Jellybeans Childcare Archives - Jellybeans

July 14, 2026

HOW TO is a series of short schematics to show you practically HOW (and why) we do Montessori things at Jellybeans Childcare

HOW TO #4 How to harvest potatoes with ten children aged eleven months to four years old.

WHAT:

Today we harvested our potatoe crop in the front garden and cleaned the planters out ready for the next rotation of crops.

FIRST:

First, Adrian gave a demonstration to all the children of how to pull out the top of the potatoe plant, to reveal the potatoes attached underneath. (Cue lots of children pulling out large handfuls of plants and being surprised to find potatoes attached, which was cute.)

Next, Adrian demonstrated the hand movements needed to dig down with a trowel into the hard baked soil. The hand movement is push right down until the bottom of the handle of the trowel is touching the soil, then lever the trowel up-slowly, so as not to flick lots of soil in your friend's faces.

The soil really is impacted because of all the hot weather we have had since April. So some of the recently turned two and three year olds needed Adrian to loosen the soil for them first, before digging up their potatoes.

MEANWHILE:

Meanwhile, the three children aged between eleven and twelve months all explored a bucket of soil, and green waste, which is on the floor for their easy access. (This age range of children often need to sit to explore properly as they are newly mobile on their feet and can't stand up, hold on, and play with their hands all at the same time).

The children were then invited to ‘collect all the potatoes and put them in the bucket’. Most children picked out the potatoes with their hands. Some were more interested in picking up the soil and dropping it on the floor (learning about cause and effect), or transferring the soil to the nearby planter (learning about moving things from one place to another).

A few of the under twelve month children mouthed the raw potatoes (this is important oral based learning) and also ate a little bit of soil (not sure what learning this is but all young children seem to do it).

CURRICULUM:

This particular harvesting activity yielded some wonderful moments that lent themselves to the children's practising of specific hand movements - pulling, digging, levering, flicking, dropping. There was a lot of mathematical language about the potatoes - small, big, bigger, biggest. The children also learnt about their environment and their part in it- they took care to rehome all the worms and woodlice they found in the planters so they can help to cultivate the soil for the next crop.

The harvesting, and subsequent cooking, of the potatoes completes a full four month cycle of nature-based learning within our Montessori Cultural activity programme here at Jellybeans Childcare: in April germinating or ‘chitting’ the existing potatoes, in May planting the chitted potatoes, in June lots of watering of the growing potatoes, in July harvesting and eating them.

Within this cycle, the children have had the chance to learn where a potatoe comes from, how to grow their own food, as well as how to sustain and care for the plants they are growing.

We will be eating our yummy home grown potatoes this week.

Published by Rachel in Early Years (EYFS), Fine motor skills, Gardening with children, Growing food, Home–nursery connection, Jellybeans Childcare, Montessori, Nursery activities, Outdoor learning, Sustainability, Toddlers (1–3)

March 28, 2026

HOW TO is a series of short schematics to show you practically HOW (and why) we do Montessori things at Jellybeans Childcare

HOW TO #2: Plant coriander seeds at an allotment with seven small children aged eight months to four years old.

WHAT

Today Adrian, Suzie and I (Rachel) took the children in the buggies to do a Montessori-inspired planting activity at the allotment on Mudchute Farm. You can tell it's a Montessori activity by the lesson I give to the children first as their Montessori Teacher (Diploma), and by the practical nature of the activity (everyone at any age having a go with their own hands) as well as the teaching of/isolation of the specific physical hand gestures.

FIRST

First, Adrian, Suzie and I invited the children to sit around the big picnic table on our family allotment - Plot 62- at Mudchute Allotments. We have baby chairs attached to the table so all the adults and children can be seated together and everyone is safe and comfy.

I introduced the idea of growing coriander from seeds; how coriander is a herb, and can be used for cooking, the seeds can also be eaten raw (the children then selected some of the raw seeds for nibbling- which is fine as they are all edible).

Then I demonstrated the steps involved in planting the coriander seeds- fill up the plant pot nearly to the top with soil using two hands (one hand pinching of soil, the other hand holding the pot). The younger children are mostly sat at the table playing with bits of soil and empty plant pots at this stage. 🙂

MEANWHILE

The older children focussed on practising their pinching and sprinkling hand movements in the air -without the soil and seeds. Then, after everyone had the hand movements right, everyone filled their plant pots up with the soil and pinched up the seeds and sprinkled them into the plant pots. Meanwhile the eight month old and the one year old children filled/unfilled their plant pots repeatedly but that's fine.

I then showed the children how to do a two-handed pour with a little watering can in order to water their coriander seeds. The older children are familiar with practising a two handed dry pour in our Practical Life activities back at the classroom. Some children opted for little water sprayers, but they were quite tricky to use with little hands. So anyone under the age of 4 years old used the mini watering cans.

