Golden Naturalism

LETTER FROM THE EDITOR,?

Greetings Advocates for Children, Youth & Families,

Thank you for networking under Certified Naturalist’s unique sphere of influence. This comprehensive reference guide endeavors to support your business/brand safeguard best practice, policy and procedure.

To what end you may ask? The de-privatization of upper echelon special education . . . liberty and restorative justice for all!?

A former classmate?shared this illustration from her father (verbatim): A plant may grow, in a pot, just fine. Provided it is offered access to sunlight and water. Yet, the roots are confined and growth will eventually plateau . . . However, if that same plant is removed from the pot, to thrive within a new landscape, it may expand its roots - stand firm and grow mighty! How so? Roots set free shall grow deeply downward. Unbound ambition fuels a quest for living water within hard to reach spaces.

Not unlike the proverbial grape, vine growth may be marked by transformation trauma. Perhaps requiring a fortified setting to multiply. BUT the end result is a more durable AND hearty plant. Consequently, transplanting some to the “Best available” conditions means rocky soil. However, this tested quality produces endurance! Endurance is what any traumatized seedling needs to survive situations.

“We must cultivate our own garden. When man was put in the garden of Eden he was put there so that he should work, which proves that man was not born to rest.” Voltaire

It is my understanding that autonomous people rich experiences build a sense of agency. After three years of being nicknamed “The Super Sub” I was rewarded with a recommendation letter for admission and enrollment into the Maria Montessori Teacher Training Center (MMTTC) by BOTH College Oak Montessori School’s lead Practitioner (Santa Rosa, California-employer) AND the Director of Novato Parents Nursery School. An eventful early life allows me to graft behavioral programming and psychomotor development with nature pedagogy.?

Earnestly,

Sweetpea, Co-Founder

NEWSLETTER

“He learns without knowing he is learning, treading always in the paths of joy.” Montessori?

(The Absorbent Mind, p. 26.)

PHILOSOPHY LOGIC??

A “Cosmic Education” (as decided by Dr. Maria Montessori) integrates seven academic disciplines: science, social studies, language arts (reading/writing, speaking/listening), mathematics; visual arts/performing arts (music and movement) physical; and the physical social emotional and cognitive domains via integrated curriculum.

At its core, naturalism tells the origin story of the Milky Way Galaxy and Earth’s ecosystem in order to inculcate a whole-soul appreciation for our essential service therein. This knowledge begins with knowledge of self; care for the environment and respect for the free will preferences of others. Researchers know self concept influences identity AND sense of agency.

Nature Pedagogy aims to cultivate critical thinking and reasoning, through autonomous and visceral childhood experiences. Rightly, our guides are committed to contributing to social emotional intelligence, morals and character development. Our firm aims to remain bipartisan (politically neutral) and abstain from U.S. nationalism in solidarity with, “We the people” of our 1st nations, post-colonial origins and outlying territories. As an environmental cohort, encouraging the de-privatization of preschool nationwide, we are in harmony with colleagues from the Bay Area Montessori Association. Depth Psychology (Ecopsychology) interests stakeholders regarding post graduate and doctoral fellowship.

Are you an advocate for a standardized Montessori methodology for all American territories - from the mainland to the Caribbean? The California state university system has equipped professionals with a fundamentally simple data driven framework. The objective is to support and protect our future saints, scientists and public servants by cultivating both critical and creative stewards of clean air, water and sea. Advancing, directing and promoting prosocial adults, of all life circumstances, is significant for the advancement and betterment of society. While cultural and ethnic differences are not to be treated as a deficit- it is our collective understanding that it is appropriate for practitioners to be proactive in screening and responding to the developmental deficit(s) concerning targets of childhood maltreatment. It is the? understanding of our small business that peer and or family resources training and education may provide an oasis irregardless of critical times hard to deal with.

REACH ONE TEACH ONE?

