Dublin Childminder Wanted
Based in the Dublin area.
Two young children, aged 2 and 3. Looking for someone to care for children four days a week.
If interested, please contact Edwina Kevany at edwinakevany@gmail.com.
Read MorePreschool Positions Available | Blue Stars
Blue Stars has positions available in their preschools from September 2021.
Blue Stars is a preschool for autistic children and teachers should be registered with teaching council or be eligible for registration.
If you are interested, please contact Analisse Cedeno at bluestarspreschool@gmail.com.
Read MoreSummer Work Experience for Students | Columbus Club
Work Experience Available for students attending St. Nicholas Montessori College.
Columbus Club provides Summer School for children ranging in age from (3 to 12) in Donnybrook/Ballsbridge, D4.
We have three work experience opportunities available each week for eleven weeks this Summer for students training with St. Nicholas College to become Montessori teachers.
Dates: Tuesday, 8 th June – Friday, 20 th August
Times: 9am to 1pm daily and/or 9am – 3pm daily
Ages: Students are grouped according to age
Group 1: 3 year old students
Group 2: 4 year old students
Group 3: 5 year old students
Group 4: (6 & 7 year olds)
Group 5: (8-12 year olds)
Multi-Activity: Drama, Singing, Dance & Movement, Art and Drawing, Lego & Construction, Circle Time, Story-Telling, Treasure Hunts, Fun Games, Arts & Crafts, Baking, Mini Tennis, Variety of simple games to develop the gross motor skills and fine motor skills.
If you wish to apply for a place on our work experience programme, please send a covering letter and a copy of your C.V. to anne@columbusclub.ie Please state the week(s) you wish to apply for and your preference for (9am -1pm) or (9am – 3pm).
Read MoreLead Montessori Guide | Drumnigh Montessori Primary School
DRUMNIGH MONTESSORI PRIMARY SCHOOL
c/o Ardscoil La Salle, Raheny Road, Dublin D05 Y132. Phone 01 848 8404
www.drumnighmontessori.com
Drumnigh Montessori Primary School seeks a Montessori Guide to lead the children in the 6-12 years classroom from mid-August 2021.
Term and Basis: Hours 08:15 – 15:00 Monday to Friday, mid-August 2021 to end of June 2022, with potential for longer term position, subject to satisfactory probation and contract completion.
Drumnigh Montessori Primary School is an AMI-accredited Montessori for children aged 3-12, in Raheny, North Dublin, established in 1962. The school operates a 6-12 classroom and two 3-6 years classrooms. https://www.facebook.com/drumnighmontessoriprimaryschool/
Accountable to: Principal; Board of Directors of Drumnigh Montessori Primary School (BDMP)
Job Purpose:
- To work with a colleague in a 6-12 years classroom for the contract period
- To Lead the work for a group of children in the 6-12 years classroom as directed by the BDMP
- The Montessori Guide helps direct their students’ activities academically, emotionally and physically in a prepared Montessori environment that challenges each child to reach their full potential in accordance with Montessori philosophy.
Overall Duties are to:
- Report to the Principal and BDMP
- Organise and maintain a well-organised and attractively prepared environment consistent with Montessori pedagogy, paying particular attention to the needs of the children
- Establish the classroom work cycle and extended day work period and make presentations
- Guide, observe, stimulate and supervise children in the 6-12 years classroom as directed by the Principal and BDMP as one of two teaching staff in the elementary classroom
- Ensure a high-quality learning environment for children so that the needs of the group and individual children are met
- Guide and assist children toward self-directed learning
- Follow the school’s policies and procedures
- Observe and record daily observations on each child’s individual progression
- Create, review and maintain each child’s individual development plan ensuring they progress at a rate according to their abilities
- Communicate effectively and frequently with parents of the children in your care, ensuring opportunities to discuss the child’s work and to provide feedback
- Meet with parents including two parent-teacher meetings and one parental observation throughout the year
- Contribute to the development of the school through effective relationships, encouraging families to engage with the wider school community
- Attend school meetings as required including staff meetings, professional sessions, training, and events on behalf of the school, e.g., parent evenings and family days
- Work with school staff as part of a team approach to delivering Montessori education to the highest standard
- Undertake administrative tasks as appropriate to the role and as assigned by the Principal
- Manage record keeping required for class operations, e.g. safety, fire, attendance and other records as needed
- Manage the acquisition of materials / equipment needed in consultation with the Principal
Required Qualifications: Montessori qualification from AMI, St Nicholas or equivalent, Level 7 or higher for the elementary age range, e.g., 3-12 years, 3-9 years, 6-12 years.
