Gables Montessori Blog

How much food is good for your child?

Babies and young children can be allowed to eat the right amount as long as you only give them access to healthy foods. Babies cry to let us know they are hungry and when they are full they stop eating. Things get complicated at 2 or 3 years when children begin to prefer the taste of certain foods and reject others, in addition to having much variability in how hungry they feel. You may worry that your child eats very little, children tend to eat the same amount of calories every one or two days, but the pattern of calorie consumption may vary from day to day. One day a child could eat a lot at breakfast, a lot at lunch and almost nothing at dinner. The next day, the same child could eat very little at breakfast, but he could eat a lot at lunch and dinner. Do not expect your child to eat the same amount of food at each meal and each snack every day.

What happens if there are bad eating habits? This can lead to low weight or overweight. Poorly fed children have a weaker immune system, which increases their chances of disease. A child’s poor eating habits can increase the risk of heart disease, high blood pressure, type  2 diabetes or high cholesterol later in life.

Help and support your child’s healthy eating habits as follows:

• Eat together as a family as often as possible. Make family meals a pleasant and positive moment. Avoid making comments about the amount or type of food your child eats. The pressure to eat actually reduces children’s acceptance of new or different foods.

• Choose healthy foods for your family’s meals. Children notice the selections you make and follow their example.

• Make meal times predictable. Eat at approximately the same time every day and always at the table, even for refreshments.

• Have meals often enough (for example, every 3 hours for young children) so your child does not feel very hungry.

• Outside of talking and enjoying time together, do not do anything else during meals: no television or other distractions.

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Although there is no definitive cure for the complaint or the common cold, antibiotics help fight bacterial infections, but they have no effect on viruses. Here are some practical tips to take care of your child during the flu season:

– Ideally parents should help their children feel comfortable, make sure they get more rest and drink plenty of water.

– The child’s doctor can consult your child or ask him to show you the nearest, if there is no improvement and a trusted pediatrician.

– Salt water nasal drops or saline help to release the nasal passages, as well as constant oxygen flow. You can apply between 1 or 2 drops in each nostril, this with the supervision of a specialist.

– Humidifier, also known as vaporizer, can help keep nasal secretions more moist and allow your child to breathe better. Place it in the room near your child Be sure to clean and dry the humidifier very well to avoid contamination with bacteria or mold.




– For children from 5 to 11 years old, with a teaspoon of honey.

– For children over 5 years old.

– Menthol ointments: rub a little on the chest or the front of the neck.


Last but not least, remember to give your child fruits and juices rich in vitamin C to help your immune system to rest its defenses and combat the complaint.


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The Montessori methodology agrees that, in order to attend a camp, any age in children is good, and when they are independent, they get more out of this experience. As a general rule, the first three days involve a period of adaptation, new friends, recognition of the area, different routines, meals, bedtime … everything changes.

Some children will find it harder than others to adapt but it is normal, in a few days they will feel in their space, although many parents choose summer camps with the idea of reinforcing their knowledge, the main subject will be coexistence. So, the best thing is not to worry about learning because of the fact that they learn science, art, etc. it is something that comes in addition if the children are enjoying the camp.

In Montessori summer camps, the mission is to have fun, share and carry out recreational activities that allow each child to develop their potential. For Montessori Gables every child is important, so we offer a program of activities and fun that includes:

• Arts and crafts.

• Science projects.

• Outdoor games.

• Aquatic game.

This school year ends soon, summer camp registration is open now, the camp begins on June 10 and ends on August 2nd. We will wait for you! More information HERE

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The potential of each child

One of the characteristics that has defined the Montessori Method, created by the Italian Maria Montessori at the beginning of the TWENTIETH century, was that each child could release the potential that it possesses in some activity, while being integral in terms of other areas or knowledge . Of Course, it is intended to teach young children, with tasks and values that they can carry out from an early age and that molded or instructed them in some way in the process of becoming adults.

Within the classroom, there must be a suitable environment for the child to feel confident and free to learn, a place where they practice affection, respect and discipline, where in turn the didactic materials available to them choose , thanks to his own interest. Seeing in this way that the child possesses in itself the capacities to go building himself. The father or teacher is nothing more than a guide, a person who will provide you with the tools for your learning.

Thanks to the environment where you will be given the freedom to choose, you will facilitate the knowledge of reading and writing on a par with certain rules and limits, that are only the observation towards that which interested them and the respect towards the activities of other companions , those little efforts that will be very significant in their formation.

