sandwichmontessori

The Montessori Approach to Play: What It Looks Like in the Classroom

Thu, 16 Apr 2026 17:52:56 GMT

The Montessori Approach to Play: What It Looks Like in the Classroom

One of the most common questions parents ask is: Is Montessori play-based?

The answer is yes, but it may not look the way you expect.

In a Montessori classroom, play and work are deeply connected. What might look like simple activity from the outside is often purposeful, hands-on engagement that supports real learning and development.

The Montessori approach to play is less about entertainment and more about meaningful interaction with the environment, where children are active participants in their own learning, an idea rooted in the work of Maria Montessori.

What Is the Montessori Approach to Play?

Play as Purposeful Work

In Montessori, you’ll often hear the word “work” used instead of “play,” which can make you think Montessori isn’t play based. Maria Montessori believed that “play is the work of the child,” meaning that what looks like play is actually deeply meaningful, purposeful activity, and built her methods around that belief.

Rather than focusing on passive entertainment or leaving materials to chance, Montessori environments are thoughtfully prepared to offer activities that invite engagement, problem-solving, and discovery, while building real skills tied to a child’s developmental stage through hands-on experience.

Children are given the freedom to choose what they work on, which naturally increases their focus and motivation. Instead of being directed from one activity to another, they follow their own interests within a thoughtfully prepared space.

This shift, from entertainment to purposeful activity, is at the heart of the Montessori approach to play.

Freedom Within Limits

A Montessori classroom is not unstructured, but it also isn’t rigid.

Children have the freedom to choose their activities, move around the classroom, and work at their own pace. At the same time, this freedom exists within clear and consistent limits, a balance that Montessori described freedom within limits and as essential for development.

The environment is carefully prepared with materials that are intentional, accessible, and developmentally appropriate. This structure actually supports creativity, rather than restricting it.

When children know what is available and how to use it, they are able to explore more deeply and independently.

Why Montessori Looks Different at Different Ages

In Montessori, the way children engage in play shifts as they grow, reflecting what Maria Montessori described as the planes of development , distinct stages of growth, each with its own needs, interests, and ways of interacting with the world.

Infant and Toddler: Sensory Exploration and Movement

For infants and toddlers, play is rooted in sensory exploration and movement , what Montessori described as the foundation of early development and the first plane of development. Movement is not separate from learning, it is learning at this stage. Every action helps build coordination, independence, and understanding of the world.

At this stage, children are building trust in their environment and developing control over their bodies through hands-on interaction.

You might notice:

Simple, real objects instead of flashy plastic toys
Opportunities to grasp, reach, and explore safely
Repetition of small movements that build coordination
Early practical life experiences like carrying, pouring, or tidying
Open floor space that allows for free movement

Primary (3–6): Imagination Through Real Experiences

In the primary years, children continue to engage in hands-on, purposeful activity, but with expanding skills and imagination. This stage is also part of the first plane of development, where children are especially sensitive to order, repetition, and independence.

Rather than relying on fantasy alone, children build imagination through meaningful, real-world interactions, something Montessori emphasized through her focus on reality-based learning in early childhood. This is also a time when children are forming a strong sense of independence and capability through repeated, purposeful work.

You might see:

Practical life work like pouring, food preparation, and cleaning
Sensorial materials that refine the senses
Early math and language materials used in concrete ways
Repetition of activities to build mastery
Collaborative moments and emerging social play
Imagination grounded in real-life experiences

Elementary : Big Ideas and Expanding Curiosity

As children grow, their play becomes more abstract, collaborative, and driven by big questions, marking the transition into the second plane of development. At this stage, children are driven by imagination, reasoning, and a desire to understand the bigger picture. Their work often reflects a growing interest in relationships, systems, and their place in the world.

Play and learning continue to blend together, with children taking more ownership of their ideas and pursuits.

In an elementary Montessori environment, you might notice:

Story-based learning through the Great Lessons
Independent research and long-term projects
Group collaboration and discussion
Exploration driven by personal interests
Creative expression through writing, building, and designing
Deeper curiosity about the world and how things work

Why the Montessori Approach to Play Builds Independence

Deep Concentration

One of the most noticeable differences in a Montessori classroom is the level of focus children develop, something Montessori identified as a key outcome of meaningful work. This kind of deep concentration doesn’t happen by accident, it’s a direct result of the environment and the Montessori approach to play.

Children are given uninterrupted blocks of time to engage in their work. This allows them to:

Settle into activities without being rushed
Repeat tasks until they feel satisfied
Build mastery through experience
Develop sustained attention over time

Confidence and Capability

Montessori environments are designed to help children see themselves as capable, an outcome closely tied to independence and self-directed activity. Over time, this builds a strong internal belief: “I can do this.”

You’ll notice:

Real tools instead of toy versions
Opportunities for meaningful responsibility
Encouragement to try, make mistakes, and try again
A growing sense of independence in everyday tasks
Pride in completing work on their own

Montessori Play vs. Traditional Free Play

Structure vs. Chaos

Traditional play environments can sometimes feel unstructured or overstimulating. This structure reflects Montessori’s belief that a well-prepared environment supports both independence and creativity.

In contrast, a Montessori classroom is intentionally designed:

Materials are carefully chosen and purpose-driven
Everything has a place and a clear use
The environment is calm and orderly
Children know what is available to them

Process Over Product

In Montessori, the focus is not on the end result. This belief aligns with Montessori’s emphasis on intrinsic motivation and self-driven learning.

Instead, emphasis is placed on:

Effort and persistence
Exploration and discovery
Internal satisfaction rather than external rewards
The process of learning, rather than a finished product

What Parents Might Notice in a Montessori Classroom

When you step into a Montessori classroom, it may feel different than what you may have expected, when stepping into a classroom full of children, regardless the age. The differences are intentional and reflects Montessori’s observations of how children learn best. A few things often stand out right away:

A calmer,more focused atmosphere
Children engaged in activities for long stretches of time
Fewer flashy toys and more simple, purposeful materials
Independence in action, children choosing, working, and completing tasks on their own
A sense of respect, for the environment, the materials, and each other
Very few large group lesson

Rethinking Play as Meaningful Learning

The Montessori approach to play invites us to rethink what play really is.

Rather than separating play and learning, Montessori brings them together in a way that is joyful, purposeful, and deeply supportive of development, an idea that traces back to the work of Maria Montessori. When children are given the space to choose, explore, and engage in meaningful work, they build independence, confidence, and a genuine love of learning.

Sometimes, the most powerful play doesn’t look flashy, it looks focused, calm, and deeply engaged, and when you begin to see it through that lens, everything starts to shift.

Come visit one of our classrooms in person to see what purposeful play really looks like - Schedule a Tour Here

Spring Break Activities for Families: Fun, Screen-Free Ideas at Home

Fri, 10 Apr 2026 18:26:07 GMT

Spring Break Activities for Families: Fun, Screen-Free Ideas at Home

Spring break sounds fun in theory, but once you’re in it, it can quickly turn into a week of “What are we doing today?” on repeat. If you haven’t planned ahead, you might be scrambling at the last minute for engagin g spring break activities , especially if you are striving to limit screen time, and it can become stressful rather than that fun family time you were imagining.

Whether you’re home with younger kids, managing multiple ages, or just trying to get through the week without defaulting to screens, you’re not alone.

If you’re trying to limit screen time without feeling like you have to entertain all day long, you’re not alone. The good news is you don’t need elaborate plans or Pinterest-level setups to make the week feel fun.

These spring break activities a re simple, flexible, and designed to keep your kids engaged while giving you a little breathing room too… family time should be fun for everyone!

Spring Break Activities: Set Up Your Week So the Fun Feels Easy (Not Like Extra Work)

Before jumping into activities, a little setup can make everything run more smoothly.

Try a “ Morning Menu ” to Avoid Constant Asking

Instead of answering “What can I do?” all day long, create a simple “morning menu” your kids can choose from that will spark their creativity and get them involved in the planning.

This might include:

Build something
Draw or craft
Read or look at books
Play outside
Help in the kitchen
Work on a puzzle
Create a game
Listen to an audiobook
Practice writing or storytelling
Explore a sensory activity

Write or draw four or five options on paper and let your child pick a few each morning. You can go back to the same options each morning, or mix it up. It gives them a sense of ownership, and takes some of the pressure off you to keep coming up with ideas. You never know, by the end of the week, they may be creating their own list!

After they decide, encourage your children to get started. If they need added inspiration, suggest a few materials they can use. Younger children might need that support right away, but it is always great to wait and see . . . with a little bit of encouragement, even the youngest children are able to engage in ways that will surprise us.

This kind of choice-based structure is very aligned with a Montessori approach as it supports independence while still offering guidance and clear boundaries. It’s also how we plan in our classrooms, and it works just as well at home.

Make a Cozy Yes-Space for Independent Play

A “yes-space” is an area where your child can play freely without constant supervision or redirection.

Think:

A bin of art supplies within reach
Building materials like blocks, LEGO, or cardboard
A cozy reading corner with accessible books
Empty boxes of different sizes
Craft materials like tape, glue, scissors, and paper
A basket of loose parts (buttons, fabric scraps, natural items)
Puzzles or simple games they can access independently
Dress-up clothes or imaginative play props

When kids clearly see what they can do, they’re much more likely to settle into independent play. Open-ended materials like these naturally invite creativity, experimentation, and longer periods of focus.

If it feels helpful, you can also think about a simple daily rhythm . This can guide your whole day, or just give you a framework for one or two parts of it, whatever feels most useful.

A simple version might look like:

Morning: Choose from the menu and begin independent play
Mid-morning: Snack and reset
Midday: Outside time, movement, or an outing
Early afternoon: Quiet time, reading, or independent play
Late afternoon: Help with dinner or practical life tasks
Evening: Family time, games, or reading together

You don’t need to follow it perfectly. It simply offers a gentle flow so you’re not constantly making decisions in the moment.

Spring Break Activities at Home That Feel Like a Mini Vacation

Not every day needs the same kind of energy. Some days call for calm, independent play, while others need movement, novelty, or hands-on engagement.

Create an At-Home Adventure Day With a Living Room Scavenger Hunt

Turn your home into an adventure zone with a simple scavenger hunt. It doesn’t take much to turn an ordinary day into something kids get excited about.

You can:

Hide clues around the house
Use pictures for younger kids
Create a treasure map
Choose a theme like pirates, jungle explorers, or detectives
Add simple challenges between clues (jump, spin, build something)
Let older kids design the hunt for younger siblings
Include a small “treasure” at the end (snack, note, or small toy)

Build Big With Cardboard, Blankets, and Painter’s Tape

Give kids a few basic materials and let them take the lead. Open-ended building tends to hold their attention longer than more structured activities, and you’ll get to see their ideas come to life.

They might build:

Forts
Tunnels
“Houses” or entire little cities
Stores, restaurants, or pretend businesses
A reading nook or quiet hideaway
Obstacle courses
Marble runs or ramps
Or think small and create buildings for a fairy garden

Open-ended building like this supports problem-solving, creativity, and independence are all elements of a Montessori-inspired environment.

Kitchen Projects Kids Can Actually Help With

Kids love being included in real tasks, especially in the kitchen. It may take a little longer, but they’re far more invested when they’re part of the process.

This is also a great way to get kids to try a new food . . . often, when they have a hand in meal prep, they are more likely to give new foods a try.

Try:

Baking muffins or simple breads
Assembling fruit kabobs
Creating mini pizzas using English muffins or other pre-made breads
Washing and prepping vegetables
Making smoothies
Preparing a simple breakfast or snack
A real tea party with iced tea and little sandwiches
Turning anything into charcuterie . . . it’s all about variety and presentation

Backyard or Driveway Games That Burn Energy Fast

When energy starts to build, heading outside helps reset the mood. No complicated setup needed, just a chance to move with added purpose.

Simple options:

Chalk obstacle courses
Races or relay challenges
Ball games or catch
Water play with buckets, cups, or hoses
Scooter or bike time
Jump rope or hopscotch
Nature scavenger hunts
Now’s the time to pull out your yard games for the season . . . bocce ball or cornhole, anyone?

Easy Science and Sensory Play With Everyday Items

You don’t need special kits to make this work. These are easy to set up and tend to keep kids engaged longer than you’d expect.

Try:

Baking soda and vinegar experiments
Water bins with cups, scoops, and funnels
Rice or bean sensory bins
Folding different kinds of paper airplanes and testing them
Mixing colors with water or paint
Ice play with small objects frozen inside
Simple sink-or-float experiments
Pouring and transferring activities

Montessori-Inspired Spring Break Activities for Everyday Learning

Not everything needs to be planned out.

Simple “ Practical Life ” Jobs That Kids Love During School Breaks

Kids are naturally drawn to real, meaningful work. These small tasks build confidence and independence, and they genuinely enjoy being trusted to help.

You can invite them to:

Wash fruits and vegetables
Sweep or wipe tables
Help fold laundry
Rake during spring clean up
Water plants
Set or clear the table
Organize toys or shelves
Help prepare snacks

These moments often become some of the most engaging parts of the day.

If the day starts falling apart, a small reset can make a big difference:

Go outside, even briefly
Switch to water play or sensory activities
Invite your child to join you in what you’re already doing
Offer a snack and a break
Reset expectations for the day
Return to a familiar activity
Simplify instead of adding more

Spring break at home doesn’t have to feel overwhelming, or like you’re responsible for constant entertainment.

If you want this to feel easier, having a simple plan you can reuse each day makes a big difference. You might create your morning menu once, rotate a few go-to activities, or prep a handful of materials ahead of time.

Even a little bit of preparation can take a lot of pressure off in the moment.

A bit of structure, a few simple ideas, and realistic expectations can shift the whole week. You don’t need to do everything we talked about, just pick a couple of options that feel doable and start there.

Some of the best parts of the week will come from the simplest moments.

Curious What This Looks Like in Real Life?

If these spring break activities feel aligned with how you want your child to learn and grow, we’d love to invite you to see it in action.

Join us for a Spring Open House at Sandwich Montessori School to explore our classrooms, meet our teachers, and experience a calm, child-centered environment firsthand.

It’s a chance to step inside, ask questions, and see if our school feels like the right fit for your family.

�� [Save your spot for an upcoming Open House]

How the Moveable Alphabet Teaches Children to Read (A Montessori Approach)

Fri, 20 Mar 2026 17:10:34 GMT

How the Moveable Alphabet Teaches Children to Read (A Montessori Approach)

The moveable alphabet is one of the most powerful Montessori tools for teaching children how to read and write. Instead of memorizing words or relying on worksheets, children build language with their hands - sound by sound - developing real understanding and confidence along the way.

In Montessori classrooms, reading doesn’t begin with books. It begins with language, movement, and meaningful exploration. The moveable alphabet is where those early skills come together.

What Is the Moveable Alphabet?

The moveable alphabet is a hands-on Montessori language material made up of individual wooden letters that children use to build words.

Rather than writing with a pencil right away, children are able to select letters, arrange them into words, and physically manipulate sounds. This allows them to focus fully on language and phonics without the added challenge of handwriting.

How Children Use the Moveable Alphabet

In one common activity, a teacher may introduce a simple word ending, like “-at.”

A child is then invited to explore how changing the beginning sound creates entirely new words. As they build combinations like sat, cat, hat, and fat, they begin to see patterns in language.

As each word is formed, the child says each sound, blends the sounds together, and begins to recognize the word as a whole. Often, they will then write the word down, reinforcing the connection between spoken and written language.

This process turns reading into an active discovery rather than something to memorize.

What This Activity Teaches

The moveable alphabet supports foundational reading skills in a deeply meaningful way.

Children begin by developing phonemic awareness as they hear and isolate individual sounds in words. As they work, they naturally connect those sounds to written letters, strengthening their understanding of how language is constructed. Through repetition and exploration, they learn how to blend sounds together to form words.

In Montessori, children often learn to write before they read fluently, and the moveable alphabet plays a key role in this process by allowing them to build and encode words before decoding them.

Beyond academics, this work builds confidence, independence, and a strong sense of capability.

What Age Is the Moveable Alphabet For?

The moveable alphabet is typically introduced in the Primary classroom, between the ages of three and six.

Children are ready for this work after they have developed strong spoken language and have been introduced to letter sounds, often through materials like sandpaper letters. From there, the moveable alphabet becomes a bridge between hearing sounds, building words, and eventually reading independently.

How Montessori Teachers Adjust the Activity

One of the strengths of the moveable alphabet is how easily it can be adapted to meet each child where they are.

For children who are just beginning, the activity may be simplified by focusing on only one or two sounds at a time. At this stage, the emphasis is often placed on hearing and saying sounds aloud, rather than writing, allowing the child to build confidence without added pressure.

For more advanced learners, the activity can be extended by introducing more complex sound combinations such as blends or digraphs. Children may begin building longer words, writing full sentences, and reading back what they have created, deepening both their reading and writing skills.

This flexibility allows each child to move forward at their own pace, following their natural development.

How the Moveable Alphabet Builds a Love of Reading

When children use the moveable alphabet, they are not being asked to memorize or perform. They are discovering.

They begin to notice that changing just one letter can create an entirely new word. They experience the satisfaction of figuring something out on their own and start to see themselves as capable learners.

Instead of frustration, children experience curiosity, confidence, and joy in the process of learning.

Over time, this grows into something much bigger. A child who feels successful begins to believe, “I can read.” That belief turns into enjoyment, and eventually into a genuine love of reading.

See the Moveable Alphabet in Action

This activity is just one small piece of how children develop into confident, capable readers in a Montessori environment.

If you’d like to see how reading unfolds from the earliest years through elementary, we invite you to join us at Sandwich Montessori School for our upcoming parent event:

Cultivating Lifelong Readers - March 31st: RSVP Here

You’ll have the opportunity to step inside our classrooms, observe real materials like the moveable alphabet in use, and learn how our teachers support each stage of reading development.

Montessori STEM Activities That Feel Like Play (and Build Real Skills)

Fri, 13 Mar 2026 20:33:27 GMT

Montessori STEM Activities That Feel Like Play (and Build Real Skills)

A child tips a pebble into water and watches it drop like a stone. Another sends a ball down a ramp, then scoots the ramp higher to see what changes. This is the heart of Montessori STEM activities .

In one clear sentence: Montessori STEM is hands-on learning with real materials, chosen by the child, while an adult guides with quiet, thoughtful support. Over time, these simple experiments grow into problem-solving, steady focus, and confidence that carries into school and everyday life. It works in a classroom, and it works at your kitchen table.

Why STEM matters in Montessori learning (and why it feels natural)

STEM belongs in Montessori because children already think like scientists. They notice patterns, test ideas, and repeat work until it makes sense. That repetition isn't busywork. It's how logic gets built, one small try at a time.

Montessori also supports STEM habits through order and control of error. A spill shows that the pour was too fast. A tower that falls shows the base was too narrow. Because the feedback is built in, kids can adjust without a lecture.

You'll see STEM thinking in daily moments: mixing batter and watching it thicken, sorting buttons by size and color, or building a block road that needs a stronger "bridge." Measuring, predicting, and checking results start early, especially when children have the right tools.

The Montessori twist: process over prizes

The goal is focused work, not a perfect result. Offer choice within limits , keep materials simple, and ask calm questions like, "What do you notice?" and "What could you try next?"

If you feel the urge to fix it, pause. Let the materials teach first.

A helpful adult move: step back for two minutes, then write down what you observed. Those notes will guide what to offer next.

Montessori STEM activities by age, from toddlers to teens

A good activity feels purposeful, uses real objects, and invites repeat trials. Keep the setup small, then let the thinking grow.

Ages 2 to 6: build the senses, then build the science

Try a sink-or-float tub with simple prediction cards (skill: observation and early data). Set out a bowl of water, a

tray, a few safe objects, and tally marks on paper. Next, build a ramp and roll a ball, then mark distances with painter's tape and a ruler (skill: cause and effect). Add a magnet hunt with a sorting tray for "sticks" and "doesn't stick" (skill: vocabulary and sorting). Supervise closely, and avoid small objects that could be choking hazards.

Ages 6 to 9: measure, test, and record like a young scientist

Build a paper bridge using index cards and tape, then add pennies until it bends (skill: testing and measuring). Explore simple circuits with a battery pack, wires, and a small bulb (skill: problem-solving and sequencing). Run a plant experiment by changing one variable, like light or water (skill: fair tests). Use a small notebook for results, and introduce simple graphs with bars or lines.

Ages 9 to 14+: design, iterate, and explain your thinking

Make a water filter with bottles, gravel, sand, and activated charcoal (skill: systems and revision). Try coding a simple game or a sensor project using any beginner-friendly tool (skill: logical steps and debugging). Build a craft-stick catapult, then test angles with a protractor (skill: ratios and data). Encourage a short lab report, or a photo journal with captions.

Making STEM time calm, doable, and truly Montessori at home

Start with a tray and a work mat, then limit materials so choices stay clear. Keep real tools nearby, like a ruler, measuring cup, and small scale. Also, set a "science journal" basket for sketches, tallies, and quick notes. Rotate one activity each week, and teach a simple cleanup routine that ends the work with care.

Use language that invites thinking: "I notice…," "I wonder…," and "Show me." Avoid stepping in too fast, even when it's tempting.

A simple three-step routine: invite, observe, reflect

First, invite with a short demo, then place the materials down and stop talking. Next, observe quietly and only help if safety or frustration climbs. Finally, reflect with one prompt: "What did you change, and what happened?"

Conclusion

Montessori STEM activities aren't about flashy projects. They're about curious eyes, careful hands, and steady problem-solving that strengthens over time. Pick one activity your child loves, then repeat it for a week, because repetition is where insight appears.

If you'd like community support, Sandwich Montessori School's hybrid homeschool program includes a Thursday afternoon STEM Lab. Learn more about the Sandwich Montessori School Hybrid Program . Small experiments today can shape a brave, capable learner tomorrow.

Why Play Is Important: A Montessori Perspective on Early Childhood Learning

Fri, 06 Mar 2026 21:15:00 GMT

Why Play Is Important in the Early Years

Most parents quickly understand why play is important for babies and young children. We hear it often from educators and child development experts, and it’s something many families naturally observe at home. But in Montessori education, understanding why play is important goes deeper than simply knowing children enjoy it. Play is how children explore their environment, practice new skills, and build the foundation for lifelong learning.

“Play is the work of the child.” - M aria Montessori

“A child's greatest achievements are possible in play, achievements that tomorrow will become her basic level of real action.” - Lev Vygotsky

“Play is the work of childhood.” - Jean Piaget

But what does that really mean?

In Montessori education, play is not simply entertainment or a way to pass time. It is how children explore their world, practice new skills, and build the foundations for future learning. When a child is engaged in meaningful activity, something important is happening beneath the surface.

Why Play Is Important for Child Development

Many parents spend time searching for new play ideas online. It’s easy to feel like we need a constant stream of creative activities to keep our children engaged.

But in a Montessori approach, the focus is less on finding the next activity and more on understanding what the child is developing through the experiences they already have.

A simple sensory experience, for example, might seem like messy fun. Yet while a child explores a new texture with their hands, they are also strengthening coordination, concentration, curiosity, and language.

What looks simple from the outside is actually supporting many layers of development.

What Children Are Building Through Play

When children are given time and space to explore through play, they are developing important lifelong skills.

Concentration and Focus

Young children often repeat actions again and again. They may stack blocks, pour water from one container to another, or return to the same puzzle several times.

This repetition is not accidental. Through repeated movement and experimentation, children are strengthening their ability to concentrate. Over time, these moments of focus grow longer and deeper, supporting future learning.

Emotional Regulation

Play also helps children practice managing emotions before they have the words to describe them.

A tower may fall just as a child finishes building it. Sometimes they laugh. Other times they may feel frustrated or disappointed.

These small experiences give children the opportunity to practice resilience with the support of a calm adult nearby.

Problem Solving

Children are natural problem solvers.

During play, they constantly test ideas:

What happens if I try this?
Why didn’t that work?
What should I do next?

Whether they are fitting puzzle pieces together or figuring out how to carry a tray across the room, these small experiments build flexible thinking and persistence.

Language Development

Play also creates rich opportunities for language.

When children describe what they are doing, retell experiences, or talk about their discoveries, they are practicing vocabulary, sequencing, and storytelling.

These early conversations help build the foundation for reading and communication later on.

Independence and Confidence

In Montessori environments, adults observe carefully before stepping in to help.

When children are given the opportunity to try, adjust, and try again, they begin to trust their own abilities.

A child who figures something out independently experiences a powerful sense of pride. That feeling becomes the foundation for confidence and perseverance.

Connection

Play is also one of the most meaningful ways children build connection with the adults around them.

When a parent slows down to observe, participate, or simply sit nearby during play, the child feels supported and understood.

That sense of security encourages children to explore, take risks, and learn.

Seeing Play Through a New Lens

When we pause and observe more closely, play begins to look different.

A child pouring water is not just making a mess.
They are practicing coordination, concentration, and care.

A child repeating the same activity is not stuck.
They are strengthening important neural pathways through repetition.

A child inviting you into their pretend game is not just being silly.
They are building imagination, language, and connection.

These small moments of play are quietly shaping how a child learns, thinks, and interacts with the world.

Supporting Play as a Parent

Parents don’t need complicated materials or elaborate activities to support their child’s development.

Often, the most meaningful experiences come from simple moments:

• giving children time to explore
• observing their interests
• allowing repetition
• offering gentle guidance when needed
• joining them in play with curiosity and attention

When adults begin to notice what children are building through play, everyday moments take on new meaning.

If you'd like to explore more about play and here from a child development expert, join our virtual play club . This play club meets every Wednesday at 9am EST. Get play ideas for your baby or toddler and hear from an expert on why that play is so important.

Why Montessori Education Is So Popular

Thu, 05 Mar 2026 20:49:26 GMT

Why Montessori Education Is So Popular With Today's Families

A small hand steadies a tiny pitcher, then pours water into a glass. Another child rolls out a work rug like it's a welcome mat. Nearby, someone chooses a tray from a low shelf, carries it carefully, and gets to work.

That calm, capable feeling is what many parents are looking for. They want less chaos, more confidence, and real skills that show up at home. When families search for why montessori feels different, they're often hoping for something simple, a classroom that helps children grow without constant bribing, begging, or battles.

This post breaks down what Montessori education is, what it isn't, why it works for many kids, and how you can spot the real thing during a school visit before you enroll.

What Montessori education is (and what it isn't)

Montessori is easiest to understand when you picture the room. You won't see rows of desks. Instead, you'll notice low shelves, child-sized tools, and children working in small pockets of focus. The classroom looks lived-in, but not messy. It feels more like a well-organized kitchen than a playground.

You'll also notice that learning happens through action. Children touch, move, build, pour, match, and sort. That doesn't mean there's no reading, writing, or math. It means those skills grow from the hands up, not from worksheets down.

Just as important, Montessori isn't a free-for-all. A good Montessori classroom has clear routines, consistent expectations, and careful lessons. It also isn't "just fancy toys." The materials have a job to do, and teachers show children how to use them with purpose.

In a strong Montessori classroom, freedom doesn't mean "do anything." It means "choose meaningful work, then do it well."

The basics: child-led choices inside clear limits

Montessori is often described as freedom within limits . Children choose their work, but only from what the teacher has prepared and taught. That set of choices matters. It keeps the day from turning into a tug-of-war between adult plans and child moods.

You'll often see long work periods, sometimes two to three hours. During that time, children can settle in, repeat an activity, and finish at their own pace. The teacher gives short, focused lessons, then steps back so the child can try.

Picture a teacher showing a child how to zip a coat. She slows down, uses few words, and demonstrates once. Then she gives the coat back and watches quietly. If the child struggles, she might show the first step again, then pause. The goal is help without taking over, because "I did it!" is part of the lesson.

Why the materials look different, and what they teach

Montessori materials often look simple, even old-fashioned. That's on purpose. Many are self-correcting , so the child can see an error and fix it without an adult jumping in.

In practical life, a toddler might practice pouring from a small pitcher, spooning beans, or polishing a wooden tray. These activities build coordination and patience, but they also teach sequence and care.

In early literacy, sandpaper letters let children trace the shape of a sound. Their fingers learn the form while their mouths practice the phonetic cue. That body-memory can make writing feel less mysterious later.

For math, you might see number rods or bead chains that show quantity with length and pattern. Children can literally feel the difference between six and nine. Over time, repeated hands-on work supports mental math because the child understands the "why," not just the answer.

Why Montessori is so popular with parents right now

Parenting today comes with noise. Screens are loud, schedules are packed, and attention feels fragile. So when parents walk into a classroom where children look busy and peaceful, it's hard not to breathe out.

Montessori has grown in popularity because it matches what many families want: independence, self-control, and learning that lasts longer than a test. It also respects childhood. Children aren't rushed through milestones like items on a checklist. Instead, they practice skills until they feel solid, then move on.

Another reason is emotional. Montessori classrooms often feel warm and steady. Children know where things belong. They know how to begin. They know how to clean up. That predictability can be a relief for kids, and for parents too.

Kids build independence, and that changes home life too

Independence in Montessori isn't a slogan. It shows up in daily habits. Children learn to hang up a coat, push in a chair, wipe a spill, and put work back where it belongs. Those small acts add up to a child who thinks, "I can handle this."

At home, that confidence can shift the tone of the day. A child who's used to doing real tasks may push back less, because they feel respected. They still have big feelings, of course, but they also have tools.

Imagine a normal evening. Your child sets forks on the table, then carries napkins one by one. After dinner, she scrapes her plate and puts shoes in the right spot. It's not perfect. Still, you can feel the pride in her shoulders. That pride can do more than a sticker chart ever could.

Focus grows when children can move, repeat, and finish work

Many children focus better when their bodies can move. Montessori expects movement, but it guides it. Children walk to the shelf, carry a tray with two hands, and sit where they can concentrate. That simple structure turns motion into a learning tool.

Uninterrupted time helps too. When children can choose, work, and finish, they complete a full cycle. They decide, do the task, tidy up, and return it. That clear ending matters, because it builds a sense of control.

As a result, Montessori classrooms often feel calmer. Kids aren't waiting for the next direction every few minutes. They're busy with work that makes sense to them, so the room hums instead of erupts.

Mixed ages and social learning feel more like a family than a grade level

Many Montessori classrooms use 3-year age groupings. So you might see ages 3 to 6 together, or 6 to 9 together. That mix changes the social tone fast.

Younger children learn by watching. They copy how older children roll rugs, speak politely, and take turns. Meanwhile, older children practice leadership in small, everyday ways. Helping a younger friend carry a tray teaches patience better than a once-a-week "kindness lesson."

Because children stay with the same teacher longer, the community can feel stable. Friendships deepen, and shy children often find their place. Over time, the room starts to feel like a little neighborhood where everyone has a role.

Proof points parents notice over time, plus famous Montessori alumni

Parents usually don't need a research paper to sense progress. They notice changes in the car ride, the bedtime routine, and the way their child speaks to others. Montessori tends to show results through daily behavior, not flashy performances.

That said, it's still important to stay honest. Montessori doesn't guarantee a certain personality or outcome. Children grow at different speeds, and a school's quality matters a lot. A strong program stays consistent, trains teachers well, and protects the child's work time.

What progress can look like after a few months

Here are signs many parents describe over time (not promises, just common patterns):

Longer stretches of attention during play or chores
More careful hands with objects, fewer "oops" crashes
Clearer language, like naming choices instead of melting down
More pride in helping, such as wiping a spill without being asked
Smoother transitions, because routines feel familiar
Better patience while waiting for a turn or a tool

Every child develops at their own pace, so the timeline can look different in each family.

Global figures who experienced Montessori, and what they praised

Montessori has also stayed in the spotlight because many well-known people attended Montessori programs. Names often linked to Montessori include Jeff Bezos, Sergey Brin, Larry Page, and Prince William and Prince Harry.

Reports and interviews connected to these figures often point to similar themes: comfort with independence, curiosity, and self-direction. Still, success has many causes, from family support to opportunity and personal drive. Montessori doesn't "create" a CEO or a prince. Yet it can help children practice the habits that make big goals feel possible.

Conclusion

If you're curious about Montessori, the best next step is simple: go see it. Tour local schools, then watch for key signals, a calm room, purposeful work, and teachers who guide with respect instead of control. Notice whether children look busy in a satisfying way, like builders on a job site.

If your child is still very young, you can start even earlier. The Caregiver and Child program at Sandwich Montessori School lets parents see how their child would be in a Montessori setting with Montessori materials, so you can see for yourself why it's so popular: https://www.sandwichmontessori.org/montessori-caregiver-program

Bring your questions, trust your observations, and take your time. Montessori is easiest to understand when you watch a child choose, try, and glow with pride.

Why Montessori Teachers Choose This Path - And Why You Might Too

Fri, 20 Feb 2026 16:14:50 GMT

Thinking About a Career as a Montessori Teacher? Start Here.

Maybe you’ve always known you’re meant to work with children.

Maybe there’s something about watching confidence grow - academically, emotionally, socially - that feels deeply meaningful to you.

Maybe you’ve been in education… or adjacent to it… and quietly wondered:

Is there a place where this work feels more aligned?

At Sandwich Montessori School, many of our Montessori teachers didn’t start out thinking, I’m going to be a Montessori educator.

What they felt first was something deeper - a pull toward meaningful work with children.

If you’re exploring whether Montessori could be the right path for you, here’s what our teachers’ journeys reveal at Sandwich Montessori School .

It Often Starts with a Feeling

Jeanine originally became a state-certified elementary teacher. But during student teaching, she realized something didn’t sit right.

“I remember thinking, ‘I can’t do this for 30 years.’”

She didn’t want to leave education. She just knew she needed a different environment.

Then she walked into a small Montessori classroom for the first time.

“It was calm. Organized. Welcoming. I went home and researched Montessori. Then I went to the principal and said, ‘Here’s my resume. I want to be your teacher.’”

That decision led to 15 years in Montessori classrooms - and her own children attending Montessori as well.

Sarena (SMS Teaching Partner, ages 2.9 - 6 ) didn’t come from traditional education at all. She left a tech career before joining SMS.

What drew her in?

“The respect of the child and freedom within limits. Children are so capable.”

For some, it’s a classroom visit.
For others, it’s a career pivot.
For many, it’s simply recognizing that being around children - guiding them, supporting them - feels meaningful.

What Keeps Them Here

Ask our teachers what they love most, and you won’t hear scripted answers.

You’ll hear stories.

Amanda (SMS Teacher Leader, ages 0 - 3 ) speaks about guiding not only students, but teachers and families - helping everyone grow into their best selves.

Isabella (SMS Teaching Partner, ages 0 - 3 ) remembers being amazed by toddlers confidently setting their own places at the table. “So careful and confident,” she says.

Jasmine (SMS Teaching Partner, ages 2.9 - 5 ) talks about watching young children navigate conflict with kindness and emotional regulation. “It blows my mind every single time.”

Sarabeth (SMS Lead Teacher, ages 2.9 - 6 ) appreciates that SMS is “constantly striving to serve the children in our care in the best possible way,” with professional development that supports growth.

Monika (SMS Lead Teacher, ages 2.9 - 6 ) values watching children grow through the full three-year cycle - seeing transformation over time.

And over and over again, one theme surfaces:

Growth. For the children, for the teachers, and for the community.

Why They Chose This Work

There are many paths that lead teachers to Sandwich Montessori School - but what keeps them here is simple: the work matters.

They choose this work because they believe children deserve dignity. Because they want to guide rather than control. Because they value building real relationships over years - not just months.

As Jeanine once shared, Montessori offers a “built-in sense of fulfillment.” You don’t rush children through a system; you journey with them. And along the way, they surprise you constantly.

If you feel energized by being around children, value independence and long-term relationships, and want to continue growing professionally rather than plateauing, this path may be worth exploring. Curiosity and a willingness to keep learning are often where it begins.

Is Sandwich Montessori School the Right Fit for You?

A career at SMS isn’t just about credentials - though education and training are certainly valuable. It’s about disposition: curiosity, patience, humility, and a deep respect for children. Those qualities shape the culture of our classrooms far more than any single résumé line.

Our teachers arrived here in different ways. Some came through traditional education programs. Others found us through an online search, by driving past the school, or after changing careers entirely. What they share is a desire to do meaningful work in a community that supports growth. If you’ve been wondering whether there’s a version of education that feels more aligned, this might be the moment to explore that question.

What Exploration Could Look Like

You don’t have to commit to anything tomorrow. Start by visiting a classroom, asking questions, or reaching out to learn more about Montessori training pathways. Have a conversation with someone on our team. Sometimes clarity comes simply from being close to the work and seeing it for yourself.

Interested in Learning More About Becoming a Montessori Teacher?

At Sandwich Montessori School, we’re always open to connecting with thoughtful, growth-oriented individuals who feel called to this work.

If you’d like to:

Learn more about Montessori training
Explore future educator opportunities
Connect with our team
Or simply start a conversation

Check out our careers page and reach out!

You don’t need to have your entire path mapped out.

You just need to be willing to explore whether this calling might be yours.

Montessori Materials: How Simple Tools Build Focus and Independence

Fri, 13 Feb 2026 05:00:18 GMT

Montessori Material: How Simple Tools Build Focus and Independence

A child walks to a low shelf, fingertips hovering, eyes scanning like they’re choosing a favorite book. They lift one tray with two hands and carry it carefully to a rug. That quiet choice is the start of real work.

Montessori materials are sets of hands-on tools that teach one clear idea at a time. Each item is meant to invite focus, offer a way to check mistakes without an adult, and help a child do more on their own. Instead of entertainment, the materials offer something better: practice that feels satisfying.

What makes Montessori material work so well

Good Montessori material has a strong point of view. It isolates one skill , so a child’s attention doesn’t scatter. The design is clean and consistent, which makes the work feel calm. Many materials use real, child-sized tools, because real objects demand real care.

Another key is sequence. Children move from simple to complex, step by step, like climbing a staircase where each step is the right height. That’s why open shelves matter in a prepared environment. When materials are visible and within reach, choice becomes possible, and choice is where independence starts. If you’re touring a classroom or setting up a corner at home, look for order, space to lay work out, and a clear place to return it.

Control of error, the quiet feedback loop

The best correction doesn’t come from a grown-up’s voice. It comes from the work itself.

Knobbed cylinders only fit in one matching hole, so a wrong choice leaves a gap.
A puzzle map piece won’t settle if the shape is off.
Pouring work tells the truth right away, a spill shows the hand moved too fast.

The child adjusts, tries again, and owns the success.

How guides introduce a material, slow hands, few words

A Montessori guide treats a lesson like a small ceremony. First comes a careful presentation: slow hands, tidy movements, and only the words that matter. The guide might point, pause, and let silence do some of the teaching. Children watch closely because the message is clear: this work is worth your attention.

Next, the child is invited to try, often with the guide nearby but not hovering. If the child forgets a step, the guide may repeat the action instead of correcting with lots of talk. Finally, the guide steps back. Repetition is welcomed, not rushed. A child might choose the same Montessori material many days in a row, and that’s not “stuck,” it’s building strength.

From demonstration to creativity, without turning it into a toy

After mastery, freedom grows. Creativity can look like making new patterns, aiming for smoother motion, or choosing a harder version, while still using the material with care and purpose.

A real example: the Pink Tower, and how it changes over time

The Pink Tower is ten pink cubes that stack from largest to smallest. In the first lesson, a child carries one cube at a time, sets them down neatly, then builds the tower with steady hands. They compare sizes by sight and touch, then return each cube to the shelf in order.

Later, the same material opens new doors. A child may build on a larger rug to give their arms room. They might line the cubes up like a stair, noticing each change in size. Some children pair the cubes with number cards, counting as they build. Language can join in too: big, bigger, biggest. With permission, the Pink Tower may even be combined with another sensorial material for deeper comparison.

Conclusion: What parents can watch for

If you’re wondering whether Montessori material is being used well, keep it simple:

Are the materials complete, within reach, and treated with care?
Are adults correcting less and observing more?
Does the child repeat work by choice?

That pattern, choice plus repetition, is where confidence grows. To see these materials in action, you can schedule a visit with Sandwich Montessori School using this page: Schedule a tour at Sandwich Montessori School .

Or, if you're looking to see your child in a real Montessori environment, learn more about our Caregiver program . See your child discover an array of Montessori materials in real time.

Montessori Classroom Organization: How Order Builds Independence

Fri, 13 Feb 2026 05:00:18 GMT

Montessori Classroom Organization: How Order Builds Independence

Step into a well-run Montessori room and you’ll notice it first with your body, not your brain. There’s a quiet hum, like a library with sunlight. Children move with purpose. A child unrolls a small mat, another carries a tray with two hands, someone else pours water without an adult hovering nearby. Nothing feels rushed, but nothing feels aimless either.

That calm doesn’t happen by luck. In montessori classroom organization , the room itself teaches. The shelves, the flow of traffic, even the empty spaces all send a message: you can do this.

If you’re a parent trying to understand what makes Montessori different, this guide will help you spot it. You’ll learn how shelves are set up, how order supports focus and confidence, and what to look for when you visit a classroom.

How Montessori classroom organization helps children feel safe, focused, and capable

A young child is always collecting clues. Where do I go? What can I touch? What happens if I spill? In a Montessori classroom, the answers are built into the space. Order outside supports order inside , so the child doesn’t have to waste energy guessing the rules. They can spend that energy working.

A predictable layout lowers stress. When children know where the materials live and what “finished” looks like, they relax into the routine. That’s when you see longer concentration, fewer power struggles, and a surprising amount of self-control for small bodies.

This kind of organization also supports real choice. Not the overwhelming kind where a child bounces from toy to toy, but the steady kind where they select one activity, carry it carefully, and stay with it. The classroom makes the next step obvious, so children don’t need constant adult help to get started.

The room is set up for independence, not adult convenience

Everything is sized for children: chairs they can lift, tables they can wipe, shelves at shoulder height. Materials sit on open shelves, not in closed bins that require permission. Clear walking paths matter too, because children carry real tools and glass in many Montessori settings.

Teachers keep their own area simple. A cluttered adult corner pulls attention like a blinking sign. In a well-organized room, everything has a home , and children can reach it without asking.

A simple example: a child chooses a pouring work, carries the tray to a table, pours water into a small pitcher, then returns the tray to the same spot, ready for the next person.

Why shelves go left to right, easy to hard

Montessori shelves often follow a quiet logic: left to right, simple to complex. The easiest version of a skill appears first, then it builds step by step. This arrangement helps children sequence their thinking without a lecture.

It also supports early reading habits. In English, we scan left to right. When materials flow that way, the eyes and hands practice an invisible rhythm that later shows up in reading and writing.

The “easy to hard” pattern doesn’t pressure a child to rush. It simply makes progress visible. Children can repeat an early activity until they’re ready, then move forward with confidence.

Less choice, better choice: why Montessori uses curated materials

Montessori classrooms usually aren’t packed with toys, and that’s on purpose. Too many options can turn the shelf into noise. Curated choices help children see what’s available, commit to one piece of work, and finish it.

Teachers rotate materials when interest fades or when a group is ready for a new challenge. Rotation isn’t about entertainment. It protects focus while keeping the classroom responsive. A shelf that’s thoughtfully edited tells a child, “Your work matters enough to be kept in good order.”

What you’ll notice on the shelves, and why it’s arranged that way

Montessori shelves tend to look clean and inviting, like a small shop where everything is displayed with care. You’ll see baskets that hold just enough, trays that define a complete activity, and labels that make returning work possible without adult rescue.

The layout often follows more than one pattern at once. Many areas move left to right, easy to hard. Some materials also move top to bottom. Lighter work may sit higher, heavier work lower. Sometimes the shelf itself becomes a map of growing skill.

The beauty here is practical, not fancy. You’re likely to notice calm colors, natural materials, and open space around each item. That “breathing room” matters. When a child can clearly see where something begins and ends, they can organize their own actions to match.

Shelves are organized by area, and each area has a clear purpose

Most Montessori classrooms group materials into consistent areas. Practical Life focuses on real skills like pouring, spooning, and cleaning. Sensorial helps children refine sight, touch, sound, and other senses with purposeful tools. Math and Language build step by step, often moving from hands-on work to symbols. Cultural work can include science, geography, art, and music, offering a wider view of the world.

The point isn’t to rush academics. It’s to build skills in layers . A child who learns to carry a tray with care is practicing the same control they’ll need to form letters later. The shelf organization makes these connections possible because the child can repeat, choose, and progress without waiting for a worksheet.

Each activity is complete, simple to carry, and easy to put back

A Montessori activity is usually self-contained. It comes with what the child needs and not much more. That might mean a small basket with matching objects, or a tray with a sponge and a tiny pitcher.

Many materials also include a built-in way for the child to notice mistakes. In plain language, the work “tells the truth.” If something doesn’t fit, or the set isn’t complete, the child sees it. This reduces the need for adults to correct every step.

Rugs or mats often define a work space on the floor. They protect the child’s concentration and teach respect for others’ work. Clean-up is part of the lesson too. When a child returns an item neatly, they’re practicing order as a life skill, not as a punishment.

How teachers keep order without constant correcting

A peaceful Montessori room isn’t quiet because children are controlled. It’s quiet because the systems do the heavy lifting. Teachers observe first, then adjust the environment so children can succeed with less adult interruption.

You might see a teacher give a short, clear lesson, then step back. That pause is intentional. It gives the child time to try, repeat, and settle into focus. Limits are gentle but firm, especially around safety and respect. The goal is freedom within clear boundaries.

If you’re visiting a school, look for signs that the room runs itself. Are children moving smoothly? Are materials being returned? Does the teacher spend more time watching and guiding than directing?

A few helpful questions to ask during a visit:

How do you introduce new materials so children can use them safely?
What happens when a child isn’t using a material respectfully?
How often do you refresh or rotate the shelves?

Grace and courtesy lessons make the room work for everyone

Montessori teachers give “grace and courtesy” lessons early and often. These are short demonstrations that show children how to live together in the space. They learn how to carry a tray with two hands, how to roll a rug tightly, how to walk around someone’s work, and how to wait for a turn without hovering.