Required Experience:
2 years post-graduate experience in a classroom preferred and having the competency and skills required for the position.
Required competencies: Communication skills, ensuring a high-quality learning environment, leading classwork through presentation, child observation, planning of children’s work, effective team working.
Language skills: Excellent written and spoken English. This position will include a second language curriculum, Gaeilge, for the children in the 6-12 years age group, as per the National Primary Curriculum; candidates able to provide the Gaeilge curriculum are preferred
Vetting: Candidates should have residency or permission to work. Preferred candidate will be subject to Garda vetting and other police vetting, reference validation and qualification check as part of the selection process.
Applications should be made by requesting a copy of the dedicated Application Form for the process by contacting jobs@drumnighmontessori.com and then submitting by 18:00, 18th June 2021.
Drumnigh Montessori Primary School is an equal opportunities employer.
Read MoreWalk to Italy – Waterford
First stop Waterford!
Waterford is Irelands oldest city situated on the southeast coast. It was founded by Vikings in 914 A.D and parts of it’s ancient walled core remain today. Waterford is best known for manufacturing glass with Waterford Crystal first being produced in 1783. If you plan on staying a night or two, you can rest your weary head at Waterford Castle Hotel & Resort. The luxury hotel attracts guests from far and wide with it’s distinctive combination of historical and modern features.
Why have we stopped in Waterford you ask? Well, Maria Montessori made a very special visit in 1927 to Newtown School located here. She took great interest in the artistic productions of the children aged 9-12, declaring them unique. Maria’s visit promoted the Montessori philosophy which would shape Ireland’s education system.
Montessori Fun Fact: Maria Montessori has been nominated three times for the Nobel Peace Prize (1949, 1950, 1951).
Activity: Cereal Box Viking Helmet
Materials
- Empty cereal box
- Grey duct tape
- White duct tape
- Scissors
- Pencil
Step 1 – Create Helmet’s Lower Rim
Open your cereal box and cut out one side of the box. Then, cut the piece in two for the rim. Measure to the size you need for your child’s head. Lay the box flat and cover one side with grey duct tape. Once the rim is covered, fold it over and add a little more tape to the end to keep it in place.
Step 2 – Create Helmet’s Upper Rim
Use one side of the cereal box and cut off the flaps. Cover in grey duct tape for a silver metallic finish. Fold over and tape one end down to the inside of the helmet. Repeat the process on the other side.
Step 3 – Add Your Horns
Using the other side of the cereal box, draw a horn shape and cut it out. You can use the cut-out horn as a template for the second using the remaining cardboard. Cover each horn in white duct tape and create a small fold on the bottom of each. Place the fold of each horn onto each side of the helmet and secure with grey duct tape.
Step 4 – Add Large Studs to Helmet
Using any remaining cardboard or paper if not, carefully cut out some circles and cover with more grey duct tape and tape into place all over the helmet.
Now you’re a Waterford Viking!
Read MoreHelp! BAH Montessori Routes at SNMCI
You may have heard about the Level 8 BA Honours Montessori Education programme at St Nicholas Montessori College that allows students to graduate before 2023 and register under Route 4 of the Teaching Council, allowing graduates to work in special education settings (see more on Route 4 here!).
While we are thrilled to have this programme, unfortunately this programme is in its last phases due to the removal of Teaching Council registration in 2023. This one year programme will be available until September 2022. As a result, the Level 8 BA Honours programme is available to specific students who meet the entry requirements for either direct entry, RPL entry or Advanced Entry:
Early Years Bachelor Degree holders
Those who hold a Bachelor degree Early Years Education are able to make an RPL application to the Intensive Bridging Programme. Those who successfully complete this programme will be able to make an application to the Level 8 BA Honours Montessori Education, which will begin in September 2022. The application deadline for this programme will be the 14th of February 2022.
Montessori Bachelor Degree holders
Those who hold a Bachelor degree in Montessori Education are able to make a direct application to the Level 8 BA Honours Montessori Education, either beginning in September 2021 and 2022. Application deadlines for both years are the 1st of July 2021 / 2022.
All other Qualifications
Unfortunately, those with non-cognate degrees will not be able to make a successful application to the routes above in the hopes of achieving the Level 8 BA Honours Montessori Education from SNMCI. We would advise those who wish to become Special Education or Primary teachers look into the two year masters in Primary Education (PME). For those who are interested in up-skilling or becoming Montessori and Early Years educators, we advise looking into our Level 7 / Level 8 B.ED Montessori Education programme.
