuom

htom

knuks

andihce

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esroh

esiotrot ognid

hcaorkcoc

akkouq

tabmow

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Sawubona!

coddiewompler the

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

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