While they are being instructed in general knowledge, as the aforementioned, at the time of these completed, if they want to play, draw, or carry out another activity, they are in the freedom to do so, since if it is their will, that must be respected.

They Will Have a moment to share and to know integral tools, that will help them throughout their lives, at the same time they will be given the opportunity to learn for themselves, to create independence and also to choose that they like, that they want to do to To develop its potential in terms of this activity or task. Pushing them, and encouraging them is only our duty.





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The Montessori Environment

María Montessori described the child’s development as “the progressive acquisition of new forms of independence”. Every aspect of the child’s natural development, since it was known, is in itself, the livelihoods that are going to be guided by the inner potentialities of the infant, which are helped by the environment, which is sometimes this process, instead of encouragement and help.

These processes towards the independence of the child are linked to their physiological maturation (functions of neurological maturation that are already determined by genetic or congenital issues).

The environment can modify or obstruct these internal processes, but they can not create them. Therefore, the function of the adult is to help the child to develop in an environment where their development is not hindered, in addition to encouraging their independence process, that is, leaving the child aside. You can not carry out a corporal.

The child can only develop in the middle of work, that is, experiences with the environment, acquire new skills and abilities, which can only emerge when the environment, the adult included, the one given to the child, the freedom of action and movement , in such a way that the minor increases his independence, which is not static, but is a continuous and permanent achievement in life.

A very important factor in the achievement of the independence of the child is that the capacity of the election is developed in the prepared environment, it is very important in the conquest of independence because it carries the message of the person, their opinion and their needs are important , in the place of leaving a state of adult dependence, when making decisions for him, in which there is no help at all, but is confirmed and kept in a state of submission. Free choice leads the child towards the conquest of his independence.

In a Montessori environment, one of the functions of the guide (which should be the same as the parents in the house) is to accompany the child in this process of independent volunteering, to demonstrate a prepared and structured environment that responds to their needs. development, in other words: “Help me to do it by myself”.

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Fundamental educational principles of Montessori education


Although the Montessori method has been applied as causes of its frequency, it is possible to find at least 8 fundamental principles of this pedagogical style at the base of the work of the Montessori and later popular developments.


  1. Learning by discovery.

The educational philosophy of Montessori has a markedly constructivist character. It is understood that people, in general, learn better through direct contact, practice and discovery than through direct instruction. However, the determined subjects, especially from 6 years old, require specific master classes.

  1. Preparation of the educational environment.

In the Montessori method, a “prepared environment” is used; This means that it has been adapted to the needs of the students according to their age. In addition, we must take into account the movement and the realization of activities, be clean and orderly, be aesthetically attractive and have natural elements such as plants inside and outside the classroom.

  1. Use of specific materials

One of the most important components of the Montessori environment is the inclusion of materials made by Montessori herself and her collaborators. It is preferable to use natural materials, such as wood, instead of artificial materials.

  1. Student’s personal choice

Although the prepared environment entails limitations in the range of activities that students can access, it is still greater than that of traditional education and during most of the class time is given freedom to choose any material, game or educational content among those available in the classroom.

Montessori spoke of “self-education” to refer to the active participation of students in their own learning. In this sense, the role of teachers is related more to preparation, supervision, and help, as we will see later.

  1. Classrooms for age groups

A very important aspect of the Montessori method is the fact that it is recommended that the classrooms contain a high number of students and that they have different ages, although they are divided by age groups because of the specificities of the development in each period. Generally, the separation is carried out in groups of 3 years (for example from 6 to 9).

This is because Montessori argued that there are sensitive periods in which children have a greater facility to acquire some or other types of skills and knowledge. Thus, in early childhood, it is important to develop language or the senses, while abstract thinking is encouraged especially after age 6.

  1. Collaborative learning and play

Since students are free to choose how they are educated, they will often decide to collaborate with their classmates. This allows peer tutoring, is especially relevant in relation to the game (which plays important roles in sociocultural development) and must be promoted by the faculty.

  1. Classes without interruptions

Another of the most characteristic features of the Montessori method is the presence of classes of 3 hours uninterrupted. Since they are based mainly on self-direction on the part of students, they should be much less bored than in traditional teaching; what is sought is to favor the achievement of a state of concentration that enhances learning.

  1. Teacher as a guide and supervisor

In the Montessori method, the teacher guides the learning of the students avoiding hindering their process of self-education. Thus, their roles are related to the preparation of the academic environment, the observation of children to promote individualized learning, the introduction of new educational materials or the provision of information.



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