These routines prevent small conflicts before they start. They also protect concentration. When children know the social rules, they don’t need to test them all day. The room stays calm because the children know how to care for it and for each other.

The daily reset: how adults edit the environment so children can thrive

Even the best classroom drifts out of order during a busy day. Teachers do quick resets: straightening shelves, removing anything broken, refilling consumables, and wiping sticky trays. They might simplify a shelf that’s become too crowded, or move a popular work to a spot that reduces traffic jams.

The aim isn’t a perfect showroom. It’s a space that invites careful hands and steady work. When the environment is beautiful but not fragile, children learn that real responsibility feels good. They can touch, use, clean, and return things, and the room welcomes them back tomorrow.

Conclusion

When Montessori classroom organization is working, you can feel it: a calm flow, reachable materials, and shelves that tell a clear story from simple to complex. You’ll see children choosing work without being handed options, finishing what they start, and returning materials as naturally as putting shoes by the door.

A quick way to spot a well-organized Montessori space is to notice these signals: clear pathways, tidy shelves with “just enough,” and adults guiding more than directing. The room should invite independence, not constant reminders.

If you’re considering Sandwich Montessori School , seeing the classroom in person can answer questions that words can’t. Order is easier to recognize when you can watch children move through it. Visit us today: https://www.sandwichmontessori.org/schedule-tour

Building a Kinder, Braver, Stronger Generation: The Character Outcomes of Montessori Philosophy

Tue, 10 Feb 2026 05:00:14 GMT

Building a Kinder, Braver, Stronger Generation: The Character Outcomes of Montessori Philosophy

Parents often picture school as a ladder of skills, reading levels, math facts, grades on a report card. Those things matter, but they’re not what carries a child through a hard friendship, a tough coach, a confusing homework page, or a day when everything feels off.

What carries them is character. The steady kind that shows up when no one is watching.

In a Montessori classroom, you can see it in small, ordinary moments. A child holds the door so a younger classmate can pass with a tray. Another pauses, takes a breath, and waits for a turn instead of grabbing. Someone spills water, then reaches for a sponge and quietly makes it right. That’s the montessori philosophy at work, not as a speech, but as a rhythm.

Maria Montessori believed education should shape the whole child, heart, mind, and hands. This is how Montessori helps children become kinder, braver, and stronger through everyday habits, practiced until they feel natural.

What the Montessori Philosophy Really Means (Beyond the Materials)

People notice the beautiful materials first, the wooden letters, bead chains, tiny pitchers, and maps. But Montessori isn’t a set of objects. It’s a way of treating children, and a way of building a classroom that invites them to grow up from the inside out.

In plain language, Montessori rests on a few simple ideas:

Children deserve respect, even when they’re still learning.
Independence is learned by doing, not by being told.
Choice matters, but it lives inside clear, steady limits.
Adults can trust children, and children rise to that trust.

Maria Montessori captured this trust with a line that still stops many adults in their tracks: “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.’”

That doesn’t mean adults disappear. It means the child becomes the main worker, the main thinker, the main doer.

In a typical teacher-led classroom, the day often moves to an adult’s drumbeat. The teacher chooses the lesson, the pace, the next step, and the definition of “done.” Montessori looks different in ways you can feel:

Student choice: children choose work from options they’ve been shown, then repeat it until they’re satisfied.
Mixed ages : younger children learn by watching, older children learn by leading, and community becomes real.
Long work periods: time stretches, so focus can deepen instead of being chopped into quick rotations.
Self-correcting materials: many works show the child when something is off, so feedback doesn’t always come from an adult.

The goal isn’t just smart kids. It’s capable, caring people. If you want a broader picture of how Montessori supports the whole child, including social and emotional growth, Understanding Montessori's focus on holistic growth can help.

The classroom is designed for self-control, not constant adult control

A Montessori room teaches quietly. Shelves are tidy and open. Materials are placed with intention. Tools fit small hands.

There’s usually one of each work, which sounds simple, but it changes everything. If a child wants the pink tower and it’s in use, they can’t demand it. They wait, choose something else, or ask for a turn. Patience stops being a lecture and becomes a daily practice.

Routines are calm and predictable. Work is carried carefully, used with care, returned to its place. The room sends a steady message: you belong here, and your choices matter.

The guide teaches by observing and modeling, not by hovering

Montessori teachers are often called guides for a reason. Their work starts with watching, not talking.

A guide notices what a child is drawn to, what they avoid, where they hesitate, and when they’re ready for the next challenge. Then the guide invites, demonstrates, and steps back. Help is offered like a handrail, not a takeover.

When conflict pops up, the guide coaches children toward words, turn-taking, and repair. Over time, children learn they can handle problems with support, not rescue. That builds trust in the classroom, and it builds confidence in parents too.

Kinder, Braver, Stronger: The Character Outcomes Montessori Builds Every Day

Picture a morning work cycle. The room hums instead of buzzes. You might hear a soft “excuse me,” the gentle scrape of a chair pushed in, a whisper of a broom. Children move with purpose, like they have somewhere important to be, because they do.

A child chooses a tray with pouring work. Another unrolls a rug, smoothing the corners like they’re making a small stage. Across the room, an older child points to a line of words, helping a younger one match sounds without grabbing the cards.

Nobody is handing out gold stars for this. That’s the point. These traits are practiced in the smallest moments, then repeated day after day until they stick.

There’s a Montessori line that fits this daily practice: “Never help a child with a task at which he feels he can succeed.” It’s not about being hands-off. It’s about protecting the child’s belief that, with effort, they can do hard things.

Kindness grows from respect, grace, and daily community life

Montessori kindness doesn’t start with “be nice.” It starts with respect, taught in ways children can actually use.

Grace and courtesy lessons are short, concrete, and practiced like any other skill. A guide might show how to greet a friend, how to offer help, how to interrupt politely, how to wait, how to carry something without bumping into others. Then children try it in real life, when it counts.

You’ll often see older children support younger ones, not because they were told to, but because the classroom is built for it. A 5-year-old shows a 3-year-old how to roll a rug from the edge, keeping it tight. A child demonstrates how to carry a tray with two hands, slow and level, like carrying something precious. The younger child watches, then tries, then tries again.

Kindness also shows up in care for the space. Children water plants, wipe tables, sweep crumbs, and return work to the shelf so someone else can find it. This isn’t “classroom chores” as punishment. It’s shared life.

When children learn to notice a drooping leaf or a spill near someone’s feet, they’re learning empathy in a practical form. They’re learning to look outward, not just inward.

Bravery shows up when children choose hard work and try again

Bravery in Montessori doesn’t mean being loud or fearless. It means choosing the work that stretches you, then staying with it.

A young child pours water from a tiny pitcher into a glass. Their hand wobbles. The water line rises. A drop slips over the rim. Nobody gasps. Nobody rushes in. The child gets a sponge, wipes the tray, and pours again. The room treats mistakes like weather, expected and manageable.

Later, that same child may tackle button frames, zippers, or shoe-tying. Each task says, you can do things for yourself. That kind of bravery has a quiet sound. It’s the sound of persistence.

As children grow, bravery takes new forms. An elementary-age student might share a project with classmates, reading aloud even with a shaky voice. A small group might try to solve a real problem, how to divide roles fairly, how to test an idea, how to handle disagreement without blowing up.

Bravery also includes speaking up with respect. “I don’t like that,” said calmly. “Can I have a turn when you’re done?” “Please stop.” These are strong words, and Montessori gives children a place to practice them.

Strength is self-discipline, focus, and bouncing back after mistakes

Strength is often mistaken for toughness. In Montessori, strength looks more like self-control.

Freedom exists, but it’s not a free-for-all. Children choose their work, but they’re expected to use it with care, finish the cycle, and restore the space. That simple arc, choose, do, complete, return, builds self-discipline without nagging.

Long work periods matter here. When children aren’t rushed from station to station, they can settle. They might repeat a work again and again, not for a grade, but for mastery. Focus becomes something they own.

Conflict is part of the training too. Two children want the same work. One says, “I’m using it.” The other feels the flare of frustration, then uses the tools they’ve practiced. They ask for a turn. They watch for an opening. They choose another work and come back later. Sometimes a guide helps them put words to the feeling. Often, they can handle it themselves.

This is strength with a steady pulse, calm problem-solving, patience, and the ability to begin again without drama.

Why Montessori Character Lessons Last Into the Teen Years and Beyond

It’s easy to admire these traits in the early years, then wonder if they’ll hold when life gets more complicated. Middle school brings social pressure. Sports bring wins and losses. Teens meet harder math, heavier feelings, and bigger mistakes.

Montessori character lessons often last because they aren’t taught as slogans. They’re built into daily life, like muscle memory.

Many studies suggest Montessori students often show stronger self-regulation, social skills, and motivation. Results vary by program and child, but the pattern makes sense. When children practice managing themselves every day, they carry that skill into other settings.

At home, parents often notice changes that look small, but feel huge:

A child starts a task without being chased.
Frustration shows up, but it doesn’t take over the whole room.
Siblings have more moments of kindness, even if they still squabble.

Academics matter, but character protects learning when things get hard. A child who can steady themselves can keep going.

If you’re curious how different age levels support these habits over time, Montessori programs fostering independence and kindness offers a helpful overview.

A child who can manage themselves can learn anything

Self-management is the hidden engine behind school success. Planning, finishing, and handling feelings are what make learning possible on a rough day.

When those skills grow, parents may see simple signs:

A child sticks with a puzzle longer, even when it’s annoying. They clean up a snack without being asked, because the habit is built in. They ask for help with words instead of melting down, because they’ve learned that problems can be named and solved.

These aren’t perfect behaviors. They’re steady progress.

A child who can live in community becomes a strong citizen

Mixed-age classrooms teach children that community isn’t theoretical. It’s daily life with real people who have different needs.

Older children learn leadership that isn’t bossy. Younger children learn that help can be kind, not controlling. Everyone learns that fairness doesn’t always mean “same.” It means paying attention and doing what’s right.

Later, those lessons show up in group projects, sports teams, part-time jobs, and family life. A teen who can take feedback without falling apart has a real advantage. A young adult who can disagree without disrespect can build strong relationships.

Montessori doesn’t just prepare children to succeed. It prepares them to belong, and to contribute.

Conclusion

If school only builds academics, it leaves kids unguarded for the harder parts of life. Education is also about who a child becomes when no one is grading them.

Montessori aims for that deeper growth, shaping children who are kinder, braver, and stronger in ways you can see in ordinary days, how they speak, how they work, how they recover, how they treat others.

The best part is how quietly it happens. A spilled cup becomes practice. A shared lesson becomes leadership. A long work cycle becomes focus that lasts.

Maria Montessori said it clearly: “The child is both a hope and a promise for mankind.” If you’re considering Montessori, observe a classroom, talk with a guide, and notice the small moments. They’re building something big.

Book a tour at Sandwich Montessori School today to learn more.

Authentic Montessori, Not Just Montessori-Inspired: Why It Matters

Fri, 06 Feb 2026 16:01:11 GMT

Authentic Montessori, Not Just Montessori-Inspired: Why It Matters

“Montessori” is everywhere now. It’s on school banners, daycare brochures, toy aisles, and social posts with tidy shelves and tiny brooms.

But the label doesn’t guarantee the method.

Picture a parent touring two programs with the same name on the sign. In the first room, children move calmly, choose their own work, and settle into deep focus. In the second, everyone rotates through adult-run stations on a timer, and the “materials” feel more like toys than tools.

That gap is why authentic Montessori matters. Montessori isn’t a look or a set of cute activities. It’s a whole system, with parts that depend on each other.

When you understand what makes a school authentic, you can choose with confidence, even if you’re skeptical. And for families exploring Sandwich Montessori School (SMS), this lens helps you see how a school can honor Maria Montessori’s principles while meeting today’s children.

This post will show what authentic Montessori looks like, why it matters in daily life, and what to ask when you tour.

What authentic Montessori really means (and what “Montessori-inspired” often misses)

Authentic Montessori starts with a simple belief: children are capable. They’re not empty cups waiting to be filled. They’re builders, shaping their minds through movement, practice, and choice.

In plain language, authentic Montessori is built on four big ideas:

Respect for the child : Adults speak to children with calm, clear language, and take their needs seriously. Respect shows up in small moments, like waiting instead of interrupting, and giving time to finish a thought.

Independence : Children learn to do things for themselves, not because it’s trendy, but because it builds dignity. “Help me do it myself” is more than a slogan, it’s a daily plan.

Self-directed learning : Children choose meaningful work, repeat it, and grow through effort. The teacher isn’t the center of the room, the child’s activity is.

Freedom within clear limits : Children have real choice, but not chaos. The room has routines, expectations, and boundaries that keep everyone safe and respected.

A Montessori-inspired program may borrow the surface, like wooden shelves, neutral colors, and a few familiar materials. That can be a good start, but it’s not the same as a full Montessori system.

When key parts are missing, the method loses its power. A shortened work cycle breaks concentration. Single-age classes reduce peer learning. Untrained adults may step in too fast, turning independence into dependence.

In authentic Montessori, everything works together: the environment, the schedule, the materials, the teacher’s training, and the child’s freedom. Take away one piece, and the whole experience changes.

The non-negotiables you can actually look for

You don’t need to be an expert to spot core Montessori elements. A few features are visible the moment you step inside.

Montessori-trained lead guides : Look for AMI or AMS credentials, or training from a MACTE-accredited program. Training matters because Montessori teaching is a specific craft, not a general “nice with kids” skill set.

Multi-age classrooms : Authentic Montessori typically groups children in 3-year spans (for example, ages 3 to 6). This supports leadership, peer modeling, and a natural rhythm of being new, then capable, then helping others.

An uninterrupted work cycle : A hallmark of Montessori is a long, protected block of time for work, often about 2.5 to 3 hours. That’s when children can choose, begin, persist, and complete, without constant resets.

A prepared environment with sequenced materials : The room is arranged for independence and order. Materials aren’t random activities, they’re part of a careful progression that moves from concrete to abstract.

The phrase “prepared environment” can sound fancy, but it’s easy to recognize. Child-sized tables. Tools children can actually use. Shelves with space between materials. A place for everything, and a clear routine for returning work when finished.

A simple way to tell the difference when you walk in

Authentic Montessori has a certain feel. It’s not silent, but it’s steady. There’s a calm hum of work, like a library mixed with a workshop.

You’ll see children moving with purpose. A child rolls out a rug, carries a tray with two hands, and chooses a spot that doesn’t interrupt anyone else. Another child repeats the same work again, not because they’re bored, but because their brain is building something.

You’ll also notice the adults. In authentic Montessori, guides don’t hover. They observe, take notes, give brief lessons, and step back. Maria Montessori captured this perfectly: “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.’”

In many Montessori-inspired spaces, the shortcuts are easy to spot once you know what to watch for:

Too many whole-group lessons, where everyone does the same thing at the same time
A work period cut into pieces by frequent transitions
Materials treated like entertainment instead of skill-building tools
Adults directing “centers” and deciding what each child should do next

The room may still be pretty. But the child’s experience is different.

Why authentic Montessori matters for your child’s daily experience

Parents often hear big promises about Montessori: better grades, stronger leadership, future success. Those claims can feel fuzzy, especially if you’ve seen trendy programs come and go.

The real proof of authentic Montessori is much simpler: it changes what a child’s day feels like.

In an authentic classroom, children practice attention every morning. They practice self-control every time they wait for a material. They practice confidence when they choose work, start it on their own, and finish it without a sticker or a prize.

This is not “hands off” parenting in school form. It’s structured practice in real skills, taught in a way that makes sense to children.

Because the method is consistent, it supports the whole child at once:

Academic growth through sequenced, hands-on materials
Social growth through multi-age community and daily cooperation
Emotional growth through calm routines and respectful limits
Moral growth through responsibility, care of the environment, and repair after conflict

When Montessori is only inspired by the idea, the day can become busy and choppy. Children may try a little of everything, but rarely sink into deep work long enough to feel true ownership.

Independence that’s taught on purpose, not hoped for

Independence doesn’t appear because adults step back and cross their fingers. In authentic Montessori, it’s taught in small, repeatable steps.

A child chooses work, carries it carefully, sets it up, and begins. They concentrate, problem-solve, and correct mistakes with the help built into the material. Then they complete the work, restore it, and return it to the shelf. The next day, they choose it again, or move forward.

That cycle builds a quiet kind of strength.

Imagine a child working with a pouring activity. The water spills. In some settings, an adult rushes in to “save” the moment. In authentic Montessori, the child is shown where the sponge is, how to wipe, and how to try again. The message lands in the body: mistakes are normal, and I can handle them.

Over time, children don’t just act independent. They feel capable.

Real mastery, not just exposure to a lot of activities

A classroom can look impressive and still feel shallow. Lots of activities. Lots of cute projects. Lots of “we did this today.”

Authentic Montessori aims for mastery, not a highlight reel.

Montessori materials are designed in sequences. Children use their hands first, then their minds. They move from concrete experiences to abstract understanding.

In math, for example, children may build quantity with bead bars and bead chains before moving into written operations. They don’t memorize the idea of place value, they handle it until it becomes real.

In language, children often begin with sound awareness and tactile letter work before reading and writing feel natural. It’s less about rushing to worksheets and more about building a strong base.

Montessori-inspired programs sometimes borrow the materials but skip the sequence. Children “try” a work once, then move on. The room stays busy, but the learning can stay thin.

Teacher training and accreditation, the backbone parents rarely see

Here’s the tricky part for parents: you can’t always judge Montessori quality by a quick tour. A beautiful room can hide weak practice. A plain room can hold deep, authentic work.

That’s why adult preparation matters so much in Montessori. The guide is the keeper of the method. And Montessori, unlike some education terms, is not trademarked . In the United States, almost anyone can use the word “Montessori,” even if their staff hasn’t been trained in the approach.

So how do families verify what’s real? Training and accreditation give you something solid to hold onto.

Why Montessori training changes what a teacher does all day

In Montessori, the teacher is often called a “guide” for a reason. Their work is active, but it’s not performative.

A trained guide learns to:

Observe with skill : Not just watching, but noticing patterns. Who needs more challenge? Who needs repetition? Who’s ready for a new lesson?

Give precise lessons : Montessori lessons are brief and exact. The guide uses few words and clear movements, so the child can repeat the work independently.

Connect the child to the right material : Timing matters. Giving the wrong lesson too soon creates frustration. Waiting too long creates boredom.

Support independence instead of dependence : A trained guide doesn’t rush to rescue. They protect the child’s effort.

Training often includes hundreds of hours of coursework, practice with materials, observation in real classrooms, and supervised teaching. That’s why credentials aren’t just letters after a name. They shape what happens minute by minute.

Accreditation builds trust when anyone can use the name

Accreditation and recognized affiliations matter because they set standards a school agrees to meet. While details vary by organization, strong standards usually touch the areas parents care about most:

Teacher credentials and ongoing growth
Classroom design and complete materials
Age groupings that support peer learning
Protection of the uninterrupted work cycle
Clear expectations for how Montessori is practiced

You don’t need a checklist that turns you into a detective. You just need transparency. A school practicing authentic Montessori should be able to explain, in plain language, how their classrooms run and why.

If answers feel vague, or the program can’t clearly describe training, scheduling, or classroom structure, that’s useful information.

How Sandwich Montessori School keeps Montessori authentic (and how parents can spot it anywhere)

Authentic Montessori is easiest to recognize when you picture a real day, not a brochure.

At Sandwich Montessori School, authenticity shows up as a lived culture: children trusted with real responsibility, adults trained to step back at the right time, and a school environment that supports focus and community.

Families can also carry this lens into any school visit. Once you know what to look for, it’s hard to unsee.

What you’ll notice in an authentic classroom at Sandwich Montessori School

Walk into an authentic Montessori classroom and you’ll notice the pace first. It’s steady. Children aren’t rushing from one adult-led task to the next. They’re working.

In a Children’s House classroom, you might see a 5-year-old gently helping a younger child with bead counting, showing how to touch each bead once, and how to start again if they lose their place. Nobody makes a big show of it. It’s normal here for older children to lead with patience.

In Elementary, you may see students researching animal habitats together, sharing books, notes, and ideas, then turning that research into a chart or a short presentation. The guide circulates, listening more than talking, offering a lesson to a small group when it’s needed.

The environment acts like a quiet teacher. Materials are placed with care. Routines are consistent. Beauty is present, but it’s functional, not for show.

Nature is part of this picture too. On Sandwich Montessori School’s two-acre wooded campus, the outdoor space supports the same Montessori goals: movement, observation, and real-world study, not just “burning energy.”

For families who want Montessori values at home as well, the SMS blog offers practical ideas in this Montessori at home guide .

Parent tour questions that reveal authenticity fast

A good tour isn’t about catching a school in the wrong answer. It’s about finding a match and understanding what your child’s days will be like.

These questions tend to bring authentic Montessori into focus quickly:

Are lead teachers Montessori-certified (AMI, AMS, or MACTE-accredited training)?
How long is the uninterrupted work cycle each morning?
Are classrooms truly multi-age, and what are the age ranges?
How do guides handle conflict and support independence in the moment?
How do you measure growth (work, observation, conferences), beyond worksheets and tests?
What ongoing professional development do guides complete each year (at SMS, guides complete 40+ hours annually , which is double the state requirement)?

Listen for clear, grounded answers. Authentic Montessori isn’t secret. A strong school can explain its choices without hiding behind buzzwords.

Conclusion

Authentic Montessori isn’t a label, and it isn’t a style. It’s a coherent method that shapes a child’s daily life, how they move, how they choose, and how they grow.

Parents don’t need to become Montessori experts. They just need to know what to look for: trained guides, multi-age community, a protected work cycle, and an environment designed for independence.

When those pieces are in place, children don’t just learn academics. They become capable, kind, confident learners who know how to begin. Maria Montessori put it simply and hopefully: “The child is both a hope and a promise for mankind.”

If you’re touring schools this year, ask strong questions, trust what you observe, and look for a place that keeps authentic Montessori intact, every day. To book a tour at Sandwich Montessori School, visit this page .

Teaching Jobs on Cape Cod: Build a Real Career Without Leaving Home

Wed, 14 Jan 2026 18:55:53 GMT

Teaching Jobs on Cape Cod: Build a Real Career Without Leaving Home

A lot of Cape Cod grads and young adults carry the same quiet assumption: if you want a “real” career, you have to cross the bridge and not look back. Staying can feel like choosing small, even when you love the place you grew up.

But a teaching job on Cape Cod can be more than a stopgap. In the right school, it can be paid, skill-building work with mentoring, clear expectations, and room to grow.

And it can be local. Schools like Sandwich Montessori School are actively building career pathways here, so people who care about kids and community can build a future without giving up the life they want.

Teaching jobs on Cape Cod can be a real career, not a placeholder

It’s easy to underestimate teaching when you only see the surface. You picture a classroom, a lunch break, and a long list of tasks that never ends. But for many people, teaching is one of the few jobs that checks three boxes at once: it’s steady, it matters, and it pushes you to grow fast.

Cape Cod is a place where relationships run deep. You see the same families at the grocery store, the same kids at the beach, the same neighbors at town events. If you want work that feels connected to the people around you, teaching fits. You’re not selling something to strangers. You’re supporting children who will become your community’s future employees, neighbors, and leaders.

The worry is real, though: if you stay local, are you settling?

Not if the role is built right. A strong school role gives you training, coaching, and chances to lead. It can build a resume that travels anywhere, even if you choose to stay. Think of it like learning to cook in a busy kitchen. You don’t just learn recipes. You learn timing, teamwork, and how to stay calm when everything heats up.

Why people leave the Cape, and why more are choosing to stay

People leave Cape Cod for practical reasons.

Housing costs are high, and entry-level career tracks can feel thin. Seasonal work can make the year feel like a patchwork quilt, busy in summer, uncertain in winter. Add the pressure from friends and family, and leaving can feel like the “responsible” move.

But staying has real upsides too.

A support system matters when you’re starting out. Being close to family can make childcare possible, rent more manageable, and life less lonely. Quality of life counts, even when money is tight. Many people also want work where they can build long-term relationships, not just bounce from job to job.

What “meaningful work” looks like in a classroom

Meaningful work in a classroom isn’t abstract. It’s specific and it happens in small moments that stack up.

You help a child learn to read, not by pushing, but by finding the key that unlocks it. You coach two kids through a conflict so they learn how to use words instead of hands. You notice a quiet child starting to raise their hand, because they finally feel safe enough to try.

Teaching also builds skills that transfer to almost any career:

Communication : explaining clearly, listening closely, and adjusting your message in real time.
Leadership : guiding a group, setting boundaries, and keeping a steady tone when things get loud.
Problem-solving and teamwork : noticing patterns, trying new approaches, and working with other adults to support one child.

If you want a job that strengthens you while you help others, teaching can be that job.

What to look for in a teaching job on Cape Cod if you want growth

Not every teaching position is the same. Some roles are built to develop you, and some are built to fill a gap as fast as possible. If you’re early in your career, you deserve a role that teaches you how to do the work well.

Start with a simple question: will this job help you become more capable six months from now?

Also trust your gut. If people seem exhausted and rushed when you visit, that usually isn’t a short-term problem.

You do not need an education major, you need the right traits

Plenty of strong educators didn’t start as education majors.

If you’ve been a camp counselor, coach, lifeguard, babysitter, server, or volunteer, you’ve already practiced the core of the job: caring for people, staying alert, and responding fast when plans change.

Schools that train well tend to look for traits more than perfect credentials, especially for entry roles:

Kind : you treat kids with respect, even when they’re having a hard day.
Curious : you ask why a behavior is happening, instead of labeling the child.
Reliable : you show up on time, ready, and consistent.
Calm under pressure : you can keep your voice steady when the room is not.
Willing to learn : you want feedback, even when it’s uncomfortable.

Training matters more than having it all figured out on day one. The best teams expect growth, they don’t expect perfection.

A local path at Sandwich Montessori School, training, mentorship, and room to lead

If you’re looking for a teaching job on Cape Cod and you want it to lead somewhere, it helps to choose a school that talks openly about development. Sandwich Montessori School is one local example of a place building roles with training and real responsibility.

One option is Teaching Partner roles. These are paid, full-time positions designed for people who want to learn the craft while contributing in a real way. You’re not there to “just help out.” You’re part of the classroom team, learning how to guide children while building professional skills.

Sandwich Montessori School also describes a pathway that can grow over time, from Teaching Partner to Teacher to Teacher Leader. That kind of clarity matters when you’re trying to picture your next two years, not your next twenty.

For new graduates, the Cape Cod Emerging Leaders Fellowship is described as a paid, structured first-year experience. For someone who wants a supported start, structure can be the difference between burning out and building confidence.

Start with curiosity, then build skills week by week

You don’t need a 10-year plan. You need a good next step and a place that will help you learn.

Weekly training, steady mentorship, and clear feedback loops turn teaching into something you can improve at, like a sport. You practice, you review what happened, you try again. Over time, you may find you love the classroom. Or you may discover you’re drawn to leadership, operations, or curriculum work. A strong school makes room for that discovery.

Conclusion

If you’ve been thinking you need to leave to build a future, it may be time to challenge that story. A teaching job on Cape Cod can be meaningful, steady, and growth-focused, especially when the role comes with training and a clear path forward. The right school will treat early-career educators like professionals in progress, not warm bodies in a room. If you want to explore local options, you can explore careers at Sandwich Montessori School and see what roles are open.

Growing Through the Years: How Montessori Child Development Prepares Students for Middle School and Beyond

Tue, 13 Jan 2026 12:30:46 GMT

Growing Through the Years: How Montessori Child Development Prepares Students for Middle School and Beyond

When your child is small, every choice can feel like it echoes into the future. Will they stay curious, or burn out early? Will they speak up for themselves, or wait to be told what to do? When middle school shows up with lockers, shifting friend groups, and heavier homework, a lot of parents quietly wonder if their child is ready.

Montessori child development is built for that long view. It doesn’t treat early childhood as a race, it treats it as the root system. At Sandwich Montessori School, children practice independence in real, everyday ways, then carry those habits into bigger academic and social demands.

This post follows that growth, from the earliest years through elementary, then into the middle school shift, so you can see how the pieces fit together over time.

What Makes Montessori Child Development Different

Montessori doesn’t try to “install” learning the way you install an app. It works more like tending a garden. You don’t pull on a sprout to make it taller, you give it light, water, good soil, and time.

That’s why Montessori follows predictable stages of growth, social, emotional, and thinking skills, without rushing children through a checklist. A 4-year-old isn’t expected to sit still like a 10-year-old. A 9-year-old isn’t treated like they should think like a teenager. The approach matches what children are ready for, and stretches them carefully.

Maria Montessori captured the heart of the method in a single line: “Free the child’s potential, and you will transform him into the world.”

That freedom can sound risky until you see how it’s held. Montessori classrooms are warm, but they’re also organized. Children get real choices, in a space designed for success, with adults who guide instead of control. Over time, montessori child development becomes less about what children can repeat, and more about what they can manage, solve, and contribute.

A helpful way to picture it is learning to ride a bike. Training wheels help at first, but they can’t stay forever. Montessori offers a kind of “inner training wheel” that slowly disappears: routines, clear expectations, purposeful work, and steady respect.

Freedom with clear limits builds self-control

Choice in Montessori isn’t a free-for-all. It’s choice inside a prepared space, with clear boundaries that protect safety, focus, and kindness.

Children learn to pick work, stick with it, put it away, and try again when it’s hard. They also learn how to repair mistakes, like cleaning a spill they made, or returning to a classmate to make things right after a sharp comment.

This is the same muscle middle school demands. Students who can switch classes, manage materials, follow rules, and recover from slip-ups without constant reminders have a calmer start. For more on this balance, see Balancing freedom and rules in Montessori classrooms .

Multi-age communities grow empathy and confidence

In a multi-age classroom, younger children watch older ones write, plan, and solve problems. They learn that “bigger kids” aren’t a mystery, they’re teammates.

Older students practice leadership in small, daily ways. They show a first-year student how to begin, how to clean up, how to keep going when something doesn’t work the first time. Younger children learn the skill of asking for help without shame.

Middle school social life can be intense, but this early practice matters. Children who’ve spent years working with mixed ages tend to handle group projects, peer pressure, and changing friendships with more steadiness, because they’ve already lived in a community where everyone is learning at a different pace.

Building the Foundation in Early Childhood (Ages 0 to 6)

Early childhood in Montessori often looks simple, but it’s not small. It’s the stage where children build the habits they’ll rely on later, when work gets longer and choices carry more weight.

Picture a young child preparing snack. They peel a banana, slice it carefully, place it on a small plate, and wipe the table when they’re done. Another child notices a spill, gets a cloth, and cleans it without drama. Someone else waters a plant and turns the pot toward the light.

These moments can look like “just life,” and that’s the point. Children are practicing attention, order, and care. They’re learning, in their bodies, that they can do real things.

In Montessori, this isn’t framed as chores for the sake of obedience. It’s presented as meaningful work that helps the classroom run. Over time, children start to carry themselves differently. Their pride isn’t loud, it’s calm. It shows up in how they move, how they speak, and how they approach a challenge.

Independence starts with everyday tasks

Practical life activities teach skills that last because they’re useful right now. A child who can pour water without spilling has learned more than pouring.

They’ve practiced:

Focus : keeping attention on a task from start to finish.
Order : following steps in a sequence, then restoring the space.
Coordination : controlling hands, grip, and movement with care.
Pride : the quiet satisfaction of “I did it myself.”

That focus becomes academic stamina later. A child who has spent years finishing purposeful work is less rattled by a longer writing assignment in fifth grade, or a multi-step math problem that doesn’t come quickly.

Responsibility also starts early. When children tidy their space, care for classroom materials, and help maintain a peaceful room, they learn a simple truth: belonging comes with contribution.

Hands-on learning makes reading and math feel real

Montessori doesn’t ask young children to live in abstraction. It gives them ideas they can touch, move, and test.

A child traces sandpaper letters and connects sound to symbol through their fingertips. Another child works with number rods , feeling the difference between “three” and “seven” as length, not as a worksheet answer. The senses support memory, and memory supports confidence.

This matters later when school becomes more abstract. Fractions, essays, and multi-step problem-solving all ask children to hold ideas in their minds. Montessori helps them build that ability gradually, starting with experiences that feel solid and true.

When reading and math begin with the hands, children often approach later challenges with less fear. They’ve learned that confusing ideas can become clear through practice, not through guessing what the teacher wants.

Elementary Years (Ages 6 to 12): Big Ideas, Strong Character

Elementary children want meaning. They notice fairness. They ask bigger questions, and they don’t accept flimsy answers.

Montessori meets this stage with wide, story-rich lessons that connect subjects instead of isolating them. History, science, geography, and art don’t feel like separate boxes. They feel like parts of one world, and the child is invited to explore it.

Just as important, elementary classrooms protect deep focus. Long work periods give children time to settle in, think, revise, and complete what they start. That rhythm is a quiet gift in a world full of interruptions.

If you’re curious how that structure often looks day to day, How Montessori structures the elementary day offers a clear picture.

From concrete to abstract thinking through stories and projects

Montessori elementary learning often begins with big stories, then turns into research and projects. A lesson on the water cycle might lead to a child building a simple model, labeling evaporation and condensation, then writing a short explanation in their own words.

Over time, students practice skills that middle school will assume they already have:

They plan what to do first, and what can wait.
They take notes, not just copy text.
They learn to check sources and ask, “Does this make sense?”
They present their work, even when they’re nervous.

These experiences help children trust their own thinking. Middle school doesn’t only test what students know, it tests how they organize knowledge. Montessori gives them practice before the stakes feel high.

Leadership and teamwork grow in a multi-age classroom

In Montessori elementary, leadership isn’t a title. It’s a daily habit.

Older students help younger ones find materials, explain directions, and stay with a task long enough to finish. That mentoring builds clear speech and patience, because teaching requires both. It also builds confidence that isn’t based on popularity. It’s based on usefulness.

Younger students benefit, too. They see what “capable” looks like up close. They learn that strong students aren’t just fast, they’re steady. When it’s their turn to be the older child, they step into that role naturally.

Middle school brings group work, clubs, and more direct conversations with teachers. Children who are used to collaborating, negotiating roles, and speaking respectfully tend to participate more. They don’t wait on the sidelines as often, because they’ve had years of practice contributing to a community.

Middle School Readiness and the Long-Term Payoff

Middle school can feel like a sudden weather change. One day your child is in a familiar room, the next they’re tracking assignments across subjects, moving through busier hallways, and reading social cues that shift by the week.

Montessori doesn’t promise a stress-free transition. It promises preparation that runs deeper than grades. Because montessori child development is about building internal tools, students often meet the middle school jump with more balance: they know how to start work, how to keep going, and how to recover when something goes off track.

Maria Montessori put it this way: “Education is not something which the teacher does, but a natural process which develops spontaneously in the human being.”

That idea becomes visible in middle school readiness. The payoff isn’t just higher scores, it’s a student who can carry more of the load without losing themselves.

Skills that transfer: time management, focus, and self-advocacy

By the end of elementary, Montessori students have usually spent years setting goals and tracking their work. They learn to see time as something they can shape, not something that happens to them.

In middle school, that looks like:

A student breaks a long-term project into smaller steps, then works a little each day.
They keep track of materials because they’ve been responsible for them before.
They ask a teacher for clarity instead of silently falling behind.
They reflect on progress, then adjust.

Picture a middle school lab report. There’s a question to answer, materials to manage, steps to follow, and a conclusion to write. Students who’ve practiced sustained work and careful sequencing are less likely to panic halfway through. They’ve already learned how to slow down, reread directions, and fix mistakes without spiraling.

Self-advocacy matters just as much. Middle school teachers can’t read every child’s mind. Students need the courage to say, “I don’t understand,” or “Can you check if I’m on the right track?” Montessori builds that courage by treating children as capable partners in their own learning.

How families can support Montessori growth at home

Home doesn’t need to copy a classroom to support Montessori growth. Small routines can protect independence and calm.

Pack lunch together : let your child handle simple parts (containers, fruit, napkin).
Let them choose clothes the night before : fewer morning battles, more ownership.
Give one real household job : set the table, feed a pet, water a plant.
Create a calm homework spot : same place, simple supplies, fewer distractions.
Offer limited choices : “Do you want to start with math or reading?”
Ask one nightly reflection question : “What felt tricky today, and what helped?”

These steps look modest, but they send a strong message: you’re trusted, you’re learning, and you can handle more than you think.

Conclusion

Picture your child on the first day of middle school. The building is bigger, the expectations are higher, and the social world feels louder. Now picture them walking in anyway, steady, curious, and ready to try.

That’s the long arc of montessori child development . It’s not only about what a child knows, it’s about who they become while they’re learning: capable, thoughtful, and able to direct their own effort.

If you’re exploring what this path could look like for your family, learn more about Sandwich Montessori School and the kind of growth that can carry students through middle school and beyond. What would change for your child if school didn’t just push them forward, but helped them build from the inside out?

Hybrid Homeschool on Cape Cod: Connection, Enrichment, and Community for Homeschool Families

Tue, 23 Dec 2025 14:02:08 GMT

Hybrid Homeschool on Cape Cod: Connection, Enrichment, and Community for Homeschool Families

Many homeschool parents cherish the freedom of learning at home, yet still long for connection, community, and enrichment. A hybrid homeschool model brings those worlds together, offering families a way to stay rooted in their home learning while giving children access to peers, mentors, and hands-on learning experiences that extend far beyond the kitchen table.

Our hybrid homeschool program grew naturally from conversations with families who wanted the best of both. They weren’t looking to leave homeschooling behind; they were looking to deepen it. Our goal is simple: to honor the routines families have built while offering meaningful connection, enrichment, and support.

What Hybrid Homeschool Means for Homeschooling Families

Hybrid homeschool isn’t a replacement for home education, it’s a partnership. Families remain the primary guides, shaping their own routines and values. Children join campus days to experience small-group lessons, collaborative projects, and enrichment classes such as Spanish, art, STEM, and outdoor science.

A typical hybrid week might include mornings on campus for language and science labs, followed by afternoons at home where parents and children expand those ideas through reading, journaling, or projects. A child might explore simple machines in our STEM Lab, then continue at home by designing one from recycled materials. It’s structure with freedom, and support with independence . . . the same balance that defines Montessori learning itself.

Why Many Homeschool Families Seek Hybrid Opportunities

Families come to hybrid programs for many reasons, but most share a common desire: they want learning to feel connected again. Some parents tell us their children love working independently, and miss collaboration and friendship. Others are eager for access to specialized lessons like foreign language, art, or advanced science, without giving up the slower, family-centered pace of home education. Many even appreciate the gentle accountability that comes from being part of a broader learning community.

Homeschooling can sometimes feel like a solo journey, even when it’s going beautifully. Hybrid models offer community without compromise. Children learn to collaborate while parents find encouragement from others walking the same path. Montessori called education “a shared journey,” and that spirit is at the heart of our hybrid homeschool.

Building Community Through Shared Learning

Perhaps the greatest gift of hybrid homeschool is connection. For children, that means friendships built on shared projects and laughter during group lessons. For parents, it means belonging to a community that understands both the beauty and the challenge of homeschooling.

One parent shared, “Our Wednesdays at Sandwich are the highlight of the week. My daughter comes home bubbling with stories! She’s learning so much, but more than that, she feels like she belongs.”

We see that transformation every day. When learning becomes shared, confidence grows. When families feel supported, everyone thrives. Montessori wrote, “Education is a natural process carried out by the child,” and community provides the soil in which that process takes root.

Balancing Home and Hybrid Learning

Families often ask how to keep balance between home and campus days. The answer lies in routine and communication. Visual schedules help children see what to expect each day. At home, parents can align projects with what’s happening on campus . . . reading about ecosystems after a day in the STEM Lab, for example, or writing reflections after a leadership workshop.

Equally important is rest. Children need unhurried time to process, create, and simply play. Hybrid homeschool works best when home and school complement each other, not compete. Montessori guides often remind families that consistency and calm give children the confidence to explore freely.

The Benefits of Hybrid Homeschool for Whole-Child Learning

Hybrid homeschool supports growth far beyond academics.

Social growth: collaboration, empathy, and teamwork
Academic depth: hands-on science, literacy, and language guided by Montessori teachers
Confidence: comfort moving between independent and group learning environments
Connection: community among families who share common values

When children spend part of their week in a Montessori environment, they practice self-direction and cooperation in equal measure. They learn that independence and interdependence are both essential parts of life. As Dr. Montessori said, “The child who has felt a strong sense of community will always feel the need to contribute.”

How Hybrid Homeschool Enrichment Works on Cape Cod

Step onto our Sandwich campus on a hybrid morning, and you’ll see the difference right away. Each day brings a new area of focus . . . one morning might be devoted to Civics and Leadership, the next to STEM exploration or outdoor science. Small groups of children gather around shared materials, guided by curiosity and purpose.

On one day, students might build simple bridges from recycled wood, testing which design holds the most weight. Another afternoon, they might tend to the garden, measuring the growth of herbs and vegetables or sketching what they see in their journals. During Spanish, songs and conversation fill the classroom as children learn new words through rhythm, laughter, and play. Every class is alive with discovery.

Each enrichment experience is hands-on and rooted in real work. There are no worksheets to fill or screens to manage, just meaningful collaboration and joyful learning. Whether children join us for one morning a week or two full days, they experience the same Montessori approach that defines our full-time programs: purposeful work, freedom with responsibility, and joyful discovery.

Finding Hybrid Homeschool Opportunities on Cape Cod

Cape Cod families are fortunate to have a growing number of hybrid and homeschool partnerships available. When exploring options, look for programs that emphasize authentic connection and flexibility. Visit campuses, observe group lessons, and ask about teacher training, enrichment offerings, and family communication.

Programs like those offered in Sandwich blend Montessori principles, nature-based learning, and flexible scheduling to support homeschool families seeking community and enrichment. Each family’s path looks a little different, but the goal is the same: joyful, meaningful learning.

Learning Together For Life

Homeschooling doesn’t have to mean learning alone. Hybrid homeschool communities create space for curiosity, creativity, and friendship. They remind us that education is not confined to one place or one model, it’s a shared adventure that grows with our children.

At Sandwich Montessori School, we help children develop independence and responsibility, one moment at a time. Every routine is an opportunity for growth. Every shared experience is a lesson in belonging.

Learn more about our Hybrid Homeschool Program → Here
Find out what a Hybrid Homeschool looks like in real life → Here

Gingerbread House STEM Activity for Kids (A Montessori-Inspired Winter Break Idea)

Fri, 19 Dec 2025 21:21:45 GMT

Gingerbread House STEM Activity for Kids (A Montessori-Inspired Winter Break Idea)

Looking for a gingerbread house STEM activity for kids that goes beyond decorating and actually engages your child’s thinking? During winter break at Sandwich Montessori School, we took a familiar holiday tradition and turned it into a Montessori-inspired STEM challenge-and it worked beautifully for children of all ages.

From K indergarteners to Middle Schoolers, s tudents approached gingerbread house building with intention, focus, and creativity. What made the experience different wasn’t the materials. It was the way the activity was framed.

A Holiday Tradition with Purpose

Instead of jumping straight into candy and icing, children were invited to think like engineers. They slowed down, planned their ideas, and made decisions with purpose - considering stability, balance, and structure rather than just decoration.

Throughout the room, we saw children sketching ideas before building, pausing to check their progress, noticing and encouraging one another’s work, and being guided by teachers through thoughtful questions rather than step-by-step instructions.

It was calm, focused, and joyful- the kind of meaningful learning Montessori classrooms are known for.

An Easy Winter Break STEM Activity at Home

This gingerbread house STEM activity is easy to recreate at home during winter break using simple supplies you likely already have - gingerbread or graham crackers, icing, and a few decorations.

With just a small shift in how the activity is introduced, a classic holiday craft becomes an opportunity for:

Planning and organization
Problem-solving and persistence
Collaboration and grace & courtesy
Reflection and critical thinking

Want the Full Gingerbread STEM Lesson?

If you’d like to turn gingerbread house building into a true STEM lesson for kids - rather than just a simple holiday project - we’ve created a printable PDF of the same Gingerbread House STEM Challenge we did in our classroom at Sandwich Montessori School.

The PDF includes the full lesson structure, planning tools, prompts, and reflection pieces that help make this activity intentional and meaningful for a wide range of ages.

And yes - this is a STEM lesson, but let’s be honest… there’s also candy involved. And just like at SMS, the kids definitely sampled the materials along the way.

�� Enter your email below to download the Gingerbread House STEM Challenge and try this Montessori-inspired winter break activity at home.

Montessori at Home: Simple Ways to Bring Montessori Learning into Your Family Life

Fri, 19 Dec 2025 16:27:32 GMT

Montessori at Home: Simple Ways to Bring the Montessori Method into Everyday Family Life

Families are often drawn to Montessori because it feels like more than an educational approach . . . it feels like a way of life. Montessori at home is about creating spaces and moments that nurture curiosity, independence, and joy in learning.

You don’t need special materials or elaborate lessons. The heart of Montessori begins with how we see and support our children every day.

Why Montessori at Home Matters

Montessori education is built on the belief that children are capable, curious, and driven by an inner desire to learn. The goal isn’t to fill a child with information but to awaken their natural love of discovery.

At Sandwich Montessori School , we see this every day. When children take ownership of their learning, they grow in confidence and responsibility. They move with purpose, care for their environment, and approach challenges with calm persistence.

These same values can thrive at home. With small shifts in how we prepare spaces and approach routines, families can bring the same sense of peace and purpose into daily life. Montessori at home isn’t about recreating the classroom . . . t’s about embracing a mindset that values independence, respect, and meaningful connection.

The Montessori Philosophy at Home

At its core, Montessori is about learning by doing. It’s about respecting each child’s natural pace and helping them build independence through real work and real choices.

When we invite children into daily life, pouring their own water, choosing their clothes, setting the table, they are not just helping. They are developing coordination, focus, and confidence. Every small act of independence says, “You are capable, and your contribution matters.”

In Montessori classrooms, we prepare the environment carefully so that children can act independently. The same principle applies at home. Parents can ask: Does my child have the freedom to do things for themselves? Even simple adjustments like a stool at the sink, a reachable hook for coats, or a basket for shoes, help children feel empowered.