After watering the seeds, then everyone was done sitting down and we left the table for a bit of a dig in the general digging patch and found some worms. We found some puddled rain water and the older children enjoyed washing some worms. 🙂

After we had finished, we all tidied up the trowels, plant pots, diggers and watering cans into the allotment shed then left to go back to Jellybeans HQ for some lunch.

The children were excited to take their coriander plant pots home and to begin doing their daily watering routine.

CURRICULUM

One of the key features of the Cultural Area in a Montessori classroom is nature; giving children the opportunity to experience and love nature, to tend plants in the prepared environment. In doing so, Dr Montessori hoped the child would learn about growth, natural life cycles, caring for plants and be able to have a practical impact on the world they see around them. So too, Montessori’s post war aim - her Cosmic Plan - was that young children themselves were the hope for the future: through education the children would carefully tend their world, grow new opportunities and live harmoniously and sustainably together, become gardeners of the future. As such, the British allotment is the perfect place for a Montessori lesson, and for the furthering of Dr Montessori’s cultural Cosmic Plan. 🙂

Published by Rachel in Early Years (EYFS), Fine motor skills, Gardening with children, Jellybeans Childcare, Montessori, Nursery activities, Outdoor learning, Practical life, Toddlers (1–3), Under 3s

Tags: care of the environment, Jellybeans Childcare, Montessori, seasonal learning

February 1, 2026

HOW TO is a series of short schematics to show you practically HOW (and why) we do Montessori things at Jellybeans Childcare

HOW TO #1: Get the front garden soil beds ready for planting potatoes with six small children aged 19 months to 3 years old

Planters in Jellybeans Childcare front garden

WHAT:

Adrian, Suzie and I invited the children at Jellybeans to do some gardening in the front garden, specifically preparing soil in our front garden planters for planting potatoes. The idea is that, instead of the flowers that have been growing over the summer, we will grow potatoes. Once the potatoes are planted, it means gardening and tending the potatoes is more easily physically accessed by the children on the days we don’t want to walk over to our allotment plot at Mudchute (Plot 62). Our yummy spuds will be right on our front doorstep to keep an eye on and water.

FIRST:

First, we took the six children out to our front garden and presented the activity to all the children simultaneously. We had all our tools, new bags of compost and several buckets ready. We talked about the soil beds and our plan to be planting potatoes next year, but that we first need to get the planters “ready” by removing existing flower bulbs and weeds, and adding new compost. Adrian says the “weeds” are plants in the wrong place at the wrong time.

Adrian and I demonstrated all the hand movements the children need to do with the mini trowels and garden forks. To remove the existing bulbs it’s: “dig in around in a circle, and then lever out”. To pull the weeds it’s: “pull on the green bits at the bottom”. To turn over the soil it’s: “push in with the trowel, and turn over with the wrist”, so the old soil flops up to the top. This attention to, and isolating out, of the gestures is a very Montessori thing.

MEANWHILE:

Meanwhile, the two year olds have not quite got through the full briefing and have already started getting tools and doing little digs in the soil. The three year olds have listened patiently and work together to pull big handfuls of weeds out (with moderate success). The 19 month old is pottering nearby with the buckets.

Adrian, Suzie and I started guiding the children to pull up weeds, dig over the soil and place the flower bulbs carefully in the small buckets. The 19 month old enjoyed scooping handfuls of new compost into the planters.

CURRICULUM:

In terms of our curriculum, this activity gives us the opportunity to enable the more obvious physical aspects of fine motor skills, tool control, hand to eye coordination and transferring of materials from one place to another. The children will also benefit emotionally from the sensory nature of their hands in the soil. And all the children are offered a wide range of new vocabulary and language regarding the tools, the actions and the materials, as we describe various things such as “plant”, “potato”, “weed”, “pull”, “turn”, “wrist”, “trowel”, “soil”, “more”, and “less”.

However, what is perhaps the most powerful aspect of Montessori learning here is that of the children’s own impact upon nature and culture. The children enjoy a practical, real-world example of growing plants in their own natural environment. They will be taking care of, and responsible for, the food they will eat next summer. With such acts of care in the natural environment, and I don’t think Maria Montessori was being metaphorical here, the children can contribute to the Cosmic Plan that she envisioned: children ultimately tending and healing our world.

Montessori’s Cosmic Plan is no less aspirational than gardening with six under threes. We look forward to hopefully eating some lovely organic home-grown potato wedges in Summer 26.

Published by Rachel in Early Years (EYFS), Fine motor skills, Gardening with children, Growing food, Home–nursery connection, Jellybeans Childcare, Montessori, Nature and seasons, Nursery activities, Outdoor learning, Practical life, Sensory play, Sustainability, Toddlers (1–3), Under 3s