To make a direct and/or RPL application, please complete the application form here and upload the evidence requirement.
Please see the below chart with further information on progression routes.
Read MoreDementia Care and COVID-19: How do we move forward?
Insights from Jennifer Brush, Montessori Education for Ageing and Dementia Programme Director
All of us have been impacted by COVID-19 in many ways, both professionally and personally. The presence of the virus has also created some significant challenges for those living with dementia, especially for those living in long term care communities. In addition, as states work to reopen or partially reopen care communities, the common misunderstanding that individuals living with dementia cannot practice social distancing may result in their continued unnecessary and harmful isolation.
Individuals with dementia have the same needs as everyone else—to feel valued and respected. As dementia progresses in the brain, memories of facts and skills for complex thought fade but feelings such as happiness, love, frustration, and sensing respect remain. “Treatment” for dementia is socialization or elimination of boredom.
Focusing on the 4 basic needs that individuals living with dementia have, here are some best practices to consider during this time of COVID-19 and as we move forward.
Need #1
Allowing safe freedom of movement within the care community.
Everyone should have the opportunity to move about as freely as possible, but changes in the brain caused by dementia may mean that individuals are not able to exercise the judgment and reasoning to do it safely by maintaining a physical distance and wearing a mask. There are a number of reasons why a person with dementia needs to walk about such as the need to engage in a familiar routine, desire to find the bathroom, want of exercise, desire to relive boredom, etc.
Key Messages
Do not try to keep the person seated all day in order to stop the walking about. This may cause anxiety, boredom, incontinence, poor circulation, constipation and overall weakness, thus increasing the risk for falls. Walking helps elders to maintain balance, gross motor skills, and overall healthy functioning of the body’s systems.
Know the person
Leadership should empower all staff to take the time needed to get to know the person and to work with the elder on a routine that keeps the person engaged in activities that meet her or her needs.
Rely on what you know about the person and their past and present habits to try to figure out why the person would like to walk about. Consistent staff assignment is important in order to know the person’s preferences and habits. Once you have identified the cause or suspected cause of the behavior, you can try some solutions. You may have to try several different things before you find the right fit for the person.
Pay attention to when the desire for walking about occurs. It is common for an increase in noise to cause the person to want to get up and leave the area. Activity or noise that used to be easily tolerated or enjoyed such as the TV, radio, staff coming and going at shift change may be overstimulating and uncomfortable.
Ask the physician to help determine if the person is in pain, has a urinary tract infection, or is experiencing side effects of medications.
Create routines that involve movement
Suggest a daily walk. Accompanying the person at a safe distance on a daily walk or enlisting the help of family, friends or volunteers to walk in a safe location such as a courtyard is a simple solution that usually works very well. Build this into the daily routine.
Look for indoor opportunities in well ventilated areas for regular exercise such as an exercise class with a limited number of participants or seated exercises done with a video or internet-based tutorial.
Many people walk about out of boredom or because they are looking for something meaningful to do.
If the person enjoys a certain type of hobby, try setting up a hobby table in their room where they can go and work on a project whenever they like.
Provide cleaning materials such as a broom, dustpan and dusting cloths and invite the person to clean his or her room on a daily basis to encourage movement and purposeful activity.
Try to encourage a healthy sleep routine for the person and avoid napping during the day, particularly due to lack of things to do.
Provide orientation information
Provide information about the time of day. People with dementia often wake throughout the night and becomes confused about time. They may wake up in the middle of the night and get dressed. Having a large digital clock that shows AM and PM may help with the time confusion. Leaving a light on in the bathroom and the hallway may help reduce disorientation at night. Avoiding daytime napping and spending time outdoors will also help encourage normal sleep patterns.
Need #2
Protecting elders against COVID-19.
People living with dementia may find it difficult to understand health information and to remember to follow infection control guidance like washing their hands or wearing masks.
Key Messages
Information
Consider how much information to convey about COVID-19, to avoid inducing anxiety, but enough to convey the importance of following the guidance. Provide simple information that is easy to understand for a person with cognitive impairment in a large print type size that is easy for elders with visual impairment to read. Encourage the elder to talk about any fears or concerns. Listen, reassure, comfort, and try to maintain a positive attitude.
Handwashing
Help elders make frequent handwashing part of the regular routine. Create positive visual reminders such as signs for the bathroom that state, “Clean hands feel good.” Provide warm cloths at each meal for elders to use prior to eating. Provide encouragement and celebrate accomplishments when the elder remembers to wash his or her hands.