Our teams develop organically - through willingness to support those systemically underserved. Incredible shared experiences with mentors have fortified our frames of reference. Ladders of leadership have aided in the construction of our classroom management style and professional careers simultaneously. Sonoma State University (SSU) Graduate student Melissa E. reinforced participation, professionalism and passion for healing trauma outdoors. Acting as lead teacher, in partnership with Luther Burbank Tots Pilot Program, Melissa fed a hunger by piloting academic enrichment programs.?

College Oak Montessori school in Santa Rosa, California cleared a pathway for upward mobility as both a generalist and a specialist. The MMTTC primary training is affiliated with the Extended & Continuing Education Program at CSU East Bay (formerly CSU Hayward) and is accredited by the United States Department of Education.

There has been a paradoxical shift with an unprecedented economic shut down.?

“Why Montessori?” Why Now?” The Montessori method recognizes an individual pupil in the context of their home culture.

High fidelity Montessori programs are committed to meeting common core content standards and allows us the space; support to observe learning without interference or a need to grade or correct children.

This methodology supports core competencies and workforce development.

The approach promises to offer safe transitions between home and school.

UNBIASED EDUCATION?

Areas of Change: NAEYC Standard

6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.

5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.

1. Social constructivism (Vygotsky) concepts and benchmarked paths in the academic subjects

• Example: ASK to see infographic “Supporting Noah” [email protected]

• Assumptions: Children have the auditory ability to intake, analyze and recall information. This work is the key to appreciating any delay or defect that may later serve as evidence of a developmental disability or debilitating disease. It is the role of the teacher to notice, wonder and offer coping strategies per any deficit; to cleverly and blamelessly navigate the mesosystem interactions between those in their pupil(s) microsystem; to serve the best interests of “Reading ready” learners.

• Implications: According to Carroll, action research highlights the value of supporting children’s multiple intelligences; collaborative problem-solving skills - illustrating the intuitive and emergent melodic knowing (Carroll, 2017, p.1).

1. Dr Maria Montessori is widely known to have been a behaviorist by action, attitude, word and deed. Behaviorism is a data driven theory of learning based on appreciating need based behaviors that occur naturally through interaction with places and spaces. Behaviorists believe that our responses to environmental stimuli shape our actions.

• Example: The Montessori classroom is designed to implement a framework that notices and analyzes the learners ability to navigate their modified environment. (Request our Montessori Indoor Environment Infographic)

• Assumptions: The assumption is that educators will refrain from useless interference. The philosophy is that if a child can not access a material, without asking for adult assistance, that material should be evaluated for its purpose within the classroom.

• Implications: The takeaway of this knowledge may be concluded with the following statement: “Fortunately, most human behavior is learned observationally through modeling from others.” Albert Bandura The Montessori method communicates confidence in the child’s own ability (by modified design) encouraging self sufficiency along with healthy interdependence.

1. Information processing theory as defined by Miller (1993) offers insight into the concept of developmental child psychology. This core knowledge is the application of Piaget's cognitive-stage theory; Freud's and Erikson's psychoanalytic theories; Social learning theory; Information-processing theory; the Ecological Systems theory; Gibson's perceptual-development theory?and Vygotsky's aforementioned theory and lamentations to the reader.?

• Example: Waldorf classroom management philosophy is the application of Millier’s inspired knowledge and honors our code of ethics in valuing the contributions of others in our field.

• Assumptions: The Exosystem supports a revolution of core knowledge in the context of our rapidly evolving global milieu. The objective of society is equitable for all while seeking restorative justice aimed in a way that is inclusive and “safe” for all participants.

• Implications: Student-lead project based learning may be used to liberate the whole child as a climate steward.?

ADVOCATES FOR YOUTH?

Relational Intelligence: Self-Awareness; Metacognition; Uncovering the early childhood of each student by seeking rich descriptions.

1. Able to accurately discern the psychology of my pupils caregiver(s); relief caregiver(s).
2. Appreciation for learners' home culture and environment.
3. Celebration for each family's core values & beliefs.