When children are trusted with responsibility, they rise to it. A three-year-old who pours their own juice, a six-year-old who folds towels, or an older child who plans a family meal . . . each is developing self-reliance and a sense of belonging.

How to Start Montessori at Home

Getting started doesn’t require a full redesign. It begins with observation and intention. Take a walk through your home from your child’s eye level and ask what they can reach, touch, and care for on their own.

1. Prepare the environment. Choose child-accessible shelves, simple trays, and calm spaces with limited distractions. A clutter-free environment helps children focus and encourages responsibility for their own belongings.

2. Use real materials. Wooden spoons, baskets, glass pitchers, and natural fabrics connect children to the sensory world around them. Real tools show respect for the child’s capability and help them build coordination and care.

3. Follow a guided routine, not a rigid schedule. Montessori homes balance work, play, and rest. Predictable sequences help children feel secure, but flexibility leaves room for curiosity. A morning might flow from breakfast to outdoor time to quiet work, not because of a clock but because of a familiar routine.

4. Start small. Begin with one shelf or one daily routine. Change takes root through consistency, not complexity.

Our teachers often remind families that growth happens one small act at a time. The same is true for Montessori at home. Each moment of independence strengthens the foundation for lifelong learning.

Montessori Activities You Can Try

Montessori activities are not meant to entertain children but to engage their curiosity and concentration. These ideas can be adapted for any home and adjusted to your child’s level.

Toddler s: Pouring water, sorting socks, spooning beans, sweeping, and watering plants. These practical life tasks build coordination and confidence.

Preschool and Kindergarten : Matching fabrics, sequencing picture cards, or exploring nature through smell and touch. Sensorial activities like these refine perception and encourage language development.

Elementary : Journaling, measuring ingredients for a recipe, planning a garden, or studying local ecosystems. Older children thrive when learning connects to real-world purpose. Project-based learning like designing a simple machine or keeping a nature journal honors their curiosity and independence.

Each of these activities connects to the same goal: helping children discover joy through effort and experience.

Setting Up a Montessori Home Environment

A Montessori home feels calm, ordered, and welcoming and it’s not minimalist for appearance’s sake, but for clarity. Fewer materials mean more focus and deeper engagement.

Design elements to consider:

Calm, neutral colors that promote a sense of peace.
Open shelving that invites independence.
Child-sized furniture that communicates belonging.
Natural light and simple decor that reflect beauty without clutter.

Rotating materials is key. When only a few choices are visible, children can make decisions more confidently. This rotation keeps learning fresh and supports concentration.

A Montessori home feels alive with quiet purpose . You’ll notice the hum of activity, small voices in conversation, and a child’s pride after completing a task. Order and calm aren’t about perfection, they’re about respect for the child’s need to think, move, and grow freely.

Continuing the Montessori Journey at Home and Beyond

Families who begin practicing Montessori at home often find that it changes more than the environment. It transforms the relationship between parent and child. There is more collaboration, more patience, and more understanding of each child’s individuality.

To deepen your practice, explore trusted resources like How to Raise an Amazing Child by Tim Seldin, or Montessori from the Start by Paula Polk Lillard. Look for Montessori-inspired blogs, local parent groups, or workshops offered through Sandwich Montessori School. These connections provide inspiration and community support.

And remember . . . you don’t need to be perfect. Montessori at home is not about following rules, but about building awareness. Progress happens when curiosity replaces pressure and connection replaces control.

The Big Picture

At its heart, Montessori at home is about independence, order, respect, and connection. It’s not about materials or methods, it’s about a mindset to support your child’s independence with meaningful guidance and limits that allow for choice.

When we prepare the home as carefully as we prepare the classroom, we give children a space that honors their growth. Every moment becomes an opportunity for learning and belonging.

At Sandwich Montessori School, we believe that the Montessori journey begins long before the classroom and continues long after it. Every family can bring these principles to life in their own way . . . one small, intentional change at a time.

Learn more about our Elementary Program → Here
Learn more ways to practice Montessori at Home → Here

The Gift of Boredom: Why Unstructured Play Helps Children Grow and Thrive

Tue, 16 Dec 2025 14:30:01 GMT

The Gift of Boredom: Why Unstructured Play Helps Children Grow and Thrive

Parents often feel pressure to fill every minute of their child’s day with camps, lessons, schedules, and sometimes “educational” apps. What if boredom is not a problem to solve, but a gift to protect? What if the moments when children look at you and say, “There’s nothing to do,” are actually the beginning of deep learning? Picture your child standing in the kitchen, arms crossed, looking dramatically defeated. Two minutes later, that same child is wrapping the dog’s leash around a dining chair and calling it a “sled.” That transformation, from boredom to invention, is the magic we want to protect.

Unstructured play, time without rules, screens , or adult-led agendas, is where creativity and problem-solving come alive. It is the kind of play where children lose themselves in imagination, follow their curiosity, and discover what they are capable of. Montessori education has always understood this truth. Our long, uninterrupted work cycles mirror the same principle: children thrive when they have space, time, and trust.

This guide explains what unstructured play is, why it matters for healthy child development, and how families can nurture it during winter break and beyond.

What Is Unstructured Play?

Unstructured play is child-led, open-ended, and rooted in imagination. It’s not about fancy toys or curated activities. It’s the kind of play children invent on their own when no one is directing them.

Structured play happens when adults create the plan or give the instructions: sports teams, puzzles with a specific solution, apps that guide the next step.

Unstructured play happens when children decide what to do, how to do it, and how long to do it for: building forts, creating elaborate pretend worlds, exploring outside, or turning a cardboard box into a rocket ship. The child leads, and the adult steps back. In unstructured play, there’s no predetermined ending. Children follow the thread of their curiosity, sometimes for five minutes, sometimes for an hour, and the learning unfolds naturally as they go.

In Montessori classrooms, this principle appears as freedom within limits . Children make real choices and learn by exploring the environment with purpose and independence within a framework outlined by the adult and enough open-ended decision-making that allows the child to step in and make critical-thinking decisions about their time and effort.

Maria Montessori said it simply: “Play is the work of the child.”

Unstructured Play is Crucial for Children’s Development

These three areas, creativity, focus, and emotional resilience, are the foundation of long-term academic and social success, yet they grow best in moments when adults step back.

1. It Builds Creativity and Imagination

When children direct their own play, they think in flexible, inventive ways. They test ideas, experiment, and reimagine materials over and over again. This is divergent thinking, one of the strongest predictors of creative problem-solving in adulthood.

A block tower becomes a castle, a scarf becomes a river, a pile of pinecones becomes ingredients in a pretend soup and creativity blooms when no one tells the child what something is supposed to be.

Montessori environments echo this through self-chosen work that naturally sparks imagination and deep engagement.

2. It Strengthens Focus and Independence

Children concentrate more deeply when they follow their own interests. Unstructured play allows them to stay with something as long as their curiosity lasts, without the interruption of timers, transitions, or adult agendas.

This is also how the brain learns to sustain attention. Fewer screens and fewer rapid transitions mean more time for the neural pathways of concentration to develop.

Montessori’s uninterrupted work cycle supports the same skill. When children choose their work, they practice independence and internal motivation, both of which grow stronger through unstructured time at home.

3. It Builds Emotional Resilience and Confidence

Boredom is not a failure, it’s a starting point. When children have to figure out what to do next, they learn to tolerate discomfort, think creatively, and solve small frustrations independently.

A child who wanders the room, unsure of what to play, will eventually settle into something meaningful. The moment they do, they experience pride, competence, and joy. These moments build emotional resilience. Unstructured time sends an important message: “I trust you. You can figure this out.”

The Hidden Costs of Too Much Structure

Many modern families feel the pressure to keep children busy. Enrichment classes after a full day of school, sports, playdates, and practice sessions fill schedules quickly. Screens fill the quiet spaces in between. Child development research shows that too much structure can quietly work against what children actually need to grow. This isn’t a criticism of enrichment or activities, children enjoy them and benefit from them. The challenge comes when childhood tilts too far toward performance and not enough toward curiosity and rest.

Studies highlight several hidden costs of over-scheduled childhoods:

Limited creativity and independent thinking.

Researchers at the University of Colorado found that children who spend more time in structured activities show lower levels of self-directed executive functioning, the very skills needed for planning, problem-solving, and independent thinking. In contrast, children who spend more time in free, unstructured play demonstrate stronger ability to initiate ideas, manage time, and persist through challenges.

Increased anxiety and emotional fatigue.

A study published in Frontiers in Psychology showed that constant performance-based activities (like lessons, competitions, and tightly scheduled routines) correlate with higher stress levels and reduced emotional regulation in school-aged children. Downtime acts as a protective buffer for the nervous system.

Reduced intrinsic motivation .

When adults constantly direct activities, children learn to look outward for ideas, approval, and entertainment. Developmental psychologists note that this can undermine intrinsic motivation, the natural desire to explore just for the joy of it.

Dependence on external direction.

Children who are always guided can become hesitant when asked to choose independently. Research from the University of Rochester (Deci & Ryan’s Self-Determination Theory) shows that autonomy is a key building block of confidence, curiosity, and long-term motivation.

Montessori environments offer a different model. The prepared environment is structured only so that children can explore freely. Structure exists to empower, not control. The goal is not to keep children busy, but to give them the space and freedom they need to think, create, and become increasingly capable on their own.

Encouraging Deep Play at Home

Here are simple ways to nurture unstructured play at home, especially during winter break.

1. Create Open-Ended Play Invitations

Set out simple materials without instructions: blocks, scarves, cardboard boxes, pinecones, wooden figures, art supplies . . . Children will invent the purpose.

A basket of pinecones, for example, can become ingredients, building blocks, money at a pretend store, or characters in a story. The material does not dictate the play, the child’s imagination does.

2. Protect “Do-Nothing” Time

Children benefit from boredom. That in-between moment, when they are unsure what to do, is exactly where deep play begins.

If a child says, “I’m bored,” offer presence and space, not a list of activities. Try responding with: “That sounds like a good moment to explore. I’m here if you need me.” Children interpret this calm confidence as, “I can handle this,” which strengthens their problem-solving instincts more than any suggested activity ever could.

3. Encourage Outdoor Exploration

Even in winter, nature offers endless invitations for deep play. Decades of developmental research show that children remember rhythms, not events, they remember how a season felt more than what they did. At Sandwich Montessori School, we go outside in all weather - rain, shine, wind, or snow - because with the right gear, every season becomes a learning season. This is a core part of our culture at Sandwich Montessori School, weather builds resilience, imagination, and joy. Children invent play because of winter, not in spite of it.

Cold mornings invite leaf-racing games in the wind. Light snow reveals animal tracks to follow and compare. Frozen puddles become tiny science labs as children test which ones crack, melt, or stay solid. When the ground hardens, small hills turn into sliding ramps. Sticks, pinecones, and seed pods become building materials, ingredients, or characters in imaginative stories.

Montessori education values movement and sensory exploration, and the outdoors supports both naturally. All seasons, and all kinds of weather offer new textures, new challenges, and new curiosities, helping children regulate, focus, and think creatively simply by being outside.

4. Model Curiosity and Calm

Children don’t just watch us, they absorb us. Neuroscience calls this co-regulation: children borrow the nervous system of the adult closest to them. Our calm becomes theirs. Our pace becomes their pace, our energy becomes their energy. When parents move through the day with a sense of curiosity and calm, children instinctively follow.

A daily “quiet hour” can transform the rhythm of a home. Everyone chooses independent work like reading, sketching, knitting, journaling, writing holiday cards, or simply watching snow fall outside the window. Children learn that focus and creativity are not things to perform, but ways to be.

And even though it can feel indulgent to sit still when there is so much to do, it’s worth remembering: When adults protect space for their own calm, children receive one of the most powerful gifts of all, an emotional blueprint for how to settle themselves.

Your stillness becomes their model for concentration; your quiet joy becomes their permission to slow down, and your presence becomes their guide.

A few minutes of intentional calm from you can shift the entire tone of the home, inviting deeper play, longer focus, and a feeling of steadiness that children return to again and again.

Resetting Play Spaces for Creativity

A reset play space can transform a child’s ability to engage independently. Less is more. Too many toys overwhelm the senses and shorten attention spans.

Rotate materials weekly, and organize by function: a shelf for art, a shelf for building, a shelf for pretend play. A few baskets on a low shelf with crayons, blocks, and play silks invite far more creativity than an overflowing toy bin ever could.

Make everything accessible at child height so they can choose independently.

In Montessori, the environment teaches. A prepared home space invites children to act with purpose.

How Montessori Encourages Unstructured Play

Montessori classrooms naturally balance structure and freedom. Children move through their work cycle choosing materials, collaborating with peers, and problem-solving at their own pace. In one morning, you might see one child weaving a bracelet, another sketching a leaf they found outside, two more building an obstacle path together, and someone quietly observing it all before joining in. Each choice is purposeful, and each child is following their own developmental path.

Outdoor environments offer opportunities for self-directed exploration. On the Sandwich Montessori School campus, children might collect leaves, design small obstacle paths, explore snow formations, or build simple stick shelters on warmer winter days. The purpose is not the product, it is the curiosity, concentration, and confidence built in the process.

Helping Parents Redefine “Productive” Time

Children learn during unstructured play, even when it looks simple or quiet. A child stacking sticks in the yard is practicing math and engineering. A child telling stories with figurines is building early literacy and executive functioning. A child curled up drawing is learning to focus, persist, and create.

Maria Montessori wrote, “Imagination does not become great until human beings, given the courage and the strength, use it to create.” Unstructured play gives children both. Trust the process, slow days are productive days.

Unstructured Play and the Winter Break Reset

Winter break gives families a rare chance to breathe, slow down, and reconnect. Simple rhythms create space for deep play.

Morning: outdoor walk, creative project, or free play
Afternoon: quiet time, reading, or independent exploration
Evening: family cooking, storytelling, or board games

Children do not need more activities. They need balance, calm, and room to imagine.

Building Lifelong Learners Through Unstructured Play

Unstructured play helps children grow into capable, curious adults who think deeply and independently. It nurtures imagination, focus, emotional strength, and authentic confidence.

Montessori philosophy teaches that children develop their fullest potential when given time, trust, and freedom to explore. Offering unstructured play is an act of love. It tells your child, “You are capable. You can discover. You can create.” And in those quiet, unstructured moments, children begin writing the story of who they are becoming - curious, confident, and deeply connected to their own abilities.

Learn more about how our Montessori classrooms nurture independence and curiosity through play HERE .

Montessori Positive Discipline: How Freedom and Structure Work Together in the Elementary Years

Fri, 12 Dec 2025 14:00:21 GMT

Montessori Positive Discipline: How Freedom and Structure Work Together in the Elementary Years

Many parents hear that Montessori classrooms offer freedom and wonder. Does that mean children do whatever they want? The answer is no and it’s also the heart of what makes Montessori work. Freedom in our classrooms is always balanced by structure, responsibility, and mutual respect.

In Montessori, we practice what Maria Montessori called positive discipline , a way of guiding children that teaches independence, empathy, and self-control through experience. It is not permissive, and it is not punitive. It’s a practice built on respect and trust that helps children learn how to make thoughtful choices and take responsibility for them.

What Is Montessori Positive Discipline?

Positive discipline is guidance rooted in connection, respect, and natural consequences. It starts from the belief that discipline is not something we do to a child, it is something we help a child build within themselves.

Maria Montessori wrote, “Discipline must come through liberty.” In her view, self-discipline grows when children experience freedom within clear boundaries. Rather than reacting to mistakes with punishment or control, adults create conditions for reflection and repair.

In traditional settings, discipline often means obedience to external authority. In Montessori classrooms, it means self-regulation born from understanding. Children learn to pause, to consider others, and to act from a place of respect instead of fear.

Freedom Within Limits, The Core of Montessori Discipline

Freedom within limits is a defining feature of Montessori classrooms. Children have meaningful freedom, and always within boundaries that protect safety, concentration, and kindness. In the elementary years, this freedom expands as children begin to make more complex choices like what to study, who to collaborate with, and how to manage their time.

Our guides become coaches rather than rule enforcers. They don’t dictate each moment; they help students think through decisions. For example, when a group chooses to research volcanoes, they decide together how to gather materials and share tasks. If they lose focus, the guide doesn’t step in with punishment. Instead, they might ask, “How is your group using its time?” The question itself prompts reflection and accountability.

Through experiences like this, discipline stops being external, it becomes internal. Children begin to guide themselves.

The Teacher’s Role: Guidance, Not Punishment

In Montessori environments, teachers model calm leadership and emotional regulation. They observe before reacting. They help children see their choices clearly and invite them to problem-solve.

A Montessori guide might say, “Let’s pause and look at what’s happening here,” or “What might help you finish this respectfully?” This approach maintains a child’s dignity while keeping expectations firm and consistent. It’s not about controlling behavior; it’s about helping children understand it.

The prepared environment itself reinforces this. Everything has order, purpose, and beauty. Clear expectations are built into the space, materials are complete, shelves are tidy, and routines are predictable. As Montessori wrote, “The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.” The classroom teaches discipline through structure, not through control.

Real-World Examples of Positive Discipline in Action

Conflict Resolution

Two children reach for the same golden bead frame. Their hands pause midair, both gripping the edge. For a moment, the silence feels heavy. Instead of stepping in, the teacher kneels beside them, voice calm and even. “It looks like you both want the same material,” she says. “What could we do so everyone feels respected?”

The children look at each other. One suggests timing their turns with the sand timer; the other nods, still holding the frame. “I’ll go first, and then I’ll show you what I did,” she adds. The tension softens. The guide stays nearby for a minute, then quietly moves on. As the end of the morning draws near, the two are sitting side by side, comparing answers and laughing. Respect and cooperation grew right where conflict began.

Focus and Redirection

A student at the back table shifts in his chair again and again. His pencil rolls across the floor for the third time. The teacher catches his eye and smiles gently. “You look like you have a lot of energy today,” she says. “Would you like to keep working now, or take a quick walk to stretch and then come back ready to focus?”

He thinks for a second, nods, and heads for the hallway window where the light spills in. A few minutes later, he returns, pulls his work closer, and finishes what he started. The pause, not the reprimand, restored his concentration.

Natural Consequences

At the end of the morning, a child begins to roll up her mat, but leaves the geometry materials scattered across it. Another student approaches the shelf to look for the same work and stops short. The guide simply asks, “Do you see anyone waiting to use this?”

The child looks up, sees her classmate, and quietly begins to restore each piece. When the final triangle is in place, the waiting student smiles and thanks her. Order returns, and so does harmony. The lesson isn’t spoken aloud, but it settles in: when we care for our environment, we care for each other.

Why Montessori Positive Discipline Works in the Elementary Years

The elementary years are a bridge between childhood dependence and emerging independence. Children from six to twelve crave fairness, belonging, and the chance to contribute. They want to know why rules exist and how communities stay kind and fair.

Positive discipline meets these needs and gives children a voice in solving problems, builds understanding of natural consequences, and shows that respect is reciprocal. Research supports what Montessori saw more than a century ago . . . students guided through positive discipline show greater engagement, better self-regulation, and stronger social-emotional growth.

Classrooms that value freedom and responsibility tend to have fewer behavioral challenges and more genuine collaboration. When children feel seen and respected, they naturally rise to meet expectations.

Bringing Montessori Positive Discipline Home

Parents often ask how to bring the same approach home. The key is consistency and connection.

Set clear routines and expectations.
Use calm, respectful language during conflict.
Offer freedom with structure: “You may choose when to do homework, and it should be finished before dinner.”
Replace punishment with reflection: “What could we try differently next time?”

Children thrive when home and school align. Predictability and warmth give them a sense of safety, and safety allows them to grow. Montessori called this connection before correction , seeing the relationship as the foundation for all learning.

The Goal: Independence, Respect, and Inner Discipline

Montessori positive discipline is not about creating perfect behavior; it’s about cultivating self-awareness and integrity. Our goal is for children to develop the inner strength to do what’s right even when no one is watching.

Freedom without structure leads to chaos, but structure without freedom stifles growth. When the two work together, children learn balance. They discover that true freedom means choosing well, caring for others, and taking responsibility for their choices.

At Sandwich Montessori School , we help children develop independence and responsibility, one moment at a time. Every choice is an opportunity for growth, every mistake a lesson in grace, every success a reminder of what happens when freedom and structure work together.

Learn more about how our Montessori Elementary program nurtures independence and respect → Here

Montessori Technology: How Limiting Screens Builds Focus, Creativity, and Real-World Skills

Tue, 09 Dec 2025 14:02:27 GMT

Montessori Technology: How Limiting Screens Builds Focus, Creativity, and Real-World Skills

In a world where screens are everywhere - from the classroom to the car ride - parents often wonder how much technology is too much.

The Montessori technology approach looks very different from most modern classrooms. It values real-world, hands-on learning long before introducing digital devices.

Montessori schools aren’t anti-technology; they’re intentional about when and how it’s used. When concentration, creativity, and human connection come first, children develop the skills they need to use technology wisely later, not as a distraction but as a meaningful tool.

Why Montessori Classrooms Limit Screen Use

Montessori education is built on movement, exploration, and sensory learning. Children learn through doing, not by watching.

“The hands are the instruments of man’s intelligence.” – Dr. Maria Montessori

Screens, especially for young children, can easily replace the real-world experiences that develop fine-motor coordination, language, and problem-solving .

Modern research supports what Montessori educators have observed for more than a century. The American Academy of Pediatrics recommends that children under two avoid screens altogether and that older children’s screen use be limited and supervised. Studies have shown that too much screen exposure in early childhood is associated with decreased white matter integrity in the brain - the area responsible for language and literacy development (Hutton et al., JAMA Pediatrics , 2019).

Other studies link heavy screen use with shorter attention spans and challenges in emotional regulation. A 2023 longitudinal study from the National Institutes of Health found that children who spent more than two hours a day on recreational screens showed lower scores in thinking and language tests compared with their peers.

Montessori offers an elegant solution. Teachers delay screens until children have built strong powers of concentration, self-control, and an internal drive to learn. When technology finally enters the picture, it meets a child who already knows how to focus, persist, and think independently .

What “Technology” Means in Montessori Education

In Montessori, technology is defined broadly. It includes any tool that helps a child explore, discover, or create.

For young children, their “technology” is the material itself:

Sandpaper letters teach reading through touch and sound.
Moveable alphabets let children “code” language before they ever touch a keyboard.
Golden beads and bead chains help them visualize complex math concepts through movement and pattern.

As children grow, their tools evolve . In upper elementary and middle school, digital devices appear - but always as a means to an end, never the centerpiece.

Students might study local ecosystems outdoors, collect samples, and later graph results digitally. They may draft stories by hand, edit them on a laptop, and publish them for peers to read. Technology extends learning that is already grounded in real-world experience.

The Montessori Approach to Screens: Connection Before Consumption

Montessori’s guiding principle for technology is simple - use it with purpose, not passively.

Children are taught to pause and ask themselves:

Why am I using this?
What am I learning or creating through it?

In many traditional classrooms, screens replace tactile work. In Montessori environments, the priority is clear:

Concentration over convenience: uninterrupted work cycles free from digital alerts.
Collaboration over isolation: group projects and shared discovery instead of solo scrolling.
Curiosity over consumption: learning led by genuine interest, not an algorithm.

This intentional use of tools trains children to become mindful creators rather than distracted consumers.

How Limiting Screens Strengthens Learning and Focus

A screen-light classroom is not a step backward, it’s an investment in the skills that matter most.

When children engage with tangible materials and uninterrupted time, their brains operate differently. Neuroscientists have found that hands-on, sensory-rich experiences strengthen neural pathways related to attention, memory, and executive functioning. Screen-based activities, on the other hand, can overstimulate dopamine systems, making it harder for children to stay focused on slower, more sustained tasks.

Children who grow up in Montessori environments develop:

Deep concentration through long work periods without digital interruption.
Executive functioning built through real challenges that demand planning, persistence, and self-discipline.
Resilience that comes from troubleshooting and adapting when things don’t go as planned.

Emotionally, fewer external distractions create calmer, more peaceful classrooms. Face-to-face interactions strengthen empathy, patience, and communication skills.

During a three-hour morning work cycle, students choose projects, collaborate, and solve problems without a single screen in sight. The result is the kind of sustained focus that is rarely seen in tech-driven environments.

The research backs this up . A 2022 study from the University of Calgary found that even moderate screen exposure before age five correlated with lower attention control and reduced ability to self-regulate emotions. These are precisely the skills Montessori nurtures every day through purposeful work, social connection, and movement.

Introducing Technology Thoughtfully in Later Years

Technology arrives when the child is ready to use it wisely. Upper elementary and middle school students may use laptops or tablets for research, writing, or design work. Devices are viewed as tools for creation, not entertainment.

A student who once learned geometry using wooden insets might later use design software to model architectural structures. Another might document a science experiment digitally after first building it by hand.

Montessori teachers guide conversations about digital citizenship and ethics. Students learn to respect privacy, credit sources, and understand the impact of their digital footprint - essential lessons for responsible participation in a connected world.

Montessori at Home: Supporting a Balanced Relationship with Screens

Families often ask how to carry Montessori’s thoughtful approach into home life. A few simple shifts can make a meaningful difference:

Create screen-free spaces. Keep bedrooms and mealtimes focused on rest and connection.
Establish predictable routines. Balance digital time with outdoor play, art, and real-world activity.
Model mindful use. Children notice how adults engage with their phones and devices more than any rule you could set.
Encourage creativity before consumption. Swap the “learning app” for hands-on science kits, baking projects, or time spent outdoors.

Montessori insight: children thrive when they experience the world before observing it through a screen. The more they touch, build, and move, the deeper their understanding becomes.

The Montessori Advantage in a Digital World

Montessori graduates enter the digital world prepared, not because they used screens early, but because they learned how to think deeply, focus fully, and connect meaningfully.

They aren’t distracted consumers of technology. They are thoughtful creators and innovators who see tools as extensions of their curiosity.

“The child who has felt a strong sense of community will always have the desire to contribute.” -Dr. Maria Montessori

Ultimately, Montessori technology is less about devices and more about discernment, teaching children to use tools wisely, creatively, and compassionately.

At Sandwich Montessori School, we help children develop independence and responsibility, one moment at a time. Every routine is an opportunity for growth.

Learn more about our Elementary and Middle School Programs → Here

Research Sources Referenced

Hutton, J. et al. (2019). Association Between Screen-Based Media Use and Brain White Matter Integrity in Preschool-Aged Children. JAMA Pediatrics.
National Institutes of Health (2023). Adolescent Brain Cognitive Development Study.
University of Calgary (2022). Screen Time and Early Childhood Development Study.
American Academy of Pediatrics (2020). Media and Young Minds Policy Statement.

A Montessori Guide to Choosing Holiday Gifts: Simple, Meaningful Montessori Gifts for Every Age

Thu, 04 Dec 2025 15:42:46 GMT

A Montessori Guide to Choosing Holiday Gifts: Simple, Meaningful Montessori Gifts for Every Age

The holidays often bring toy catalogs, flashing sales, and endless lists, but what if choosing gifts could be simpler, calmer, and more meaningful? Montessori gifts are rooted in connection and purpose and invite children to explore, create, and grow through hands-on learning. Grounded in the idea that children learn best through independence and real experiences, these gifts nurture curiosity and focus rather than overwhelm.

This guide offers practical tips on how to choose Montessori-inspired gifts and shares age-based examples to help make holiday shopping thoughtful and joyful.

If you want an easy way to use everything in this post, we created a Montessori Holiday Gift-Finding Quiz and Gift Planner Guide that puts all the ideas in one place, download it at the end of this post.

What Makes a Gift “Montessori”?

Montessori gifts tend to be simple, beautiful, and purposeful. They encourage independence and hands-on exploration while offering children the chance to engage fully with their senses. Many are made from natural materials like wood, metal, cotton, or wool.

In Montessori, we say “play is the work of the child,” meaning toys should invite concentration and creativity rather than passive entertainment. Something as ordinary as a child-sized broom teaches coordination, responsibility, and confidence while still feeling fun and empowering.

The Montessori Development Snapshot (Birth to 12 Years)

Your guide, by stages, to what children are working on and why certain gifts support that growth.

Montessori Gifts for Infants (0 - 12 Months)

Infants thrive on sensory exploration, grasping, and movement. Wooden rattles, grasping rings, simple mobiles, and soft floor mirrors encourage them to notice their bodies, build strength, and refine early coordination. Big work at this stage includes movement, sensory exploration, and grasping, making the best gift categories things like rattles, grasping rings, and mobiles.

Specific Examples:

Wooden rattle (simple, easy to grasp)
Interlocking wooden discs
Black-and-white or high-contrast image cards
Munari or Gobbi-style mobile
Soft floor mirror for tummy time
Small fabric or wooden grasping ring

Infant gifts that support object permanence, visual tracking, hand-to-hand transfer, and early motor planning help build the brain in ways that form the foundation for later cognitive development.

Toddlers (1 - 3 Years)

Toddlers are eager to do things for themselves, communicate, and move with purpose. Practical life tools like a tiny broom or watering can allow them to participate in real tasks alongside adults. Big work at this stage includes a language explosion, growing independence, and fine motor development, so the best gift categories are practical life tools, pouring work, and simple puzzles.

Specific Examples:

Child-sized broom and dustpan set
Small metal watering can and plant mister
Pouring set with two small pitchers and a tray
Wooden knobbed puzzles (shapes, animals, vehicles)
Simple shape sorter or chunky pegboard
Child-safe chopper or crinkle cutter for helping in the kitchen

These toddler brain benefits include strengthening executive functioning, preparing the hand for writing, building vocabulary and language, and supporting emotional regulation through purposeful movement.

Preschoolers (3–6 Years)

This age is full of imagination, problem-solving, and rapid fine motor development. Big work at this stage includes imagination, early literacy, and growing concentration, so the best gift categories are building sets, art materials, and bead-stringing.

Specific Examples:

Wooden unit blocks or plank sets
Connetix or similar magnetic tiles
Lyra or Stockmar quality colored pencils or block crayons
Bead-stringing set with wooden beads and laces
Child-sized gardening tools and gloves
Simple sewing cards or lacing cards
Animal or nature figurines for storytelling and language work

Gifts at this age prepare preschool children for early math, early literacy, sequencing and logical thinking, creative expression, and concentration - making your gift choices developmental, not just seasonal.

Elementary (6–12 Years)

Older children crave real purpose and meaningful contribution. Big work at this stage includes reasoning, problem-solving, and real-world skills, so the best gift categories are strategy games, sewing kits, and science materials.

Specific Examples:

Child-friendly strategy game (such as Qwirkle, Ticket to Ride: First Journey , or similar)
Beginner sewing kit with real needles, fabric, and simple projects
Snap Circuits–style electronics kit
Nature journaling set (notebook, quality colored pencils, magnifying glass)
Beginner microscope or handheld field microscope
Cooking set with apron, real utensils, and a child-friendly cookbook

Gifts for this age support long-term planning, strategic thinking, scientific reasoning, creativity and innovation, and social-emotional responsibility.

With all of this in mind, gifting becomes a thoughtful developmental process rather than a seasonal scramble.

To make it even easier, we created a free Montessori Gift Planning Guide that helps you choose developmentally aligned gifts, support deeper concentration through play, and create a calmer home environment - download it below and use it all season long!

How to Choose Montessori-Inspired Gifts on Your Own

1. Look for Real, Functional Tools

Children naturally gravitate toward real tasks like cooking, gardening, and cleaning. When they’re offered real tools scaled to their size, such as a child-safe knife, a small whisk, a watering can, or a tiny broom, they build fine motor skills, confidence, and a sense of genuine competence.

Functional tools matter for brain development because they strengthen executive functioning (planning, sequencing, and self-regulation), fine motor skills linked to future writing, and a child’s growing independence and confidence - ultimately wiring the brain for real capability.

2. Choose Quality Over Quantity

A small number of well-made toys often supports deeper, more meaningful play than a room filled with loud or overly complex gadgets. Simplicity allows children to slow down, concentrate, and use their imagination in ways that battery-powered toys rarely can. When children have fewer, better materials, they’re more likely to engage deeply instead of flitting from one toy to the next. Depth builds concentration, imagination, and real learning.

3. Prioritize Open-Ended Play

Toys like blocks, wooden puzzles, art materials, and musical instruments grow with the child and offer endless possibilities. They encourage problem-solving, creativity, and independence because there’s no single “right” way to use them. Open-ended materials strengthen flexible thinking and creativity because they allow multiple outcomes. Children return to them again and again, each time discovering new challenges.

4. Follow the Child’s Interests

One of the core Montessori principles is “Follow the child.” When you observe what truly captivates your child - animals, building, movement, art, or nature, you can choose gifts that deepen those interests. When a child feels genuinely drawn to something, their focus lengthens naturally. Following interests increases engagement, motivation, and joy in learning.

The Montessori Gift Pattern

If you’re feeling overwhelmed or want a simple, balanced approach, the Montessori Gift Pattern helps you choose gifts based on development, not pressure, trends, or quantity. It ensures you support multiple areas of growth while keeping gifting calm and intentional.

Choose one item from each category:

A Practical Life Tool : helping with real work builds confidence and capability

Child-safe knife, apple slicer, small broom and dustpan, watering can, child-sized apron

An Open-Ended Material : creativity and problem-solving grow when toys can be used in many ways

Wooden blocks, magnetic tiles, play silks , loose parts (wooden rings, buttons, shells), simple peg people

A Movement Item : children learn through their bodies, and movement supports regulation and attention

Balance board, stepping stones , jump rope, indoor play tunnel, kid-sized wheelbarrow

An Experience Gift : shared experiences create lasting memories and deeper connection

Family baking day with a child-friendly cookbook, nature hike with a “field kit,” trip to a children’s museum, season pass to a local zoo or farm

A Contribution Gift (something the child can give away or make and give away): making or giving something fosters empathy, generosity, and belonging.

Bookmark-making kit, simple baking set for making treats to share, handmade card-making supplies, seed packets the child can gift and plant with others

This pattern keeps the holidays meaningful without being excessive, while supporting your child as a whole person.

What to Do If Your Child Doesn’t Love Toys or Activities

One of the most common worries parents share is this:

“My child doesn’t really stay with toys. Will Montessori gifts even work for them?”

This is such an important question, and the answer is reassuring.

Concentration is not something children either “have” or “don’t have.” Just like walking, speaking, or reading, deep focus is a skill that develops with practice, support, and the right environment.

Many children today have grown up in fast-paced, highly stimulating settings filled with background noise, screens, quick transitions, and toys that “perform” for them. These environments can make it harder for children to settle into deeper engagement, and Montessori gifts can actually help rebuild (and strengthen) those essential skills.

How to Support Concentration During the Holidays

Here’s how families can support concentration gently and effectively during the holidays.

1. Sit Side-by-Side at First

Children who haven’t developed strong concentration often need your calm presence as an anchor. You don’t need to entertain them, a quiet, steady presence is enough.

Try:

Placing the material on a tray
Sitting next to your child
Demonstrating one slow step
Then pausing and inviting them in

This models how to begin without pressure or overwhelm.

2. “Side-by-Side Work” Builds Focus

One of the most powerful Montessori tools is simply doing your own quiet work next to the child. Examples include stacking blocks slowly, sketching with watercolors, sorting buttons or shells, pouring water between two cups, and stringing a few beads onto a lace.

Your calm engagement helps your child feel safe enough to try. Some children will join immediately, and others will watch - both are forms of learning.

3. Keep Early Sessions Short (Think 60 Seconds!)

Children often need very short bursts of success before they can stay longer - for example, a child who engages for 30 seconds today may stay for 45 seconds next week and eventually for 2 minutes later on.

That is growth, and Montessori is all about noticing the tiny steps that build true independence.

4. Reduce Background Noise and Visual Clutter

Deep focus becomes easier when we create a calm environment. Try turning off the TV, lowering background music, clearing the table before presenting a gift, and offering just one material at a time.

A quiet environment supports a quiet mind.

5. Start With Activities That Match Your Child’s Energy

When children avoid sitting still, it doesn’t mean they aren’t ready to learn, it means they need the right kind of entry point.

High-energy children often thrive with gross motor gifts, balance boards, stepping stones, nature tools, and large-scale blocks. Sensory-seeking children tend to engage deeply with clay, water pouring, scooping work, sensory baskets, or finger painting and watercolor trays. Children who shy away from challenge benefit from starting with simple matching games, easy puzzles, sorting trays, and practical life tasks.

Success builds confidence, and confidence builds concentration.

6. Model Finishing a Task

You don’t need to do anything elaborate. Just model a beginning, middle, and end.

For example:

Place the puzzle down
Complete a simple section
Return the pieces to the tray

This communicates to the child: “ I can follow something through, ” which is central to building executive functioning.

7. Protect Their Focus Once They Find It

The Montessori secret: When a child is concentrating, do not interrupt.

Not even to compliment or encourage. Let them have the full, uninterrupted arc of focus. This alone strengthens their capacity for deep engagement over time.

8. Use Invitation Language (Not Pressure Language)

Swap phrases like:

“Come play with this!”
“Try this puzzle!”

For Montessori invitations:

“I’ll be working with this, and you’re welcome to join me.”
“I’m going to see what happens when I pour this water.”
“I wonder where this piece fits.”

This opens a door without pushing them through it.

Children who struggle to stay with activities aren’t “behind”, they simply haven’t had enough practice with materials that invite real engagement. Montessori gifts become a gentle way to build attention, strengthen neural pathways for focus, support emotional regulation, develop perseverance, build confidence, and deepen a child’s ability to problem-solve.

Montessori gifts support children exactly where they are and encourage growth rather than rushing development. Every minute your child spends in quiet concentration becomes a gift that keeps growing long after the holidays.

How to Avoid Overstimulation

Overstimulating toys interrupt concentration and can create a cascade of challenges. They often contribute to shorter attention spans, increase the likelihood of sensory overload, and foster a reliance on adults for constant entertainment. Over time, these toys can also make transitions more frustrating for children, as their nervous systems become accustomed to high levels of stimulation rather than steady, focused engagement.

Montessori gifts avoid these challenges by offering simplicity, clarity, and opportunities for repetition. They create a sense of calm and invite deep engagement, allowing children to focus, explore, and build meaningful skills without the overwhelm of excessive stimulation.

Simple Montessori Gift-Wrapping and Presentation Tips

In Montessori settings, presentation matters. When a gift is offered in a clear, intentional, and uncluttered way, children are more likely to explore it deeply, stay focused, and feel invited rather than overwhelmed. Montessori wrapping isn’t about aesthetics or perfection, it’s about reducing sensory overload so the child can see the gift clearly and feel calm and capable as they explore it. Here are a few simple, Montessori-aligned ways to present gifts:

1. Keep Wrapping Minimal and Beautiful

Choose materials that are warm, natural, and easy for the child to open. Simple wrapping is easier for children to open independently and doesn’t distract from the gift itself. It also reduces waste and models beauty and sustainability.

Try:

Kraft paper
Soft string or yarn
A sprig of greenery
A reusable cloth wrap (like a play silk or Furoshiki square)

2. Present Only the Essentials at First

If the gift comes with multiple pieces or accessories, start with just what the child needs to be successful. Simplicity builds confidence and reduces overwhelm.

3. Use a Tray or Basket

Presenting the gift on a small tray or in a basket gives the material a clear space and makes it easier for the child to return it when finished.

4. Offer the Gift in a Calm, Unhurried Moment

A peaceful introduction helps the child settle into focus and shows that this moment matters.

Montessori Gift Giving with Grace

The holidays bring generosity from many places - grandparents, relatives, neighbors, friends, and sometimes the gifts children receive aren’t the ones we wouldn't have chosen. That’s completely normal. Every family navigates this.

Montessori isn’t about rejecting gifts or creating a “perfect” environment. It’s about helping children experience joy, gratitude, and calm, even when the holidays feel busy or overstimulating.

Here are some gentle, realistic ways to support your child, and yourself, when gifts don’t fully match your parenting style or your hopes for simplicity at home:

Keep a Few Special Toys and Rotate Them

Children don’t need everything out at once to enjoy it. Rotating toys allows you to honor the giver, keep your home manageable, and protect your child from overwhelm.

A great phrase parents love:

“Let’s choose a couple of special things to keep out right now, and we’ll save the others for later. That way you get to enjoy each one.”

This approach is thoughtful rather than restrictive.

Use a Wishlist as a Kind, Clear Guide

Most relatives genuinely want to give gifts that feel useful and appreciated, and if they ask for suggestions, a simple wishlist (with a variety of price points) helps extended family feel confident and included. You’re not saying “don’t buy this.” You’re saying “Here’s what would be most loved and used.” You can use our Montessori Gift Planner to create your wishlist.

Donate or Re-Home Items That Cause Overstimulation

If a gift consistently creates frustration, overwhelm, or sensory overload for your child, it’s okay to transition it to a place where it will be better loved.

You can frame this with your child in a positive way: “This toy was fun for a little while. I wonder who else could enjoy it next?”

This turns donating into generosity instead of rejection.

Model Gratitude While Still Protecting Your Environment

Gratitude and boundaries can coexist. You can warmly appreciate the giver while still making choices that support your child’s well-being.

A simple script:
“Grandma was so thoughtful to give you this! Let's take good care of it. We’ll choose the best place to keep it so it doesn’t get overwhelming.”

This communicates both appreciation and intentionality.

Use the “Different Baskets” Strategy

This strategy is gentle, visual, and perfect for young children, and It also avoids sounding judgmental about certain toys. You might say: “Different things live in different baskets. This basket is for calm and quiet work. This basket is for movement toys. Some baskets come out only at certain times so play feels fun, not overwhelming.”

This frames organization as care, not rejection, and if a toy truly needs to be limited, you can say: “This one lives in the ‘special occasion basket’ because it’s extra exciting.”

Children ultimately remember the feeling around the holidays, not the exact gifts. I remember a time, in a preschool classroom I supported, children exchanged handmade watercolor bookmarks during a holiday celebration. One four-year-old proudly said, “I made this one for you! I painted the blue because you like the ocean.” Another brought a sewn felt star he’d spent days stitching.

These small, simple gifts carried a sense of care, effort, and genuine thoughtfulness, the heart of the Montessori approach to giving.

Looking for Great Montessori Gifts For Your Family?

Montessori gifting becomes powerful when parents feel supported too. You don’t need perfection, just simple tools that help you choose with clarity and confidence.

If you’d like a free Montessori Gift Guide Planner - complete with child-development insights and a personalized Montessori gifting quiz - simply enter your email below to download it. This guide will help you choose meaningful, developmentally aligned gifts with confidence.

It gathers everything we talked about - developmental stages, toy ideas, how to support concentration, and ways to create a more peaceful home environment during the holidays all in one easy PDF you can save or print.

Outdoor Classroom Ideas: How Nature Strengthens Academic and Emotional Growth

Tue, 02 Dec 2025 14:00:09 GMT

Outdoor Classroom Ideas: How Nature Strengthens Academic and Emotional Growth

Many parents picture a classroom filled with books, tables, and technology, but what if some of the most meaningful learning happens outdoors?

Outdoor classroom ideas aren’t just a trend. They’re a timeless way to help children connect, focus, and learn through nature. The natural world invites children to slow down, notice details, and discover the joy of learning through experience.

At Sandwich Montessori School , outdoor learning isn’t something we added as an afterthought, it has always been part of our vision. Long before the world began thinking about outdoor classrooms, we understood what nature offers to children: space to move, breathe, and find calm focus. Whether gardening under the summer sun or tracking animal prints in the winter snow, our students learn that education doesn’t stop at the classroom door, it grows wherever curiosity does.

Outdoor Classroom Ideas That Inspire Learning and Joy

Outdoor classrooms can take many forms, from a shaded patch of grass to a garden corner filled with curiosity. What matters most is the space invites exploration and reflection. Here are a few ideas that bring learning to life.

1. Nature-Based Science Exploration

Science comes alive outdoors. Children can observe the life cycles of plants and insects, measure rainfall, or track temperature changes across seasons. At Sandwich Montessori, students often document the birds they spot in our gardens, noting migration patterns and nesting habits.

One early summer morning, our elementary students gathered under the trees, wide-eyed as a steady hum filled the air. Cape Cod’s cicadas had arrived, and their song could be heard across the playground and garden.

The children collected a few of the empty shells they found clinging to bark, carefully counting how many they discovered on each tree. They compared their tallies, noticing that the larger oaks had more than the younger saplings, and wondered aloud why that might be. Soon, clipboards appeared, and children began charting their findings, adding simple marks for each shell, turning excitement into math in the most natural way.

They sketched the shells in their journals, noting where they were found and what the sound reminded them of. Some described it as “buzzing sunshine,” others said it was “like the trees were singing.” Their curiosity led to simple discoveries like how cicadas live underground for years, how they shed their shells, and how their song changes with the warmth of the day.

Through counting, observation, art, and storytelling, the students practiced patience, wonder, and respect for the living world. What began as a surprising summer sound became a lesson in curiosity, community, and joyful discovery.

2. Reading, Reflection, and Writing Outdoors

Imagine a circle of logs under tall pines . . . children with journals in their laps, listening to the soft rustle of leaves. Outdoor literacy time offers calm and focus that’s hard to replicate indoors.

A simple journaling prompt might ask, “What do you hear right now?” or “Describe the colors of today’s sky.” Children respond with quiet observation and imagination linking reading and writing with mindfulness. One student once wrote, “The wind sounds like thinking.” That kind of reflection can only happen in stillness.

3. Art and Creativity in Nature

The natural world offers endless inspiration. Children can create art from materials they find including leaves, twigs, stones, or shells, or capture what they see in sketches and watercolor. Some of our students make seasonal mandalas from gathered objects; others paint the patterns of frost or bark.

On a spring morning, you might find a class gathered near the pond with paintbrushes in hand, mixing colors to match the reflections on the water. Working with natural materials fosters creativity, patience, and appreciation for beauty. Montessori believed that imagination grows through contact with reality, and outdoor art allows children to see the extraordinary in the everyday.