Make tissues, garbage cans, and sanitizer visually accessible throughout the community for easy access and a visual reminder to use.
Masks
Help elders make mask wearing part of the regular routine. After the morning routine, suggest placing a mask on one’s face before leaving the room. Provide a hook and reminder note inside the bedrooms, near the door, as a reminder to put on the mask before exiting. Provide staff with a positive statement (mantra) about using masks that each person uses in order to communicate the same positive message.
Remove masks prior to entering elder’s rooms in order to greet the person at a physical distance and allow the person to see the face of the staff member. Wear high contrast large print name tags with the person’s first name only and a large, clear photo of the person. Place name tags on the chest rather than hanging from a lanyard.
Look the person in the eye when communicating with a mask on, use positive gestures, and maintain a calm presence.
Need #3
Keeping families safely connected with their loved ones.
Social and emotional well-being of both family members and elders often is centered around maintaining frequent contact with one another. Because the physical distance required during COVID-19, families are concerned about their loved one’s health status. In addition, both parties can experience anxiety and loneliness from the separation.
Key Messages
Maintaining positive relationships
Assist elders and families with regular visual assess to their loved ones by setting up recurring appointments for video conferencing.
Provide assistance to elders to connect with loved ones routinely by phone.
Assist elders in writing letters, cards, or emails to family and friends. Provide cards, stationary, and stamps and invite the elder to dictate a letter (or email).
Provide family members with directions and a template for creating a memory book for their loved one. Ask family to drop off the book, or volunteer to print and assemble the book if the family emails an electronic file.
Suggest that families create a memory box or care package with a variety of interesting items such as photos, travel memorabilia, trinkets, favorite snacks, magazines, etc. for the elder to enjoy.
Limit family visits to two people at a time. Ask family members to wear masks and use sanitizer or wash hands immediately upon entering the building. Offer name tags to family members to assist the elder in recognition. Provide a variety of visiting space options in areas that can be ventilated by opening windows. Provide chairs for visiting throughout outdoor spaces.
Provide activity ideas for the families to enjoy together such as gardening, listening to music, games, taking walks, filling bird feeders, etc.
Need #4
Purposeful activity.
The need to have purpose in one’s life and to be productive doesn’t end once someone reaches a certain age, moves into a care community, or receives a diagnosis of dementia.
Key Messages
Purposeful and satisfying activities should happen as a normal course of the day on one’s own or in small groups. The community should offer opportunities for new learning, religious practices, meditation, art, music, exercise, etc. on a daily basis that meet individuals’ interests and cognitive level. When elders are free to follow their interests and meet their own needs, they feel fulfilled rather than bored.
Personalized materials can be provided and kept in individuals’ rooms, so they are available at all times. Other materials that are sanitized after use, can made available for work on tables throughout different areas of the community. A variety of kits can be assembled with supplies and given to elders who express interest in the topic.
Engagement for individuals living with dementia
Successful activities are often hands-on and involve movement and sensory stimulation they include:
- Arts and crafts
- Writing poetry
- Telling stories, reading books
- Cleaning one’s room
- Washing and folding one’s clothes
- Religious and spiritual practices
- Wood working
- Gardening
- Personalized music listening
- Small group sing-a-longs
- Yoga
- Mindfulness, relaxation and mediation
- Familiar Cards and board games
- Memory books
- Montessori activities (practical life, sensorial, language, mathematics, and culture)
What is Montessori for Dementia?
By Jennifer Brush
What is Montessori for Dementia?
I am asked a lot to define Montessori for dementia. Many people have heard of Montessori schools for children, but are not clear how it applies to adults. Montessori philosophy, based on the principles of free choice and purposeful activity, has historically been focused on children’s education. However, its essential principles and practices are increasingly seen as critical to enhancing the lives of the older adults in our care. Central to both the Montessori philosophy and person-centered care are the core values of respect for the individual, the importance of knowing the person deeply, seeking and honoring the elder’s preferences over all aspects of his or her daily life, and creating a supportive environment that allows for continued participation in familiar and preferred activities, inside and outside.
In a Montessori community for elders, persons with a wide range of abilities work both individually and collaboratively on an array of activities from which they are free to choose. Elders have freedom to move within the community and to engage in household roles and responsibilities, with guidance as needed by trained staff. The focus is on the well-being of the whole person, including physical, spiritual, social, mental, and emotional needs. Communities offer occasions for new learning, religious practices, meditation, art, music, exercise, and so forth. In addition, there are opportunities for interaction with children, friends, family, and groups outside of the care community.