THE HEALING ARTS

The history of healing is rooted in the historical development of Special Education techniques. According to the Encyclopedia Britannica (2020), Edward Sequin guided pupils with cognitive developmental disease, delay and or defect serving as muse for many including Dr. Maria Montessori. Sequin was French born yet died in New York (1880) known largely as an “American” Psychiatrist. Psychomotor development was offered as intervention for those coping with intellectual disabilities. Understanding Behaviorism is key when offering inclusive frameworks that advance direct and promote core competencies. Dr Maria Montessori, influenced by Sequin, experimented with the practical application of his philosophy per a “Cosmic Education.” The Montessori method has proved to be a universal curriculum offering the least restrictive environment for children coping with a special need or needs. Montessori’s most popular contribution to support services is the advent of a holistic residential treatment program known as “Casa dei Bambini” or Children’s House (Encyclopedia Britannica, 2019). Her data driven methods were developed in response to understimulated pupils with severe challenges and the ability and interest of her own son.

Acorns to Oaks: Did you know that the Oak Tree is a keystone of the forest upon which the entire ecosystem relies for survival? Insight provided by the Center for Environmental Inquiry at Fairfield Osborn Nature Preserve . We are living in a time of disruption and civil unrest. Advocates for youth are focused on how to cultivate resilience through best practices.?

ACEs WILD

Intervention strategies are being assessed through data descriptions collected from community based participatory research. The intent of the inquiry is to gain understanding in early intervention strategies for targets of adverse childhood experiences in order to stave off the long term ramifications of low self esteem and insecure attachment. Research supports the assertion that access to consistent; quality medical care may be safeguarded advantageously by mesosystem interactions. The entire ecology of the child impacts the trajectory of their life lifespan. lasting consequences post traumatic stress have been known to manifest into unfavorable and or fatal risk taking behavior clusters.

The parable of the seed illustrates seeds sown on lush green soil while others among thorns - unable to take root and grow mighty. Practitioners do well to wonder what are the long term ramifications of adversity on domain development? Under the scorching sun seeds are left exposed - unnourished sans sustenance and/or accurate knowledge. Safety within the sensitive periods of human development may be stolen by the fowler on barren and parched soil.

FULL STEAM AHEAD

Over one hundred years a behaviorist approach has influenced the private education sector of the teaching field. Charter and Private Montessori schools from TK-12th grade are (largely) no longer serving the intended demographic. Rather than being applied in a residential setting or available for public application these methods have mutated into a philosophy bannering around the dominant Anglo world power.

Many programs with a varying degree of fidelity are found in the US. Our programs using this approach are found around the world, creating a global teaching counter-culture. STEAM education is an inclusive solution to cultivating stewardship that incorporates youth voice in fine arts and vocational exploration.

A BEAUTIFUL MIND

We know that brain development, from prenatal to adolescence, is impacted by early stage activity. We notice children with adverse childhood experiences need high-quality instruction and consistency of care to overcome trauma. According to Felitti (1998), it is wise to resolve fearful attachment and memory function issues concerning the amygdala. The implication of untreated adverse childhood experiences (ACEs) generally leads to conflicts in self esteem. It may be concluded that later risk taking behavior clusters are born from a lack of autonomy, agency and identity in the first stages of cognitive and physical development. Naturalists wonder how to safeguard developmentally appropriate and culturally humble; student-led depth psychology treatment programs for law enforcement and military dependents - traumatized by their developmental niche? Lastly, basic physical and socio-emotional needs of widows; current and former youth and wards of the court are the responsibility of family centered; community-based organizations in partnership with local and federal agencies.?Earnestly, Certified Naturalist ? encourages this mission according to the faithful works described in James 1:27.

ORIGIN STORY?

Whether or not the approach is becoming more -or less -popular, or remaining stable is irrelevant. The Role of the Guide, Role of the Caregiver, Role of the Child, Role of the Administrator must concern:??