4. STEM in the Outdoor Classroom

Nature provides everything needed for real-world problem-solving. Students can measure shadows to study geometry, build simple bridges to explore engineering, or test soil pH as part of environmental science.

These lessons are hands-on and memorable. A child who measures the arc of a shadow will never forget how the sun moves through the day. A group that builds a small dam in a stream learns both teamwork and the physics of water flow. STEM outdoors teaches perseverance through experiment and discovery.

5. Outdoor Learning in Every Season

Montessori philosophy values consistency. Children go outside in all kinds of weather because nature teaches resilience.

Winter: Follow animal tracks, build snow shelters, and study how trees protect themselves from cold.
Spring: Plant seeds, watch pollinators return, and chart the growth of new life.
Summer: Collect samples for science studies, sketch outdoors, or read beneath the trees.
Fall: Gather leaves for classification and art, observe migration patterns, and celebrate harvest time.

When children experience the seasons directly, they learn that learning is not seasonal, it is continuous and alive.

Designing an Outdoor Classroom That Works

An outdoor classroom doesn’t have to be elaborate. The best spaces use what already exists: logs for seating, rocks for gathering circles, trees for shade. A few portable bins can hold magnifying glasses, journals, and art supplies. A garden corner or raised bed can become a living science lab.

At Sandwich Montessori, children study under tall trees, tend small vegetable gardens, and gather for lessons in a circle of logs. Each area supports a different kind of work science, art, reflection, or group dialogue. This balance of structure and freedom gives students space to explore within clear expectations.

Thoughtful design ensures that learning can continue through the seasons. Weatherproof bins, clipboards, and mats make it easy to transition between indoor and outdoor work. The environment becomes an extension of the classroom, not an occasional field trip.

The Academic and Emotional Benefits of Outdoor Learning

Outdoor learning supports both the mind and the heart. Movement increases oxygen to the brain, improving focus and memory. Studies from the University of Illinois Landscape and Human Health Laboratory show that time spent outdoors reduces symptoms of anxiety and improves emotional regulation in children.

Academically, outdoor classrooms enhance engagement and retention. When students learn by touching, observing, and experimenting, they remember concepts more deeply. Emotionally, caring for plants or watching life cycles unfold nurtures empathy and patience.

Montessori wrote, “When children come into contact with nature, they reveal their strength.” That strength shows up in confidence, perseverance, and joy. After planting and caring for their own garden beds, our students light up at harvest time . . . not because someone told them to, but because they have witnessed the results of their own steady effort.

One of our elementary teacher leaders, shared, “Outdoor learning isn’t separate from academics, it’s where we see children apply what they know with confidence. Curiosity takes the lead.”

Why Outdoor Learning Matters

Long before the pandemic, we had a clear and intentional vision for outdoor learning. Montessori philosophy has always celebrated nature as a teacher, and at Sandwich Montessori, that belief has shaped our days for years. Fresh air, movement, and connection with the natural world have always been essential to how we help children focus, grow, and find peace.

We knew that children needed to spend time outdoors to develop concentration, balance, and curiosity, and that’s how we designed programming at our school. Not everyone shared that perspective at the time. Many schools saw outdoor spaces as “recess areas,” not as living classrooms. When COVID-19 arrived, however, the world paused, and families and educators began looking for ways to reconnect safely, and the outdoors became a lifeline. What had always been at the heart of our practice became a shared realization for others: time outside supports emotional health, deepens learning, and restores balance.

At Sandwich Montessori, the moment affirmed what we already believed. We didn’t shift our philosophy; we expanded it. The pause gave us space to design more outdoor environments, add raised garden beds, and weave nature-based work into every level of the school. The vision became stronger.

Dr. Montessori knew this connection long before modern research confirmed it. “There must be provision for the child to have contact with nature,” she wrote, “to understand and appreciate the order, the harmony, and the beauty in it.”

Author Richard Louv echoed this insight in Last Child in the Woods , coining the term “nature-deficit disorder.” His research showed what educators see every day: time outdoors reduces anxiety, improves attention, and sparks creativity. He wrote that children who spend time outside “develop a sense of wonder so deep that it lasts a lifetime.” That idea lives in every corner of our campus.

Across the world, countries like Norway have modeled this beautifully. Their friluftsliv philosophy, literally, “open-air life”, reflects the belief that time in nature is essential to wellbeing. Children there spend hours outside in all weather, learning resilience, teamwork, and confidence. We have always looked to those examples, finding encouragement in the way they align with what Montessori education has championed for more than a century.

Research continues to affirm what Montessori, Louv, and Nordic educators have demonstrated for generations. The American Institutes for Research found that students in outdoor classrooms show stronger problem-solving skills and higher academic performance. The University of Illinois Landscape and Human Health Laboratory reports that time in nature lowers stress hormones and improves executive functioning, the brain’s ability to plan, focus, and self-regulate. These findings mirror what we see daily: children who spend time outdoors are calmer, happier, and more engaged in their work.

One chilly March morning, our elementary students huddled around the raised garden beds, turning the soil and finding early earthworms. “They’re already awake!” one student shouted. That discovery led to a conversation about soil temperature, hibernation, and the quiet patterns of life that continue even when the world looks still. Nature teaches lessons no worksheet could capture.

Bringing Nature Home

Parents can bring the same peace and curiosity home in simple ways. Start a small herb garden or a few potted plants that children can tend. Keep a shared nature journal where everyone records daily observations or sketches. Take family walks and notice the details of the world . . . shapes of leaves, colors of sky, patterns of clouds.

Create a “nature nook” at home . . . a calm corner with rocks, pinecones, or shells collected on family adventures. These small reminders invite reflection and connection. The goal isn’t to add more activities, but to notice more deeply what already surrounds us.

Learning with the Earth, Not Just About It

Outdoor learning is more than a teaching strategy. It’s a way of reconnecting with what education is meant to do, help children see their place in the world and care for it.

At Sandwich Montessori School, outdoor classrooms are part of who we are. Every lesson, from math to art, includes time to move, breathe, and observe. Children learn with the earth, not just about it. The result is a balance of curiosity, calm, and gratitude that carries far beyond the school day.

Visit us at Sandwich Montessori School → Here

Bibliography

Louv, R. (2008). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Algonquin Books.
American Institutes for Research (2005). Effects of Outdoor Education Programs for Children in California.
University of Illinois Landscape and Human Health Laboratory (2019). Nature and Attention Study.
Montessori, M. (1949). The Absorbent Mind.

What to Say Instead of “Good Job” to Kids

Tue, 25 Nov 2025 14:30:12 GMT

What to Say Instead of “Good Job” to Kids

Every parent wants to build their child’s confidence and help them feel proud, capable, and seen. Praise often feels like the fastest way to do that. Have you ever noticed how quickly the phrase “good job” loses its power when we say it a dozen times a day? Have you ever thought about what to say instead of good job? At Sandwich Montessori School, we believe every interaction is an opportunity to nurture independence and inner strength.

It’s not that praise is bad, it’s that vague praise misses an opportunity. Our words can either help children internalize confidence or teach them to chase approval. The trick lies in making praise specific, thoughtful, and reflective. When we choose our words intentionally, we help children see their own courage, kindness, and persistence reflected back to them.

In Montessori classrooms, we use language carefully because words shape how children see themselves. The goal isn’t to make a child work for approval , but to help them see their own effort and progress clearly. In Montessori environments, the adult’s language acts as a mirror, helping the child notice their own growth.

Why Praise Matters

Praise is powerful, it tells children what we value, but when overused or too general, it can teach kids to seek validation instead of developing self-motivation.

“A child’s sense of self grows from doing, not from being told they’re good.” — Dr. Maria Montessori

At Sandwich Montessori School, we honor the child’s work by recognizing effort, concentration, and care . . . qualities that grow confident, kind, and capable humans.

Effects of Praise on Motivation

Research in child psychology supports this: when children are praised for effort, not just outcome, they become more resilient and curious. They’re more likely to take risks, problem-solve, and persevere through challenges. This is exactly what Montessori education seeks to nurture: a child who is intrinsically motivated and finds joy in the process of discovery rather than in external praise and rewards. When children know that their effort is what’s noticed, they become braver learners, ready to face challenges with curiosity

A Story from the Classroom

One afternoon, a teacher watched as a seven-year-old spent nearly half an hour completing a complex pattern puzzle. When she placed the final piece, she looked up expectantly, waiting for that familiar, “Good job!”

Instead, the teacher smiled and said,

“You worked so carefully to find which piece fit. How does it feel to see it finished?”

The child’s expression changed instantly, she wasn’t just proud because the teacher was; she was proud because she recognized her own effort.

That’s the magic of mindful praise. When we draw a child’s attention to what they actually did, the effort, the patience, and the problem-solving , we help them build confidence that doesn’t depend on anyone else noticing.

In Montessori classrooms, the adult observes quietly, offering words that help the child see their own process. This gentle guidance strengthens both independence and self-awareness. Moments like these remind us that true strength grows from within, as children begin to trust their own abilities. Just as a seed grows stronger when it stretches toward the light on its own, a child’s confidence grows most beautifully when it is self-driven.

Why Generic Praise Falls Flat

When we use blanket praise like “good job” or “you’re so smart,” we often mean well, but we accidentally shift the focus away from the learning itself.

Instead of thinking “I worked hard and figured that out,” a child might think “I’m only good when someone tells me so.”

Specific, descriptive feedback does the opposite. It gives children the language to reflect on their own growth to see cause and effect, effort and outcome. Over time, that reflection becomes an internal voice that says, “I can do hard things.”

In Montessori classrooms, this process mirrors self-correction in the learning environment. The child notices, adjusts, and tries again independently, guided not by external praise, but by their own awareness. At Sandwich Montessori School, we know that’s how children grow not only confident and capable, but also kinder with themselves and others.

What to Say Instead of “Good Job”

Here are a few simple swaps that encourage reflection and confidence:

The magic isn’t in the phrase itself, it’s in the specificity. The more you notice what they did, the more your child learns to value their own growth. These phrases of genuine attention tell your child you see them, not just their outcome.

Why Specific Praise Builds Confidence

Specific praise helps children recognize the link between effort and success. When you describe what you see (rather than evaluate it), you help your child make connections.

Eventually, “I worked carefully” leads to the conclusion, “That’s why it turned out well.” Or, “I kept trying,” leads to “That’s why I solved it.”

This kind of feedback strengthens both confidence and responsibility and helps children internalize why something worked. It also invites self-correction. When children know what success looks like, they can recognize it on their own next time. This builds true confidence, the kind rooted in awareness rather than approval.

At Sandwich Montessori School, we see this daily in the classroom from our infants all the way through to our middle school students: a quiet sense of pride when a child pours water without spilling, when they patiently return a work to its place for the next friend, or when they help a younger student through a tough concept. These small acts of care are the foundation of growing kinder, braver, and stronger people.

How to Encourage a Growth Mindset at Home

Every challenge is an opportunity for mastery. Children thrive when they understand that effort, not perfection, is what leads to success.

Here’s how to encourage a growth mindset at home:

Praise effort, not talent: “You kept working until it made sense,” instead of “You’re so smart.”
Ask questions that invite reflection: “What was tricky about that?” or “What part made you feel proud?”
Normalize mistakes: “It didn’t work, yet, what could we try differently?”

When children see struggle as part of the process, they become more resilient, curious, and confident learners. Just as plants stretch toward the light to grow stronger, children flourish when given space, patience, and gentle guidance.

Putting It All Together

Next time you’re tempted to say “good job,” pause for a moment and really notice what your child did. Then describe it.

Your child will start to notice, too, and that awareness builds a foundation of genuine self-esteem that lasts long after the praise fades.

When children are encouraged to reflect on their own effort and progress, they begin to measure success from within. As they build that self-awareness, they start to ask themselves, “What am I proud of? What did I learn?” and that’s the foundation of lifelong motivation.

At Sandwich Montessori School, we use intentional language to nurture independence, confidence, and curiosity and guide each child to grow stronger, kinder, and braver every day.

Ready to learn more?

Explore how Montessori education helps children build inner strength and authentic confidence → Here

The Grace and Courtesy of Thank You: Montessori Lessons in Gratitude

Fri, 21 Nov 2025 14:00:10 GMT

The Grace and Courtesy of Thank You: Montessori Lessons in Gratitude

“Grace” and “courtesy” might sound like old-fashioned words, but in a Montessori classroom, they are the quiet heartbeat of community life. Grace and courtesy lessons teach children not just good manners, but the deeper values of awareness, kindness, and gratitude. At Sandwich Montessori School, we see these lessons everywhere . . . in a child offering to help a friend tie a shoe, in the hush that settles when someone says, “excuse me,” and in the small but powerful act of saying “thank you” with sincerity.

These skills are not delivered as lectures or one-time lessons. They are lived every day and, when practiced with intention, grace and courtesy transform ordinary routines into opportunities for belonging, empathy, and joy.

What Are Grace and Courtesy in Montessori?

In Montessori education, grace and courtesy refer to simple, intentional ways of showing respect for oneself, others, and the environment. Grace is the quiet awareness we carry inside; courtesy is how that awareness shows up in action.

Maria Montessori wrote, “The child is both a hope and a promise for mankind.” Grace and courtesy help children fulfill that promise by teaching them how to live peacefully with others.

In our classrooms, a teacher may quietly demonstrate how to say “excuse me,” push in a chair, or greet a visitor. There’s no scolding, no spotlight, just calm modeling. Children watch, practice, and soon offer the same gestures themselves. Each small moment builds confidence and emotional intelligence.

Why Grace and Courtesy Matter

Grace and courtesy go far beyond politeness. They help children develop empathy, patience, and the ability to understand other perspectives. When children learn to listen, wait their turn, and consider how their actions affect others, they are building the foundation for healthy relationships and peaceful classrooms.

One morning in our elementary room, two students both reached for the same, and last green marker in the holder. Instead of rushing to solve the problem, their teacher quietly waited. The pause gave them space to think. One child looked up and said, “You can have it first. I’ll start with another color.” It wasn’t a rehearsed response, it was self-control and kindness in motion.

Children crave order and belonging. Grace and courtesy meet those needs in ways that feel natural and empowering. They help students understand that respect is not demanded; it is created, moment by moment.

How Montessori Teachers Model Grace and Courtesy

Through Direct Demonstration

Montessori teachers don’t lecture about kindness, they model it. When a visitor enters the classroom, the teacher stands, smiles, and says, “Good morning, we’re glad you’re here.” Children watch and absorb every detail, from eye contact to tone. Soon, they’re the ones greeting guests with calm confidence.

Through Role-Play and Real-Life Practice

Children practice these lessons daily: offering a snack, asking politely for a turn, or inviting a classmate to work together. During a grace and courtesy lesson, the guide might say, “Let’s practice how to offer help if someone drops something.” The children act it out, giggling as they dramatize, then carry that learning into their real interactions.

Through Observation and Reflection

Guides model gentle voices and gratitude in their own behavior. When a child spills water, the teacher simply says, “Let’s get a cloth and clean it together.” There’s no blame, only partnership. Over time, children begin to mirror this calmness. As Montessori guides, we believe discipline grows through example, not correction.

Grace and Courtesy in the Montessori Classroom

From the moment children arrive, grace and courtesy shape the flow of the day. Morning greetings begin with handshakes and eye contact. During snack or lunch, students set the table, pour water, and offer food to friends before serving themselves. When disagreements happen, guides teach language for resolution: “I didn’t like that,” or “Can we try again?”

At group meetings, a small “peace stone” passes from hand to hand. Only the child holding it speaks while others listen. One morning, a young student held the stone and whispered, “Thank you for helping me with my work yesterday.” The class fell silent, not out of rule, but out of respect. It’s in these quiet moments that gratitude takes root.

Bringing Grace and Courtesy Home

Families often tell us they want to extend grace and courtesy into their homes. Here are a few simple ways to begin:

Model the Behavior You Want to See
Children absorb how we speak to others. Try gentle phrases like, “Let’s try that again kindly,” and say thank you often. Gratitude becomes part of your family’s rhythm.

Create Predictable Routines
A calm home environment supports respectful behavior. Rituals like greeting one another each morning, sharing meals, and saying goodnight mindfully give children a sense of belonging.

Encourage Real Participation

Invite children to take meaningful roles, setting the table, opening doors, or helping guests. When children contribute, they see themselves as capable and valued, deepening their sense of gratitude.

How Grace and Courtesy Foster Gratitude

Grace and courtesy are gratitude in motion. Grace helps children slow down and notice beauty. Courtesy gives them language to express appreciation.

One afternoon, a child accidentally spilled paint water across a table. Before the teacher could step in, another child was already there with a towel. The first smiled and said softly, “Thank you.” It was genuine, not prompted. Montessori teachers help children feel gratitude, not just say the words.

Maria Montessori once wrote, “Joy, feeling one’s own value, being appreciated and loved by others . . . are all factors of enormous value for the human soul.” In a Montessori environment, those experiences happen every day.

Why It Matters Long-Term

Children who grow up surrounded by grace and courtesy become adults who lead with empathy. They learn to listen deeply, speak kindly, and contribute to the world around them. Conflict turns into cooperation and gratitude becomes a habit.

These lessons ripple outward, shaping not just classrooms, but families and communities grounded in kindness.

The Grace and Gratitude Connection at Sandwich Montessori School

At Sandwich Montessori School , grace and courtesy are woven into everything we do. Children greet guides each morning, care for the environment, and practice gratitude during outdoor lessons as they notice the colors of fall or the first buds of spring. In mixed-age classrooms, older students model gentleness for younger ones, and gratitude naturally flows both ways.

Gratitude here is not a single word, it’s a rhythm that runs through the day, the tone of every interaction, and the quiet grace that fills a peaceful classroom.

Learn more about how we nurture kindness, independence, and gratitude at Sandwich Montessori School → Here

An Example Montessori Daily Schedule: Inside a Week of Learning, Leadership, and Discovery for Elementary Students

Tue, 18 Nov 2025 14:00:19 GMT

An Example Montessori Daily Schedule: Inside a Week of Learning, Leadership, and Discovery for Elementary Students

Parents often ask, “What does a typical day look like in a Montessori classroom?”

The short answer: it’s anything but typical. While Montessori days are structured differently from those in traditional schools, they’re full of purpose, flow, and calm energy.

Each day is intentionally designed to help children develop independence, curiosity, and confidence through meaningful work and genuine community connection. In this example Montessori daily schedule, you’ll see how focus, creativity, and joy come together to form a week filled with learning, leadership, and discovery.

The Montessori Difference: Structure that Feels Like Freedom

Montessori classrooms follow a predictable structure, not a rigid timetable. The goal isn’t to control every minute; it’s to cultivate flow.

When children have uninterrupted time to think, explore, and collaborate, they begin to manage their own learning. This is what Dr. Maria Montessori called “ freedom within limits .”

Each morning, students move through a 2½–3-hour work cycle that allows concentration to take root. During that time, a student might explore geometry with the pegboard, write a creative story, conduct a science experiment, or work alongside a friend to research ancient civilizations.

“The greatest gifts we can give children are the roots of responsibility and the wings of independence.” – Dr. Maria Montessori

Our teachers guide, but do not direct. They give lessons in small groups or one-on-one, offering just enough structure to keep momentum while honoring each child’s individual pace. Each child is trusted to take ownership of their time, and that trust is what cultivates confidence.

Morning Routine and Work Cycle

8:15-8:30 a.m. - Arrival & Community Connection

Children enter calm, intentional spaces, they might see fresh flowers on tables, hear soft music in the background, and see shelves arranged for discovery. Students unpack independently, greet friends and teachers, and begin journaling right away, setting the tone for a grounded, purposeful day.

This morning connection is a small, and powerful ritual. It’s a daily reminder that school is their space, a place where they belong, contribute, and are known.

8:30-11:30 a.m. - The Morning Work Cycle

During the work cycle, students use journals or work plans to set goals for the day. Teachers offer new lessons in math, language, history, and science while also giving space for practice and mastery.

Older students often mentor younger ones, modeling kindness and leadership. You might see a fourth grader guiding a first grader through long division or sharing tips on how to edit a story draft. These interactions are intentional, children learn empathy, communication, and collaboration through experience, not instruction.

Freedom within limits keeps focus and flow: students choose their work, but within boundaries that encourage completion, care for materials, and respect for others’ concentration.

11:30 a.m. - 12:00 p.m. - Outdoor Recess & Nature Time

After deep concentration comes movement and connection with nature. The outdoors at SMS is viewed as an extension of the classroom , a living environment where lessons naturally continue.

Children climb, dig, explore, and play games that develop coordination and social skills. Teachers might see a spontaneous botany lesson unfold as students collect leaves or measure shadows with rulers, proof that curiosity doesn’t stop at the classroom door.

Midday - Lunch and Social Connection

12:00-12:45 p.m. - Lunch & Conversation

Meals in Montessori are lessons in grace and courtesy. Students set tables, pour their own water, and share quiet conversation. They practice patience, take turns speaking, and learn to be mindful of others.

These small rituals build community and lunch becomes more than nourishment . . . it’s a shared act of belonging, a time to slow down and enjoy connection after a productive morning of work.

12:45-1:15 p.m. - Clean-Up & Transition

Responsibility is built into every routine. Children clear their plates, sweep crumbs, and tidy their workspaces. The environment is cared for collectively, teaching that contribution is a natural and joyful part of community life.

Afternoons Filled with Enrichment and Exploration

Afternoons at Sandwich Montessori School expand learning beyond core academics. Enrichment programs nurture creativity, problem-solving, and teamwork, the essential skills for lifelong learning.

Students enroll in enrichment classes on a full-year or trimester basis, allowing for continuity, depth, and meaningful relationships within each experience. These programs are also a wonderful way for local homeschooling families to design a Montessori-inspired learning path tailored to their children’s interests, while connecting with a vibrant community of peers.

Monday - Spanish Lab & Chess

In Spanish Lab, students learn through conversation, songs, and hands-on projects that connect language to culture.

Chess builds patience and strategic thinking, helping children plan several steps ahead, just as they do when approaching complex lessons.

Tuesday - Music

Through melody, rhythm, and song, children develop emotional expression, listening skills, and confidence. Music allows children to explore creativity while strengthening focus and coordination, a powerful combination that enriches every other subject they study.

Wednesday - Clay & Art History

Students learn about history through the study of clay and art, creating inspired works with paint, sculpture, and natural materials. Clay, in particular, allows children to experience transformation and internalize how raw materials can become something beautiful through persistence and imagination.

“Imagination does not become great until human beings, given the courage and the strength, use it to create.” – Maria Montessori

Thursday - Backyard Barnyard & STEM Lab

In the Backyard Barnyard, students garden, learn about animals, and study ecosystems firsthand. They observe, record, and connect with the living world around them, developing both responsibility and wonder.

STEM Lab invites them to experiment, build, and innovate. Students might design a simple machine from recycled materials or testing the pH of soil from the garden. Learning becomes active, tangible, and deeply connected to curiosity.

Friday - Civics, Leadership, and Dungeons & Dragons

Fridays bring reflection, collaboration, and imagination together. In Civics and Leadership, students learn how communities function and what it means to lead with integrity. They discuss real-world examples, explore current events, and take on small leadership roles within the school community, learning that leadership is about service, not authority.

In Dungeons & Dragons , children step into worlds of their own creation. They practice storytelling, empathy, and math while collaborating with peers. Each campaign strengthens communication, creativity, and patience.

The week closes with reflection meetings, where students share accomplishments, express gratitude, and celebrate one another’s growth.

The Balance of Work, Play, and Purpose

A Montessori schedule is more than a set of activities, it’s a living flow that balances focus with joy.

Children experience:

Focus through long, uninterrupted work periods
Community through shared meals and group projects
Confidence through leadership and real responsibility

As students learn to manage time, follow curiosity, and care for their environment, they develop the habits of independence that serve them throughout life.

Why the Montessori Daily Schedule Works

The flow of a Montessori day mirrors the pattern of life: periods of concentration, rest, and contribution. Predictability offers security; freedom keeps learning joyful.

Elementary children thrive because they:

Move with purpose
Work deeply
Collaborate naturally
See learning as exciting, not something to “get through”

When the day ends, they feel genuine pride, not from external rewards, but from meaningful accomplishment. They’ve learned to connect effort with purpose and joy with contribution.

Bringing Montessori Structure Home

Parents often tell us they’d love to bring the same sense of calm and independence home. A few simple ideas can help:

Create consistent morning and evening routines
Offer choices within limits (“Would you like to start with reading or drawing today?”)
Set aside focused, screen-free time for creative work or deep play
Encourage children to plan their own day with simple visual checklists

Remember: it’s about balance , not perfection. The goal is a home life that mirrors the respect and structure your child experiences at school..

A Week of Independence and Joy

A Montessori day isn’t a checklist, it’s a cycle of learning and living. Each moment, from morning work to Friday reflection, nurtures the child’s growing sense of purpose and belonging.

At Sandwich Montessori School , we help children develop independence and responsibility, one moment at a time. Every routine is an opportunity for growth, every transition a lesson in grace, and every enrichment class a door to discovery.

Learn more about our Elementary and Middle School Programs → Here
Visit our Blog Page → Here

The Quest for Joyful Learning: How Montessori Principles Lead to Gameschooling

Fri, 14 Nov 2025 20:12:09 GMT

The Quest for Joyful Learning: How Montessori Principles Lead to Gameschooling

“Play is the work of the child.” — Maria Montessori

The sound of quiet concentration fills the room, the kind of silence that hums with purpose. Two children lean over a board, their eyes darting between knight and rook, between possibility and consequence. In the corner, another small group is laughing softly as they design the rules for a game of their own creation, arguing playfully over what counts as a “power-up.” A teacher moves among them, not directing, but observing , her posture curious, patient, and deeply respectful.

It’s a scene that could have unfolded in any Montessori classroom, yet it’s also something more. It’s the moment I realized that play, real, structured and meaningful play, wasn’t an extra . It was the engine of learning itself.

For years, I had watched children move through beautifully prepared Montessori environments . . . shelves of inviting materials, freedom to choose their work, and a sense of calm order. As students grew older, I noticed a shift.

The spark of joyful discovery that came so naturally to the younger children sometimes dimmed under the weight of “bigger kid” expectations.

Assignments became more defined, outcomes more predictable, curiosity gave way to compliance.

I couldn’t shake the feeling that we were losing something essential . . . not just engagement, but aliveness for learning and discovering.

It wasn’t that children didn’t want to learn, they simply needed to feel the wonder again . . . And that’s when I began to notice something else. Whenever I brought in even the simplest form of game-based learning: a puzzle, a strategy challenge, a classroom quest that spark returned.

Children who had withdrawn reemerged as leaders, collaboration replaced competition, and mistakes became puzzles to solve instead of failures to hide.

That was the beginning of my deep dive into what we now call Gameschooling, a philosophy and practice that blends the best of Montessori’s century-old wisdom with the insights of modern cognitive science and game design.

Somewhere along the way, many traditional classrooms, and even many homeschools, lost sight of play. The joy of discovery gave way to schedules, benchmarks, and checklists. Learning became something to finish, not something to feel.

We can trace this shift through decades of well-intentioned reform:

The rise of standardized testing
The demand for accountability
The push for measurable outcomes.

These efforts brought some clarity, but they also drained the humanity out of learning. Children became data points, teachers became technicians, parents became project managers of their child’s childhood.

What if education didn’t have to feel this way?

What if it could feel more like an epic quest , full of curiosity, collaboration, and meaningful challenge?

That’s the promise of Gameschooling, a framework that invites us to rediscover learning as a living, joyful act.

Gameschooling doesn’t ask us to throw away structure or rigor, iIt asks us to remember why those things exist in the first place . . . to support exploration, not stifle it.

And for those of us who come from Montessori roots, this isn’t a new idea at all. Montessori wrote, “Joy, feeling one’s own value, being appreciated and loved by others, feeling useful and capable of production, all these satisfy the inner needs of man.”

That joy is the throughline of learning and wonder, and gameschooling is simply the modern expression of the same truth: Children, and adults, learn best when they are fully engaged, deeply curious, and free to experiment within thoughtful boundaries.

This is where our story begins: in the overlap between Montessori philosophy and playful design, between the work of the child and the wonder of the game.

It’s an invitation to traditional and non-traditional educators, homeschoolers, and families alike to rediscover what learning was always meant to be.

How Montessori Led Me to Gameschooling

At Sandwich Montessori School, our classrooms are built around one core belief: children thrive when learning feels meaningful.

Every shelf, every lesson, every conversation is designed to help them make sense of their world, not just memorize it.

That belief has guided me for years, but it also led to a question I couldn’t shake: How do we preserve that same spark of joy and independence as children grow older?

I’ve watched countless preschoolers enter the classroom brimming with curiosity, eager to explore, to touch, to ask “why.” And then, somewhere between third and fifth grade, something changes.

They still love learning, but the structure of formal academics begins to tighten around them–even in a Montessori setting some structures are used in a way that replaces the freedom that once defined their learning. I knew we could do better, so I began to experiment without even knowing I was delving into the gameschooling concept.

The first time I brought Risk into my upper elementary classroom, it wasn’t part of a lesson plan, it was simply a Friday “choice time” experiment. A few of my students had discovered the game at home and begged to bring it in. I agreed, half out of curiosity and half out of caution. I expected a lighthearted diversion; instead, something transformative unfolded.

The moment the dice began to roll, the room shifted. Even my most reserved students came alive collaborating, negotiating, debating strategies, and explaining their reasoning to one another. What struck me most wasn’t the competition; it was the engagement. They were talking about geography, resources, and probability with more focus and energy than I had seen during any formal history lesson. In a single hour, I witnessed evidence of mathematical reasoning, emotional regulation, and critical thinking, not because I taught it, but because they discovered it.

Over the following weeks, I began to see the deeper learning that was taking place beneath the surface of the game. So, I started to modify Risk to fit the Montessori classroom. We renamed continents after historical eras, redesigned the board to reflect trade routes and migration patterns, and shifted the goal from domination to diplomacy . . . students could “win” through stable alliances and balanced peace instead of conquest. In this version, the world didn’t need one winner. The goal was to see if humanity could maintain peace and balance across all continents for ten turns. The transformation was profound. Children who once memorized dates began discussing motives. They debated what made civilizations rise or fall and reflected on how geography shapes human destiny.

That’s when it clicked: playing games and Gameschooling, itself, wasn’t a break from learning, it was learning! And as I watched my students make connections between abstract ideas and lived experience, I recognized something deeply familiar . . . It was Montessori, reborn through play.

Montessori in Motion

Montessori called it “freedom within limits.” With the philosophy and in her vision, education is not a system of control, but a structure of possibility within a framework that gives children just enough boundaries to act independently and meaningfully.

Gameschooling works exactly the same way. The rules of a game don’t restrict creativity; they channel it. They offer a scaffold, a clear, predictable system in which players can take risks, make decisions, and learn from the consequences. Every dice roll, every move, every turn is a miniature experiment in agency.

The beauty of Montessori education is that it gives children space to repeat, refine, and reflect, the same qualities that make a good game endlessly engaging. The child becomes the scientist, the storyteller, the strategist . . . all within an environment that honors process over product.

At Sandwich Montessori, we began to lean into that connection. If a math material could be reimagined as a quest, why not a literature circle? If collaboration could be built into gameplay, why not build it into every academic challenge? Soon, we found that Gameschooling wasn’t replacing Montessori, it was amplifying it.

Chess and Dungeons & Dragons: Freedom, Order, and Story

Chess came first . . . We introduced it as part of our “Strategic Thinking” path for upper elementary students. It was more than an enrichment activity, it was a living lesson in logic, foresight, and emotional balance.

We watched as students internalized principles we could never have taught with a worksheet:

Observation: looking before leaping.
Planning: thinking several steps ahead.
Grace and courtesy: winning humbly, losing with dignity.

One afternoon, a student who had often struggled to manage frustration sat quietly after a match he’d lost. When asked what he was thinking, he said, “I realized I lost because I moved too fast, but that’s okay. I’ll win next time because now I know why.”

It was pure Montessori: self-correction, reflection, and intrinsic motivation.

Then came Dungeons & Dragons, our “Creative Storytelling” path.

If Chess sharpened logic, D&D awakened imagination.

Children took on the roles of heroes, healers, and adventurers, weaving moral decisions into narrative form. They practiced language arts through dialogue, empathy through character, and collaboration through campaign design.

Here, too, I saw Montessori principles at play:

Prepared Environment: a space filled with structure and imagination.
Control of Error: natural consequences woven into every decision.
Cosmic Education : the understanding that we are all part of a larger human story.

Through these games, students weren’t escaping reality, they were understanding it more deeply.

Extending Gameschooling Beyond the Classroom

As we began to share the unique experiences we offer for elementary and middle school students at Sandwich Montessori, families became curious about how they could bring this kind of learning home.

Homeschool parents, especially, were eager to connect their children to experiences that combined social connection with intellectual challenge.

So we structured our day to allow homeschooling families to join us for one or more of our gameschooling experiences. Today, our Chess and Dungeons & Dragons sessions, as well as a number of other highly engaging student learning workshops are open not only to enrolled Sandwich Montessori students, but also to homeschoolers across the region.

Some come for a single session, while others join for an entire season, watching their children form friendships that bridge home and school, all through the shared language of play.

This partnership has been transformative. Homeschoolers bring fresh perspectives, curiosity, and flexibility, and our in school Montessori students, accustomed to independent work and self-regulation, model grace, patience, and focus.

Together, they form a true learning guild , a microcosm of what hybrid schooling can look like when the walls of traditional schooling fall away to concepts like gameschooling.

Rediscovering What Education Can Be

Looking back, I see now that Montessori and Gameschooling were never separate philosophies, they were two paths to the same destination. Both trust the child, value curiosity over compliance, and both honor learning as a living process rather than a performance.

When I watch our students play Chess or Dungeons & Dragons, I see a kind of harmony that’s rare in education: the rigor of structure balanced with the freedom of imagination. It’s not chaos; it’s choreography, the dance of meaningful learning. As a teacher, that’s the moment that still takes my breath away, because this isn’t just about games. It’s about reclaiming the essence of Montessori itself: learning that begins in joy and ends in wisdom.

What Is Gameschooling?

Gameschooling is not about gamifying education or adding points to make lessons more appealing.

It’s about rediscovering learning as play , the most natural, powerful, and enduring way humans learn.

At its heart, Gameschooling is the intentional use of games, whether strategy-based, story-driven, or creative, as vehicles for deep, self-directed learning. It blends the structure of games with the purpose of education, creating experiences that engage the mind, the body, and the emotions all at once.

When I first encountered the term, I thought it referred to homeschooling families who used board games to supplement curriculum, and for many, that’s exactly how it began. But as I observed and experimented, I realized it’s much more profound. Gameschooling isn’t a trend, it’s a framework for re-humanizing learning.

It’s what Montessori envisioned when she wrote that “play is the work of the child”, that children construct intelligence through movement, curiosity, and meaningful activity.

Gameschooling takes that principle and extends it beyond early childhood, offering adolescents and even adults the same invitation: to learn by doing, reflecting, and iterating.

The Ancient Connection Between Play and Learning

Play is as old as humanity. Long before classrooms, tests, or textbooks, humans learned through simulation. Children practiced hunting by pretending to stalk, practiced empathy by role-playing, and learned rules and ethics through the games of their culture.

Anthropologist Peter Gray calls this “education by play.” In his research, he shows that every known society, from ancient tribes to modern communities, has used games to teach survival, cooperation, and wisdom.

This isn’t frivolous; it’s neurological.

Play activates the brain’s dopamine system, which fuels curiosity, persistence, and intrinsic motivation. When learners are engaged in play, they experience a cycle of challenge, feedback, and mastery that mirrors the structure of effective learning environments (Deci & Ryan, 1985; Csikszentmihalyi, 1990). In essence, games are nature’s curriculum.

The Science Behind Gameschooling

Modern cognitive science confirms what Montessori and other progressive educators intuited over a century ago:

Learning happens best when it is active, not passive.
Retention increases when learners receive immediate feedback.
Motivation thrives when learners experience autonomy, mastery, and purpose.

Each of these elements exists organically in a well-designed game. When a child plays chess, they plan, act, and reflect . . . a direct loop of cause and effect. When they join a Dungeons & Dragons campaign, they build worlds collaboratively, testing hypotheses about human behavior and ethical decision-making. When they design a board game at home, they are engaging in systems thinking, creative writing, and iterative design . . . all hallmarks of higher-order cognition.

Gameschooling takes these natural learning cycles and turns them into intentional practice. As Montessori guides, we already understand the power of “control of error”, the idea that the material, not the adult, teaches the lesson. In Gameschooling, the same principle applies: the game itself becomes the teacher and provides feedback, structure, and consequence without judgment, allowing learners to self-correct and grow.

The result? Deep concentration, joy, and what Csikszentmihalyi calls “flow”, tate of total engagement where learning becomes effortless and exhilarating.

Montessori and Gameschooling: A Shared Design

When we look closely, Gameschooling is Montessori education through a new lens. Both rely on carefully prepared environments that balance freedom with structure and honor the learner’s natural drive to explore and master. Both also recognize that real learning is not about memorization, but about transformation.

Let’s compare their core elements:

This alignment is no coincidence. Montessori herself designed her classrooms as living games of mastery . Every material has a built-in challenge, a rule set, and an end goal. Children learn by testing, failing, and succeeding, guided not by the teacher’s instruction, but by the logic of the environment. Gameschooling simply extends that model into modern forms of play: digital, tabletop, collaborative, or experiential. It meets children where they are, in a world that already values interactivity, simulation, and design, and channels those instincts toward growth.

At Sandwich Montessori School, we use Gameschooling across multiple settings. In our Chess Club, students develop foresight and patience, learning to manage frustration, analyze consequences, and approach complexity with calm curiosity. In Dungeons & Dragons, they build shared stories that reinforce literacy, empathy, and teamwork. We invite our traditional students and local homeschooling families to join the experiences.

Across all contexts, the outcome is the same:

Children become more confident thinkers and kinder collaborators.
They learn to take initiative, manage mistakes, and celebrate others’ success.

And for educators, the benefit is just as profound. Gameschooling turns the classroom into a living system, one that can adapt, grow, and regenerate joy. As one student once told me after a long D&D campaign:
“Sometimes you lose your dice roll, but if you stay in the story, you still win.”

That’s Gameschooling in its purest form, not victory or defeat, but resilience and discovery.

The Power of Play in Montessori and Beyond

“Joy, feeling one’s own value, being appreciated and loved by others, feeling useful and capable of production — all these satisfy the inner needs of man.”
— Maria Montessori

If there is a single thread that runs through both Montessori education and Gameschooling, it is joy, not the fleeting joy of amusement, but the deep, grounded joy of discovery.

Montessori believed that education was not preparation for life; it was life. Her goal wasn’t to produce students who could perform tasks, but humans who could act with wisdom, curiosity, and peace, and she saw play, purposeful, self-directed play, as the mechanism that awakens that potential.

Play as the Pathway to Peace

To Montessori, play wasn’t the opposite of work, it was work, the most essential kind. When a child concentrates deeply on arranging bead chains or building a tower, they are not “playing around.” They are constructing their mind, their character, and their capacity for focus.

Gameschooling simply reintroduces this truth to an age group that’s often forgotten. In elementary and middle school, we tend to replace wonder with worksheets and textbooks, but in a Montessori environment, and in our Gameschooling approach at Sandwich Montessori, play continues to be the thread that connects intellect, emotion, and humanity.

When children play chess, they’re not just learning strategy; they’re practicing patience and integrity. When they embark on a Dungeons & Dragons quest, they’re not escaping reality they’re rehearsing how to cooperate, lead, and make moral decisions in complex situations.

This is education for peace, in Montessori’s sense of the term. It’s about preparing the child to live joyfully and justly in a complicated world.

The Science of Joyful Learning

Modern neuroscience now supports what Montessori observed in her classrooms a century ago. When learners engage in meaningful play, several things happen in the brain at once:

Dopamine release enhances motivation and attention.
Neural networks for executive function and problem-solving become more efficient.
Oxytocin pathways strengthen empathy and connection.
And most importantly, cortisol (stress hormone) decreases, allowing creativity and reasoning to flourish.

This isn’t accidental, it’s biological design. The human brain evolved to learn through play, through curiosity, experimentation, and feedback. That flow Csikszentmihalyi referred to when the balance of challenge and skill that makes time disappear.

Anyone who’s ever watched a child immersed in a Montessori work cycle or a collaborative game has seen flow firsthand. It’s the spark of joyful concentration, that moment when a child forgets to be afraid of failure because they are so deeply engaged in discovery, and when that spark becomes a habit, it changes everything. Children who experience flow regularly grow into adults who can self-regulate, persevere, and innovate. They don’t avoid difficulty; they approach it with curiosity.

The Montessori Gameboard: Structure That Liberates

One of the most profound connections between Montessori and Gameschooling lies in how both balance freedom and order. In Montessori classrooms, every material is designed with a “control of error.”

If a child miscounts the golden beads or misaligns the pink tower, they see and correct it on their own, no teacher intervention needed. In Gameschooling, the same mechanism exists. The rules of the game provide the feedback loop; the child learns naturally through consequence, not correction.

That’s why both systems nurture independence and confidence . . . When students learn through self-correction, they internalize responsibility. They become resilient, not because someone rewards them for trying again, but because they want to.

This kind of independence is what Montessori called the “normalization” of the child . . . the process through which inner order arises from purposeful activity. Play, then, is not just fun. It’s a path to wholeness.

The Role of the Adult: From Instructor to Co-Player

One of the hardest shifts for educators and parents is learning when to step back. Gameschooling, like Montessori, requires adults to trade authority for curiosity. When a teacher joins a Dungeons & Dragons campaign not as a “game master” but as a fellow storyteller, something powerful happens, and the hierarchy dissolves. The classroom becomes a true community.

Children see adults as partners in inquiry, their guides who are still learning, still experimenting, still playing. That redefines the teacher’s role: not as the keeper of knowledge, but as the architect of experience . The teacher prepares the gameboard, sets the tone, and observes the players. They must know when to intervene and when to let natural learning unfold. This, too, is deeply Montessorithe, delicate art of “teaching by not teaching.” In this model, it’s not just the children who grow, adults rediscover their own sense of play . . . a quality that makes their teaching more authentic, their classrooms more alive, and their connection with students more human.

How Gameschooling Serves Montessori Learners and Homeschoolers Alike

Montessori classrooms and homeschool environments share something sacred: both honor the child as an active participant in their own learning. Both reject the idea that education must be rigid, standardized, or confined to four walls. Instead, they ask the same fundamental question:

What happens when we trust curiosity to lead the way?

Gameschooling provides a bridge between these two worlds, uniting Montessori structure with the flexibility of home education and it gives children a common language for learning: play.

The Shared Values of Montessori and Homeschool Families

At first glance, Montessori classrooms and homeschool environments may seem different. One takes place in a carefully prepared community; the other unfolds in the intimacy of home, but their philosophies overlap beautifully.

Both are rooted in:

Freedom within limits : children make choices within a structure that supports independence.
Intrinsic motivation : learning is driven by curiosity, not external rewards.
Multi-age learning: younger children learn from older ones and vice versa.
Respect for individuality: every child learns at their own pace, guided by observation rather than comparison.

Gameschooling naturally complements these principles when a child joins a cooperative board game, a storytelling campaign, or a strategic match, they’re participating in a microcosm of life . . . one where every individual matters, and collaboration shapes the outcome, and the gameboard becomes the bridge.

The Future of Gameschooling . . . Building a Movement for Joyful Learning

“The child is both a hope and a promise for mankind.”
— Maria Montessori

Every generation inherits a choice:
Do we prepare children for the world as it is, or for the world they will create?

In the 21st century, this question has never been more urgent.

Automation and artificial intelligence are transforming what it means to work, create, and communicate, and amid that transformation, one truth remains constant: humans learn best through curiosity, collaboration, and play. That is why Gameschooling, especially when grounded in Montessori philosophy, is not just a model for education, it’s a model for humanity.

A Call to Educators and Parents

Gameschooling is not a product to buy or a curriculum to follow, it’s a culture to build. It begins wherever curiosity lives: around a kitchen table, in a classroom corner, or in a library meeting room. If you’re an educator, start small and transform one unit into a quest. Add XP for teamwork or persistence. Replace a worksheet with a story-driven challenge.

If you’re a parent or homeschooler, bring Gameschooling home. Play a cooperative board game and turn the reflection into a journal entry. Invite your child to design their own game about a topic they love. Join local sessions or partner with a Montessori school that shares your philosophy.

If you’re part of a community organization, open your doors. Host intergenerational “Game Nights for Learning.” Create a shared library of educational games.

Let play become the heartbeat of lifelong learning.

The goal isn’t to mimic someone else’s version of Gameschooling, it’s to make it your own, rooted in your values and your learners’ needs.

Play Beyond Childhood

As Montessori often reminded us, “The child who has felt a strong love for his surroundings . . .gives us reason to hope that humanity can develop in a new direction.”

The habits of mind developed through play, empathy, curiosity, collaboration, don’t end with childhood. They are the very traits our world needs most. When education becomes playful again, learning stops being a checklist and becomes a culture.

At Sandwich Montessori, we see this every day when a homeschool child joins a Chess session and stays long after the match to discuss strategy, or when an entire D&D team debriefs not just the adventure, but what they learned about teamwork and leadership.

Play builds thinkers who can balance logic with compassion and it builds leaders who can navigate uncertainty with creativity. Perhaps most importantly, it builds adults who still believe in wonder, because the truth is: education’s greatest endgame isn’t mastery, it’s meaning, it's not about winning. It’s about becoming .

Learn More

Visit us at sandwichmontessori.org

Learn about our homeschool hybrid program

Check out our D&D enrichment program

Bibliography

Montessori Sources

Montessori, Maria. The Absorbent Mind. New York: Henry Holt and Company, 1995.
Montessori, Maria. The Secret of Childhood. New York: Ballantine Books, 1995.
Montessori, Maria. To Educate the Human Potential. Madras: Kalakshetra Publications, 1948.
Montessori, Maria. The Montessori Method. New York: Schocken Books, 1964.
Standing, E.M. Maria Montessori: Her Life and Work. New York: Penguin Books, 1998.