What follows is a brief description of each of the essential features of Montessori for dementia communities.
Prepared Environment
The prepared environment is designed to facilitate maximum independence and exploration by all members of the community. Hands-on adult activities and materials are accessible to elders 24 hours a day. This allows elders to feel ownership of their space, encouraging participation in care of the community.
Freedom of Movement
Elders choose where to sit and what to work on, with guidance or assistance as needed from trained care partners. They are encouraged to move about the environment rather than remaining seated or in one place all day. This freedom of movement helps elders to maintain balance, fine and gross motor skills, and overall healthy functioning of the body’s systems.
Hands-On Activity
Elders work with both specially designed materials and everyday household items. Activities are hands-on and often involve movement and sensory stimulation. Each activity has multiple purposes. These may include strengthening gross or fine motor skills, maintaining hand-eye coordination, developing sustained attention on a task, or providing sensory stimulation. The purpose of an activity may also be artistic expression, enjoyment, or the satisfaction that comes from making a meaningful contribution to the community.
Intrinsic Motivation
Humans are born with an intrinsic desire to explore and learn. Rather than focusing on keeping elders “busy,” the prepared environment provides opportunities for choice, independence, and meaningful engagement. When elders are free to follow their interests and meet their own needs, they feel fulfilled rather than bored.
Concentration
With regard to elders, we think of concentration as joyful engagement in work that one finds satisfying. Care partners do not interrupt elders’ concentration when they are engaged in meaningful activity and only offer assistance when it is needed.
Independence
Humans are naturally driven toward achieving independence. Therefore, a Montessori prepared environment is set up to facilitate maximum independence for elders. Care partners invite them to engage in daily tasks (either independently or in partnership) rather than completing these tasks for them.
Mixed Abilities of Individuals
Elders of different abilities work together, form friendships, and help each other in a supportive community. Peer collaboration is encouraged; elders share their strengths with others who need more support in those areas. Rather than staff taking over all leadership roles, elders have opportunities to use their leadership skills in areas of strength and interest.
Individualized Engagement
Every elder living in a Montessori community has an individualized plan that is created as a result of assessment of and collaboration with the elder and his or her family (when applicable). This individualized plan is communicated to all staff so that the community as a whole works together to support the elder in meaningful life engagement.
Observation
Observation is an integral part of the Montessori philosophy. We recommend routine observations of all elders in the community, both when they are on their own and when interacting with others. Observation enables us to gather information that will help us adjust elders’ individualized care plans to better meet their needs.
Grace and Courtesy
Social skills such as offering and responding to greetings remain relatively intact through aging and dementia, so elders enjoy opportunities to welcome guests, invite friends to join them during activities, help others, and to assist with caring for the community. In a care community, it is the role of the staff to model grace and courtesy at all times and to assist elders who need support with these skills.
Older adults and people living with dementia have the same needs as everyone else—to feel valued and respected. In the absence of a cure for dementia, socialization and engagement in purposeful activities is a powerful treatment for the symptoms associated with dementia. People with dementia still need to feel wanted, learn new information, have relationships with friends and family, and contribute to the community. A Montessori community provides a safe, engaging, and meaningful environment for elders to live a purposeful and rewarding life.
Read MoreMontessori Assistant – Smart Cookies Montessori
I am looking for a student who could work for me from the last week of May to the end of June to cover a maternity leave.
I pay €15.00 per hour plus 8% holiday pay.
The job would consist of:
Preparing the drinks, sterilising bucket (toys) and children’s bags early in the morning. To meet and greet the children as they come in. To bring the children to the toilet when needed. To supervise the children and help them with their Montessori activities. To wash out the beakers after lunch and generally assist the other two teachers and myself. We have 20 children in our Montessori and we are in a Parish room in St. Patricks Church, Harbour Road, Dalkey, Co. Dublin
My phone number is 087 9934240 if you need to call me.
Kind regards
Lisa MardellSmart Cookies Montessori
Childcare Graduates
Safari Childcare are happy to interview childcare course graduates and experienced childcare graduates for positions of work experience and employment in our services. We are opening a brand new centre in Clancy Quay Dublin 8 in late July 2021 with a number of other new centres in Dublin to be announced very soon.
We are paying salaries at 24,000+ bonuses up to 40,000+ bonuses. There are a host of other benefits to be discussed with the right candidates. We are looking for around 45 new people to join us over the next 12 months. We have a significant number of international students coming from childcare university courses abroad doing work experience, many of whom return for employment which is great but we feel more could be done to work with our domestic colleges.
E-mail: cian@safarichildcare.ie
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