1. Investigating early childhood data per household
2. Promoting Cultural Humility
3. Offering an Anti Bias Education: Purposeful Hidden Curriculum

Peer/Family resources and training may be framed using an outdoor education lens - exploration and discovery via a “Cosmic Education” ie. Nature Pedagogy. Consider a three year old learner seeking safety by healing trauma outdoors. The aim is to build foundations for learning; root healthy relationships with adults and improve self esteem via eco-psychology. For example Practitioners may be encouraged by bilingual learners to use a disposable, one-time use camera to photograph a home and garden environment. A specialist may gain insight into the interests of children seeking safety by analyzing their uninterrupted work. The pupils practice psychomotor development as they learn to establish and maintain a working greenhouse garden with outside raised planter beds. Students cultivate a sense of empathy in their cognitive “Heart” whilst planting, tending, harvesting and meal planning - shared meals.?

Authentic experiences and observation may be procured as students practice grace and courtesy manners associated with offering hospitality. Fine motor skills are a direct aim (repetition method). Science and math interest areas are clustered around scientific drawings; data entries of record and observation journaling. Didactic materials offer exercises for all stages of human development. Students are able to share their unique perspectives and backgrounds with each other while engaging in sensorial activities. Now let’s re-imagine “Circle Time” structured to help a child participating in classroom instruction on the day of their birth understand their place within the greater cosmos. Using a child centered approach you may help the learner to appreciate the significance, the point of annual renewal, of a calendar year. Furthermore, from a philosophical standpoint how may all group work be framed differently in order to respect cultural diversity? The answer may seem counterintuitive. Students and watching visitors may participate in an outdoor circle time discussion of the Universe.?

Story time: A lead teacher may prompt a birthday pupil to call the name, of a peer offering a quietly raising hand, to “Place the Sun in the center?” This participating student will be encouraged to place the sun emblem to the center of the circle - on the ground or a display. The Teacher will prompt their pupils “Do you remember the months of the year?” later inviting each child to stand in the center holding a modified replica of the planet earth. “What plant are you holding?” “Good memory!” “Yes, We all live on our Planet Earth.” “Do you remember the name of the star in our solar system?” “Good memory!” “Did you know that the sun is the largest star in our galaxy?” “Did you know that everything in our solar system orbits around the sun?” “Do you remember what galaxy our solar system lives in?” “Good memory! The Milky Way is the galaxy we all live in!”

Program participants born, on the day of the demonstration, are invited to individually orbit the sun counterclockwise at a safe social distance as planets, asteroids etc. inside the singing circle created by their peers. Everyone is invited to recite the months of the year in several tempos and vocal scores after some quick vocal warm ups. A Co-Teacher may add support via positive affirmation. “Great memory everyone” followed by references to each pupil born that particular day. “Congratulations, another successful orbit in our Solar System Noah, Congratulations, another successful orbit on our home planet Earth, Isaiah!” “Congratulations on another successful orbit around our Sun Star, David” or “I see the earth I see the sun . . . does anyone want to have some fun!? Does anyone know who is missing” “Good memory, The Moon is missing...” “Does anyone remember what the moon’s job is?”?

The implication of commemorating one’s day of birth within an academic setting is to help the child appreciate their significance within the greater cosmos. This circle time role demonstration may be followed by lessons that inculcate empathy for the role of the human species as stewards of our planet Earth. “Show me you are ready to read a story…” “Did you know there are many ideas about how the universe was born?” “Who would like to pick a pin on our globe and hear a story from that land?” “I see you picked the United States! Did you know that some Native American societies call Earth Turtle Island? Show me you are ready to hear a story of how Turtle Island was created . . .”

FAMILY 1st

Grafting “Golden naturalism” with the Montessori method offers a fruitful harvest - cultivating future change agents. It is a privilege to be trusted with this sacred service. What a honor to have been trusted to facilitate and implement teacher/parent collaborations such as the Burbank Tots Program. The Luther Burbank Home & Garden pilot program was closed due to the global pandemic Spring of 2020 and ran for nearly three full years. Our community leaders hope to continue to build balanced communities that may impact the trajectory and quality of life for our neighbors of all ages.?

Master Teachers, Naturalists and Gardeners seek to appreciate the developmental niche (Super & Harkness) of each individual pupil, in the context of their home culture for the purpose of academic success. The family-centered approach offers graceful transitions between home and classroom. Pupils learn how to navigate between the intersection of their personal and public life.