Gameschooling and Educational Psychology

Csikszentmihalyi, Mihaly. Flow: The Psychology of Optimal Experience. New York: Harper & Row, 1990.
Deci, Edward L., and Richard M. Ryan. Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press, 1985.
Gee, James Paul. What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave Macmillan, 2007.
Papert, Seymour. Mindstorms: Children, Computers, and Powerful Ideas. New York: Basic Books, 1980.
Bransford, John D., Ann L. Brown, and Rodney R. Cocking, eds. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academies Press, 2000.
Dewey, John. Experience and Education. New York: Macmillan, 1938.

Contemporary Educational Research

Hattie, John. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge, 2012.
Immordino-Yang, Mary Helen. Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience. New York: W.W. Norton, 2015.
Duckworth, Angela. Grit: The Power of Passion and Perseverance. New York: Scribner, 2016.
Robinson, Sir Ken. Creative Schools: The Grassroots Revolution That’s Transforming Education. New York: Viking, 2015.

Gray, Peter. Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life. New York: Basic Books, 2013.

More Than a Game: Dungeons and Dragons for Kids and the Lessons It Teaches

Fri, 07 Nov 2025 18:44:12 GMT

More Than a Game: Dungeons and Dragons for Kids and the Lessons It Teaches

Most parents picture Dungeons & Dragons as a game for teens gathered around a table with snacks and a stack of dice, not something children might encounter in a classroom or homeschool enrichment setting.

In reality, Dungeons and Dragons for Kids offers rich opportunities for imagination, collaboration, and problem-solving. It’s one of those rare activities that blends play and purpose in a way that’s both joyful and deeply educational.

Let’s take a closer look at how this imaginative game becomes a powerful way for children to think critically, communicate clearly, and grow in confidence, all while having a whole lot of fun.

In every way, D&D mirrors what we value most in Montessori learning, children following their curiosity, engaging with peers, and developing skills that grow from meaningful experience rather than rote instruction.

Storytelling and Imagination Come Alive

Every D&D session begins with imagination. Children build worlds, create characters, and co-author stories that are as unique as they are. They practice the art of language by describing settings, expressing emotions, and weaving together narratives of their characters, the lands they come from, and the adventures they encounter.

These aren’t worksheets or memorized facts, they’re living stories where students think critically as they engage with one another. When a child decides how their character responds to a challenge, they’re practicing empathy as they step into someone else’s perspective and make choices that reveal their growing sense of self.

In true Montessori spirit, the experience is self-directed, hands-on, and creative. The child isn’t told what to think, they’re invited into a prepared environment to learn and explore and extend their thinking. Our D&D sessions aren’t any different. Our Dungeon Master expertly prepares an experience that engages our students to imagine, explore, and build through highly engaging creative learning experiences.

In our school’s program, you might hear a student narrate an entire scene from the viewpoint of a woodland ranger or invent an elaborate puzzle for their friends to solve. Others illustrate their characters or write “backstory journals” that connect literacy and art. We often see children who were hesitant to write or speak in front of a group suddenly eager to share their character’s next move. The stories become a bridge to language, and imagination becomes the spark that lights learning. Even our emergent readers and writers have full access to engage in this complex thinking and add their insight into the continually evolving world.

What makes this kind of learning so powerful is that it connects reading, writing, and oral language in one experience. When children say their ideas out loud before writing them, or act them out before illustrating them, they’re reinforcing comprehension, sequencing, and vocabulary in authentic ways. In the Montessori approach, this is how literacy grows best . . . through meaning-making, not memorization.

Collaboration and Communication

In a Dungeons & Dragons adventure, success depends on teamwork. Players must listen carefully, share ideas, and make decisions together. Negotiating with a dragon becomes a lesson in persuasion and respect. Planning a group strategy becomes a practice in trust and cooperation.

These moments mirror the kind of social learning we strive for in every classroom and homeschool community where listening, compromising, and finding solutions together anchor the experiences. As children play, they’re strengthening the same communication and collaboration skills they’ll use throughout their lives.

Within our enrichment group, you’ll often see children pausing to clarify one another’s ideas or voting on which path to take next. There’s laughter, negotiation, and the occasional playful debate all rooted in mutual respect. It becomes real-world communication wrapped in the joy of storytelling, and it makes it easy to get the entire group engaged.

Underneath the fun, children are also practicing emotional regulation and social awareness. They learn to wait their turn, negotiate tone, and notice how their words affect others, all essential elements of peace education and essential for thriving in today’s world. The group table becomes a miniature community, where respect and empathy are lived, not lectured.

For homeschool families, this group dynamic is especially valuable. Many children who learn at home thrive academically, but crave opportunities for authentic collaboration. D&D creates a natural context for that in a space where ideas flow freely, where children practice articulating thoughts clearly, and where everyone’s contribution matters.

Critical Thinking and Problem-Solving

Every quest in D&D is filled with puzzles, choices, and unexpected twists. Children learn to think several steps ahead, predict outcomes, and adapt when things don’t go as planned. It’s strategic thinking disguised as play.

These adventures nurture executive function skills. These are the mental processes that help children plan, organize, focus attention, and manage challenges. Executive function skills what help them tackle multi-step math problems, keep track of their school projects, or navigate social dynamics. When kids roll the dice and face an unexpected setback, they learn to pause, regroup, and try again. That simple act of recalibrating builds both perseverance and emotional regulation . . . the quiet, essential parts of resilience that matter long after the game ends.

Research in cognitive science shows that experiences like this, where the brain must predict, plan, and adapt, are what strengthen neural pathways for flexible thinking. Montessori called this “the work of adaptation.” Through each unexpected twist in the game, children are literally wiring their brains for problem-solving in life.

We’ve seen students calculate probabilities on the fly, invent new tools from limited resources, or creatively use their character’s skills to navigate complex challenges. These experiences stretch both sides of the brain: imagination and logic. And because the game’s outcomes depend on collective thinking, students learn to analyze cause and effect together, one of the most powerful forms of critical learning .

For parents, this translates beautifully into daily life. A child who learns to pause and plan before acting in a game often carries that same mindset into their schoolwork, their chores, and even their friendships.

Confidence and Leadership

One of the most remarkable transformations happens when children realize that leadership takes many forms. In Dungeons & Dragons, there’s often one Dungeon Master guiding the adventure, but every player has opportunities to lead, collaborate, and influence the story in their own way.

Some children take on the role of Dungeon Master, weaving the storyline, managing the group’s choices, and setting the tone. Others lead by strategizing during challenges, encouraging teammates, or finding creative solutions when the group gets stuck. One child might organize supplies and keep track of character notes; another might inspire the group by bringing humor or empathy into tense moments. Each role matters, and each reveals a different kind of strength.

In this way, D&D becomes a living practice in shared leadership. Children learn that leading doesn’t always mean being in charge, it means knowing when to step forward, when to listen, and how to bring out the best in others.

Over time, players begin to see themselves differently. Shy students start speaking with confidence; natural leaders learn to pause and listen. The game builds organization, empathy, and communication skills in a safe, imaginative setting, and those lessons extend far beyond the game table into classrooms, friendships, and family life.

In Montessori education, we often say that leadership is service in action. The Dungeon Master doesn’t dominate the group; they hold space for others to contribute, much like a guide in the classroom. The same principle applies to every player: influence grows from empathy, not authority, and the best leaders help others shine.

For our local homeschool families on Cape Cod, this shared approach to leadership feels natural and inclusive. Whether children join for a single session or an entire season, they’ll find a space to belong, a story to shape, and many ways to practice leadership from within the adventure.

Huge Benefits and Why They Last

The deeper magic of Dungeons & Dragons for Kids lies in what remains long after the adventure ends. Long after the last dice roll, children carry forward the habits of curiosity, communication, and collaboration that grew around the table. Every quest becomes practice for real life . . . learning to lead, listen, and adapt with grace.

These are the same qualities we nurture in our Montessori classrooms every day: trust, empathy, adaptability, and a quiet confidence that comes from meaningful work. In D&D, those lessons are woven into the play itself. The game asks children to think critically, express themselves clearly, and solve problems creatively, all within a shared story that depends on cooperation and respect.

The benefits stretch far beyond academics. Dungeons & Dragons for kids builds teamwork, persistence, and empathy, the very skills that support lifelong learning and emotional well-being. It’s also an unplugged, face-to-face experience that draws children into the joy of imagination and friendship, reminding us that true growth happens in connection, not isolation.

This alignment with Montessori philosophy is what makes it so powerful. There’s a clear structure, a framework of rules and systems, and within it, enormous freedom. Children operate independently within shared limits, making choices that shape collective outcomes. It’s “freedom within limits” come to life: order without rigidity, creativity grounded in purpose.

So while it may look like a game, it’s actually a living example of what happens when play, purpose, and learning converge. The lessons linger because they are felt, not forced.

For families, the takeaway is simple yet profound: learning that feels like play lasts longer because it engages the heart as much as the mind. When curiosity drives the process, retention and joy follow naturally. That’s the secret behind both D&D and Montessori. . . the understanding that joy is not a distraction from learning; it’s the engine that powers it. And when joy drives learning, it naturally spills into home life through conversations, shared ideas, and imaginative play that keeps the learning alive.

As parents and educators, we often wonder how to extend these powerful learning moments beyond the classroom or the game table. Luckily, the lessons of D&D translate beautifully into family life.

Bringing the Adventure Home

Homeschool families often ask, “What can we do at home to build on this kind of growth?” The answer is simpler than most expect.

Here are a few easy ways:

Encourage storytelling games or “choose-your-own-adventure” books that allow children to make creative choices.
Use timers or visual schedules to help children stay focused during creative play or project work.
Try a family D&D night and let your child take the lead as storyteller or guide. They’ll love being the one to create the world for you.
Add journaling or sketching afterward so children can reflect on their story’s choices, developing both writing and metacognition.
Join our Dungeons & Dragons enrichment course at Sandwich Montessori! Our rolling enrollment model means students can jump in at any time, and there’s never a sense of being “behind.” Every new player adds to the story, bringing fresh ideas and perspectives that keep the adventure alive.

These small moments invite children to practice independence, communication, and imagination every day, with no screens required. They also remind families that learning doesn’t have to look formal to be meaningful. The best lessons often happen around the kitchen table, in the car, or during play.

You don’t need elaborate materials to make home a place of deep learning. Montessori reminds us that the environment teaches. When families slow down, create space for imagination, and allow children to take ownership of the process, that environment becomes a “prepared home” for creativity and connection.

Dungeons and Dragons for Kids on Cape Cod

At Sandwich Montessori School, our Dungeons & Dragons (D&D) for Kids program is far more than a fantasy game. It’s a hands-on lesson in creativity, collaboration, and confidence that captures the very heart of Montessori and classical education: learning through curiosity, story, and community.

The program is part of our broader commitment to nurturing curiosity and independent thinking. It was intentionally designed so that homeschool families can easily join our enrichment community . . . whether as a supplement to home learning or as a consistent weekly connection point with peers.

Here on Cape Cod, our D&D enrichment sessions welcome elementary and middle school students who are eager for meaningful, in-person learning experiences that build both skills and friendships. Each week, students gather around the table not just to play, but to imagine, create, and grow. Some come because they love fantasy stories or role-playing; others are drawn in by math, logic, or problem-solving. All of them leave a little more confident, a little more connected, and a lot more inspired.

Join the Adventure

Our Dungeons & Dragons enrichment program is open to homeschool and community families of children in elementary through middle school who want their children to experience creative collaboration in a joyful, structured way.

Through storytelling, teamwork, and play, children build skills that matter in every aspect of life, all while discovering the magic of learning together.

Whether your child dreams of being a wizard, a healer, or a brave adventurer, they’ll find a place at the table where imagination leads the way. The greatest adventures aren’t found in distant lands, they’re built right here, through shared stories, laughter, and imagination that remind children what it means to belong and believe in themselves.

Learn more about our Elementary and Middle School Programs
Explore our Dungeons & Dragons Enrichment Program

Montessori Time Management for Kids: Growing Calm, Confident, and Capable Learners

Fri, 10 Oct 2025 14:55:16 GMT

Montessori Time Management for Kids

Every parent knows the morning rush: reminders to brush teeth, finish breakfast, find shoes, and somehow get out the door on time. Time can feel like the enemy, but for children, time is still an abstract concept, something they must learn to see and feel through experience.

That’s where Montessori time management for kids comes in. Instead of relying on adults to dictate every minute, children learn to manage their own time through structure, independence, and gentle guidance. The goal isn’t to create tiny clock-watchers, it’s to nurture responsibility, awareness, and calm within daily routines.

At Sandwich Montessori School, we see time as part of the child’s prepared environment, something to explore, not control. Moving at their own rhythm, children learn balance, focus, and respect for the pace of life.

Dr. Maria Montessori once wrote:

“Never help a child with a task at which he feels he can succeed.”

That same idea applies to time. When children are trusted to manage it, they rise to meet that trust. Just as a tree grows stronger by standing in the wind, children grow braver and more capable when they’re trusted to manage their own moments.

Why Time Management Matters for Kids

Time management is a lifelong skill, and in childhood it’s about much more than sticking to a schedule. It helps children:

Develop independence: learning to start and finish tasks on their own.
Build focus and concentration: understanding how long activities take.
Practice self-discipline: noticing when to begin, pause, or move on.
Gain confidence: experiencing the satisfaction of completing something without reminders.

When children learn to manage time in small, consistent ways, they begin to take ownership of their learning, and their day. This sense of ownership grows into a quiet pride, the same calm confidence we nurture in every child at Sandwich Montessori School.

Children who understand how to manage time don’t just move through routines more smoothly, they develop an internal sense of order, agency, and the ability to regulate their actions. They start to see themselves as capable of organizing their world, not simply following adult direction.

In childhood, this is the foundation of executive function, the set of cognitive skills that includes planning, prioritizing, staying focused, and following through. These abilities don’t appear all at once; they’re built gradually through everyday experiences that allow children to practice making decisions, adjusting, and noticing patterns.

In Montessori environments, these skills grow naturally through hands-on work, observation, and freedom within limits. Children practice pacing themselves, organizing their space, and respecting others’ time as they grow habits that translate beautifully to life beyond the classroom.

When a child learns to notice that they have ten minutes left to finish a puzzle, plan that story time comes after snack, or recognize that they can start getting ready before being asked, they’re actually rehearsing the same mental skills that adults use to manage projects, meet deadlines, and balance responsibilities later in life.

There’s also an emotional layer here. Children who can pace themselves begin to experience what psychologists call self-efficacy , the belief that “I can handle this.” Each small success (“I remembered my water bottle,” “I finished before the timer!”) reinforces confidence and reduces dependence on external reminders or rewards.

It’s not about rigid schedules or perfect punctuality, it’s about helping children feel in balance with their day. When time has structure, it brings calm. When that structure comes from within the child, it brings confidence.

At Sandwich Montessori School, we help children discover that calm doesn’t come from control, but from connection, with themselves, with their environment, and with the natural rhythm of the day.

Practical Ways to Teach Time Management

You don’t need elaborate systems or apps to teach children how to manage time. Simple, tactile tools, many inspired by Montessori classrooms, are often the most effective.

1. Use Visual Schedules

Visual schedules are a bridge between abstract time and concrete understanding. Post a simple chart showing the order of daily routines, morning, school, play, dinner, bedtime. Use pictures for younger children and words for older ones.

Let your child help design it, choosing the order or drawing the icons. This shared planning moment strengthens connection and gives your child a voice, essential ingredients in growing confident decision-makers.

2. Introduce Timers

Timers turn time into something children can see and hear:

A sand timer for brushing teeth or cleaning up.
A visual countdown timer for reading or getting ready.
A gentle bell for transitions between activities.

When a child sees time passing, they begin to feel the rhythm of it, an early form of self-regulation. Sand timers, hourglasses, or even watching the sunlight shift through the day connect children with natural rhythms, helping them sense time the way nature does, through pattern and flow.

3. Practice Reflection

At the end of the day or week, take a few minutes to talk about how things went. Ask:

“Which part of the morning felt rushed?”
“What helped you remember your backpack today?”
“What could we change tomorrow to make it easier?”

This self-reflection is a quiet but powerful way to build awareness. Children begin to see time not as something done to them, but as something they can manage. When children reflect, they also learn courage, the courage to notice, adjust, and try again.

Creating a Supportive Environment

Children thrive when the environment supports their independence. Small adjustments can make a big difference:

Keep clocks visible in shared spaces.
Use baskets or labeled trays for daily materials so children can find what they need quickly.
Create a predictable routine for mornings and evenings, consistency builds confidence.

The goal isn’t to fill every moment, but to give children a sense of stability so they can use their time purposefully. A well-prepared environment is the child’s silent teacher. At Sandwich Montessori School, we design our classrooms, and encourage families to design their homes to invite calm flow, not rush.

Age and Readiness

Understanding time isn’t something that clicks overnight, it unfolds slowly, just like reading or tying shoes. Each age brings new awareness and opportunities to build time management skills in ways that feel natural, not forced.

Here’s how this might look:

Infants and Toddlers (Under 3): Building Trust Through Rhythm

For infants and toddlers, time isn’t something they can measure, it’s something they feel . The way we move through the day with them teaches rhythm, consistency, and trust long before clocks or routines make sense.

At this age, Montessori time awareness is about helping the youngest children feel safe in the predictability of their world. When life follows a gentle rhythm: waking, feeding, playing, resting...children begin to internalize a sense of order that lays the foundation for all future independence.

You might try:

Keeping a consistent daily rhythm, even if exact times vary.
Naming transitions softly: “Now it’s time to change your diaper,” or “After your nap, we’ll go outside.”
Moving slowly and predictably and giving your child time to process what’s happening next.
Offering the same songs or gestures during transitions, like a short tune before meals or a simple phrase before bed.

These patterns help children feel secure and respected. When the world is predictable, they relax into it, and that calm trust becomes the starting point for self-regulation and independence later on.

As Dr. Montessori observed, even the youngest child “absorbs the order of the environment.” Through daily rhythms filled with kindness and presence, we’re already teaching the foundation of time management: patience, awareness, and trust in the flow of the day.

Ages 3–5: Learning Sequencing and Routine

For preschoolers, time is experienced as “what happens next.” They don’t grasp minutes or hours yet, but they can feel the rhythm of routines. This stage is all about sequencing and consistency, helping children predict what comes next so their day feels safe and orderly.

You might try:

Narrating routines aloud: “First we get dressed, then we eat breakfast, then we brush teeth.”
Using picture schedules or cards that show each step in the morning or bedtime routine.
Singing cleanup or transition songs (“When we’re done with playtime, we put toys away”).
Offering gentle countdowns: “Five more minutes until it’s time to clean up.”

At this age, predictability builds trust and confidence. When children can anticipate what’s next, they feel secure, and that emotional security becomes the foundation for independence later on. This trust is the first root of self-discipline, what Dr. Montessori called normalization –when inner order mirrors outer order.

Ages 6–9: Building Awareness Through Planning and Observation

Children in the elementary years begin to understand the flow of time more concretely. They can estimate short durations (“This took me ten minutes”) and start planning their day in simple blocks. This is the perfect stage to introduce visual timers, clocks, and self-paced tasks that make time tangible.

Try these:

Visual timers for independent work: Let your child see how long they want to read or clean up, and allow them to reset the timer themselves.
Daily checklists: Use a simple notepad or whiteboard where they can write, or draw, the day’s priorities.
Short planning sessions: Each morning or evening, ask: “What do you want to finish before dinner?” or “How long do you think that will take?”
Reflection moments: After an activity, talk about whether their time estimate felt right. (“Did fifteen minutes feel long or short for you?”)

This helps children connect how they spend time with how it feels. They begin to see that time isn’t something happening to them, it’s something they can manage thoughtfully. At this stage, bravery blooms and children start to trust their own sense of pace and capability.

Ages 10–12: Strengthening Independence and Self-Evaluation

During the upper elementary years, children can plan projects, set goals, and monitor their own progress. They’re developing stronger executive function and are ready to manage larger stretches of time with increasing independence.

Here, the focus shifts to goal-setting, accountability, and reflection.

You can encourage this by:

Weekly goal-setting: Ask, “What’s one thing you’d like to finish this week?” and help them break it into smaller steps.
Time estimation games: Before starting homework or a chore, have them guess how long it will take, then check afterward.
Responsibility anchors: Encourage them to set their own morning alarm, track a reading goal, or manage a weekly calendar of activities.
Self-reflection journals: Invite them to write or talk about what helped them stay on track, or what they’d like to adjust next time.

The goal is never perfection, it’s awareness. When children learn to recognize how they use their time, and what helps them stay focused, they’re developing habits that will serve them for life. At Sandwich Montessori School, we remind families that the goal is not control, but growth of independence, awareness, and self-trust.

Meeting Each Child Where They Are

Children progress at their own pace, and that’s okay. The goal isn’t to create a perfectly timed schedule, but to help each child grow a healthy relationship with time built on rhythm, responsibility, and trust.

Your role is to provide the structure and tools, then step back just enough for them to practice. Over time, they’ll discover that time management isn’t about control, it’s about freedom.

When children can manage their own time, they don’t just get more done, they gain the confidence to direct their own learning and life. They begin to move through their days with the same grace we see in nature: steady, purposeful, and beautifully balanced.

The right approach meets each child where they are while guiding them toward self-management without pressure or perfection.

The Big Picture

When children learn to manage their time, they aren’t just staying on task, they’re learning self-awareness, responsibility, and respect for their own rhythm of work and rest.

At home, these small lessons ripple outward. Morning routines become calmer, transitions smoother, and children begin to take quiet pride in using their time well.

“The greatest gifts we can give our children are the roots of responsibility and the

wings of independence.” — Maria Montessori

At Sandwich Montessori School, we nurture those roots and wings daily, helping children grow kinder, braver, and stronger as they learn to manage themselves and their moments.

Looking for More?

At Sandwich Montessori School, we help children develop independence and responsibility, one moment at a time. Every routine is an opportunity for growth.

Discover how Montessori time management helps children find calm, confidence, and connection in each part of their day.

Learn more about our Elementary Program , Middle School Program , or Homeschool Programs .

Is Your Child Thriving, or Just Coping?

Tue, 26 Aug 2025 22:32:36 GMT

A gentle guide for recognizing signs your child may need a new school

You know your child better than anyone. You know the sparkle in their eyes when they’re truly engaged, and you know when that light starts to dim.

Maybe your child used to be curious, energetic, full of ideas. Now mornings are a battle. They come home tired, irritable, or quiet. You ask how school was, and the answer is “fine” . . . every time. But it doesn’t feel fine.

You’re not overreacting. You’re noticing something real, and asking this question: “ Is my child thriving, or just coping? ” is the beginning of something better.

When Kids Aren't Thriving

Children who are thriving feel safe, seen, and curious.

They ask questions.

They get lost in projects.

They feel proud of what they accomplish, not just when they "get it right."

But when the environment doesn’t meet their needs, emotionally, socially, or academically, kids start to pull back. School becomes something to endure. They become resistant. Learning turns into a chore.

Maybe you've noticed your child saying they're bored or that they hate school. Maybe they're more anxious about homework or quieter than usual. Maybe they're not excited anymore.

These aren't signs of laziness. They're signals that something's out of alignment.

A Different Approach

At Sandwich Montessori School, we offer something different.

Our classrooms are calm, purposeful spaces where children move freely, choose meaningful work, and grow at their own pace. We guide instead of lecture. We teach outdoors as often as indoors . . . and we trust that when children feel safe, they do incredible things.

We also know families need flexibility. That’s why we offer both full-time enrollment and hybrid options for homeschooling families. Whether your child joins us two days a week for curriculum-supported learning, attends one of our workshops, or becomes part of our full-day program, they’ll be part of a thoughtful, joyful community.

What Does Hybrid Homeschooling Look Like in Real Life?

jeanine@theacademymedia.com (Jeanine Cambra) — Thu, 24 Jul 2025 12:09:23 GMT

Hybrid Homeschooling is a Flexible, Purposeful Path for Cape Cod Families

You want your child to love learning, not just for a year, but for a lifetime. Sometimes, finding the right fit isn’t easy.

Maybe your child thrives in hands-on environments but needs more freedom than a traditional classroom allows. Maybe you want more time together as a family without sacrificing structure and progress. Or maybe you're homeschooling and craving high-quality support that doesn’t fight your values.

At Sandwich Montessori School, we hear you, and we’ve created something different.

Hybrid Montessori, in real life, isn’t just a schedule. It’s a way of learning that works for the whole family.

What Does Hybrid Homeschooling Actually Look Like?

Hybrid homeschooling is more than a schedule, it’s a philosophy in motion.

Our Montessori hybrid homeschooling takes the best of both worlds: two days each week immersed in hands-on, child-led Montessori learning on our Sandwich, MA campus, and three days guided by our home curriculum, so you stay connected to your child’s learning journey every step of the way.

The hybrid experience isn’t just about academics. Hybrid families also gain something many homeschoolers crave: a reliable, values-aligned community. Children build real friendships and social confidence by seeing the same peers and guides each week, creating the consistency that’s often missing from drop-in or short-term programs.

Families can further enrich their week with Learning Labs, immersive, multi-sensory sessions in foreign language, science, leadership, and the arts. Whether your child is curious about chemistry, fascinated by storytelling, or ready to lead a team, our labs invite them to explore with joy and belong while doing it.

Real Options. Real Support. One Strong Foundation.

No two children learn the same way. That’s why we’ve designed multiple paths, each grounded in the same Montessori philosophy of independence, purpose, and whole-child growth.

Full-Time Montessori (5 Days On-Campus)
Looking for a full school-week schedule? In this track, students spend five days on campus, weaving together core Montessori work cycles with Learning Labs that extend and deepen their learning. It’s immersive, consistent, and community-centered.

Hybrid Montessori (Two Days On-Campus plus Curriculum for Three Days At Home)
Prefer more time at home? Students attend two full days in our Montessori classrooms and receive structured, flexible curriculum plans to follow at home the other three days. It’s guided, not DIY, so you’re never on your own.

Learning Labs and Workshops (à la carte)
Want to supplement homeschool or part-time education? Families can enroll in specific morning or afternoon sessions:

Morning Labs: Spanish immersion, PonyLab (science and animal care), leadership and civic life
Afternoon Workshops: Chess, STEM, Dungeons and Dragons, clay, music, and more

Whether your child joins for a full day, a morning session, or just one afternoon a week, they’re welcomed into a learning environment that feels both focused and joyful.

How Families Make It Work—Their Way

We know flexibility matters—especially for families trying to balance learning with real life. That’s why we offer different ways to engage, based on what your child needs and what your schedule allows.

Program Options:

Full-Time Track

5 days on campus with integrated Learning Labs

Traditional school rhythm

Hybrid Track

2 days on campus and 3 days at home with curriculum

Families seeking structure and freedom

Labs/Workshops

Morning or afternoon sessions, flexible sign-up

Enrichment, homeschoolers, part-time

Bringing The Learning Home: Simple, Powerful Tips

Even if your child is only on campus part of the week, learning with Sandwich Montessori School doesn’t stop at the school doors. Here are three simple ways to carry the philosophy into your home:

Create a prepared space
Set up a small shelf with a few rotating activities your child can choose independently. Keep it tidy and inviting.
Let your child lead
Offer limited choices (“Would you like to do math or read first?”) and watch how confidently they engage.
Honor focus
When your child is deeply engaged, don’t interrupt. That concentration is where real learning lives.

Want help getting started? Grab our free guide:

Hybrid Montessori at Home: 3 Ways to Set Up a Prepared Learning Space

Questions about Hybrid Homeschooling?

We Thought You Might Ask:

Can this work for working parents?

Yes. Many families combine the hybrid schedule with caregiver support or flexible work routines, and we’ll help you make it work.

What kind of support do I get at home?

We provide curriculum, materials, and check-ins with guides to help you feel confident teaching at home.

Can I switch between tracks?

Absolutely. We work with families throughout the year to adjust as life changes or your child’s needs evolve.

Let’s Build Something Beautiful, Together

We believe real learning happens in real life, and our Montessori hybrid gives your family the chance to shape a learning journey that fits, inspires, and grows with you.

Learn more about how we can support your family by scheduling a free tour here .

Learning Language Through Culture, Not Flashcrds

jeanine@theacademymedia.com (Jeanine Cambra) — Thu, 24 Jul 2025 11:24:55 GMT

Why immersive, culturally rich experiences ignite language learning and how your child can dive in . . .

You sit at the kitchen table with your child, flashcards in hand. Perro , gato , árbol . . . you go through the stack, again and again.

She says the words.

You correct the pronunciation.

You both try to stay focused and present.

But by the next day, those carefully repeated words are gone. They float off like leaves in the wind, untethered from anything solid. You wonder, Was anything actually learned?

Now picture this: your child is in the kitchen, mashing avocados for a snack. She’s laughing, squishing the green flesh between her fingers, repeating after you: aguacate, limón, sal. A few days later, she walks in confidently and asks for an aguacate sandwich.

No flashcards. Just flavor, fun, and a phrase that stuck!

That’s the difference between memorizing a language and living it.

What’s Missing from Flashcards?

Flashcards and vocabulary apps can help with exposure, and they can be useful in short bursts, but they rarely lead to lasting fluency, especially for young learners. That’s because flashcards focus on words in isolation, stripped of the emotion, rhythm, and context that make language meaningful and memorable.

Children are natural pattern-seekers and emotional learners. They retain information best when it’s tied to action, feeling, story, or relevance to their world. Think about it: a child may struggle to recall the word for “apple” from a stack of cards, but if she hears it during a snack-time story about a girl climbing an árbol to reach her favorite manzana , she’s far more likely to remember it.

Flashcards train short-term memory. They often lack cultural nuance, conversational flow, or even basic context. A card that says “shoe - el zapato” doesn’t tell a child when or how to use the word, or why it might matter in real life, but asking for her to put on zapatos before going outside to play? That makes it real.

Real language learning taps into curiosity, movement, culture, and joy. That’s where transformation happens.

Culture Is the Key to Lasting Language Learning

Language isn't just a collection of words, it’s a window into how people eat, play, celebrate, and make sense of the world. For children, cultural immersion doesn’t just enrich learning, it transforms it.

When a child kneads dough for homemade empanadas, learns to salsa dance, or reenacts a folktale with friends, they’re not just absorbing vocabulary, they’re connecting language to joy, tradition, and identity. The word bailar isn’t just a verb on a worksheet, it’s the energy they feel in their body during a dance circle.

This approach is deeply rooted in both immersion-based education and Montessori philosophy. Language, when taught in multisensory, real-world settings, becomes more memorable and meaningful. When vocabulary is tied to emotion, story, taste, movement, and rhythm, it sticks, and it belongs to the learner.

A Moment That Says It All

Picture this: your daughter walks up to the table at a family event and confidently says, “¿Puedo tener pan con tomate, por favor?”

She nails the pronunciation, not because she practiced with flashcards, but because she remembers making the dish in her workshop group. She recalls the juicy tomatoes she helped slice, the smell of fresh garlic, and the Spanish words taught alongside a story about Catalan traditions.

That phrase now lives in her memory as part of an experience. She owns it, and that ownership doesn’t come from drills, iIt comes from connection.

That’s the magic of culture-first learning!

Simple Ways to Bring Language to Life at Home

Even if your child isn’t in an immersion program, you can create powerful moments of connection and learning at home. These five strategies offer meaningful engagement for any age:

1. Cook together using Spanish
Choose a simple cultural recipe like guacamole, arroz con leche, or Spanish tortilla. As you prep, say the words for each ingredient in Spanish. Label ingredients with sticky notes. Invite your child to call out the steps aloud or help you “teach” the recipe in Spanish to another family member.

Younger kids can practice naming and matching ingredients, while older children might help translate a simple recipe. These shared moments around the table combine language, memory, and warmth, the perfect recipe for retention.

2. Read and act out bilingual stories
Pick folktales or picture books from Spanish-speaking cultures. Start with English, then introduce Spanish lines or phrases. Use silly voices, puppets, or act out scenes with props. Repetition through storytelling and drama helps new vocabulary settle into long-term memory.

For more advanced learners, challenge them to rewrite a story ending or perform a puppet show using Spanish dialogue. This turns passive learning into expressive, creative use.

3. Play movement-based games
Try “Simón dice” (Simon Says), a scavenger hunt with Spanish clues, or musical freeze dance with commands like ¡Salta! (Jump!) or ¡Corre! (Run!). These games connect language to muscle memory.

Create variations based on seasons or themes, indoors or outdoors. For example, during winter: “Busca algo caliente.” Or a summer version: “Toca algo amarillo.” Kids love the challenge, and their brains love the movement.

4. Set up a mini culture corner
Create a small home space with books, music, art, or items from Spanish-speaking countries. Rotate themes weekly: food, animals, holidays, or nature. Invite your child to curate what goes in the space. Include postcards, maps, a playlist of folk songs, or craft materials inspired by cultural traditions.

You can also create a calendar of cultural holidays and build mini-units around them, like Día de los Muertos, Carnaval, or Las Fallas. These experiences tie language to memory, meaning, and celebration.

5. Make Spanish part of your daily routine
Say “¡Buenos días!” each morning, label lunchbox items in Spanish, or sing a goodnight lullaby like “Duérmete mi niño.” Simple rituals add up over time. They also create a sense of comfort and confidence in using the language informally.

Give everyday objects names in Spanish. Make a habit of asking for a toothbrush ( cepillo de dientes ) or water ( agua ) in Spanish. These micro-moments of practice build comfort and fluency in real-life scenarios.

What If I Don’t Speak the Language?

One of the biggest concerns we hear from parents is, “How can I help my child if I don’t speak Spanish?” The good news is, you absolutely can. In fact, your role might be more powerful than you think.

Start by modeling curiosity and a willingness to learn alongside your child. It’s powerful for children to see that learning never stops and that it’s okay to make mistakes. You might say, “I don’t know how to say that yet, let’s look it up together!”

Use audio tools like Spanish-language playlists, podcasts, or children’s audiobooks. Even if you’re unsure of the words, listening together builds a shared experience. Many families build language into car rides or morning routines this way.

You can also engage in shared activities like watching Spanish cartoons with subtitles, repeating vocabulary during cooking, or playing bilingual games. The goal isn’t perfection, it’s partnership. Your child will remember your presence more than your pronunciation.

Did You Know?

In some regions of Spain, “pan con tomate” is more than a food, it’s a cultural ritual. Bread is toasted, rubbed with garlic, drizzled with olive oil, and topped with crushed tomato. It’s served at family gatherings, morning cafés, and holiday meals. Learning the language through food brings tradition to the table, and builds bonds across generations.

The Language Explorers Workshop: Where It All Comes Together

If you’re ready for a deeper experience, the Language Explorers Workshop offers a meaningful next step.

Designed for kids ages 6 to 14, this immersive program blends language, culture, and creativity into every session. Each week explores a different theme: family, food, animals, holidays, weather, and introduces vocabulary, phrases, and conversation through hands-on activities.

A typical session might begin with a warm-up game, followed by a cooking or art project inspired by a Spanish-speaking culture. During a “Weather Week,” children learn key phrases by creating weather wheels, singing songs about the seasons, and acting out a story about animals preparing for a storm.

Storytelling is a cornerstone of the workshop. Children listen to, retell, and sometimes help rewrite folktales from Spanish-speaking cultures. In one session, students bring La Llorona to life with flashlights, costume props, and sound effects, all while learning how to describe people and emotions in Spanish.

Role-play and dialogue activities give learners the chance to practice using new vocabulary in real-life scenarios. Whether “shopping” at a pretend market, ordering at a mock café, or introducing themselves at a fiesta, children build confidence and flexibility with language in context.

What makes this program unique is the way it honors culture, not just content. Kids aren’t just memorizing words, they’re becoming explorers, storytellers, and cultural ambassadors. They leave each session with new vocabulary and a sense of belonging to something bigger than themselves.

Spots are limited for the upcoming cohort. Visit our site to enroll or schedule a free info session.

Connection Over Memorization

Flashcards can support learning, but they’re no substitute for connection. When kids experience a language through real moments, it becomes part of who they are.

Language is more than a skill. It’s a doorway into stories, flavors, music, and memory. When learning is rooted in culture, it’s not just remembered, it’s cherished.

And that’s the kind of learning that lasts a lifetime.

Reach out to to learn more about Language Explorers Workshop by emailing: michelle.mcjunkin@sandwichmontessori.org . . . The immersive workshop runs on Mondays during the school from 9:00 - 1:00 and we’d love to welcome you for the upcoming school year!

Why Most Toddler Parenting Advice Isn’t Working (And How We're Doing It Differently)

Mon, 14 Jul 2025 18:11:31 GMT

“Toddler Tantrums and Big Feelings: A Montessori Guide for Calm, Connection, and Confidence

The sudden scream in the grocery aisle, the stomped feet, the tears spilling over . . . toddler tantrums can feel like an emotional storm hitting out of nowhere. Many parents find themselves searching for answers, desperate for advice that actually works in those moments.

But here’s the thing: most of the parenting advice out there falls short because it focuses on quick fixes or control, rather than understanding the why behind these big feelings.

At Sandwich Montessori School, we believe parenting toddlers is less about “stopping tantrums” and more about building connection, independence, and respect rooted in Montessori principles that honor your child’s natural growth.

In this post, we’ll explore why so much advice misses the mark and how a Montessori-inspired approach can bring calm and confidence to your family.

1. The Challenge With Typical Toddler Advice

Have you ever tried a parenting “hack” that promised quick results but left you feeling more frustrated? You’re not alone.

Many common tips focus on quick fixes . . . stop the tantrum now, get your toddler to obey, enforce rules firmly. This advice doesn’t take into account toddlers are learning to handle huge feelings with very few words and even fewer tools to express themselves.

So when advice doesn’t match their stage of growth, it often feels like a mismatch, like you’re speaking a different language from your toddler’s heart.

Here’s the reality:

Discipline-only approaches can feel harsh or disconnected from your child’s needs
One-size-fits-all advice ignores your toddler’s unique personality and rhythm
Overwhelming or conflicting tips leave you second-guessing yourself

Have you felt like this? Like the advice out there just isn’t quite for your family?

2. What Toddlers Really Need From Parents

Toddlers don’t want to be “controlled”, they want to be understood.

What they really need is:

Security : routines that help them feel safe and steady
Independence : chances to make choices and feel capable
Understanding : adults who recognize their feelings as real and important
Calm guidance : gentle limits that teach without shaming

Montessori parenting focusses exactly on these needs, offering a respectful, child-focused way to build connection and confidence.

Try this Mini-Challenge:
Notice how your toddler responds when you offer a simple choice, like “Would you like the blue cup or the red cup?” That small moment can feel like a big win for their independence.

3. How Montessori Principles Support You and Your Toddler

Montessori isn’t just for schools, it’s a way to live and parent that honors your child’s whole development.

Here’s what it looks like at home:

Prepared environment: A space set up so your toddler can explore safely and freely
Positive discipline: Teaching with calm and clarity, not punishment
Behavior as communication: Seeing tantrums and “misbehavior” as messages, not defiance
Consistent routines: Building daily rhythms that reduce stress and foster trust

I’ve seen firsthand how a small change, like creating a low shelf with accessible toys, can boost a toddler’s confidence and reduce frustration.

4. What You Can Expect From Our Parenting Course

Our upcoming digital caregiver course is built to help busy parents like you bring Montessori principles into everyday life, without overwhelm.

You’ll find:

Simple strategies for calm mornings, smooth transitions, and growing independence
Ways to handle tantrums and power struggles with kindness and effectiveness
Easy home setup ideas to support your toddler’s growth
Support designed for real families juggling all the things

Parenting toddlers is one of life’s greatest joys . . . and, let’s be honest, one of its biggest challenges.

You don’t have to go it alone, or try to fit yourself into advice that doesn’t quite match your family’s unique rhythm.

I’m excited to share this journey with you and support your toddler’s growth with respect and care.

As we put the finishing touches on our full digital course, we invite you to join our free 7-day email course, where every day you’ll get a simple, Montessori-inspired idea to try with your toddler.

Yes, I want the strategies from the FREE 7-day course . . . click here: Seven Days to a Calm & Connected Home

Materials Spotlight: The Geometry Cabinet

Mon, 26 Feb 2024 12:00:02 GMT

Nestled on a shelf in Montessori primary classrooms you’ll find a small wooden cabinet with six to seven slim drawers. It may not look like much from the outside. Even when you slide out one of the drawers, you’ll just see six wooden square divisions each with a wooden inset with a small knob in the center. As you continue to pull out the different drawers, you’ll discover that each wooden inset is a series of geometric shapes: circles that vary in diameter, rectangles with the same height but varying in width up to the square, different triangles, regular polygons, quadrilaterals, and curved figures.

This is the Geometry Cabinet, an important and well-used material in Montessori primary (and elementary) classrooms. With a multitude of uses, this material serves to help children not only enhance their visual and muscular memory, it also provides a foundation for advanced geometry work as well as preparing children’s hands for writing.

The Foundation for Geometry

First and foremost, the geometry cabinet introduces plane geometry. Often, you’ll see a demonstration tray on the top of the cabinet. This tray contains insets of the equilateral triangle, square, and circle. These three shapes form a foundation in geometry: the circle calculates angles, the triangle constructs, and the square measures area.

Another fun way to think about these three shapes is in terms of polygons. The equilateral triangle is the polygon with the least possible number of sides. The circle can be thought of as a polygon with infinite sides. The square represents the rest of the polygons. Of course, this is something Montessori children get to explore in their elementary years. In the primary classroom, we use this demonstration tray to introduce how to use the geometry cabinet trays and insets, as well as to provide children with the first impression of the three fundamental shapes in geometry.

A Tactile Experience

One of the first things we do with the geometry cabinet is demonstrate how to use the knob to pick up the shape with the non-dominant hand and then trace the whole perimeter of the shape with the index and middle fingertips of the dominant hand. We also show how to trace the outline of the aperture that the shape fits into. This careful, meditative action is designed to both give children a tactile impression of the shape and to help them develop the fine motor control necessary for writing.

Once children have this experience with a few shapes, they move on to tracing and matching the shapes from a whole drawer and then even mixing up the shapes from multiple drawers to trace and match into their aperture. When children get good at this process, we introduce taking away the visual sense by wearing a blindfold!

From Concrete Objects to Abstract Symbols

We also introduce sets of cards for each geometric shape. In the first set, the figure is filled in completely. In the second set, each figure has a one-centimeter wide outline. In the third set, each figure has a one-millimeter wide outline. Children select an inset shape and go through the stack of the first set of cards until they find the one that matches the shape. Then they place the inset exactly onto its matching card.

By placing the inset shapes onto the cards with thick to thin outlines, children are learning how an abstract symbol can represent a concrete object. This is preparation for reading! If children can recognize and distinguish between a trapezoid and a parallelogram, they will be more likely to be able to distinguish two other shapes like a cursive b and a cursive z. When children have a lot of experience recognizing shapes, they will be more able to recognize the shapes they encounter in letters because symbols are shapes defined by lines. Think about the progression of abstraction from a filled-in trapezoid, to the outline of trapezoid, to the letter A.

Rich Language

As children are working with these shapes, we also revisit the material to introduce vocabulary. Even the youngest children are learning the names of quadrilaterals (rectangle, square, rhombus, parallelogram, isosceles trapezoid, right-angled trapezoid), curved figures (circle, oval, ellipse, quatrefoil), triangles (equilateral triangle, right-angled isosceles triangle, acute-angled isosceles triangle, obtuse-angled isosceles triangle, right-angled scalene triangle, acute-angled scalene triangle, obtuse-angled scalene triangle), and polygons (pentagon, hexagon, heptagon, octagon, nonagon, decagon). Because young children absorb this language effortlessly, we offer them the exact names. Rather than just “triangle,” Montessori children learn how to differential triangles based on their angles and sides. They can just as easily name an acute-angled scalene triangle as they can an ellipse.

Memory Games

We also use the Geometry Cabinet to play a series of sensorial games that help children perfect their perceptions and make their mental classifications conscious.

In the first memory game, the geometry shapes and their apertures are mixed up between two locations in the room, far enough apart to allow more time for children to hold the memory of the shape as they move through various potential distractions to find the match. The second game is a little harder because the shapes are placed in scattered locations around the room. When children go to find a specific shape, they must retain the impression in their memory for a much longer time and not be distracted by the other images they are receiving. In this process, children are exercising their skills of memory and recognition.

The third memory game is one in which children try to find an object in the room that has the exact match of the shape. This experience allows children to move from working with the geometric qualities in their isolated form in the material to helping discover the qualities of the shapes in the world around them.

The final game is a group experience with one of the trays containing one type of shape that changes in dimension, such as the six circles with increasing diameter, or the six rectangles with increasing width. In this game, the children work together to show the sequence of gradation in the shape. In a more difficult version of this game, children take their piece and experience it (look at it, touch/feel it, etc.) and then put the shape behind their backs. They then try to lay out the pieces in the correct order of size without seeing each other’s shapes!

Multiple Benefits

While the main purpose of the Geometry Cabinet is to help children develop the visual discrimination of shapes (an important skill used in learning and especially reading), there are so many other benefits. The activity of tracing their fingers along the edges of the shapes and frames helps prepare children for using a pencil to make the shapes that form letters. Grasping the knobs helps them refine their pincer grasp. They learn important vocabulary and also increase their concentration and fine motor control.

A simple material with so many benefits, the Geometry Cabinet is a material worth coming to see. We invite you to visit to experience first-hand how children interact with this foundational geometry material. Schedule a tour today!

We Can Serve as Guides

Mon, 19 Feb 2024 12:00:04 GMT

As adults, we often step into particular kinds of roles with children. We can be parents, aunts, uncles. We can be coaches, mentors, teachers. Each role has a set of expectations, often with an unspoken rule that the adult knows best and that children will learn from us.

