Where Is Charlotte?: The Musical Magician of Montessori

Last week, I presented Where Is Charlotte? ?Or Where Is _____?:? A Personal Story-Song Book to seven different Montessori School classes, ages 3-6+. Class size ranged from 10 to 40 (three combined classes). The students and teachers loved singing the Hide-and-Seek escapade to the tune of “Frère Jacques.”? The groups also selectively enacted the narrative at key energetic and expressive storyline moments: ?affirming “No She’s Not,” emerging from her hiding place, “Shouting BOO!,” as well as group jumping, playfully growling and howling, and warmly "bear hugging" together.? Talk about a collective buzz (www.whereischarlotte.net ; video on encouraging a child's natural aggression, https://stressdoc.com/media/ ).?

And the eyes were so bright, the smiles so big when “Charlotte” was replaced by an individual child’s name.?? Girls and boys, both, love being the star of the story.? The class was “alive with the sound of music!” I would sing a page, then, in “Call and Response” fashion, the teachers and classmates chant, Where is Lena?? Where is Lena?? I’ll find you!? I’ll find you!??(Btw, Charlotte's image changes throughout; children and adults appreciate and identify with the book's cultural diversity.)? Where Is Charlotte? is a short-repeatable-and-fast-paced entertaining and educational show, an interactive and inspiring joy fest!

And this new 24-illustrated page children’s book definitely generates pure energy and delight beyond the classroom.? Consider this unsolicited testimonial from a grandfather after sharing the book with his four grandchildren, ages 4 to 8:

As we turned the pages singing, everyone was singing with joy and delight. We changed the name several times with the names of my other 3 grandkids!? After we finished the book, my youngest, who is 4-1/2 years old, said, "Let's do it again!"?

We sang through the book SIX times!? It is an amazing fun book for all ages…

Myles Esmele

Former Military Officer

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Blending vibrant visual and vocal imagery, poetic rhythm and rhyme, along with the act of singing, Where is Charlotte? definitely stimulates both sides of a child’s brain.? This bilateral processing enhances excitement and engagement, learning and memory. ?In addition, playful and purposeful interactivity invites mutual sharing and joyful community participation and camaraderie.

Oh yes, Charlotte playing Hide-and-Seek has a tangible modeling effect:? both in home and in a daycare’s outdoor playground setting, singing the story has inspired children to suddenly take off and find their own hiding places.? And sometimes they act with excited intentionality:

As soon as I started reading/singing (Where is Charlotte?) to (my 6 yo daughter), she lit up with a huge smile.? Then, about 4 pages in, she started laughing, jumped off of the bed and onto the floor, and told me she was going to “hide under her bed.”? And under the bed she went.

Heather Dawn Smith

Manager – Book Publishing Sales

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Montessori Music and Magic:? Key Takeaways

Some important play and learning processes jump out based on the energy and enthusiasm encountered in classroom field research and in family testimonial reports.? In a youthful audience, “The Charlotte Story-Song Show” inspires the use of physical-cognitive-emotional and psycho-social muscles; our plucky protagonist encourages significant developmental behaviors:

Charlotte really likes to say “No She’s Not”:? this declaration establishes her own authentic voice; these words assert some control and independence and reflect a touch of spunkiness,

Charlotte may have turned into a flower: posing this possibility stimulates the use of imaginative faculties,

Charlotte shouting “Boo”: ?her dramatic reveal is a way of surprising or, perhaps, playing a trick on or scaring another; however, it also depicts a child sharing herself on her own terms and in her own fun and feisty style,

Charlotte goes roaring to growling:? the classroom tigers, wolves, and bears naturally love the chance to roar and howl and growl; children become energized, perhaps even more confident, when expressing play-focused aggression,

Charlotte’s jumping on the reader:? the students didn’t have to be asked twice to get up and “Jump, jump, jump,” a natural release of energy, endorphins, and spirited fun; and “jumping on you” naturally leads to the final physical and emotional connection,

Charlotte wants and gives a “bear hug”:? a child who has a chance to express her authentic self, who feels self-assured, and has his or her playful aggression accepted, might well more freely give and receive hugs and loving connection; it didn’t take much for kids to hug their peers, their teachers; even this reader got more than his fair share.? (And in my two hours in the classrooms, I did not hear any crying; there was only one child who did not participate.)

In closing, Where Is Charlotte?? Or Where Is _____?:? A Personal Story-Song Book clearly excites and inspires a host of physical, cognitive, emotional, and social-psychological feelings and ideas, behaviors and activities in both home and school settings.? When combined with the book's diversity and the chance for individual children to have their names sung by family members, teachers and peers, to become “the star of the story” … this book morphs into a powerful platform for high energy, whole brain engagement, joyful entertainment, imaginative and inspiring role-modeling, fun-filled learning, and a tangible sense of togetherness.

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