Brand Pillars:

• Family-Centered Approach to Classroom Management
• Community Based Approach to Action Research - Community Based Participatory Research (CBPR

Deliverables:?

• Certified Peer/Family Resource(s): Education & Training
• Caregiver Semi-Structured Interview
• Open-ended Survey/Questionnaire
• Quarterly Rubric Assessment: Character Development (Respect, Responsibility, Trustworthiness, Caring, Fairness & Citizenship)
• Formative Assessment

CONVERSATION STARTERS

The most important difference between inclusive programs vs underserving programs (that do not typically include children with special needs) is exposed by comparing and contrasting restricting versus least restrictive environments.

• Access to a modified outdoor-classroom is the unifying principle (for the physical environment) across student-led programs.

• I discern differences in order to maintain high fidelity instruction between Montessori; Reggio Emilia; Waldorf concerning the role of the teacher. For example Montessori offers a guide on the side while Reggio Emilia offers the educator as the sage on the stage.
• Day-to-day routines differ within Reggio Emilia and Waldorf curriculum delivery in regards to the depth and scope of project based learning. For example Reggio Emilia more commonly offers clustered one day activities while Waldorf Schools tend to offer webbed curriculum (following one theme) for an entire term.
• Challenges early childhood professionals face in student-led programs is often the parent/teacher relationship. For example a student may be allowed to explore their natural understanding of gender roles within our academic space. This may conflict with the psychology of the parent who is not offering autonomy and youth voice at home as a matter of preservation of cultural beliefs and core family values. The educator has to advocate for the interest of the child while helping the parent to appreciate students are encouraged to develop their identity in the classroom free of the influence of adult perspectives or larger cultural norms. The role of the teacher is to stress the importance of that sacred space for pupils to value their own inclinations free from interference from adults.

FOUNDER’S DAY - JANUARY 17th

Alicia Alexandra “Sweetpea” Nichols, Chief Executive Officer

Letters of Recommendation: Santa Rosa Junior College - Dean of Counseling, College Oak Montessori School - Headmaster; Novato Parents Nursery School - Director, California Department of Rehabilitation, San Francisco Unified School District; Rising Sun Energy Center, United States Congress

Accrediting Agency: (Program Audit):?

Montessori Accreditation Council for Teacher Education (MACTE)

The MMTTC was a charter member of the Montessori Accreditation Council for Teacher Education (MACTE), and continues to hold Full Accreditation Status, which lasts through 2021.

For more information about MACTE, please visit www.MACTE.org . MACTE is accredited by the United States Department of Education.

Bureau for Private Postsecondary Education (BPPE)

The MMTTC has received approval to operate from the State of California Bureau for Private Postsecondary Education (“BPPE”). An approval to operate means the BPPE has determined and certified that the institution meets the minimum standards for integrity, financial stability, and educational quality, including offering of bona fide instruction by qualified faculty and the appropriate assessment of students’ achievement prior to, during and at the end of its programs.?

For more information about the BPPE:

Please visit https://bppe.ca.gov .

2018 Annual Report for BPPE

MMTTC School Performance Fact Sheet?

Salary and Wage information for Montessori Professionals

Job Classifications in the Field

Pan American Montessori Society

There are many Montessori affiliations (AMI, AMS, IAME, etc.). The MMTTC is affiliated with the Pan American Montessori Society (PAMS). For more information on PAMS, please visit www.montessori-pams.org .

North American Montessori Teachers’ Association

For more information about this organization, please visit www.montessori-namta.org .

MAKER’S MARK

The greatest sign of success for a teacher... is to be able to say, The children are now working as if I did not exist.

Maria Montessori

Through the essential service of sharing, the child learns how to:

• Contribute to consensus discussion
• Conduct Action Research
• Collaborate with peers - independent of adult interference

The Montessori Method offers a culturally humble curriculum delivery - encouraging caregiver participation and engagement. Participants develop empathy for others and the environment as they compare and contrast their OWN principles with that of those who support them. The Chief Cornerstone of a free society is to treat your neighbor as yourself and to love with your whole heart, mind and soul.