Yet the roles adults can play in children’s lives can be much more nuanced. We can facilitate, suggest, model, and observe. The world can teach and the adults can serve as guides in a process of learning and discovery.

Be Curious

In the Positive Discipline approach, adults guide growth and learning by asking “curiosity questions.” The key is not to rely on scripted questions but rather to be genuinely curious, perhaps asking questions like:

How do you feel about what happened?
What were you trying to accomplish?
What did you learn?
How do you think you might use what you learned?
What ideas do you have for solutions?

Avoiding the question “why?” is also important as it can sound accusatory and can lead to a child feeling defensive.

Sometimes a young person in our life is struggling, perhaps lashing out verbally or doing everything they can emotionally hurt others. If we can wonder what might be behind their behavior, we can shift our approach. We can also be curious about what we want or need in the interaction. For example, sometimes when a young person is struggling, we just want to know how we can help that person feel better. If that is the case, we can ask the question full-heartedly: “What can I do to help you have a better day?”

Shift to Support

When we shift our roles and think about how to learn more about what our children are feeling, thinking, and exploring, we become meaningful guides. Rather than dispensing information, we can help children make discoveries. This is an essential part of what Montessori teachers do each day in our learning communities.

For example, elementary-aged children often make amazing connections in their learning. An elementary student can be ecstatic due to a discovery about the periodic table, as recently happened with a young learner: “Look!” she exclaimed. “Gold has the symbol Au, because the Latin name for gold is aurum. Au for aurum!” Because this young person had discovered this connection on her own, the knowledge was so much more invigorating and inspiring than had an adult instructed her about etymology and periodic table symbols.

Honor the Process

In How Children Learn, John Holt describes children’s process of learning: “The child is curious. He wants to make sense of things, find out how things work, gain competence and control over himself and his environment, and do what he can see other people doing. He is open, perceptive, and experimental. He does not merely observe the world around him. He does not shut himself off from the strange, complicated world around him, but tastes it, touches it, hefts it, bends it, breaks it. To find out how reality works, he works on it. He is bold. He is not afraid of making mistakes. And he is patient. He can tolerate an extraordinary amount of uncertainty, confusion, ignorance, and suspense.”

Children naturally want to figure out the world and themselves. Thus, we can be thoughtful guides through this remarkable world of ours. We can entice. We can inspire. We can show possible paths.

In our Montessori classrooms, we recognize the incredible power in children’s process of experimenting, observing, making mistakes, and experiencing the world around them. Rather than serve as the experts dispensing knowledge, we act as guides.

Curious to see how the role of adults can shift? Schedule a tour to see how we support children in nuanced ways.

Our Montessori Bookshelf: Cultivating Emotional Intelligence this Valentine’s Day

Mon, 12 Feb 2024 12:00:04 GMT

Valentine’s Day is just around the corner and it’s a great time to highlight social-emotional skills. A great place to start is empathy. Showing care and compassion is critical in relationship-building and forming strong connections. The cornerstones of empathy are being able to understand and appreciate others’ perspectives and having a shared emotional response.

Books are a tremendous tool for helping our young people develop social-emotional skills. One analogy for why this is the case is how books can be mirrors, windows, and sliding glass doors. When we see our lives reflected in the pages of a book, the book is like a mirror of our experience. When we view lives and stories that are different from our own, books are like windows that allow us to see new vistas. When we feel transported into the story and feel empathy for the characters, books become sliding glass doors that allow us to step into new worlds of understanding.

To celebrate the social-emotional opportunities this Valentine’s Day offers us, we are sharing some of our favorite books that cultivate emotional intelligence. We hope you can share them with your children and explore how they are like windows, mirrors, or sliding glass doors!

Anh’s Anger

By Gail Silver, Illustrated by Christiane Krömer

Big emotional reactions can be hard to understand. This story helps illustrate how anger is just one part of us. If we can give that part the attention it needs, we can take care of the feeling rather than letting it control us. This story also shows the power of adults staying calm and controlled in the face of big feelings. Illustrated with handmade collages, the images create a textured representation of Anh’s experience. Note: Due to having the anger characterized as an external monster, this book is most appropriate for children aged five and up.

A Book of Feelings: Starring Sam, Kate, and Fuzzy Bean

By Amanda McCardie, Illustrated by Salvatore Rubbino

This story starts with two children, their dog, the love in their family, and the emotion of feeling happy. Then through the ups and downs of changes, arguments, loss, and more, we travel through a variety of emotions that emerge in children’s lives. Although the text and images are simple, the content moves into the complexity of what we can feel in our lives. The author shares some helpful questions to explore at the end of the book and an index identifies which pages highlight the different emotions: angry, cross, embarrassed, frightened, grumpy, happy, hurt, jealous, loved, loving, nervous, sad, shy, and upset. This is a book that can be revisited many times as children grapple with different feelings.

Because Brian Hugged His Mother

By David L. Rice, Illustrated by K. Dibble Thompson

With one act of kindness at the beginning of the day, Brian initiates a domino effect of good feelings and actions. Each act leads to different kinds of positivity which then leads to more kind actions! This is a great book to share to counteract when children get caught up in a cycle of negative feelings and actions. The best part is how all the goodness returns (like good karma!) to Brian at the end of the day. And because Brian goes to sleep feeling loved, he wakes up feeling great, which sets up the day to start with another lovely act of kindness!

Bravo Anjali!

By Sheetal Sheth, Illustrated by Lucia Soto

All too often girls are navigating how to balance doing something well with being liked. In this story, Anjali is shining in a traditionally male space, which brings taunts and disdain from her closest friend. Fortunately, an older girl reminds Anjali to never dim her light which helps Anjali stay true to her passion. In the process, she inspires a younger girl to see what is possible. This story is also an excellent one to share to help children understand what can be behind unkind behaviors and how it is possible to make amends after not-so-great choices.

A Friend Like You

By Frank Murphy and Charnaie Gordon, Illustrated by Kayla Harren

This celebration of friendships highlights the multifaceted nature of connecting with people and how we gain so much in the process. If you have young people in your life who are discovering what it means to make friends and, perhaps even more importantly, what it means to be a friend, this is a must-read. The vivid, diverse, and inspiring illustrations bring this book to life and also offer a vision of what is possible in this world!

Jabari Jumps

By Gaia Cornwall

With sweetness and simplicity, this book follows a young boy’s excitement and nervousness about jumping off a diving board. With support from his dad, Jabari works through some helpful tools for managing his feelings. The reassurance that it is okay to feel a little scared (plus ideas for how to help that feeling shift into something positive) is helpful for our little ones (and even for us as adults!).

Listening with my Heart: A Story of Kindness and Self-Compassion

By Gabi Garcia, Illustrated by Ying Hui Tan

So often children’s books focus on everything going right. Yet how we handle ourselves, including our self-talk, in the face of disappointments and mistakes is important for emotional regulation. This is a story of Esperanza’s day: from her excitement about her part in the play, to her awareness of spreading love and kindness, to her heartbreak when she feels like she’s ruined the play, to her realization that we also need to be loving and kind to ourselves. This story can be read again and again, during good days and days that stink. The resources at the end of the book are also incredibly valuable for helping our children develop self-compassion and positive self-talk.

The Many Colors of Harpreet Singh

By Supriya Kelkar, Illustrated by Alea Marley

Change is hard for children. When Harpreet Singh’s family moves, he has to leave the place he knows. As a result, the colors he uses to express himself fade into a white, colorless, shy need to not be seen. However, one small connection to a classmate changes everything for Harpreet. This story is an excellent reminder of the power of friendship and the importance of small acts of connection. The author’s note at the end also provides a window into why Harpreet’s patka (a specific style of turban for young boys) represents important values of equality.

My Cold Plum Lemon Pie Bluesy Mood

By Tameka Fryer Brown, Illustrated by Shane W. Evans

Navigating the ups and downs of family life can bring up all sorts of feelings. The shifting colors of one boy’s mood come to life in the jazzy prose of this book: from a gloomy gray when brothers get pushy, to gentle green from a little sister’s smile, to racing red to get home before dark. Despite the challenges, everything comes full circle as the family comes together. A bonus to this book is that the author is a Montessori mom!

Ruby Finds a Worry

By Tom Percival

This is a helpful picture book for young children who are struggling with any kind of worry or anxiety. The concept of a “worry” is materialized as a little fuzzy blob that grows over time and becomes ever-present for Ruby as she goes about her days. And the more Ruby worries about her worry, the larger it grows. Finally, Ruby encounters a boy sitting alone with his own worry. As Ruby and the boy express and share their worries, they realize that their worries shrink to the point of non-existence! Note: Due to having the “worry” externalized in a fantasy-based way, this book is best for children aged five and up.

Sometimes I Feel Like a Mouse: A Book About Feelings

By Jeanne Modest, Illustrated by Robin Spowart

Simple and straightforward, this picture book demonstrates feelings through similes. The text is large and clear with the emotion words highlighted in colors that coordinate with the feelings. This is a great introductory book for our younger children and helps set the stage for identifying and naming how we feel at different times.

When Sophie Gets Angry–Really, Really Angry…

By Molly Bang

This Caldecott Honor Book is a must-have. Molly Bang uses color and image to show the shift into surprise, hurt, and then intense anger at the unfairness of an interaction with a sibling. A volcano ready to explode, Sophie slams the door and runs straight into nature. It is here that cool colors begin to ease and soothe. She finds a place of calm that allows her to reenter her home with love.

We hope these books offer you and your children new ways to explore the many aspects of our emotional lives. You can click here to download a printable booklist . We also invite you to schedule a tour to see how social-emotional learning is woven into the fabric of Montessori classrooms.

The Capstone Years

Mon, 05 Feb 2024 12:00:02 GMT

There are key times in children’s lives when they can consolidate emerging parts of themselves before moving into a new area of growth and change. Two significant times of change for young people are around age six and then again around age twelve, the kindergarten and 6th-grade years. Both biology and Montessori theory offer insight into why these are significant times in children’s lives.

Montessori’s Planes of Development

Dr. Maria Montessori believed that children’s work is to construct the adults they will become. This is really important work! Adults can support children’s own self-construction, but not actually do it for children. Children are able to accomplish self-construction through their own activity and interactions with the environment.

Dr. Montessori’s observations of this self-construction led her to develop a theory of four planes of development. When looking at children’s development from a scientist’s point of view, Dr. Montessori found that development did not occur steadily but rather occurred in phases or planes. Dr. Montessori considered that the change in children, as they moved from one plane to another, was so profound that it resembled a rebirth.

Each plane or phase of development lasts for approximately six years: infancy (0 to 6), childhood (6 to 12), adolescence (12 to 18), and adulthood (18 to 24). The turning point around age six is when children are moving from infancy into childhood, and similarly, around age twelve they move from childhood into adolescence.

Biological Changes

Biologically, considerable hormonal changes are happening during these two transition times in children’s lives. While our society generally recognizes the biological shifts that happen as young people move into adolescence, we are less well-versed about what happens in our six-year-olds.

It doesn’t take much, though, to realize change is afoot! Think about what we see in terms of dramatic physical changes around age six: their teeth start to fall out, their hair gets coarser, they lose that baby-soft skin, and they start to become leaner and lanky. Similarly, our twelve-year-old’s are on the brink of adolescence, another period of dramatic physical growth and change.

However, there can be a gap between these physical signs of maturity and the cognitive and emotional development happening for our six-year-olds and twelve-year-old’s. Often children at these ages are moved too quickly into an environment that both doesn’t meet their needs and doesn’t honor the internal growth that still needs to occur. When this happens, they lose the environmental stability that allows them to develop a deeper sense of self-confidence and to truly consolidate the intellectual and emotional skills they have been developing over the previous years.

Capstone Years

In Montessori, we recognize the importance of these transitional years and intentionally design our learning communities to support young people during this time. The six-year-olds and twelve-year-old’s are the oldest in their classroom learning communities. They know the routines and expectations, they have secure relationships, and they get to help others who are newer to the classroom communities.

Because they aren’t trying to assimilate into a new environment, our six- and twelve-year-old’s can serve as leaders for their mixed-age classrooms. They can focus on challenging work and big personal achievements. By being with their younger classmates, they can see where they have grown and how they got to where they are now.

These are the capstone years, the final piece to complete the critical building-up that has been happening during the previous formative years. The level of mastery allows our young six-year-old and twelve-year-old leaders to integrate their social, emotional, and intellectual selves.

During these capstone years, children gain a sense of self-confidence and self-satisfaction from their ability to successfully navigate the bigger projects that were beyond their capabilities in the earlier years. Plus, they do so in a community of adults and peers who have shared in their learning experience over several years.

By having the opportunity to integrate their learning in a safe, stable, and secure environment, our young learners can do their important work of self-construction. We invite you to visit our classrooms , so you can see for yourself the significance of these capstone years.

Trust the Process: Montessori as an Intentional Approach

Mon, 29 Jan 2024 11:00:07 GMT

In Montessori, we focus on supporting children’s intellectual, emotional, social, and academic growth. A scientist first and foremost, Dr. Maria Montessori was interested in creating optimal learning environments so that young humans could reach their potential with as few adult-created obstacles as possible.

Thus, in Montessori, we think differently about the role of the adult and even how learning materials are used. One of the adults’ roles, for example, is to put children in touch with activities so that children can learn through doing. With this experiential approach, children can use their hands, engage through movement, and even make mistakes. The adults are not the dispenser of information or even the right answers. Rather, we help children learn how to learn, which includes understanding themselves as learners, figuring out how to use failure as a starting place for growth, and exploring the process as much as coming to an end product.

To achieve this, the Montessori method has a very intricate approach that relies on providing children with building blocks over the course of their educational journey. Montessori guides engage in an individualized, long-term process of introducing children to a series of skills and information, all to help children experience ah-ha moments. We know that when children discover something for themselves, they own that information deeply. Sometimes we’ve seen children feel like they are the first discoverers of a new piece of knowledge, a linguistic tool, or a mathematical trick.

For example, when children are learning the process of compound multiplication, we move them through a series of activities that connect their prior knowledge of place value, patterning they have experienced for years through different Montessori materials, and a color-coded system for quantities. As they work through steps that show how compound multiplication works, children often realize that they can take shortcuts rather than putting out and exchanging various colored bead bars on a material called the chequerboard. Once they start taking these “shortcuts” they are demonstrating that they have internalized the steps for multiplying multi-digit numbers. Sometimes in this process, children feel like they are discovering a fabulous secret or have invented a new mathematical method. However, we know that they are taking the necessary steps to abstractly compute the answer in a compound multiplication problem.

One of the gifts of a Montessori education is that children have the opportunity to discover so much in their own way and in their own time. Rather than rote learning or memorization, children are given the chance to make connections. Through multiple learning experiences, these connections become interconnections that create complex neural pathways that often show up later in life. There is a reason why a Wall Street Journal piece coined the term “Montessori Mafia” to refer to a number of former Montessori students who have gone on to become what could be called tech titans and engaged innovators!

If this process of discovery isn’t happening for some reason, Montessori guides are trained (and the materials are designed) to provide scaffolding so that children can still build upon prior knowledge and make progress toward mastery. Even so, sometimes extra support is needed and when this is the case, collaboration is key. Montessori works most effectively when there is a strong alignment between home and school. So, if a child needs some additional help or outside services, we work to coordinate with a tutor or support person so that everyone is working in alignment.

If you ever want to show your child a shortcut or introduce some outside-of-school practice, we request that you take a moment to check in with your child’s classroom teacher. It might just be that your child is on the brink of discovery. They could be at the culmination of years of carefully designed preparation. They might be just about to make an important connection or realize a significant insight. And when someone is on the edge of understanding, it is a tremendous gift to allow them to have their moment!

We thank you in advance for appreciating the intricacy of our approach and for connecting directly with us if you want to explore how to support your child(ren)’s learning. And of course, if you are interested in more about what happens when children can discover the process for themselves, we’d love to show you! Schedule a tour to see how Montessori students own their knowledge in powerful and profound ways.

In Support of Spoken Language

Mon, 22 Jan 2024 11:00:00 GMT

Our children’s early years are essential for developing strong language skills. So, in Montessori, we pay particular attention to how we support young children’s receptive and expressive language development.

The exercises we use to enhance children’s spoken language development don’t have a large physical presence on the classroom shelves because many are games or conversations. But the integration of these spoken language activities into a prominent part of children’s daily experience in our Montessori classrooms.

The Purpose

Young children are expanding their vocabulary at an astonishing rate: from recognition of about 50 words at age one, to about 1,000 words by age three, to at least 10,000 words by age five! We know that children absorb language effortlessly, so in Montessori we provide children with expansive vocabulary enrichment through a series of mindful oral language exercises.

We also recognize that the adult is the most important language material in the classroom, so we use precise language whenever we are communicating with children. We offer rich, full, and beautiful language because we know we are providing an essential foundation for children.

Our Favorite Activities

We keep oral language alive and lively through a variety of purposeful activities.

Classified Picture Books

We choose wordless picture books that focus on a theme that is familiar to children or that are classified around a sequence (e.g., Amanda’s day). In the classroom, we sit down with one child and take a “picture walk” through the book to help the child interpret the picture clues. The adult doesn’t tell what is happening and rather asks the child about what they see. This process not only helps children develop their expressive language skills but also sets the stage for future reading and story interpretation.

True Stories

When we tell true stories, we invite a group of three to five children to join us. Sometimes we use little cultural artifacts or objects as we share stories about everyday life, or we offer little snippets about geography, art, music, biology, and geometry. The key to these stories is that they are based in reality and are not fictional stories. In sharing these stories, we offer children interesting and rich language, as well as spark their interest and imagination!

The Question Game

For this activity, we gather a small group of children who have a common experience. Then we ask a series of questions about that event. Being mindful to solicit answers from a variety of children, we focus on asking questions that can form a sequence and illuminate details. We then summarize the story based upon the children’s responses.

Because children live in the moment and often don’t remember what happened yesterday, we try to do this activity on the day the common experience occurs. In addition to modeling how to tell a story and how to create complete sentences from one-word answers, we are also providing preparation for creative writing by taking an event and structuring it sequentially and highlighting details.

Conversation at a Picture

To engage children in this activity, we invite a small group to a piece of artwork on display and start a conversation about what the children observe in the picture. We focus on using “w” questions such as: What do you see? Where do you think they are? Why do you think…etc. We keep eliciting conversation by asking more questions: Do you see anything else in this area? Do you notice anything else about this scene? When the conversation begins to fade, we summarize the observations in a small narrative or story.

Reading Literature

We work to read quality children’s literature every day! When we do so, we highlight the book’s title, the author, and the illustrator. Under the age of six, children live in the present and are trying to adapt to the world around them. Because they are still too young to distinguish between fantasy and reality, we make sure to choose books that are grounded in reality.

Reciting Poetry

When reciting poetry, we do so from memory. We recite poems over a series of days and, just like with singing, children learn the poems by themselves and love to recite them. Children also absorb phonetic skills from any onset rhyme. Popular nursery rhymes support children’s process of learning to read!

Objects in the Environment

This activity is actually a series of games that follow a “listen and do” type format. After gathering a group of children, we explain that will say something to do and when a child hears their name, they get to do that action. We start with simple, one-step commands: Touch a shelf. Stand by a window. Walk around a table. We then progress both in complexity in terms of the types and categories objects as well as by offering double commands: Find a friend and shake hands. Choose a book and place it on a table. Play a bell and hum a tune. While quite fun, these games also have the added bonus of helping children develop their auditory memory.

Classified Pictures

For this work, we have collections of pictures representing categories of objects (types of transportation, furnishings, appliances, playground equipment, etc.), as well as cards with illustrations of geographical, geometrical, biological, and scientific terms (parts of a flower, land and water forms, polygons, etc.). When doing this activity with a child, we first name the classification (“These are all fruits.”) to help establish mental order. Then we play a little game to teach the vocabulary for the items pictured on the cards.

The Sound Game

The sound game helps children become aware of the phonemes in our language. We collect ten known objects on a tray and play an I Spy type game that isolates the beginning sounds of the objects, then later the ending sounds, and eventually the sounds in the middle of the words. The whole purpose of this game is to help children become aware of the sounds that make up words.

Spoken language activities are the foundation for children’s receptive and expressive vocabularies. In addition to enhancing their vocabulary and providing an overarching structure for future work in writing and reading, engaging children in language games also helps increase their listening and comprehension skills. Above all, we take the time to listen to children’s own spontaneous efforts to express themselves, so that they gain confidence in speaking and feel that their thoughts have meaning.

Come see (and hear!) all this spoken language work when you schedule a visit . We love to share what we do!

Our Montessori Bookshelf: In Honor of MLK Day

Mon, 15 Jan 2024 11:00:00 GMT

Happy Martin Luther King Jr. Day! In Montessori, we work to uphold the values of Dr. King. Both humanitarians, Dr. King and Dr. Montessori upheld a dream for humanity and believed reverently that peace could be realized.

In his Nobel Peace Prize acceptance speech in 1964, Dr. King asserts: “Nonviolence is the answer to the crucial political and moral questions of our time; the need for mankind to overcome oppression and violence without resorting to oppression and violence. Mankind must evolve for all human conflict a method which rejects revenge, aggression, and retaliation. The foundation of such a method is love.”

In Education and Peace , Dr. Montessori states: “An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.”

Both Dr. King and Dr. Montessori recognized the profound personal shift required to support a societal shift toward peace and equity. To support this work, we offer some of our favorite books that highlight the legacy and vision of Dr. King.

Child of the Civil Rights Movement

By Paula Young Shelton, Illustrated by Raul Colón

The author, daughter of civil rights leader Andrew Young, shares a simple yet profound view of what it was like to live through the household experience of organizing, marching, and forming community. From the child-like “ah ha” moment of realizing Jim Crow wasn’t a bird to overhearing dining room conversation among some of the great civil rights leaders, this story brings the movement home to children. The “More About the People in This Book” section at the end is a helpful reference, too!

I Have a Dream: Dr. Martin Luther King, Jr.

Forward by Coretta Scott King

This presentation of Dr. King’s inspired speech from August 28, 1963, is all the more stunning with an overlay of paintings by fifteen Coretta Scott King Award or Honored artists. In addition to a short biography of Dr. King, the book also includes the African-American artists’ statements about their pieces. This is a perfect book to both read aloud and use to explore how art tells a story.

Let the Children March

By Monica Clark-Robinson, Illustrated by Frank Morrison

Told from the perspective of a young girl in Birmingham, Alabama in 1963, the poetic verse of this story begins with Dr. King's call to action. Inspired and determined, the girl and her brother realize the children can march even if their parents can’t. The book is filled with hope, as well as images that don’t shy away from the pain and horror of the police response to the march. Moving and powerful, this story is an essential one to share. The Afterword and Artist’s Statement at the end are also helpful for older readers, as well as the creative timeline of events that spans the endpapers.

Martin Rising: Requiem for a King

By Andrea Davis Pinkney, Paintings by Brian Pinkney

A powerful collection of what the author calls “docu-poems” accompanied by rich sensorial images provides a narrative of the days and events leading up to Dr. Martin Luther King, Jr.’s death. Older children who have some knowledge of Dr. King’s life and legacy and who have perhaps begun exploring poetry will no doubt appreciate the artistry of Martin Rising. The author and artist's reflections at the end provide additional options to explore – performing the narratives aloud, searching for repeated visual symbols, and creating a play. This work of art is a must-have!

Martin’s Big Words: The Life of Dr. Martin Luther King, Jr.

By Doreen Rappaport, Illustrated by Bryan Collier

Collage illustrations combined with actual quotes from Dr. King carry the reader (or listener) through the rhythms of Dr. Martin Luther King, Jr.’s life. From his early childhood days to his ministering to the long years of protest, this picture book flows powerfully through the arc of Dr. King’s “big words.” A perfect introduction to Dr. King for young children, the book’s simplicity makes the messages all the more resonant.

Memphis, Martin, and the Mountaintop: The Sanitation Strike of 1968

By Alice Faye Duncan, Illustrated by R. Gregory Christie

Nine-year-old Lorraine Jackson’s story of the Sanitation Strike in 1968 is both moving and informative. The book merges both the appeal of a picture book, the organization of a short chapter book, and the beauty of short poetic verse, and the level of detail is most suited for elementary ages. Dr. King’s profound influence is woven throughout the story, including the impact of his assassination and the reminder that “freedom is never free.”

My Brother Martin: A Sister Remembers Growing up with the Rev. Dr. Martin Luther King Jr.

By Christine King Farris, Illustrated by Chris Soentpiet

Dr. King’s sister shares the story of their childhood, including the silly and the serious. Her firsthand account captures not only the joy of siblings growing up together, but also how formative experiences can set the stage for our future. This is a beautiful account to share with children of all ages and a powerful reminder of the potential each of us has to do something great in the world.

My Dream of Martin Luther King

By Faith Ringold

Artist, Faith Ringold, weaves together art and story as she recounts a dream she had of Dr. Martin Luther King, Jr. While not a precise historical sharing, the story does provide plenty of opportunities for conversation about the Civil Rights Movement. For reference, there is also a timeline of Dr. King’s life at the end of the book, as well as suggestions for activities to help children explore and reflect on what they've learned.

Pies from Nowhere: How Georgia Gilmore Sustained the Montgomery Bus Boycott

By Dee Romito, Illustrated by Laura Freeman

This true story is a perfect illustration of how one person leaning into their strengths can have a big behind-the-scenes impact. Georgia Gilmore, a cook, heard about Rosa Parks’ arrest and the Montgomery Bus Boycott. She heard Dr. King speak and she decided she could “help the best way she knew how.” She made food and lots of pies and used the money to secretly support the bus boycott. The story continues with challenge and progress (and even Dr. King’s encouragement!). There is even a bonus recipe at the end for Georgia Gilmore’s Homemade Pound Cake!

We hope these books inspire you and your children as they have inspired us. We especially love how many of the books illustrate how meaningful change happens when many people are working together. You can click here to download a printable booklist. If you explore any of these books with your children, let us know what you think! We also invite you to schedule a tour to see how we work toward peace and equity.

“Our goal is to create a beloved community and this will require a qualitative change in our souls as well as a quantitative change in our lives.”

–Dr. Martin Luther King, Jr.

Social Benefits: The Elementary Years

Mon, 08 Jan 2024 11:00:04 GMT

It is easy to focus on the academic benefits of Montessori education. In fact, an August 2023 meta-analysis of 32 studies highlights how students in Montessori programs, in comparison to students in traditional schools, show higher performance in language, math, general academic ability, and executive functioning. Clearly, the Montessori method has a powerful impact on student performance. Academic vigor, though, isn’t the only thing that matters in our children’s lives.

The social-emotional benefits of a Montessori education are also incredibly significant. This is especially apparent at the elementary level when children are figuring out who they are as social beings. The near-peer learning in mixed-age Montessori elementary programs helps our young people develop their collaboration strategies, problem-solving skills, and conflict-resolution techniques. Plus, Montessori environments support what our children are going through developmentally. We are working with human nature, rather than against the strong forces that drive our young people.

Collaboration

At the elementary age, it is all about the “we” because children of this age have a strong gregarious nature. They want to do things together and thus group work is an integral part of Montessori elementary classrooms. In the process of working together on projects, elementary students practice important communication skills and learn how to lift each other up in their group work. We want elementary children to know that collaboration will take us further than competition, so we help children learn how to spurn each other on in supportive ways.

As they develop these collaborative skills, each individual comes to recognize not only the power of the group, but also what it means to belong to a group in a meaningful way. As children experience themselves as part of a group, they are engaged in important social construction.

Practice Society

This social construction can be seen as the way that elementary-age children begin to practice what it means to create societal structures. In Montessori, we sometimes think about elementary communities as “practice societies”.

It is “practice” because children are engaging in something they haven’t already mastered, which means they aren’t going to be good at it at first! We recognize that children need to work at creating their “practice society” and there will be gradual improvement. This also means that there will be mistakes, including conflict and hurt feelings. In Montessori communities, we have the time and space to support children as they work through this process. We value the importance of this social development!

The word “society” comes from the Latin root for companion. Thus, being in society implies having friendly associations with others. We want elementary children to find joy in associating with each other. During the elementary years, children benefit from real jobs that contribute to their community and begin to appreciate how to make sure everyone gets their needs met collaboratively. So, we support children in this work of forming a society based on joint cooperative work in a positive, productive environment.

Hero Worship

Elementary children look up to power, strength, and beauty in whatever form that occurs. Because they look toward heroes, we use the elementary years to introduce a variety of different types of heroes (even non-human ones!).

In looking toward heroes, children are thinking about how to actualize their own potentials. They become very observant of others. They love to research and look into the histories and stories of their heroes. They begin to recognize individual strengths and apply those to their own practice society, community, and family. They even begin to invite each other to work based on their strengths. As a result, individual children begin to feel truly seen. Eventually, they even begin to recognize that the strength of the group is their own strength. Hero worship drives all kinds of prosocial development.

Part of hero worship also involves stepping into leadership roles in the community, which means both learning how to lead and learning how to follow. Rather than just acquiesce, Montessori students develop a joyful obedience. They find joy in belonging to the group and being part of something together.

Building & Solidifying Skills

In the process of working with peers of varying ages, children make connections with different types of people and realize that learning can happen from those who are both older and younger! Through connection and conversation, children practice their patience, listening skills, and communication strategies. As classmates engage collaboratively on both projects and classroom responsibilities, they learn how to work toward one goal, lean into each other’s strengths, prioritize tasks, and organize their time. Part of this happens because in mixed-age elementary classrooms, students don’t have the stress of comparing themselves to peers of the same age. They have space and time to develop their skills, collaborate based on interests, and practice what they have recently mastered.

We see much of this social and emotional growth in how Montessori children interact with people both in school and out in the broader community. Because they have had the experience of adults as partners and allies, we see that Montessori graduates know how to seek help, ask questions, and generally converse with people of all ages.

But don’t just take our word for it! Come visit our school to see how our students are developing and practicing the social-emotional skills that lead to their success as thriving, whole people in the world. Schedule a tour today !

Why Intrinsic Motivation Matters

Mon, 01 Jan 2024 11:00:03 GMT

Think of a time when you did an activity because you wanted to do it–maybe weeding your garden, reading a book, taking a walk, or rearranging your bedroom. Your motivations arose entirely from within you. You likely felt pure joy or satisfaction in the very act of what you were doing. In these activities, you may have also felt a sense of meaning or purpose. Or maybe you felt like you were accomplishing something positive. This is the experience of intrinsic motivation. Stated another way, intrinsic motivation is when we engage in a behavior because it is personally rewarding rather than for an external reward or to avoid punishment.

Now contrast that experience with when you feel like have to do something. Let’s imagine the same activities, but the impetus for doing them was different: weeding because you were stressed about the neighborhood association expectations, reading an assigned book because you got roped into a book club, taking a walk to keep up with a workplace exercise challenge, or rearranging furniture to make your house more attractive to a potential buyer. When you are motivated by extrinsic factors, rather than those from within, the experience is different.

Why Intrinsic Motivation Matters

In Montessori, we work to help children develop their intrinsic motivation. But why do we care so much about intrinsic motivation?

There are three main elements of intrinsic motivation: being able to act independently, feeling that one’s efforts matter, and developing satisfaction from the experience of mastery. We want our children to have these three experiences as they move through learning and life. When we are intrinsically motivated, we think and act with a sense of our growth potential and how we can have a positive impact on the world.

In Montessori environments, rather than handing out punishments and rewards, we encourage children to find and connect to internal motivations. In doing so, children develop a sense of autonomy, purpose, and mastery, all skills that contribute to high emotional intelligence.

In addition, intrinsic motivation is connected to having a growth mindset. When children have a growth mindset, they understand that they can learn from mistakes and that their abilities can evolve and grow. This leads to a willingness to embrace challenges and to see failure as an opportunity to learn. Some describe this as having cognitive hardiness, which is when we are motivated to work hard, try again, and incorporate new learning when facing challenges.

Extrinsic Motivators are Everywhere

All too often, children have a barrage of extrinsic motivators in their lives: from the seemingly positive external incentives like verbal praise (“good job!”), sticker charts, and grades, to more negative methods like punishments, time outs, and verbal reprimands.

Alfie Kohn, author of Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes, explains how incentives can seem to work in the short run, but that the strategy ultimately fails and can even cause lasting harm.

Research shows that extrinsic motivators work for the short term but that they don’t produce long-term change. For example, Mary Budd Rowe, from the University of Florida, found that students who were generously praised by their teachers responded to questions in an unsure voice, backed off from an idea as soon as an adult disagreed, were less likely to persevere with difficult tasks, and didn’t regularly share ideas with peers. Joan Grusec, from the University of Toronto, discovered that young children who received frequent praise for displays of generosity tended to be slightly less generous on an everyday basis than other children were.

Likely this backsliding happens because every time children hear “good sharing” or “good job” the actions they were doing become something that aren’t important in their own right. Rather their actions become a means to an end: getting praise. The actual value of the action becomes usurped by the adult response. In addition to creating praise junkies, we can actually rob children of the opportunity to have satisfaction and meaning because of what they have done. When we doll out external motivators, we encourage children to look to adults for approval or attention.

Lifelong Benefits

When children are intrinsically motivated, they want to do well because it’s the right thing to do or feels personally satisfying. As a result, they develop a sense of pride in their accomplishments. Furthermore, when facing bad days or setbacks, intrinsically motivated children can persevere. They are able to get back up when they feel knocked down. With this kind of cognitive hardiness, children are able to believe in themselves. They are confident in their abilities. These skills can last a lifetime and help our children find true success in the world.

Curious about what this looks like amongst a community of learners? Come visit the school and see how Montessori children use their intrinsic motivation in powerful ways!

Creating Family Rituals

Mon, 25 Dec 2023 11:00:04 GMT

During this time of togetherness, we have an opportunity to create family and holiday rituals with our children. In his book, Ritual: How Seemingly Senseless Acts Make Life Worth Living , anthropologist Dimitris Xygalatas explains how rituals provide balm for our anxieties, encourage our connections with each other, and help us find meaning in our lives.

Our children depend upon rituals, too. In fact, rituals provide our children with an awareness of family identity and positive experiences that help them cope with stress. When we have rituals in our lives, we can draw upon those connective times and rely upon an internal sense of having a web of support rather than feeling alone.

Rituals also help our children develop a growing sense of themselves as a member of a greater whole which promotes positive developmental outcomes. Plus, rituals can be great fun!

If you need some ideas for new rituals this holiday season, we thought we would share a few ideas.

Craft (or Re-Craft) Cards Together

Repurposing holiday cards is a fun way to go back through the greetings your family received and extend the spirit of the season. Children can cut out pictures from the cards, or even cut off the half without writing. These pieces can be pasted onto a blank piece of paper or card stock to create a collage or new card. The half-cards can also be used as post-cards with a brief note or thank you jotted on the undecorated site.

This low-cost activity not only offers children a way to creatively express themselves, but it also can provide practice with several fine motor skills. If your child is not yet writing, they can dictate their message. Older children can learn how to make a homemade envelope and even practice writing the mailing and return address.

If children are really enjoying this process, they can also send homemade greetings to the nonprofit Cards for Hospitalized Kids for distribution (just be sure to check the site for guidelines, especially regarding glitter!).

Sing Together or Compose a Song

Music is a powerful way to cultivate togetherness and belonging. When we sing (and dance!) together we build trust and empathy, while also alleviating stress. The holidays offer so many opportunities for creating music. If you aren’t keen on traditional carols or songs of the season, another fun option is to gather different music-making tools, like different-sized bells or even glasses with different amounts of water in them. Experiment with gently shaking the bells or tapping glasses with a pen or similar item to create a little melody. If everyone likes the tune, play around with adding some words to describe a funny part of the day, tell a story of the holiday, or share about a favorite food!

Cook & Bake Together

Time in the kitchen is always a wonderful way to create some holiday memories. With extra time during days off, you can really revel in the experience of gathering ingredients, measuring, mixing, decorating, and even getting sudsy during the clean-up.

Young children might enjoy dipping pretzels or peppermint sticks in melted chocolate and then (before the chocolate hardens) twirling them in sprinkles. Or you have a favorite cookie recipe for the holidays. Your children can help make a batch and then package the cookies with a fancy bow to deliver to neighbors or to those working over the holiday (like firefighters, police officers, hospital staff, etc.).

Listen to or Share Stories Together

Storytelling captures our imaginations and transports us to other times and places. During the holiday season, we can create special moments when we come together and share stories, memories of past years or stories from our own childhoods. We can invite our children to share their stories, too! This kind of story time could be an opportunity to read treasured picture books aloud. Even older children will delight in the opportunity to revisit old favorites.

We can also create a scene like that of the days when families would gather to listen to a radio drama. Make it cozy and special with pillows, soft blankets, and special snacks. Bring the Alexa (or another device) to the center and listen to an audio story. Sites like Story Nory or Light Up Your Brain offer short pieces (roughly 5 to 10 minutes long) if you want to warm up to the story-listening experience!

Become a Tourist in Your Town

With all the holiday lights, it’s a wonderful time to have everyone get into pajamas, take a thermos or to-go cups of hot chocolate, and take a neighborhood driving tour with plenty of stops for sipping cocoa. For some added fun, you can rate favorite front-yard displays, create a scavenger hunt, or try to fill out homemade bingo cards . Playing some holiday music also helps set the mood.

Rituals are a significant part of our human experience and offer us ways to ground ourselves and form connections. As the holiday busyness subsides, let’s use these days together to connect with our children and create new family memories. Please also share your favorite rituals. We’d love to hear from you!

Babies to Toddlers: Communication for Connection

Mon, 18 Dec 2023 11:00:03 GMT

Our ability to communicate through language is a key part of what makes us human. Indeed, it is language that binds together communities and provides the communicative power for people to work together.

As these human connections and civilizations developed, language has played a significant role in how the human mind has developed. This powerful force begins to arise before birth and significantly impacts our developing children.

Prenatal through Birth

In utero, the baby’s auditory system begins working quite early. A 13- to 14-week-old fetus is already listening to sounds. Thus, talking to a baby while in utero is extremely important not only for providing the baby with familiar points of reference after birth but also for providing the unborn baby with the opportunity to develop their auditory skills.

After birth, the newborn is able to recognize the mother’s voice and shows an awareness of human voices over other sounds in the environment. Babies’ brains are designed to not only perceive speech sounds but also to discriminate and categorize many diverse phonemes (individual sounds of speech).

Two to Three Months

During the first two or three months, the baby’s cries are a form of early communication, and biological changes in the baby allow them to begin modulating their sounds. With some physical changes maturing by around three to four months of age, babies engage in lots of experimentation. They will begin cooing and gurgling, which then eventually develops into babbling. They can clearly produce vowels and do so in an almost joyful way!

Thus, as adults in the baby’s life, we should respond to these vocalizations with interest, to begin a back-and-forth dialogue that provides the baby with feedback and engages their interest in communicating more.

Five to Seven Months

Next, the baby will begin to produce consonants and later put together a string of syllables. Between five and seven months, babies begin to play around with sounds. Now they aren’t just expressing their physical and emotional state of being, and instead are experimenting with sequences of all sorts of sounds, including consonants. Between seven and eight months syllables emerge in their babbling and by the end of the first year they will create more variation that starts to mimic sentence format.

As the child discovers their ability to produce sounds, they experiment with various possibilities and joyfully exercise these abilities. They will also begin to notice how certain sounds (like mama) can cause delighted responses in adults.

This give-and-take in communication elucidates another aspect of language development. Not only is the child learning how to produce language through sounds, they are also learning that sounds, especially when put together in certain ways, have meaning. Babies begin to find patterns in the stream of spoken language. By the time babies are nine months old, they are able to do more than just notice sounds; they are able to hear sequences of sounds.

Nine to Twelve Months

From nine to twelve months, babies enter an exciting period of identifying more words in the language stream, wanting to communicate and share, remembering units of sound that form words, and beginning the early stages of actually pronouncing words. As a child enters this time of intentional communication, it is worth noting that their understanding of language is more progressed than their ability to produce language.

In this phase, a child will often use one word over and over, perhaps to communicate different things. This is a critical time. When we respond to a baby or toddler’s intention to communicate, we give a message that legitimizes these attempts to communicate, thereby empowering the child to keep trying. How we respond to an emerging communicator in fact determines how successfully the one-year-old will be able to communicate.

“Babies at nine months whose mothers followed the baby’s lead, who responded to what the baby was interested in, had larger comprehension vocabularies at thirteen months.”— How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life

12 Months and Beyond

The period from 12 to 20 months (about 1 and a half years) is marked by remarkable growth in vocabulary. Although new words seem to accumulate slowly and with effort in the first part of this phase, there reaches a point at the end of this period of growth in which new words emerge daily and effortlessly. This is when children have an explosion in their awareness of and use of nouns, and is a valuable time for the young toddler to be introduced to a meaningful and rich vocabulary.

After a toddler learns about 50 words, there is a tipping point, and their vocabulary development takes flight. After about 20 months (about 1 and a half years), the child experiences an increase of hundreds of new nouns, prepositions, verbs, and adjectives, as well as the use of grammar and parts of speech. The almost two-year-old is learning new words at an astonishing pace: approximately nine new words a day, which is 63 new words per week.

Their use of phrases lengthens and becomes more complex as the child in this phase quickly acquires all the basic rules of syntax. The other remarkable aspect of this language development is that the child is able to understand that a leaf is a general term for a variety of types of leaves, whether maple leaves, willow leaves, oak leaves, etc. As toddlers add words to their vocabularies, they are actively sorting and categorizing the words.

This is when our little ones begin to describe not only their surroundings, but also their own emotions and responses to different stimuli. From eighteen to twenty-four months, the toddler uses simple sentences for self-expression. The turning point is when the child is able to refer to themself in the first person, rather than the third person.

With this increased sophistication, the older toddler begins to use language in a more practical and social way. Language is used to accomplish goals and the child becomes more aware of the pragmatic use of language.

This pattern of language development is predictable, although with some typical ranges in terms of the child’s exact age of mastery of each stage. With only a few slight differences based on particular languages, the general pattern of developing language fluency is the same.

Humans are hard-wired to communicate, and thus connect and collaborate. The interactions and support we provide to the child from before birth and through these sensitive first three years are instrumental. Visit our school to see the power and potential of providing a rich language environment!

Materials Spotlight: The Interdependencies Cards

Mon, 11 Dec 2023 11:00:02 GMT

In Montessori, we talk a lot about independence. Yet interdependence is another vital aspect of our humanity and a key part of Montessori learning communities.

All of us depend on the help of other people. We are social beings and we evolved to be interdependent with our fellow human beings. None of us exist in isolation.

Interdependence is woven into how our classrooms operate and at the early elementary level we also have a material that provides children with a window into how humans depend upon each other.

The Interdependencies Cards

To introduce this material, we start by gathering a small group of children and asking about a recent meal or their favorite foods. When someone mentions bread, or perhaps the adult offers that they ate toast that morning, we ask where the bread came from. Together the group follows the trail of origin of the food, exploring questions like: And where did the supermarket get the bread? Who baked the bread? From where did the baker get the flour? Finally, the trail leads back to the farmer.

As a group, we marvel at how many people it takes to bring bread to us. If the children are interested, we continue with other food or breakfast items, always arriving at the beginning when the farmer has planted the seeds.

At this point, we often go to the shelf and get the first set of Interdependencies cards.

Where do we get our food from?

These cards provide a physical representation of the group’s discussion of the origin of our food. Because someone bought their bread at the supermarket, we place the “shopkeeper” card. We continue explaining how the shopkeeper bought the bread from the baker, placing the “baker” card to the left of the shopkeeper card. We continue the process until the array is complete: the farmer - the miller - the baker - the shopkeeper.

We comment on how many people are involved in the process before asking another question: How does the miller get wheat from the farmer?

The children discuss and we explore how the farmer needs some way to get the wheat to the miller. Perhaps a truck is used, or maybe a train, but some form of transport is needed. We then place the cards to represent that transportation and repeat for other producers.

Then we suggest thinking about the baker a little more. We explore if the baker needs help and can discuss adding a dough maker, oven tender, and packager around the baker card.

If the baker needs help, then likely the miller, farmer, and even the transporters need help, too! All these people work together to bring us our bread. What would it be like if we had to do it all for ourselves?

These interdependency exercises bring awareness to children in a developmentally appropriate way. Though the materials are quite simple, the children feel great satisfaction from using their reasoning minds to make the chain of production and human work apparent. The cards also help the children order the sequences we discuss.

Production & Exchange

At another time we use other sets of cards to explore what farmers produce, who depends upon the farmer, and who the farmer needs. When children have worked with these different sets of cards and explored the interconnections, we can use the cards to introduce how goods are exchanged among people and how the medium of exchange today is money.

We introduce this concept by thinking about how people generally can’t just trade what they produce. The baker, for example, won’t want shoes every day that the shoemaker needs bread! Thus, people invented money, which is exchanged instead. So, when the shoemaker needs bread, she gives the baker some money, and receives some bread in return!

We continue in this manner, discussing various exchanges and visually representing the connections by drawing colored lines between the different producers to show how there is a complicated network of goods flowing from person to person and of money flowing in exchange.

Additional Services

Once children appreciate this initial introduction to economic exchange, we explore how each of the people on the cards also needs services like police, roads, water supply, garbage collection, libraries, and health services.

We talk about how people got together and decided to 'chip in' to pay for these services. Then in the center of the array of cards, we place a card showing a red bowl. We draw a green line to the bowl card and talk about how each person pays some money to a central collection agency. This money is called 'taxes', and the government uses tax money to provide services.

Young elementary students are often fascinated by this work and like to lay out the cards to show different models. Even older elementary students have ah-ha moments as they begin to understand economic concepts and the idea of what taxes represent. Sometimes children even want to make a set of interdependencies cards of their own for some product they choose. At other times children extend the work by organizing Going Out trips to a bakery or a farm.

Although the material we use to highlight interdependencies is relatively simple and seemingly unsophisticated, it is quite important. Plus, elementary children find the work intriguing and love the message the material conveys.

Curious to learn more or see this kind of work in action? Schedule a tour to visit our school. We love to share what we do!

Family-School Partnership

Mon, 04 Dec 2023 11:00:00 GMT

Our children really thrive when home and school environments work cooperatively, communicate well, and share similar educational values and expectations. When families devote sincere effort to learning about Montessori principles and how to reinforce these at home, there are positive effects. We want to partner with you in support of your child!

What does a home-school partnership look like in action?

In order to reinforce and extend your child’s experience at school, we recommend exploring how to support your child’s independence and problem-solving, staying up to date with school-home communication, and learning about positive-based discipline.

Supporting Independence

To support independence, it’s important to remember that even the youngest child can engage in real-life activities around the house. They can help set the table, fold the laundry, feed any pets, and tidy a room. Older children can contribute to home life by participating in household chores such as loading and emptying the dishwasher, putting away groceries, gathering trash/recycling, preparing simple meals, and more elaborate pet care.

In this process, we want to provide children practice with self-care skills. This can range from putting on their own shoes, to picking out their clothes for the next day, to planning and packing their lunches. Providing children with these opportunities builds independence, confidence, and life skills. Even with very young children, the Montessori approach is “help me to do it myself.”

We also want to give our children the opportunity to overcome challenges. They might struggle to get their shoes on at first. Rather than swoop and just quickly do it for them, we can break down the steps and offer some simple verbal guidance: open the velcro first, pull here, open the straps, slide your toes into the shoe, push down, etc. With older children, this scaffolding may take the form of brainstorming how to communicate with friends about a social misunderstanding, or offering to draft an email together to the teacher to share what has been upsetting your child. When we provide support for problem-solving rather than “fixing” a problem, we help our children build self-esteem, their sense of purpose, and the determination to master life skills.

Communication is Key

Although staying up to date with communication seems like a simple step to staying in partnership, lives get so busy! To prioritize our children’s educational experience, we can take some simple steps to make sure we are in alignment and not working at cross purposes.

At the core, we want to maintain respectful, direct, and active communication with each other. This can be as simple as communicating with your child’s guide(s) in a timely manner about significant changes or events in your child’s life. Life outside of school has an impact on your child’s classroom experience, and communicating with your child’s guides will allow them to better support your child during times of transition or challenge.

Although conferences offer a lovely opportunity to collaborate, please remember that you don’t have to wait until regularly scheduled conferences! Please share observations and concerns about your child or their classroom experience directly with the child’s lead guide. Doing so allows the adults at school to be more responsive to your child’s needs in a timely manner. We want to know your thoughts and feelings sooner than later!

Another good step is to familiarize yourself with the handbook each year. It’s easy to think it only requires one read, but it’s worth revisiting the handbook annually to review school policies and remember important procedures and expectations. Similarly, reading communications from the school and classroom is an effective way to stay current about any updates or changes and to build a trusting partnership with your child’s classroom guides.

We want to hear and understand your perspective. We also want to share how we work to uphold the mission and vision of the school and Montessori pedagogy in a way that balances individual needs with community needs. Communication is key!

Practice Positivity

We work hard to model respect and positivity. To support this, we ask that you also model respect for your child. This can take the form of practicing positive discipline (read more about this on the Positive Discipline website).

Practicing positivity can also mean assuming the best intent. For example, if misunderstanding or conflicts arise, either at home or at school, as adults we can demonstrate respect. We can work toward resolution with graciousness and model being open to hearing another’s perspective. Children are watching and listening. If we speak of community members in positive terms, even if there is a concern or disagreement, our children will learn how to approach potentially tense situations with thought and care.

Thank you for being willing to understand and support the school’s policies, stay in communication, support independence, and serve as a role model for all children. We appreciate it when families are willing to learn about and trust the Montessori model of education. This awareness helps us work together to collaboratively support children’s development most effectively. Children thrive when they experience their home and school environments as being in sync!

One of the best ways to learn more about the Montessori experience is to observe. Schedule a tour ! We would love to connect!

Our Gifts to Children

Mon, 27 Nov 2023 11:00:01 GMT

The brain of a young child works differently than the brain of an adult. Sensorial experiences shape children’s brains, forming neurological webs that last throughout their life.

The fact that our interactions with young people help shape their future selves opens up an incredible opportunity. Each experience can be a gift. Often the simplest moments can carry the most meaning.

During the rush of this season, we have the opportunity to slow down and really be present with the young children in our lives. By being open to the wonder and delight our children experience, we gain new perspective while also giving the best gift of all: our total attention.

This may mean taking a deep breath and momentarily turning off the chatter of the to-do list, squatting down to a child’s eye level, smiling, and just listening or seeing what they want to share. A helpful holiday mantra can be: Talk less. Listen more.

In addition to giving our full attention, whether for 20 seconds or 20 minutes, we can also offer to teach a young person a new skill. The key to these teaching moments is to focus on each distinct step so the skill is simple and attainable. Even very young children can be involved with tasks like setting the table, wrapping gifts, and tending to simple household maintenance. They appreciate being involved with routine activities and they want to contribute in a meaningful way.

Dr. Jane Healy, author of numerous books, including Your Child’s Growing Mind , reminds us that children need the opportunity to repeatedly practice activities that seem second nature to adults: “Self-help skills and household jobs are very important for the child to master–help your child, but encourage him to do it himself even if the job isn’t done exactly your way!”

When encouraging or supporting a child in trying a new skill or participating in a new task, be sure to take the child’s perspective into account. Showing how to do something is often the most effective and verbalized instructions can be kept to a minimum. In fact, it is best to not talk while showing something and to not show something while talking! This allows the child to focus on absorbing one kind of sensory input, thus keeping the information clear in their mind.

These kinds of ordered and clear experiences are key to a child’s development. “Impressions do not merely enter his mind; they form it,” explained Dr. Maria Montessori a physician turned educator who spent intensive time observing children, making scientific notes, and thus coming to an enlightened understanding of childhood development.

Dr. Montessori observed how children respond positively to organization, both in terms of expected routines and physical space. Current research, such as that comparing the HOME inventory (Home Observation for Measurement of the Environment) to longitudinal information collected in the Bayley Mental Development Inventory, shows that organized environments lead to higher intelligence scores.*

We all know that the holiday season throws our routines and even our physical settings a bit askew. With this in mind, children benefit greatly from adults in their lives maintaining a calm sense of order during this busy time.

In order to create a calm, ordered environment, we ourselves need to have balance and clarity in our own lives! Staying present in the moment, breathing deeply, and ultimately taking care of our own needs allows us to offer our best selves to the children around us.

What we offer to our children, in terms of our presence, special activities, or toys, can provide opportunities to aid their development. During this time of gift-giving, for example, we can provide objects that have an intelligent purpose and help children contribute in a meaningful way to the order around them. Child-sized, yet real, items are particularly valuable: cooking tools, building tools, yard tools, and even mops and brooms.

Children don’t stay young for long, and the early years are extremely formative. In her book, Understanding the Human Being: The Importance of the First Three Years of Life , Silvana Quattrocchi Montanaro explains the significance of a young child’s experiences: “Everything that comes from the environment is received, processed and stored in the brain cells with no effort using a form of unconscious absorption. This intense mental activity is always going on, even in prenatal life, and it characterizes ‘the absorbent mind’.”

For those interested in learning more about optimal environments for these “absorbent minds,” schedule a visit to our school. We can share more about setting up home environments that best support child development and show how our learning environments are specifically designed for neurological growth.

Knowing that the young children around us are absorbing everything about their surroundings, this season let’s give them our attention, meaningful ways to contribute to daily tasks, and a calm, ordered environment. As a result, we’re helping some remarkable young people as they develop into capable, caring young adults.

*For more information on this research, check out the book, Montessori: The Science Behind the Genius by Angeline Stoll Lillard.

The Stereognostic Sense

Mon, 20 Nov 2023 11:00:01 GMT

In Montessori toddler and primary classrooms, we offer specially designed materials to help young children refine their senses. In addition to the five senses—tactile (touch), visual (seeing), auditory (hearing), olfactory (smell), and gustatory (taste)—we also support children’s stereognostic sense.

What is the stereognostic sense?

The word stereognostic comes from the Greek words “stereo” which means “around” and “gnosis” which means “to know.” Having a stereognostic sense means being able to identify the shape and form of a three-dimensional object, and therefore its identity, through tactile manipulation without any visual or auditory input.

“They are very proud of seeing without eyes, holding out their hands and crying, ‘Here are my eyes!’ ‘I can see with my hands!’”
– Dr. Maria Montessori, The Montessori Method

Children develop a mental picture of an object through the use of touch and movement. This tactile and muscular experience allows them to recognize an object by feeling and palpating without seeing or hearing the object. Everything we touch helps form a memory.

Young children are absorbing everything, so the more experiences they have with objects and parts of their environment, the more accurate their perceptions will be. Thus, the combination of language (naming objects), the tactile experience, and muscular memory provides children with a more complete and precise understanding of the world.

Mystery (or Stereognostic) Bags

In our toddler and primary classrooms, we have special “mystery bags” or “stereognostic bags” to support the development of children’s stereognostic sense. These drawstring bags contain objects children have already encountered in their environment. We make sure children know the names of the objects, too.

The first bag we introduce has a set of four to six objects that belong to a classified group, such as kitchen utensils, art supplies, bathroom items, etc. These are real items that children have used in their lives.

The next bag has four to six general objects that are not grouped in any category (e.g. a comb, rock, sponge, funnel, cloth, etc.).

The third bag has three to four pairs of objects that are very different from each other.

The Experience

When we introduce each of these bags, we first show how to carry the bag and invite the child to take the bag to a table. We then carefully demonstrate how to open and close the bag and give the child a turn to try opening and closing. Next, we peek inside the bag and remove one item at a time, naming each object as we remove it from the bag and place it on the table. We also give the child a turn to feel each item. When all the objects are removed from the bag and lined up on the table, we name one and invite the child to place it in the bag. We repeat this until all the objects are back in the bag.

Then the fun begins! We explain that we are going to reach into the bag to find an item. Putting both hands into the bag (and without looking in the bag) we feel around and grasp an object. With some enthusiasm, we say the item’s name before we remove the item. Then we take the item out of the bag and show it to the child. Often the child watching takes great delight in the fact that we were able to name the object before seeing it. We repeat with the other items and then invite the child to try. When using the bag with the paired objects, the only difference is that we select one item, name it, remove it from the bag, and then try to feel for the matching item.

We regularly rotate the items in the bags so children have lots of opportunities to feel for what is in these “mystery bags”. Children find the experience to be absolutely delightful!

The best part is that when children try to recognize an object through touch alone, their brain receives the sensorial input and then forms a three-dimensional image that provides a more complete understanding and precise perception of the object.

“When the hand and arm are moved about an object, an impression of movement is added to that touch. Such an impression is attributed to a special, sixth sense, which is called a muscular sense, and which permits many impressions to be stored in a ‘muscular memory,’ which recalls movements that have been made.”
– Dr. Maria Montessori, The Discovery of the Child

The stereognostic bags are just one example of the many carefully designed materials we introduce in Montessori classrooms. We always love to have you come visit to see or experience these sensorial delights firsthand. Schedule a tour today!

The Origins of Language

Mon, 13 Nov 2023 11:00:00 GMT

Dr. Maria Montessori felt that in order to support children’s development of language, we first need to appreciate the evolution of language. In fact, the language today’s children use is a culmination of language evolution from the dawn of humans.

Languages have expanded and grown to match the complexity of our cultures. Because language is changing and evolving, children create their language as it exists in their environment. Although a child born thousands of years ago had no less potential for developing language than a child today, our languages have grown in fullness and complexity.

Evolution of Spoken Language

Although we don’t have any records documenting the beginning of spoken language, we can imagine that certain experiences or events drove humans to produce different sounds. Over time these utterances likely became internalized and came to represent an experience.

Language is necessary for humans to work together cooperatively. In his memoir, Born a Crime: Stories from a South African Childhood , Trevor Noah relates his experience growing up in South Africa, where there are at least thirty-five indigenous languages, eleven of which are official languages. As someone who speaks seven different languages, Noah experienced first-hand how language can bridge divides: “Language, even more than color, defines who you are to people.”

Early humans developed language as a means of communication, but humans were isolated into small tribes or clans. Each group developed their own agreed upon communications. As populations increased and migration happened, communities came into contact. Some words got shared. Some new words were created. Etymology gives us the histories of the roots of words, and as such, historians can study the evolution of language and human migration through words and their roots.

The vocabulary of any language is related to the culture of that community. For instance, the Eskimo language has 27 different words for snow, while Hawaiians have no words for snow. Languages constantly evolve as new experiences emerge in our culture. Currently, we can see this in how words are added or removed from the dictionary. A couple of decades ago, for example, “Google” was not a verb!

Primitive spoken languages were primarily nouns interspersed with some adjectives, verbs, prepositions, and conjunctions. Primitive languages actually sounded a lot like how young children speak. As cultures evolved and became more complex, languages evolved their own vocabulary, grammar, and syntax.

Evolution of Written Language

At some point, humans also developed symbolic language as a way to record their thoughts. These records began as pictures, such as the cave paintings that date from over 30,000 years ago. In the beginning, the pictures were realistic and over time became more symbolic, moving from pictograph alphabets to phonetic alphabets. With a phonetic alphabet containing a limited number of symbols, people could begin to create any word. The birth of the alphabet greatly simplified the writing system. As civilizations evolved, expanded, and became more sophisticated, the expansion of language in written form became more universal.

The roots of modern American English reflect the diversity of the culture. While the English language originated in Britain, the Romans added a Latin influence and the French Saxons and Anglos added their own influences. As colonists came to America from different countries, they brought their language to a place where the Native Americans had their own languages. All of these influences were incorporated into American English.

This diverse history of the language is what makes it complicated and full of exceptions. Some words retained their original spelling while others were adapted and modified. This varied origin story explains why we can have a sound represented in so many different ways. Just think about the sound “sh” which can be represented in: shock, sugar, emotion, charade, social, and tissue.

Once humans developed a writing system as a way of recording thoughts, another skill had to be acquired — reading. If writing is recording our thoughts, reading is interpreting the thoughts of others.

Development of Language

Just as the evolution of writing and reading happened with humans, there is just as much magic, mystery, and power that happens when each child learns to read. In our prepared environments, we offer children the keys to their language because we have a deep appreciation for the origins of language itself. By understanding the history of language, we can better appreciate what children are accomplishing when they acquire these skills.

Our exercises for language are not designed to teach language directly, but to offer support to children’s developing personalities. The method we use in our classrooms evolved from Dr. Montessori’s discoveries about how children learn. What resulted is a revolutionary method that is in harmony with the child’s developmental needs. Children can learn to write and read without even realizing that it is happening.

We welcome you to observe this development of language in action in our classrooms. Schedule a tour today!

Collaborative Problem Solving

Mon, 06 Nov 2023 21:26:30 GMT

So often, when we get really upset with our children, the first thing we want to do is solve the problem. Tell them what needs to happen. Take control. Sometimes even become a bit dictatorial!

In those times of frustration or anger, our rational thinking tends to take a back seat to our emotions. We forget what might be happening in our children's internal (and sometimes external) lives. We rush ahead instead of taking the time to help guide our children.

Yet our children look to us for assistance and support. When our children are struggling, they need us to show compassion, patience, and empathy.

Changing Our Perspective

Dr. Ross Greene, a clinical psychologist and author of Raising Human Beings , among other publications, makes an impassioned plea on his website, Lives in the Balance , asking adults to recast how we think about challenging behavior. When children are behaving in challenging ways, Dr. Greene explains, it is "because they're lacking the skills not to be challenging. If they had the skills, they wouldn't be challenging.”

Dr. Greene also emphasizes two vital themes to better support our children. "Kids do well if they can," he states, and, "Doing well is always preferable to not doing well.”

If we wholeheartedly embrace the fact that our children want to do well if they can, we can take what Dr. Greene calls a “dramatic departure from the view of challenging kids as attention-seeking, manipulative, coercive, limit-testing, and poorly motivated. It’s a completely different set of lenses, supported by research in the neurosciences over the past 30 to 40 years, and it has dramatic implications for how caregivers go about helping such kids.”

How can we help?

It's worth noting that all children at some point demonstrate challenging behaviors. So how do we, as adults and caregivers, help children with these challenges?

The first step is to think about what difficulty a child is facing. The challenging behavior arises because of a difficulty. Listing specific difficulties helps us shift our thinking away from the behaviors that can cause us frustration.

Next, at a time when the behavior isn’t happening, we can find a time to connect and make sure it's a good time to talk. At that point, we can state what we've observed: "I've noticed it's been difficult for you to finish breakfast before we need to leave for school.”

The Empathy Step

Then (and this is key) we ask, “What’s up?” or “What’s going on?”

This statement of a non-judgmental observation, and then an invitation to share, initiates what Dr. Greene calls the Empathy Step. The Empathy Step is an information-gathering process in which we really try to understand the child's perspective and experience. We listen without reacting and ask questions or reflect back answers in order to peel back the layers of what is really going on for the child in those moments of challenge.

During this time of reflective listening and questioning, it's essential that our child is heard, really heard. All too often, we try to jump in too quickly with advice or solutions, without giving enough time and space for our young person to share valuable perspectives and insights. Just this process of listening can be incredibly healing. If a child isn't used to us really listening, or we aren't used to asking questions rather than offering solutions, check out this cheat sheet for how to get to the heart of the matter.

Assuming our child has been able to share what's really going on in those moments of challenge, we summarize what is distressing to them and share our own concern. For example, "I understand, and my concern is that I feel stressed and anxious when we are rushing to get out the door in the morning." We then invite our child to work together with us to find a solution that can meet everyone's needs.

Being Heard and Validated

When using this process with children, it’s often the case that we sometimes don’t even get to the last steps of stating a concern and initiating a collaborative problem-solving process. Sometimes it makes sense to listen to what our child has to share about what is going on and then let that really settle. Sometimes just the process of being heard is significant enough for shifts to occur for our child, as being heard helps them feel validated.

In those moments of frustration or upset, let's try to slow ourselves down and remember that the child in front of us wants to do well. Our job can be to listen and empathize. And in doing so, we can support that young person in solving problems, learning new skills, and becoming a more whole human being.

Please schedule a tour to come visit our school and see how collaborative problem-solving works with children. We’ve found that it can also be helpful in our interactions with adults, too!

Halloween, Montessori-Style

Mon, 30 Oct 2023 11:00:00 GMT

Whether we are excited about the delights of Halloween or reluctant to face the excess of sweets, the holiday is upon us! In Montessori, we try to approach holidays as an opportunity to learn more about culture, which includes understanding the history as well as related traditions. As with other aspects of culture, we also think about how to give and show respect in a way that is developmentally appropriate. Above all, we keep in mind what makes sense for each child.

Teach the History

How did Halloween begin? This is an excellent time to explore the origin of Halloween with your child. Young children appreciate a very simple explanation that is linked to the rhythm of the year. For example: “Around this time, when the nights are getting longer and darker, different cultures have different ways of marking this shift from summer into winter. In our culture, one way people have celebrated the change of seasons is by dressing up and visiting neighbors.”

With older children, it’s fun to do a little research together into Halloween’s ancient Celtic origins. Telling a little teaser story can spark some interest in learning more. For example: “Did you know that Halloween began over 2,000 years ago? It wasn’t called Halloween then, though. Its name was Samhain (pronounced ‘sow-in’), which means ‘summer’s end.’ Back then winter was a dangerous time, so people got together to face some of the superstitions and fears, and also to play games and eat together before winter began. Let’s see what else we can discover about this celebration and traditions over time!”

If you are interested in learning more with your children, here are some helpful links for collaborative research:

The Origins of Halloween Traditions

This History of Halloween for Kids

Halloween History for Kids: Six Facts They Should Know

Practice Grace & Courtesy

It’s not often that we march up to multiple houses and demand treats! As such, we want to be thoughtful about how we introduce the practice of trick-or-treating to our children, uphold our family values, and model showing manners while having fun.

Young children will likely benefit from some demonstration before they jump into the experience. Role-playing with a family member, friend, or neighbor can set children up for success before they are in the awkward situation of standing before a stranger uncertain about what to do (or not do).

With older children (and their friends if they are trick-or-treating as a group), it’s also helpful to collaboratively review expectations such as walking on people’s sidewalks rather than marching through yards, only approaching houses with porch lights on, the protocol for knocking and/or ringing the doorbell, how to politely respond or engage when someone comes to the door, and what to say as you leave (e.g. “thank you” or “Happy Halloween!”). In addition, Halloween is an excellent time to review road safety around crossing the street and checking for cars.

Remember Developmental Appropriateness

Our young children are still distinguishing between what is real and what isn’t. As such, Halloween can be an exciting and yet sometimes disorienting time. Our language can help. Just like with toddlers when we say, “This is a picture of a giraffe” rather than “This is a giraffe” when we present a language card with a giraffe image, during Halloween festivities, we can be specific about how we talk about people in costumes or even decorations. For example, we might say, “Oh look, there is a person dressed up in a witch costume!” rather than “There is a witch!” Or we might offer some explanation if our children are hesitant, “Those bat and spider figurines hanging on the porch look so real, but when I look more closely I see how they are made of plastic. Can you see that, too?”

If fears do arise, acknowledge your child’s feelings, let them know it’s okay to feel scared, and make sure they feel heard and supported. The last thing we want to do is minimize our children’s fears. Sometimes this means making some modifications to the Halloween plans. Ultimately, we want to make sure the festivities are fun for our children. This might mean considering other options, like decorating pumpkins versus dressing up like zombies. Low-key or autumn-themed activities might be best if children are feeling anxious or fearful.

However your family chooses to celebrate the season, remember we have an opportunity to model respect and thoughtfulness, as well as the importance of having some fun! Let us know what you love to do this time of year. We would love to hear about your family’s favorite autumn and Halloween traditions!

Materials Spotlight: The Color Tablets

Mon, 23 Oct 2023 11:00:00 GMT

Young children are constantly absorbing information about the world around them! Some of it is very concrete, while some is abstract.

Color as an Abstraction

Think about the color red. Red as a quality does not exist in nature. Red can be represented in physical things, but you can’t bring “red” to another person. We can find a red apple, a red street sign, a red flower, but we can’t find just red. Red is an abstraction.

In Montessori environments, we are mindful of how we introduce young children to these kinds of abstractions. We try to represent the intangible quality in a physical form and to isolate it so that children can really focus on the quality and the language connected to that attribute. Every variable is held constant except for the one characteristic to experience and explore. We do this to give children the clearest, most precise images we can.

These materials that we use to introduce the abstract concept of color are called the color tablets because each color is represented on a tablet. The tablet with red looks exactly like every other tablet in our color box, except for its color. Each tablet has the same size, weight, and shape. The only variation is the color. This materialized abstraction allows us to put “red” in the child’s hands to experience and explore. The Montessori color tablets are organized into three boxes.

First Color Tablet Box

The first color tablet box is composed of three pairs of color tablets: red, blue, and yellow. These primary colors represent the extremes of color. With this first box we awaken children’s sensory awareness by introducing how to pair the matching color tablets. There are two of each variable and children find the mates. Cognitively it is easier for children to notice sameness than difference.

In this first stage, we also demonstrate how to handle the material and how to experience the sense. If a child can’t distinguish the extremes of the set, we get important information about their sensorial perception. Sometimes the child isn’t successful at this first stage because they aren’t yet comprehending the concept of sameness. Thus we must be very careful to let children know how we are pairing the items by finding the matching the tablet that looks exactly like the one we have selected first. This isn’t just random pairing, but rather is based upon a specific perception. Often children don’t spend too long with this first box of color tablets, although some young children will be drawn to the simple beauty of the three primary colors.

Second Color Tablet Box

With color box two, the focus is still on finding similarities, however, there are more variables. For example, color box two has primary colors and secondary colors, as well as brown, grey, black, and white. This adds more variables for children to search through to find the match and thus requires them to use a finer level of discrimination. When we add more variables, the differences between them become smaller and not as extreme. This challenges children’s exactness and precision.

Third Color Tablet Box

The third box of color tablets is divided into seven or eight compartments each with a gradation of one color from dark to light. Children begin using this box when they have been successful pairing with more variables because grading by shade requires a higher level of discriminating difference. Children’s attention has to be focused on a slight unit of difference. Is the blue just lighter than the last shade of blue? This is cognitively much harder!

Just these three steps are not enough to ensure the maximum amount of depth of experience with the materials. Thus, we extend work with the color boxes by offering language and memory games.

Language Extensions

After children have some experience with the material and we observe that they are successful in consistently pairing two colors together, we offer children language to accompany the abstraction. Language fixes the sensorial quality in their minds and aids memory and recall. We don’t want to give language to images that are not clear, because that confuses children. When children are successful pairing colors, we offer the names of the colors. Then when children are successful in grading the shades of a color, we offer the comparative terms (darker than, lighter than) and superlative expressions (darkest red, lightest red).

Memory Games

Memory games help children discover sensorial qualities in the world around them. In the first memory game, children put one set of the paired color tablets in one location and the second set in random order somewhere else in the room. The trick is to have the second location be just far enough away so as to allow enough time for children to retain a memory of the color. To play the game, children place a “memory marker” next to one of the color tablets lined up in the first location. They then hold that color, such as “red”, in mind and walk to the second location. There they find the red tablet and bring it back to place it by its mate. Children then move the memory marker to another color tablet and continue.

When children are successful with this, they can try a harder variation of this game in which they use a tray to place the second set of color tablets in scattered locations around the room. When children go to find the matching color tablet, they must retain the impression in their memory for a longer time and not be distracted by the other things they see as they walk around the room.

Children can also play a game of matching each color tablet to a material in the classroom. For this game, children use the memory marker to indicate which color tablet they are using. They then study the color tablet, leave it on the rug or table, and then search the environment for an object that has the same exact shade of the color. When they find the object, they bring it back and place it next to the selected color tablet.

Keys to the World

If we think about the world of color, we realize there are an infinite number of colors, shades, etc. We don’t give children every color of the world. We give the keys: the primary colors, then the secondary colors, then black and white, and a few other colors. Every other color is made from those keys!

The color tablets are one of the more lovely and inviting materials we use in the Children’s House or primary classrooms. Come visit our school and see how young children internalize these kinds of abstract concepts and, in the process, develop a refined sensorial ability!

Our Montessori Bookshelf: Captivating Chemistry

Mon, 16 Oct 2023 11:00:01 GMT

In Montessori classrooms, elementary students are able to study every fascinating thing under the sun (and beyond!). Montessori children are exploring the world, not the inside of a textbook.

That being said, there is structure to the Montessori learning environments as we provide the room for young people to explore threads and interconnections as they consume everything they can about the universe. In this quest to understand the physical world (past and present), children find themselves in the realms of astronomy, physics, meteorology, geology, and chemistry.

We thought we’d share some of our favorite books that support children’s fascination with the chemical world. While most of these books are most appropriate for elementary ages and up, younger children might also enjoy a few of them.

Chemistry for Curious Kids: An Illustrated Introduction to Atoms, Elements, Chemical Reactions, and More!

By Lynn Huggins-Cooper, Illustrated by Alex Foster

This is a helpful reference book for children who are just starting their foray into chemistry, as well as those who are further along in their understanding. Although the book is organized into chapters–States of Matter, Chemical Building Blocks, The Chemistry of Life, the Periodic Table, In the Lab, and Chemicals All Around Us–it’s quite easy to flip to different pages and peruse what draws your interest. The pages are chock-full of beautiful, colorful illustrations that draw attention to key concepts and the easy-to-access texts makes even dense information understandable.

Every Day, Chemistry

By Julia Sooy, Illustrated by Bonnie Pang

This picture book takes us on a little journey through a child’s day and how chemistry is part of just about everything we do. Younger children will enjoy this book’s engaging illustrations, while also taking in foundational information that will inform their elementary years. Older children can benefit from the big picture context of how chemistry doesn’t just happen in a laboratory, and is rather an essential aspect of life. The last few pages of the book provide some easy to access explanations about the difference between chemical reactions and physical changes.

The Illustrated Encyclopedia of the Elements: The Powers, Uses, and Histories of Every Atom in the Universe

By Lisa Congdon

After some introductory pages, this book dives into a visually appealing investigation into each element on the periodic table. The simple yet powerful illustrations accompany fascinating descriptions for hydrogen through fermium. Accentuated with little standout tidbits–like the element category, year discovered, who discovered by, and fun facts–the information is clear and easy-to-read and includes amazing historical details. Young researchers will love this book!

The Kitchen Pantry Scientist: Chemistry for Kids: Homemade Science Experiments and Activities Inspired by Awesome Chemists, Past and Present

By Liz Lee Heinecke

More than just a random collection of science experiments, this book offers a thoughtful expedition through time, highlighting 25 chemists from ancient history through today. Moving in historical order, each overview of a chemist is accompanied by a lush illustration and fascinating facts, as well as a step-by-step way to have a hands-on experience with the concept or their work. This book is a must have for kids who both love history and science!

The Usborne Illustrated Dictionary of Chemistry

By Jane Wertheim

This reference book is jam-packed with information and illustrations. For those who want to keep digging into the details, the bottom of each page references which pages to go to for more details about a term or concept. This higher-level reference book will definitely appeal to visual learners and provides excellent review or jumping off points for further research.

Women in Chemistry

By Mary Wissinger, Illustrated by Danielle Pioli

We want our children to ask questions about this world, and this book encourages just that! A girl’s question, “What is the world made of?” takes us along a path of inquiry that artfully weaves in women’s contributions to chemistry, foundational information about matter to ribosomes, and ultimately the power of curiosity. This book not only serves as an excellent introduction to chemistry, but also way to center female scientists!

You can click here to download a printable booklist . If you explore any of these books with your children, let us know what you think! We also invite you to schedule a tour to see how children at our school learn about advanced concepts in a way that appeals to their interests and curiosity.

Honoring Indigenous Peoples’ Day

Mon, 09 Oct 2023 11:00:02 GMT

Hopefully, we have all been hearing and sharing more Land Acknowledgements, which recognize and honor the Indigenous Peoples who are the original stewards of the lands on which we now live. Acknowledging the land we occupy is by itself a small gesture. Yet this first step of showing respect and support can become more meaningful when coupled with informed action, authentic relationships, and work toward reconciliation.

To help ourselves and our children become more aware, informed, and accountable, we can start by sharing stories about the present-day life and culture of Native Peoples, celebrating indigenous activism, and learning about the history of the people whose land we live on.

All too often our children have unconsciously absorbed harmful stereotypes about Indigenous Peoples or that Native Americans only existed in our country’s past. Thus, we need to be very intentional about providing current, accurate, and respectful information on Indigenous Peoples’ Day and throughout the year.

Show Representation

Mainstream culture often presents native peoples as fierce, war-like, and to be feared, or sometimes in a more romanticized, puristic way. Children absorb these kinds of stereotypes through sports mascots, books, movies, and even place names. Non-native authors sometimes also unintentionally reinforce stereotypes or conflate different tribes’ cultures and histories.

Countering these messages takes conscious work.

An easy way to begin is by infusing our home and school libraries with books that show native people living in our current time period. Young children cannot distinguish between the past and the present and showing Native Peoples in current day settings disrupts the false narrative that Native Americans are a “people of the past.” One of the best sources we’ve found is Rebekah Gienapp’s list of indigenous children’s books.

In addition to reading stories and sharing books with more accurate representation, we can also incorporate books, art, and music created by American Indians. If you’d like some sources to help begin this journey, check out:

Native American Musicians We Should Know

Embracing Contemporary Native American Art as Contemporary Art

Why Study Native American Literature

Project 562: A multi-year national photography project dedicated to photographing over 562 federally recognized Tribes, urban Native communities, Tribes fighting for federal recognition, and Indigenous role models

Meet Indigenous Speakers and Learn How They’re Keeping Their Languages Alive

Through their own words, music, performance, and advocacy, Native American and Indigenous artists share important insights into their hopes, fears, traditions, and stories. In the process of taking in more respectful representation, our young people can offer more acceptance and experience more genuine appreciation.

Focus on Your Community

We can also accompany our children on a journey of learning about the original people who lived on the land we now occupy. This investigation is most suitable for children as they enter their elementary years, as it means digging into some history. In this process, we can help our children appreciate how there are multitudes of Native American nations and that each has their own language, culture, history, and traditions. As we learn about the Native Peoples of our place, we can then be more specific as we talk about native culture. For example, “This book is about the Mohican people.”

An amazing interactive resource that can help children also appreciate geography through a cultural lens is the Native Land Digital map: https://native-land.ca/ . Because the map does not show political boundaries, children can visually discover some of the fluidity of native territories and languages. The site also provides links to local Native American nations for more information.

Celebrate Activism

As we learn more about and honor our Native Peoples, it’s important that we and our children are also aware of indigenous struggles and victories. We can start by introducing one of the many movements for native rights . We can also find local events that feature Native Peoples and then ideally support those events that give back to the Indigenous community.

As we learn with our children, we can also explore ideas for making reparations. The Land You Live On: An Education Guide by Native Land recommends first honoring a nation by taking the time to learn how to pronounce a nation’s name correctly. Three options listed in The Land You Live On are:

Respectfully ask someone from the nation.
Check the nation’s website for a phonetic pronunciation on their “About” page, an audio recording of their name, or videos that include people saying the nation’s name.
Call the nation after hours and listen to their voicemail recording.

The Native Land Education Guide also encourages thoughtful reflection in order to make Land Acknowledgements more meaningful. Helpful questions provided include:

Why is this acknowledgment happening?
How does this acknowledgment relate to the event or work you are doing?
What is the history of this territory? What are the impacts of colonialism here?
What is your relationship to this territory?
How did you come to be here?
What intentions do you have to disrupt and dismantle colonialism beyond this territory acknowledgment?

On this Indigenous Peoples’ Day, let’s commit to having a greater consciousness and disrupting false narratives throughout the year. In this process, we can help our young people feel more empowered to provide support and take action!

The Power of Three

Mon, 02 Oct 2023 11:00:01 GMT

In Montessori, the number three shows up a lot! We have the three-hour work cycle, three-year age spans, the three-period lesson, and the three-stage learning cycle. While there is considerable spiritual significance to the number three throughout human history, in a Montessori context, the importance of these threes is grounded in scientific observation of human development, characteristics and needs during different stages of growth, and how our brains synthesize information.

If you are curious about the three-hour work cycle and three-year age spans, check out some of our past blog posts.

The Significance of Being on Time

This time we are going to focus on the learning process and how the three-period lesson and three-stage learning cycle meet young people’s needs for internalizing and synthesizing new information.

Three-Period Lesson

The three-period lesson model came from Édouard Séguin (1812-1880), a physician and educator known for his work with children with disabilities. Séguin used the three-period lesson to help children make an association between an object and its corresponding term.

The three-period lesson captivates young children and rouses interest. Dr. Maria Montessori began to use three-period lessons to help young children connect language to the perception of an idea, and ultimately create a permanent acquisition in their memory. There are three discrete stages to this approach.

The First Period: Naming

This first stage of the lesson is when we introduce vocabulary and help children make the connection between their experience and the language. In this first stage, we want to isolate both children’s impressions and the matching word.

At the infant and toddler level, we start with real objects or small replicas. With young children, we have about four objects in a basket. We pick up one object and name it. We then allow a child to have a turn feeling the object and having their own sensorial experience of the item. In the process, the child brings together the name and their sensorial experience. We continue this with each object, saying the name multiple times. For example, “This is the _____. You can feel the _____. You can place the ____ here.”

We also use a similar process for introducing vocabulary through language cards which have a picture of one isolated object on the card.

As children get a little older, we start introducing language for more abstract concepts. For example, if we are introducing tactile experiences, we offer children two different tablets that are identical except for one feature: one has rough sandpaper on it and the other has smooth paper. We feel the rough tablet and say: “It is rough.” Then the child feels the rough tablet. We repeat the same process for the smooth tablet.

The Second Period: Recognizing

This is the longest part of the lesson because we want children to have many experiences with the object or quality and its name. We rearrange the objects or cards and then ask children to place them in different locations or to point to a particular one. We might ask, “Which is rough?” Or say, “Place the _____ on my hand. Place the ______ here.”

We approach this second stage in a playful, game-like way although the goal is to cement the concept in children’s memory. If children make a mistake, we do not correct. Instead, we merely reinforce the correct vocabulary: “You handed me the picture of the cheetah.”

The Third Period: Remembering or Recall

We ask children aged three and older to recall the name that corresponds to the object by isolating the object or image and asking for its name: “What is this?" If children aren’t able to remember, we just try the three-period lesson again on another day.

We don’t use this third stage with children younger than age three because they might not yet be ready to produce the sound. Plus, this request for recall isn’t a great idea to use with children when they are in their oppositional stage (around age two)!

The Elementary Years

Elementary-aged children engage with new material in a similar, yet more sophisticated way. The learning process echoes the three-period lesson but isn’t exactly the same.

The first period involves a presentation by the adult, which can include the great stories, impressionistic charts, materials, experiments, and demonstrations. The focus is on introducing specific concepts, activating student interest, and providing a big-picture view before going into specific details. Rather than being vocabulary-based as with younger children, these lessons are intended to introduce elementary students to the wonder of the universe. In this first period, the adult gives only what is absolutely necessary for the lesson, so the students can move into their own exploration.

The second period is the longest part of the learning activity and is an exploratory phase of learning when students freely choose follow-up work. We want to see how far children can go with what they have learned, so the second period offers repetition with variation and encourages extension and elaboration of original concepts. Once they have done extensive work, students have reached the third period.

During the third period, the adults are discreetly and indirectly assessing children’s learning. Through conversation and observation, adults can see if the students can recognize the concept and perhaps apply it to a new or novel situation. Unlike with younger children, there is no expectation for students to perform or produce evidence of their learning. The onus is on the adult to observe and gather data that will help direct future lessons and even re-presentations.

In Adolescence

A similar learning cycle also exists in the Montessori adolescent community as a way to support learning, development, and self-creation for teens.

Similar to what happens in the elementary, this first stage is a lesson or experience offered by an adult. It is an invitation to work and contribute to community needs by addressing a specific, concrete issue. In the first stage, adults can also elicit student input by asking adolescents for options and choices about the work they want to do and how they want to do that work.

During the second stage, students engaged in freely chosen work that is activated by interest or a recognition of a need in the community. The adults are there for guidance as adolescents work with skills and ideas and begin to consolidate them. This stage can include research, experimentation, inquiry, data collection, discussions to enhance collective understanding, physical and practical work to accomplish a task, and consultation with experts. Throughout the second stage, the adults are looking for what draws students into the task, what keeps them working, and what drives contribution to produce, think, and question.

In the third stage, adolescents can offer what they learned by giving back to their community. Unlike in the elementary years when the adults are discretely observing for understanding, now there is an expectation that adolescents can produce a product at the end of their work. This sharing of knowledge and understanding is both a consolidation of concepts and skills, and a way to acknowledge that the work exists within the context of community. Products of the third stage can include a demonstration, publication, or implementation.

While these three stages take on slightly different forms from infancy through adolescence, the goal is the same: to effectively support young people as they integrate their learning. Come visit our school to see the power three!

The Absorbent Mind

Mon, 25 Sep 2023 11:00:01 GMT

Unlike other species that are born with a predetermined set of behaviors, human babies are born with a set of potentials. When a child is born, we have no idea if they will be a master musician or a creative chef. It’s pretty amazing when we think about it! Children are constantly creating the skills they need to become contributing adults.

Dr. Maria Montessori observed children from a scientific lens and over time she concluded that this kind of creative work could only happen with a mind that was different from the conscious adult mind. She realized that children’s minds operate in a fundamentally different way. In The Absorbent Mind , Dr. Montessori states:

“The child has other powers than ours, and the creation he achieves is no small one; it is everything. Not only does he create his language, but he shapes the organs that enable him to frame the words. He has to make the physical basis of every moment, all the elements of our intellect, everything the human being is blessed with. This wonderful work is not the product of conscious intention.”

Well before brain scans, Dr. Montessori discovered so much about how children’s brains function and she termed this special mental functioning, the absorbent mind. Her book, The Absorbent Mind , was one of the last books she compiled.

The words Dr. Montessori used to describe the child’s absorbent mind were chosen deliberately. The word absorbent implies “taking in” and integrating into the whole. What is absorbed becomes a part of what is doing the absorbing. Children take in their experiences and impressions which become part of the structure and content of their brains.

“Impressions do not merely enter his mind; they form it. They incarnate themselves in him. The child creates his own ‘mental muscles,’ using for this what he finds in the world about him. We have named this type of mentality, The Absorbent Mind.”

The absorbent mind is a superpower of children from birth to around age six.

Because children under six are absorbing everything in their environment, our actions need to reflect what we expect. If we want children to sit at the table to eat, we need to sit at the table to eat. If we want children to talk with quiet, calm voices, we need to talk with quiet, calm voices. If we want children to carry one item at a time, using both hands, we need to do so, too. The key is to model this behavior at all times. Children are absorbing indiscriminately. We may not think they are looking, but they are taking it all in!

We can share an example of this from a Montessori classroom. Once upon a time, a tall toddler teacher would always squat down in front of the low shelves to select a material to show a child. After squatting down, she would pick up the item she wanted to show. Although all the toddlers were at the right height to easily take the item, the teacher noticed that they would walk to a shelf, squat down, and then pick up the material. Even though this movement was much more difficult for the toddlers, they had unconsciously absorbed the steps the teacher had demonstrated: walk to the shelf, squat down, and pick up what you want.

So in our Montessori environments, we are very careful with how we move and what we do. When the adults want a snack, we follow the same procedure as the children. We wash our hands, use a plate, and sit at the snack table. Doing what we expect the children to do also gives us a wonderful opportunity to see how the process can be improved. By having snack and cleaning up after ourselves, we can experience the process. Are the dustpans easy to access and in a place that makes sense? Do the spray bottles work well for spraying and wiping the table? What parts of the process feel cumbersome? What flows well?

We can also look at our school and home environments from our children’s perspective. Sometimes it helps to even kneel or sit on the floor and look at a room from a child’s height. What do they see? What stands out from their vantage point? Is the space welcoming and beautiful? What attracts attention?

Our young children’s brains are hardwired to effortlessly absorb what is around them. Because our children are full of potential, we want to provide them with the best! Let’s start by taking a look at ourselves and our children’s surroundings. As we think about our children’s absorbent minds, we can work to provide them with clear, consistent images as we move through our days.

If you would like to learn more, please schedule a tour. We love to share how we support children as they are discovering what is possible!

Moving Away from How Was Your Day?

Mon, 18 Sep 2023 11:00:02 GMT

When we pick up our children from school, it can be so tempting to ask, “How was your day?” Often the responses are pretty lackluster.

As adults, we can likely relate. If a partner or friend asks about our day, our responses may be along the lines of fine, good, tiring, okay. Sometimes we just don’t feel like rehashing the day!

For children, there can also be an element of not always having the language to explain what they did or experienced. In Montessori environments, this can be even more challenging. How can a young child describe the sensorial experience of carrying each block of the pink tower to a rug and creating a geometric tower of cubes based on the decimal system? Or convey their emerging conversation with a friend during community lunch? Or relate their delight in discovering that ten 10s create a hundred square?

As children get a little older, they are also starting to grapple with figuring out their relationships with peers, which involves so many social nuances. Younger elementary-aged children are still seeing these relationships in black and white. So their descriptions of the day may be pretty two-dimensional: someone was mean or nice, the day was good or bad (usually based on an interaction with a friend), etc.

It can be hard for children to talk about their experiences at school. However, if we shift our approach, we can often get more insight into our children’s experiences.

Ideally, we focus on connection first. When we see our children at the end of the school day, we can greet them in a way that conveys how happy we are to see them. They may be tired, need to fall apart a little, have a snack, or just have a little time for rejuvenation. Allow a little loving space. Each child has a different way they feel fueled, loved, seen, and held. That first moment isn’t an ideal time to ask about the day because our children are transitioning into being back in our care. Plus, there is a lot going on during that transition!

Later, when our children have settled into being with us or at home, and hopefully have had a snack or a little time to decompress, we have a chance to connect about the day. However, a word of caution: questions like, “How was your day?” or “What did you do today?” are so open-ended, they can also feel overwhelming to children.

Instead, when we focus on starting a conversation rather than digging for information, our children are more likely to open up. They also need to feel that we are completely present for their responses, which means putting down our phones, not focusing on getting everyone into or out of the car, or not being involved in something like preparing dinner. It helps when we can show with our body language that we are really listening.

In those times when you are ready to explore a conversation, we recommend trying some other kinds of questions. Here are 40 of our favorites. The first five work best for younger children.

What made you feel happy today?
Who did you play with today? What did you do together?
Who did you sit with at snack/lunch today?
What made you feel sad today?
What was your favorite activity today?
Did everyone have someone to play with today? Who played together?
Who brought the best food in their lunch today? What was it?
What was your favorite thing in your lunch box?
What games did you play at recess?
What is the most popular activity at recess? Is it something you like to do? Why or why not?
Did someone get in trouble at school today? What did they do?
What did you notice today that other people probably didn’t see or pay attention to?
What is something you did today that you’d love to do every day?
How did someone fill your bucket today? Whose bucket did you fill?
What made you feel worried today?
What made your teacher smile? Did anything make your teacher frown?
What were you grateful for today?
If one of your classmates could be the teacher for a day, who would you want it to be? Why?
What is your class or teacher’s most important rule?
Who do you want to make friends with but haven’t yet? Why?
What did you learn about a friend today?
If aliens came to school and beamed up three kids, who do you wish they would take? Why?
What did you do today that was helpful?
When did you feel most proud of yourself today?
What rule was the hardest to follow today?
Which person in your class is your exact opposite?
Who is the friendliest person in your class? What do they do to be friendly?
What did you do today that was creative?
Did your teacher read to the class today? If so, what was the story or book about?
What was the high point of your day? What was the low point?
Was anyone in your class absent today? Do you know why they weren’t there?
What is something you heard that surprised you?
What is something that challenged you?
What is something that you were super good at today?
What compliments did you get (or give) today?
How were you brave today?
If you could change one thing about your day, what would it be?
How was your day different than yesterday?
What superpower would have come in handy today?
What are you looking forward to tomorrow?