PRINCIPLES OF DESIGN

Modified (Physical) Environment:

• Desks and chairs; shelves and cupboards children can reach san physical support
• Utensils/ Tools modified for developing hands
• Tools and utensils provided for cutting and threading
• Work materials independently accessible
• Frames available where children can practice doing and undoing buttons and zippers on clothing
• Activities offered that involve spooning, pouring, stirring, and related processes

• Opportunities for children to do what they can do for themselves, such as opening and closing doors, carrying trays, and putting materials away
• Practice with washroom skills such as washing and drying hands and blowing noses
• Areas for individual concentration
• Shared spaces for Dramatic Play and cooperative learning
• Small group spaces
• Large group spaces
• Relaxing tables and chairs

• Floor rugs & been chairs for comfort
• Bright, attractive, bold colors
• Natural/ textured materials for math manipulatives, build blocks & constructivism
• Materials that simulate all the senses
• Non bias word pictures, art and photojournalism
• Loose parts per one-to-one correspondence, exploration and discovery

• A variety of activities to invite a wide range of learning—physically, mentally, emotionally, and socially
• Inviting & organized outside play and discovery areas
• Spaces where children can climb, jump, and swing—develop gross motor skills
• Opportunities to connect with nature, such as gardens and sandpits

• Shared play equipment that encourages children to practice social skills and cooperation
• Activities and spaces that invite children to talk, collaborate, and share
• Role-playing and modeling by teachers to demonstrate positive ways to respond to others
• Practice and encouragement for children to learn confidence, grace, courtesy, and kindness in social interactions

• A classroom that runs smoothly and cooperatively
• Evidence that children are successfully, skillfully learning to resolve social tensions themselves
• Move freely about the classroom, developing independence and individuality

• Choose open-ended activities that interest them, developing curiosity and a passion for learning that lasts a lifetime
• Enjoy opportunities to work independently as well as in small groups, building grace, kindness, love and other social skills that lead to success
• Care for themselves, others, and the plant Earth, fostering a sense of respect for all living things
• A balance of exploration and order, allowing children to safely grow and explore, building a sense of confidence

THE GOOD STEWARD?

“Sustainability, in any application, is progress without punishment.” -Alicia Alexandra Nichols, Certified Naturalist

Montessori Practitioner Alicia Nichols is a Master of the Natural World. She received her undergraduate degree for Teaching Special Education from California State University (Sonoma) and completed a Naturalist certificate program (plus an independent field study project) at the Center for Environmental Inquiry’s Fairfield Osborn Nature Preserve.?

Method: “Walk & Talk” Therapy

DID YOU KNOW a therapist who specializes in dialectical behavioral therapy (DBT) offers guidance coaching for effectively navigating relational conflicts?

Focus: emotional self-regulation and interpersonal effectiveness through healing deep-seated trauma outdoors.

• Metacognition: outdoor meditation for mindfulness?

• Uproot fearful assumptions to make space for rooting trusted facts
• Crisis communication: skill-building, practice and review

Fall 2023?

CONTACT HOURS:

Ecosystem audit: Pine-lands, Hardwood Forests; Scrub, Dry Prairie and Rangelands; Scrub, Scrubby Flat-woods and Pine Flat-woods; Fire Ecology, Clayhill Pine-lands, Shortleaf-Oak-Hickory Mixed Pine

Field Work (Walk & Talk): with Mark Tancig, Kevin Robertson, Karen Rose; Alex McKelvy, FMNP Graduate (University of Florida)

• Apalachicola National Forest - Munson Hills Trail; Leon Sinks
• Trip Bear Creek Forest - Longleaf Pine Sandhill (Bear Creek Tract)
• Tate’s Hell State Forest - Coastal Bluffs Trail
• Bald Point State Park
• St. Teresa Bluffs
• Tall Timbers Research Station

Nature Journaling: documentation

Upland Invertebrates - (observing) salamanders; butterflies and other invertebrates with Billy Boothe

LEAN IN: [email protected]

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