After a snack, over dinner, on an afternoon walk, or before bed, try starting conversations with these kinds of questions. Notice that most of them can’t be answered with one word.

In addition, we can also provide our own responses, which provides a model for our children and gives them some scaffolding as they are thinking about how to answer. For example, “At lunch today I sat with someone who just started working with me. We talked a lot about going hiking and I shared some of my favorite hikes.” Or “When I was about your age, we loved playing capture the flag. One of my favorite memories of this game was when…” Sharing parts of our day or some of our own school memories not only shows that we are interested in conversation, but it also gives our children a guide for how to begin.

Let us know how it goes to first connect and later start conversations with open-ended questions. If you have any conversation starters that you and your children especially love, please share them! You can also download this printable of our favorite 40 questions to keep handy for those opportune moments.

Family Challenge: Support Young Lunch Packers!

Mon, 11 Sep 2023 11:00:01 GMT

At the start of this new school year, we’ve been thinking about how to offer ideas for integrating Montessori learning at home. With this in mind, we'd like to present you with a family challenge. You can think of this challenge as your homework. Even though we don’t really assign homework in Montessori, we do like to collaborate to help children develop their skills and confidence!

Children in Montessori settings do a lot of food preparation. Food preparation is a big part of their practical life experience at school and a big part of becoming functionally independent in the world. So, our challenge is this: Rather than taking on the sole responsibility of preparing lunches for our children, let's make a commitment to move toward helping our children become their own lunch packers!

Seems Daunting?

Maybe you already have a quick and easy routine for packing lunches. Or maybe it feels a little bit like a drag you stumble through every day. Regardless, preparing lunch is a part of our daily lives. Many of us try to fine-tune lunch packing to make it as efficient and painless as possible. The thought of including our children in that process may at first seem completely overwhelming and impossible.

We recognize the challenge may feel uncomfortable, but bear with us! Not only does helping our children learn how to pack their own lunches help prepare them for important life skills, it also supports their Montessori experience in a pretty significant way. Plus, all too often we see children open up their lunch at school and complain that the food is something they don’t like or want. The side benefit of having children be part of the process is that they have some responsibility and accountability for what they bring. If it's food they helped choose, prepare, and/or pack, they know what they have!

Let’s break down the steps for supporting children as they learn how to prepare their food, pack their lunch, or even just be part of even putting items in their lunch bag or box. Keep in mind that this family “homework” challenge can even start with toddlers!

Shop Together

A wonderful way to enlist children’s involvement is by including them in some part of the shopping experience. Young children can be part of selecting certain food options off the shelf and putting them in the cart. Older children can help make a grocery list, figure out the cost of different items, and keep track of what is needed while in the store. Even a little bit of involvement in picking out lunch food options helps children have a sense of ownership and control.

Choice within Limits

In order to have a balance between wants and needs, it’s worth also weaving in some conversation about balancing different food groups and having plenty of healthy options. Some families have success with collaboratively creating a list of different choices within each food group. Decide as a family what you prioritize then list various options from food groups (e.g. grains, vegetables, fruit, dairy, and protein). It can help to create a visual guide so even young children can see what their choices are when thinking about what to plan for and purchase.

Accessibility

After coming home from the grocery store, children can be part of putting away the items they will be using to prepare and pack their lunches. Accessibility is key. Having a designated spot for lunch foods helps with the packing process. Low cabinet shelves or even low drawers work well. If possible, also find an easy-to-reach space in the refrigerator for perishable items.

It can help to have clear containers so children can easily see their options. For example, after purchasing grapes, children can help wash them, remove the grapes from their stems, and then place the ready-to-eat grapes in a glass or plastic container to store in the refrigerator. Similarly, carrots can be washed, cut, and stored in water in a see-through container. If this system works for your family, even non-perishable items, like crackers, can be removed from their packaging and placed in a clear storage container with other accessible lunch foods.

Easy to Make & Easy to Eat

Young children tend to love having small portions with lots of variety. So when preparing food, think about how children can help with this step. They might like to help cut a sandwich into mini-sandwiches, peel and section a clementine, or slice some cucumbers. With a variety of different choices, children can try combining foods in different ways. They might like to sample a piece of cheese with their apple slice or see how cream cheese tastes on a cracker. Older children can create their own wraps, roll-ups, or sandwiches or choose some dinner leftovers to put into containers for the next day’s lunch.

When children are part of preparing food, there can be some mess involved. It’s good to allow a little time and space for spills to happen. We can show children how to clean up after themselves, while also remembering that the youngest children won’t necessarily be able to clean it all up themselves. When we collaborate in the process, we are helping our children learn how to do it themselves. Whatever path makes sense for your family, just remember that when children are part of the preparation process, they are more invested in trying and eating a variety of foods.

Plan Ahead

Because mornings can be rushed, it often helps to do a little planning ahead of time. Some families like to use the weekend to map out a lunch menu with their children. This can be posted in an easy-to-reference place in the kitchen. When it’s time to get the foods ready or put them in lunch containers, children can just look at the lunch plan for that day. Some families go as far as collaborating with their children to get as many lunch foods as possible ready over the weekend so that their kids can just put that day’s items into their lunch bag or box each morning. Other families might set up a routine so that children are part of emptying and washing their lunch containers when they get home from school and then can use that time to get their lunch set up for the following day. Children may even like to get their lunch packed the night before, store the whole lunch bag in the refrigerator, and then just grab the lunch and go in the morning.

Your kids are more capable than it may seem! Although the process may feel overwhelming at first, remember that you are helping your child learn valuable life skills and reinforcing their Montessori education. If you’d like to come visit the school to see children’s food preparation in action, schedule a tour. We would love to support you with this Montessori challenge!

The Significance of Being on Time

Mon, 04 Sep 2023 11:00:02 GMT

As we start the school year, we want to connect about a really crucial part of Montessori learning environments and how it affects your child, as well as the community as a whole.

First, it helps to remember that we are constantly working to ensure the Montessori learning environment is supporting your child’s development. To do this most effectively, we observe. In our observations, we are looking at what is working for children (and what isn’t).

These observations may lead to some changes. For example, we might adjust the arrangement of the furniture so that there is a better flow of activity in the room. Or we might recognize how an individual child needs a little extra time to watch friends before starting any activity. Sometimes we might realize that, as adults, we are walking around too much and distracting the children, so we slow down and take a few moments to sit calmly.

While much of the Montessori learning environment depends upon observing so we can make modifications to what we do, there is one aspect that is really sacrosanct: the three-hour work cycle.

Three-Hour Work Cycles & the “Flow State”

Dr. Montessori was a scientist and the Montessori method of education was born from her observations of children and how to support their optimum development. She even graphed patterns of activity for individual children and classroom communities. In her scientific study, Dr. Montessori found that children need a block of uninterrupted time in order to go through a rhythm of focus and consolidation. Children two and a half and older need at least three hours to move through these cycles of concentration. Often children’s most growth and meaningful work happens toward the end of a three-hour block of time.

We can think about this in relation to our current-day understanding of what it means to get into a flow state. Sometimes people describe a flow state as “being in the zone.” It’s when we are so immersed in and focused on what we are doing that a sense of time and our surroundings disappear. This concept of flow has been most clearly articulated by Mihaly Csikszentmihalyi. Csikszentmihalyi was a psychologist whose studies of happiness and creativity led to his articulation of flow – a highly focused mental state that is conducive to creativity and productivity. Interestingly enough, when Csikszentmihalyi’s grandchildren started going to a Montessori school, he saw how Montessori learning environments allowed young children to achieve this state of flow.

Why is this significant?

In order to get into their own state of flow, children in our learning communities need a three-hour chunk of time. We have designed our morning arrivals and routines so that children can benefit from an interrupted morning work cycle.

Part of the morning schedule involves children having enough time to greet their peers and go through their routines without being rushed before they enter the classroom environment. When children are ready and in the classroom, the guides can begin focusing on giving lesson presentations and generally supporting children as they start their day.

However, if children routinely arrive late at the beginning of the morning, the adults’ attention needs to be split between greeting those who arrive late and attending to the children who have started their important work of the day.

This is also hard on the children who arrive after their peers have settled into their morning. When children enter a space where everyone is already connected and engaged in work, it is hard for them to connect with classmates and even know where to begin. This is especially challenging for those who really need to establish a social connection at the beginning of their day. It’s a little like awkwardly coming late to a party and finding everyone else in already established social circles!

In addition, late arrivals can be challenging for the community as a whole. The children who were on time and working often find it distracting when friends and classmates arrive. They might even lose focus on what they were leaning because they feel compelled to greet their friends. However, once everyone has arrived, the community is really able to settle. The adults aren’t trying to help children transition into the classroom and friends aren’t getting distracted by who is coming through the door. After arrivals are over, a gentle hum often comes over the room.

A World of Difference

Children need time to transition. Some children are relatively quick, while others take over 15 minutes to get their items put away, shoes changed, and so forth.

It makes a world of difference when our community members arrive on the early side, so that transitions can happen when a guide is able to be present to greet children and so that we can have everyone in the classroom at the start of the day.

We know that mornings can be hard. Believe us, we know. If we were able to just extend the morning if people arrive late, we would! However, children get hungry for lunch, we want to have plenty of time outdoors, and we also need to leave time for children who need to rest. Thus, we rely upon on-time arrivals for the very important three-hour work cycle. Having that uninterrupted block of time is vital to a well-functioning classroom and to individual children’s development.

Thank You!

Thank you so much for being attentive to on-time arrivals, understanding why having the three-hour work cycle is so important, and considering how you can help. If you would like to meet and brainstorm about routines that can support on-time arrivals, we would be honored to get to strategize with you. When we can meet one-on-one with families to support morning routines, we often find some really creative, healthy, win-win options! It can take time to figure out what is most effective for each child and family. It’s a constantly evolving opportunity and we look forward to the collaboration. Please schedule a time to come in and connect.

Culturally Responsive Practices: An Interview

Mon, 28 Aug 2023 11:00:06 GMT

To support our children most effectively, it seems like we, as parents and caregivers, need to make our own cultural lens visible. How do you recommend starting this process?

Making our cultural lens visible is actually the first step for everyone, no matter our background. One of my favorite authors in the education space is Zaretta Hammond who wrote Culturally Responsive Teaching and the Brain . She says that culture is the way the brain makes sense of the world. We all come from a cultural background. We all come from families who told us things about the world.

One of the things my mom did when I was a child was to always tell me that brown was her favorite color. She would call it beautiful, warm brown. As an adult, I realized she was actually purposefully counteracting the messages I was getting from the rest of the world. So that is a piece of cultural messaging from my mom that I really, really appreciate and stand behind as an adult.

On the other hand, my mother would always say “put your knees together and sit like a lady.” As an adult, I can question what sitting has to do with gender and also what sort of expectations are we reinforcing. My thinking brain knows that, but every time I sit down and my knees are spread, my mother’s voice still comes into my head. Sometimes I listen to it and sometimes I don’t, but it is something that is so deeply ingrained in me.

Our cultural lens and cultural background are like that. They are all these tiny things engrained into us: how close we stand to someone, what voice to use in different settings, and how much time to leave until someone else is finished talking. Many of these are harmless or cause mini-misunderstandings. But others can be actively harmful depending upon what your family or society has told you about what makes people intelligent or the characteristics of people of different races and genders.

Some frameworks present this cultural awareness as an iceberg. There is the tip of the iceberg above the water, like the language we speak and the music we listen to. Then there is the part below the surface of the water, which is largely unconscious.

This is the unconscious basis upon which we make decisions. It is the work of a lifetime to uncover those many unconscious factors.

So when we realize those unconscious assumptions that are part of our own cultural lens and cultural background, it allows us to judge situations with more clarity and to allow for different perspectives. For teachers, families, and all humans in the world, we can’t necessarily do this work by ourselves. We can do a lot of reflection by ourselves, but we need a coach or outside view to help us see those unconscious aspects.

You have done a lot to support culturally responsive practices. What led you to this work?

Part of this is based on my identity characteristics. The other is that my journey in Montessori was a little different from what other folks have experienced.

I started as a Montessori child at a school in Metro Detroit that was about 80% Southeast Asian and South Asian, with a smattering of white kids, a smattering of black kids, and some Middle Eastern kids. It was very diverse and I was a minority, but in a different way than has been true for the rest of my life.

As an adult, I took Montessori primary training in France where we had a very international cohort of folks. Then I worked with a woman from Côte D’Ivoire to open a school in Senegal. It wasn’t until I came back and did my elementary training at the Washington Montessori Institute [in Maryland], and heard other people talking about their Montessori experiences, that I realized how different my experience had been.

As a black queer woman within the Montessori space who had a childhood Montessori background where I was both represented and not, it was always sort of immediately obvious to me that children need to feel socially and psychologically safe and see themselves represented in environments, in order to learn and grow.

Although Maria Montessori originally founded this pedagogy in a homogenous society in Italy in the 1900s, I believe that the philosophy itself is meant to be adapted to and reflect the identities of the children, families, and community in which it is seated. So I feel it is really important that we actually do that, which is adult work.

Will you share a little more about how this is adult work?

It is really fascinating that the education world is so focused on children and what children do. Are they doing enough? Are they learning enough? Are they doing the right things?

As Montessorians, we know the prepared environment and prepared adult are the foundation of children’s experience. If something isn’t going right, we first look to the environment and then we look to ourselves. We also need to take an additional step back and look at who we are and what we are bringing into the environment.

When we are talking about making sure classrooms are culturally responsive and reflect the experiences of the children who are in them, it is easy to talk about this as window dressing. Are your books diverse? Is your art diverse? Those things are important. Yet it’s really about having a strengths-based lens, examining our own biases, and understanding that in order for children to grow we need to be really individualized when understanding their strengths and building their abilities.

This is work that adults need to do on themselves. It isn’t about what the children do or how the children learn. It is about the adult figuring out where they are seeing clearly and where they aren’t, what knowledge they have and what knowledge they don’t have.

We need to be okay with being in that growing and learning space, which can be hard because it requires dismantling a lot of unconscious beliefs that everyone holds.

Do you have recommendations for how adults can start some of that work, for ourselves and with our schools?

For adults, this work starts with reaching out and doing research. We, as human beings, tend to be afraid of what we don’t understand. Researchers say that this is biologically programmed into us as a defense mechanism. So part of it is just figuring out what are the facts and learning what is true. There are a lot of organizations that lead folks in this work and help bring information into your environment that actually widens your perspective.

This answer is also different for folks who are and aren’t in the global majority. For folks of the global majority, especially in the United States, often perspectives that are outside of our own are just part of life all the time. It’s not something we can avoid. Whereas if you are white or have other majority identities, you need to actually take steps outside of the world where most of the folks around you share your identities. Find out about considerations that are super present for other folks but not for you.

To partner with schools, be an advocate, but also understand that everyone is on a different part of their journey, including schools. A lot of schools are trying to figure out how to best support all the children in their care, which goes beyond race and includes gender, sexual orientation, different types of families, ability status, and citizenship status. There is a lot of work that needs to be done.

While the onus shouldn’t be on the person or family experiencing discrimination or not getting an equal experience, it is also important to be an advocate for your child. I see a lot of families, especially families who are multilingual, or who are from under-resourced communities, be less vocal when things go wrong. So I would say advocate.

There are folks out there that provide support. There is a great resource from Learning for Justice called Speak Up at School . They have a whole packet with four strategies for how to respond when you see injustice. It also talks about the difference between calling folks in and calling folks out, and when you make a decision to do each.

The other thing I would recommend to families is to spend time with teachers and spend time in the classrooms. Also, know that Montessori is a hard way to teach. It is a lot easier to have all the children doing the same thing at the same time. Teaching in a methodology that focuses on individual work, builds up children’s intrinsic motivations, where every child in the classroom might be working on something different and at different levels and at all kinds of different places, and where we are trying to build children’s ability to interact with a minimal amount of adult support in like a microcosm of society – that is not small work! So Montessorians are often hesitant to include other adults in that practice.

That being said, I believe that Montessorians need to do a better job of explaining to families the why of what is going on and providing deep and thoughtful opportunities for families to engage with their children’s learning and with the co-creation of curriculum.

There are some parts of the Montessori curriculum in which families can have a huge contribution. One example in the primary classroom is practical life. The practical life curriculum is meant to reflect children’s activities in their own homes. So a way families can engage is to offer classroom experiences, like providing small group cooking or showing how to do different activities from home. For example, some cultures use upright mops while some use floor cloths. Sharing some of those activities with the classroom allows both your child’s identity to be reflected and other people’s eyes to be opened and perspectives broadened. So that is one clear opportunity where families can interact to co-create the curriculum.

In elementary, another place for collaboration is the history curriculum where children are learning about how people satisfy their fundamental needs. Families do this in different ways. This is a great opportunity for families to be interviewed, explain ways they do things at home, talk to children about what they celebrate and why, and share their traditions. This helps children learn about different customs.

When it comes to children and their identities and feeling comfortable, unfortunately, it often falls on families to get ahead of that in some environments. For example, family members might come in to read a book about adoption or work with the teacher to coach their child about talking about adoption. We can help children who have started gender transitions to lay the groundwork for that awareness or support children on the autism spectrum who at some point want to explain to friends how their brains work. Families can lean in to help educators grow and to make sure their children have a safe space in school.

Knowing there is work that needs to be done collectively, what resources would you share to help folks along their journey?

That depends on how you learn! For some, reading is the first step. There are book lists out there and some have little workbooks. One wonderful resource is Collectively Renewing Montessori: An Invitation .

For some, watching or listening is the first step. There are podcasts, Instagram reels, and YouTube videos to watch.

For some, conversations are the first step. What I would not do is go up to your nearest person of the global majority or non-binary person, and say, “Hey, can you tell me about your experience?” That is a little tiring for them.

Find places where folks are already having these conversations. There are free groups in many cities and online where folks get together for discussions and to do social justice work. Embedding yourself in those communities widens your lens. There are also actual classes and organizations, like Embracing Equity or Crossroads , that support folks in this work.

Those are first steps, yet this is work that takes a lifetime. There are a lot of facets to it. Talking the talk and walking the walk are different. This isn’t about learning and saying the right things. It is about developing our lens for analysis. We are all continually learning. Have the willingness to do your own work and examination. Continue to reach out with a lens of curiosity and inquiry.

Participation in Practical Matters

Mon, 21 Aug 2023 11:00:01 GMT

In our daily lives, we do so much to take maintain our surroundings, as well as care for ourselves and others. As adults, we take these activities for granted. Young children, however, yearn to participate in practical matters.

Everything we do to care for the environment, ourselves, and others make up what can be called "practical life" activities. In a Montessori home or school environment, practical life activities help children learn about cultural norms, while also helping them develop internal motivation, intellect, and body coordination.

Purposes of Practical Life

With this in mind, we can really think about how practical life activities have two purposes: one is external and one is internal. The first purpose is to help children engage in something meaningful and real. For example, washing a table leads to a clean table. The second aim is to help children develop their internal worth and sense of competency.

Practical life activities help children become psychologically and physically independent. By the time 24-year-olds begin life on their own, they should be able to provide for themselves, be responsible for their actions, plan for their future, and perhaps even help support others. The little things we do early in children’s lives set them up for later success.

As children engage in purposeful work, they develop a sense of being an important part of the family or community. By beginning to help take care of their personal needs, they also develop a sense of accomplishment.

In a Montessori environment, children have a place where practical life activities are carefully prepared and presented to support emerging independence. The sink is at children’s height. The faucet is easy to turn on and off. The soap container holds just enough soap to wash hands. Children can perform activities that were perhaps previously done for them.

Practicing Self-Care

The practice of self-care can begin early in children’s lives by approaching tasks with an attitude of collaboration. Even if a baby can’t do an action, they can have a sense of participating. We can invite this participation by saying things like, “I’m going to put on your shirt. Let’s put your arm through the sleeve.” As we allow for more and more collaboration, children’s active participation gradually increases. Opportunities for collaboration can be as simple as offering something in front of a child rather than actually putting it into their hands.

Caring for Surroundings

In addition to self-care, a Montessori environment provides numerous ways for children to care for their surroundings. In order for children to be successful in this process of caring for their surroundings, we thoughtfully prepare the environment. Child-sized materials give children an opportunity to participate successfully. Their work must be real work, rather than activities to just keep them busy. Plus, the impact on the environment needs to be clear. If the plants need water, then children can water the plants. If the floor is wet, children can mop the floor. If a table is dirty, children can wash the table. Through real and meaningful activities, children develop a strong sense of belonging within a community.

Supporting Practical Life at Home

Parents often ask how to support their children’s practical life work at home. One easy and meaningful strategy is to create routines that help children care for their surroundings. They can clean up toys at the end of the day, set the table for dinner, or put dirty clothes in the laundry basket. The preparation for these kinds of activities isn’t elaborate and merely requires carefully selected items or furniture: a basket in the laundry room for dirty clothes, a special shelf for toys, or a low drawer in the kitchen prepared with items for setting the table.

When thinking about how to create practical life activities, consider the following:

Will the activity help develop independence and coordination of movement?
Can it be done independently?
What skills are needed?
Will this activity allow repetition?
Is it culturally appropriate and necessary?
Is it beautiful?
Is the material child-sized?
Is it logical?
Is it safe?

With these guiding questions in mind, we can create simple yet purposeful ways for our children to learn how to care for themselves, those around them, and their surroundings. In the process, children observe what is essential and then make the activities their own. Plus, as they internalize the procedure, children start to realize how capable they are! They put their whole focus into their work and experience great satisfaction in completing the activity. Meaningful engagement in practical life activities allows children to develop a strong sense of belonging and ultimately flourish into their fullest selves.

During these summer days, take a look at where your children might be able to contribute to the daily rhythms of the household, or even take more ownership of their own routines for self-care. Children will begin to imitate adult actions, which leads to them performing tasks in their own unique ways.

Keep in mind that this process is not completely linear, as some days children need more support than on other days. At this point, we can offer loving assistance while still upholding a sense of their involvement: “I see your clothes are still on the floor. Let’s pick them up together.” We all can use a little help sometimes!

From infants to adolescents, our young people are quite capable and benefit greatly from participating in practical life activities. If you would like some inspiration for how children are involved in caring for themselves, their surroundings, and others, please contact us !

Supporting Independent Sleep

Mon, 14 Aug 2023 11:00:00 GMT

In Montessori, we talk a lot about independence because we want to help children in their process of becoming capable young people! For our youngest children, this means supporting them in mastery of basic functions such as eating, toileting, and sleeping. Supporting independent skills in these three areas is pretty significant because these are parts of life where children ultimately have complete control over what does or doesn’t happen. So it makes sense for us to avoid setting up obstacles in these areas and instead help children develop skills that will build up their confidence.

Our Language Matters

The language we use is indicative of our goals. For example, when children are learning to use the toilet, we make sure our language reflects that process. We aren’t “training” children like we might train a pet. We are helping them learn life skills so they can be well-functioning humans who understand cultural norms. In fact, we even call what we do “toilet learning” because children are learning how to take care of their bodily needs by using the toilet.

Similarly, when thinking about children and their sleep, we are not “sleep training” like we might crate train a new puppy. Rather, we are supporting children’s natural process of learning how to settle themselves, self-soothe, and eventually fall asleep independently.

Importance of Sleep

With more and more research about the role sleep plays in brain development, growth, and learning, we have a responsibility to educate ourselves about how best to promote healthy sleep hygiene. A 2007 study states “that the most fundamental requirements for healthy growth and development in young children include a) loving support and protection by parents/caretakers, b) adequate nutrition, and c) adequate sleep.” A 2020 review of sleep and early brain development details how “sleep plays a critical role in learning and memory, emotional regulation, and related brain structure development.” Establishing healthy sleep practices in the early years is critical for our children’s development. So how can we best do this?

Focus on Four Factors

In order to help our children have trust in us and strengthen a secure attachment, we need to provide safe boundaries. This includes helping them learn what is acceptable and what isn’t in regard to sleep. Just like we hold boundaries for dental hygiene, we can uphold healthy sleep habits, too!

To promote healthy sleep hygiene, we can focus on four factors:

establishing an environment that is conducive to sleep,
maintaining regular routines,
providing suitable associations for the onset of sleep, and
upholding limits while making adjustments throughout childhood.

Sleep Environment

To create a place that is conducive to sleep, it can be helpful to think about our own sleep needs. Are we more likely to fall asleep in a bright, noisy, active environment, or in one that is dark, quiet, and calm? The same applies to our children. A comfortable sleep environment should be dark because sleep hormones are triggered by darkness. Plus, natural and blue-based artificial light stimulates alertness. Black-out blinds or curtains (as well as aluminum foil over the windows in a pinch) help immensely. The designated sleep space, whether a bedroom or other area, should also be calm, quiet, and free of distractions like toys or other interest-provoking items. Finally, it’s best if the room temperature is slightly cooler.

Regular Routines

Our children depend upon us to establish healthy and consistent routines, including times for rest. When children stay up past their nap or bedtime, they can enter into an overtired zone. At this point, they experience a stress response, which leads to the release of adrenaline and cortisol. This influx of chemicals causes a “second wind” and children can become even more energized and awake, despite their intense need for sleep.

To avoid this vicious cycle, it’s important to learn our children’s sleep window, which is the time it is easiest for the brain to switch to sleep. Children actually give us cues as to when they are in a window for sleep. They might begin to have some difficulty listening, lose focus, or become a little more irritable. Some children may rub their eyes, go for a comfort object, or seek contact with a caregiver.

Every child is a little different, but when they start to indicate they are in a sleep window, it is time to wrap up the routine. The process should be very simple, for example, pajamas, toileting, teeth, one story, a hug, and a kiss. It’s better for extensive reading and a long bath to happen before the sleep window because these activities can very easily push children past the window of opportunity and lead to them entering the overtired zone. A predictable, simple pre-sleep routine allows children to unwind and feel secure in knowing that sleep is happening next.

Sleep Onset Associations

When children fall asleep, they form associations with the conditions that are present at the time when they actually drift off. So if we rock our children, read to them, or even snuggle in their bed next to them until they fall asleep, our children learn that they need that condition to be present in order to fall asleep. This also means that as children awake slightly during normal sleep cycles, they look for the same conditions they had when they first fell asleep. If children can’t recreate those on their own, they become dependent upon adult intervention, which can then can lead to more frequent night wakings.

Thus we need our children to go to bed when they are drowsy but still awake, so they can develop appropriate sleep onset associations. We can sing a song, read a book, or rub their back. However, we need to end any of these activities before our children actually fall asleep. We need to leave them while they are heavy-eyed but not yet asleep! Transition objects can help children, too. Some might like a special blanket, doll, or stuffed animal, which they can use to self-soothe as they drift off to sleep.

Limits & Adjustments

Sleep patterns change throughout early childhood and beyond. So while children need us to be consistent, they also need us to understand developmental changes. It can help to use resources like the Sleep Foundation to check on recommended hours of sleep for different developmental stages.

As children get older, they also get more sophisticated in trying to prolong the bedtime routine or keep us engaged when actually we should be stepping out of the process to allow them to fall asleep on their own. Work collaboratively with your child to establish or re-establish the routine (and the limits). Write down the routine and revisit it before bedtime. Stay calm and consistent.

Children are hard-wired to test the boundaries and are just checking to make sure we are going to stay true to the agreement. If you feel like you are going to break down and not be able to uphold the agreement, find someone who can be your backup or reinforcement. If you are doing bedtime alone, find a friend who you can text or call and who will remind you about staying true to what was established.

Above all, make sure you are taking care of yourself! If you are sleep-deprived it is much harder to hold limits or think clearly about the long-term goal of helping children become independent and capable young humans. If you ever want to talk or need support, we are happy to help. We love to share resources and support families!

Making Amends

Mon, 07 Aug 2023 11:00:00 GMT

Mistakes are a part of life. We all make them. Hopefully, we even learn from them!

Intellectually we probably understand that mistakes are part of our children’s process of learning and growing. Yet as parents and caregivers, it can be hard to know how to handle situations when our children don’t do the right thing.

Think about those times when your child is rude, breaks something, or hits a playmate. In those moments, we all too often want our children to immediately apologize. However, apologies can quickly become an easy and surface-level response. Plus, our children might not (yet) feel sorry for what they did.

Although apologies can be a good first step, they are just that…a first step. Really it is the process of making amends that is the most meaningful.

Making Amends

How do we support children who have made a mistake and aren't sure about how to make amends? Genuine apologies certainly aren't easy, but it's a lot easier to apologize for a mistake than it is to fix it. Diane Gossen's book, Restitution: Restructuring School Discipline , provides a framework for helping young people learn from their mistakes and hopefully make the right choices in the future.

The definition of restitution revolves around the restoration of something damaged, lost, or stolen, which basically means restoring what was affected to its original state. When we make mistakes, it can feel like squeezing too much toothpaste out of the tube. Getting the excess back in can feel impossible. Yet the process of cleaning up and restoring what we can is how we make things right again.

Recipe for Restitution

Gossen's recipe for restitution is designed to help the mistake-maker experience a healing process, which can be considered self-restoration. According to Gossen, the process of making things right again should include the following components:

The person(s) affected by the mistake will feel that the restitution is acceptable and appropriate.
The restitution will require effort.
By making amends, the mistake-maker will be discouraged (or at least not encouraged to repeat the mistake.

For the process to be really exceptional, three other characteristics may be involved:

The restitution will be logically connected to the mistake.
The process will connect to a deeper understanding of the big picture of how people treat each other.
The experience will actually strengthen the mistake-maker.

In supporting the process of making amends, we must be very careful to refrain from criticizing, inducing guilt, or expressing anger. Also, we must not feel like we are overextending ourselves. The person trying to fix the mistake must own the process.

Opportunities

If we are attentive to opportunities for our children to make things right, we can approach mistakes differently. For example, if your child has been rude to someone, take some time after the fact to hear what your child was feeling at that moment. Perhaps they were upset about something that happened prior. Or maybe they were just hungry. The key is to let your child know that you are genuinely curious about what they were feeling. In the process, you can acknowledge and affirm those feelings. Likely your child already feels remorse for how they behaved. The next step is to brainstorm ways to make amends for those actions. Often children want to start with an apology, so it’s worth exploring if they want to apologize with words or with actions. From the apology, you can start to dig into how to make things right. For example, think together about how the relationship can be repaired so that the other person feels secure and safe, rather than uncertain or hurt.

Perhaps your child, in a fit of frustration, ends up dropping a plate on the floor. When it shatters, the trick is to not react. Rather, let your child feel the intensity of the moment. Take some deep breaths. Offer to help and yet be clear that all the broken pieces need to be cleaned up so they don’t cut anyone’s feet. The process may be long and effortful. Yet your child’s care of the broken plate is part of the experience of making amends. Later, you can acknowledge how hard your child worked to fix the mistake.

A similar process applies if your child hits a playmate. Staying non-reactive is especially important in these moments, as we are modeling how to stay in control when emotions get heightened. Check-in with the hurt child to make sure they are okay. Then wonder about and acknowledge your child’s feelings. “You seemed really frustrated and then you hit. It can be hard when we have big feelings. It’s also not okay to hit.” There is no shaming or forced apology. Just a clear translation of what happened. When your child feels calm and grounded, you can offer some ways to make amends. “I wonder how we can show your friend some kindness.”

Younger children need our support in working through these steps. They often will need some modeling or suggestions for restoring the relationship or repairing the damage. As our children mature and internalize the restitution process, they will need less guidance and perhaps only a bit of gentle support.

If you are curious about how all of this works amongst a community of children, please schedule a tour of our school. We would love to share how we help children embrace mistakes as part of their learning!

Our Montessori Bookshelf: Wordless Picture Books Part 2

Mon, 31 Jul 2023 11:00:00 GMT

Because we love wordless picture books so much, we wanted to share a few more of our favorites. If you are exploring wordless picture books for the first time, or have been enjoying them for quite a while, we hope you enjoy this collection.

If you are looking for some new ways to “read” wordless picture books, we offer these tips:

When you first look at the book, think about the experience as a picture walk. Notice and discuss the illustrations and details, especially how they tell a story of what is happening.
The next time you explore the same book, take time to name what is happening on each page. This is a little bit like constructing the outline of the story.
The third time you “read” the book, narrate the story as if you were reading text.
After these experiences, invite your child to use their own words to tell the story of what they see.

These steps strengthen children’s ability to be storytellers. As they “read” wordless picture books, they build the skills for their own future story writing.

Just a quick reminder that the books we are sharing are grounded in the real world. There are some wonderful fantasy-based wordless picture books for older children, too. Our two-part collection is appropriate for any age!

A Ball for Daisy

By Chris Raschka

This award-winning book shows a bit of life from a dog’s perspective. The story begins with Daisy, the dog, and her big red, beloved ball. When Daisy goes on a walk and another dog plays with (and bursts) the ball, Daisy tries to still use it but to no avail. The kindness of children shines through and Daisy gets a new ball (as well as a new friend).

Float

By Daniel Miyares

A simple origami boat leads a young boy on a neighborhood adventure. The story begins with a bit of rain and puddles of fun. But what happens when the boat drifts away and through the grate? The arc of the story, as well as the use of color in this book, bring a resounding sense of a young child’s struggle, the support that allows for resilience, and the joy of possibility.

Found

By Jeff Newman and Larry Day

This lovely story of loss and connection begins with a girl gazing sadly out her window and a little dog in the rain. The simple line drawings, with just the right splash of color, give us clues about the girl’s own lost dog as she brings this new pup into her care. We witness the two bonding only to discover that this dog is someone else’s lost pet. The story unfolds with the girl’s internal struggle (brilliantly illustrated), her decision to return the dog to its owner, and her discovery of another dog wanting to be found.

The Lion & The Mouse

By Jerry Pinkney

Based on Aesop’s fable of the same name, this richly illustrated book uses every space on the page to show the expansiveness of the African Serengeti and the power of relationship. The story begins when a mouse escapes an owl, only to find itself on the back of a lion. Given the gift of freedom, the mouse returns the favor when the lion gets caught in a trap. The illustrations are enhanced by the sounds in written form. The squeaks, growls, roars, and scratches remind us of the power of communication in all its forms!

Mirror

By Jeannie Baker

Inspired by her travels and the idea of seeing ourselves reflected in those who could be considered strangers, Baker has created two stories within one book: one set in southern Morocco and the other in her home of Sydney, Australia. Each story follows a family throughout their day, from waking up to meals to errands to time as a family. The lives of the boys in each story may look very different, yet Baker offers a delightful challenge to find what connects them.

That Neighbor Kid

By Daniel Miyares

When a new boy moves in next door, a young girl’s curiosity gets the best of her especially after he uses planks from the fence to create a ladder up a tree. When she goes to investigate, she discovers not only a new friend but also the power of collaboration. As they create a treehouse together, even the leaves of the tree come to life with color and joy.

Click here for a downloadable PDF of this booklist! We hope you and your children enjoy these books as much as we do!

In Honor of Grandparents

Mon, 24 Jul 2023 11:00:02 GMT

Aleta Ledendecker was a Montessori teacher for nearly 40 years. She started her own Montessori school and taught early childhood through adolescents. Aleta was also a Montessori teacher trainer. She is now retired and has three grandchildren. In honor of Grandparents Day on July 26, Aleta shared some thoughts about Montessori and grandparenting.

As a former Montessori teacher, how has Montessori shaped the way you grandparent?

A new world of love and support revealed itself to me with the birth of my grandchildren. Being a grandparent is so different from parenting. Parenting is hard, so of course, when my grandchildren were born, I had the desire to help out in any way that could ease the burden.

As a Montessorian, I also know the importance of those first years. We are the grandparents who give the developmentally appropriate “toys” and art materials. We read to the grandchildren when we are visiting. And I tell them stories about when I was a little girl. I knew how much my Montessori students enjoyed those stories from “long ago” and, with my grandchildren, they take on new meaning as a way to share a tangible piece of the past with the future.

I remember a parent from my classroom commenting that one of the things she appreciated was that I used a respectful and mature communication style with the children. This was something I have tried to continue as a grandparent. I use words that may be slightly beyond my grandchildren’s comprehension level so they can “grow” into the vocabulary through context clues.

What do you consider to be the role of a grandparent?

I see grandparenting from an alternative view. I often see grandparents using grandparenting as a chance to utterly spoil the children. I never really thought about grandparenting that way. I see being a grandparent as being an additional resource, an additional trusted adult, in the lives of my grandchildren. In that way, I want to support their passions and help them develop as best they can at every stage of their lives.

With all of this in mind, what does that look like when you are with your grandchildren? What do you do?

I think about what they enjoy, what their passions are, what they want to do, and what they want to become. I don’t always know what that is, but sometimes I get glimpses. So I like to be there to support their interests, whether that is learning to play the drums or how to invest. I want to be the kind of grandparent my grandkids feel comfortable saying, “Can you help me with this?”

With parents, this kind of help can be very direct. As a grandparent, how do you offer support, especially if you are grandparenting from a distance?

It’s really, really hard to grandparent from a distance. Sometimes I feel like I don’t know my grandchildren as well as I wish. But in my role as a grandparent, I try to listen as hard as I can to what it is they are saying and what it is they are not saying. I try to look at what it is their parents want from them. I think deeply about what their lives might be like in the future and what I can do to help them become the best people that they want to be.

When you are with your grandchildren, what do you prioritize?

One of the things I think is really important is that grandchildren see their grandparents as whole people, not just the veneer of being a grandparent. I like to show them that I have a life too, that there are interests and passions of mine. Because I think if they see that, they get a better sense of how to rely on me as a real person and not just a figure or role. They can see me as a real, whole personality. If they know what I like and what I’ve done in my life, it can give them an idea of how they can better use me as a resource. One of the things I really like to help do is share experiences with them. They get to know me and their grandfather as being people they can experience things with and not just get stuff from.

How do you see your role?

Grandparenting is an adjunct to parenting. As grandparents, we have parented the parent of your grandchildren! One time I said to my granddaughter, “My job is not to entertain you.” In saying that I really meant that I have a responsibility as an adult to help lay a foundation for my grandchildren to grow into wonderful people. I don’t want to just entertain or be the gift giver. I don’t want to play the role of spoiling the children so their parents have to be the ones who discipline. I don’t see that as my role. My role is to be responsible and to help my grandchildren to be responsible as well.

Is there anything else you would like to share?

I want to say to other grandparents, especially those who have grandchildren in Montessori, that this system of education may look very different from what they are familiar with. It may seem foreign. But it really is a wonderful experience for children and will help them grow into wonderful adults.

We wish you a wonderful Grandparents’ Day!

Montessori at Home: Caring for Pets Montessori-Style

Mon, 17 Jul 2023 11:00:01 GMT

The summer months can be a wonderful time to integrate some Montessori principles and practice into our home environments. With that in mind, our focus this week is on how to care for pets, Montessori-style.

Montessori classrooms regularly have pets as part of the community for a number of reasons. When children have contact with the natural world, especially when they are part of taking care of living things, they develop a deep reverence for life in all its forms. In addition, as children are learning how to independently care for themselves, they can apply their skills to caring for an animal, leading to increased self-control and responsibility. Becoming aware of and attuned to another being’s needs supports the development of increased empathy and compassion.

“Children have an anxious concern for living beings, and therefore the satisfaction of this instinct fills them with delight. It is therefore easy to interest them in taking care of plants and especially of animals. Nothing awakens foresight in a small child, who lives as a rule for the passing moment and without care for the morrow, so much as this.”

—Dr. Maria Montessori, The Discovery of the Child

Daily Care

If you already have a pet or pets at home, encouraging children’s participation in their daily care is a good place to start. The easiest first step is giving a pet food and water. Even young toddlers can do this! The key is having the correct amount of food prepared in an easy-to-dispense container. The container can be placed on a tray or consistent place that is available for your child to access, carry to the pet’s food bowl or space, and then pour or place for the pet.

If the pet is a fish, a small dish for the food can work. A hermit crab might need a small piece of fruit stored in a container that can be easily opened so the fruit can be retrieved and placed into the habitat. Whereas a larger animal like a dog or cat, will likely need a portion of food in a container that can be poured into their food dish, or, in the case of wet food, scooped out and transferred to the food dish.

The same approach can be applied to refilling a water bottle for hamsters or gerbils or pouring water into a water dish for larger pets. Ensure your child can access the water source and has a child-sized pitcher or measuring cup that holds just the right amount of water for your pet.

Break it Down

To make the process most successful, it’s best to think about breaking down the steps and making sure the materials are accessible and child-friendly. Does the container open easily? When pouring does the food or water come out from one place so it goes where intended? How far is the reach to get food into a habitat? Look at everything from your child’s perspective and anticipate any obstacles.

After figuring out the best materials and set-up, the next step is to show your child how to complete each part of the process. For young children, always make sure there are a limited number of steps. It can help to have a visual guide available, too. For example, if the pet needs to be fed once in the morning and once at night, you can have a picture that represents this. The visual guide can be laminated or put in a sheet protector and hung at your child’s eye level. Older children can use a dry-erase marker to check off when they have fed the pet.

Cleaning or Grooming

The same practice can be applied to other parts of pet care. Perhaps the food area needs to be cleaned by washing the dishes, wiping a mat wiped, or sweeping spilled food. The learning process can be incremental. In the beginning, maybe your child is just misting something like a hermit crab habitat but over time learns how to clean the enclosure, too. Other animals might need their bedding replaced or washed. If a pet needs a bath, a young child can be part of filling the tub with water or scooping water for rinsing. Eventually, children can take ownership of more and more of the process. If your child is ready for more responsibility, they can also learn how to independently clean or groom your pet. From brushing to bathing, children can be involved in various aspects of pet care!

Interacting & Playing

Learning how to interact with pets offers children opportunities to learn how to read non-verbal cues and anticipate needs. In treating animals with care, children get to practice grace and courtesy which helps them extend these skills throughout all their relationships. We all appreciate gentle touches, soft approaches, and respectful care!

Different pets require different kinds of toys and handling. Children can be involved in creating some play items for particular pets, such as toys on a string for cats to chase or making a yarn pull for birds. Children can get creative with finding things around the house for a pet to use, like recycling toilet paper rolls for gerbils to chew. Older children can research healthy treats or training tips.

Children can take on other responsibilities, too, such as taking a dog for a walk or being involved in training. Even small animals can often experience different levels of training, such as parakeets learning how to make certain sounds or to perch on a finger. Having books and resources available for children to learn more about their pets is another nice extension and cultivates more curiosity about what living things need and how to provide for them.

Ultimately, children like to be involved in the care of their pets. It is important for them to feel the connection with their beloved animals, and foster the feelings of responsibility and self-confidence that come with it.

If you would like some inspiration for how to support your child’s care of pets, let us know! We are happy to share our experience with having pets in our classrooms.

Transformations: Montessori & Stage Theory

Mon, 10 Jul 2023 11:00:00 GMT

Trees start out small and then generally keep their form as they get progressively bigger and stronger. Children, however, change so much as they develop. Think about the transformations that happen from a newborn baby to a running toddler to a nine-year-old playing soccer to an adolescent driving a car. They almost don’t even seem like the same being as when they began!

Prior to the mid-1800s, people considered human development to be linear. A child was considered to be like a young adult who just got older and bigger, like a tree. However, the study of psychology changed the way we look at human development. Psychologists began to realize that humans pass through a sequence of different stages at different ages. This understanding of development as a progression was termed Stage Theory.

Origins of Stage Theory

Stage theories were popular during the time that Dr. Maria Montessori was developing her pedagogy. Stage theories take development and break it down into characteristically distinct stages assigned to specific ages. The theory assumes that certain characteristics are going to be developed during each stage. Stage theory also postulates that because certain aspects of development are supposed to happen during a particular stage, there are some innate powers available to individuals during that time. Those innate powers help individuals acquire the developmental progress for that stage. Stage theories also imply that there is also going to be a sequence to development and that stages can’t be skipped. The outcomes of one stage become the foundation for the following stage.

Examples of Stage Theory

A number of Dr. Montessori’s predecessors, contemporaries, and students were likely influencing her work, and likely she was influencing theirs. Some key individuals include:

Jean-Jacque Rousseau , of Geneva, postulated a stage theory of development in his book, Emile (1762). Rousseau presented an idealized “natural man” who was uncorrupted by modern society. He also proposed a system of education formulated around a specific pedagogy for each stage of life and the particular characteristics of each stage of human development.

Sigmund Freud , of Austria, constructed a stage theory to describe the psychosexual development of humans. He described personality development as a series of stages and he believed that early childhood was the most important stage, with the individual’s personality being formed by about the age of five.

Erik Erikson , a German-American who also earned a Montessori certificate, proposed a theory describing eight distinct stages of development. He felt that how individuals face the challenge in each stage determined the outcome of the stage. He focused on the psychosocial aspects of humans.

Jean Piaget , of Switzerland, also developed a stage theory that described the psychosocial aspects of humans. Piaget proposed that children go through four stages of cognitive development.

Lawrence Kohlberg, an American, was likely influenced by Piaget but focused on moral reasoning and the stages of moral development.

Gail Sheehy , author and journalist, has documented stages of adult life and has written numerous books about stages, or what she calls passages (e.g. Passages: Predictable Crises of Adult Life).

Montessori’s Model: Planes of Development

Dr. Montessori didn’t develop stage theory but used this construct to help her better understand human development. What is different about Montessori’s stage theory is that it doesn’t focus on a particular aspect of development. Rather her framework is holistic and incorporates physical, social, emotional, and intellectual development.

Dr. Montessori called her holistic stage theory the “planes of development.” Each plane is a distinct psychological learning period that spans about six years: birth to six, six to twelve, twelve to eighteen, and eighteen to twenty-four. Each plane is characterized by the physical and psychological changes that take place, as well as the environmental needs of each plane.

Dr. Montessori observed how the differences between each plane were so dramatic that the shift from one stage of development to the next was metamorphic. The same individual emerges from each plane, unrecognizable from the individual they were when they entered the previous plane.

Characteristics of the Planes of Development

Dr. Montessori passionately describes how education needs to follow these periods of development, so as to be sensitive to the rebirth that is happening for each individual.

“The child does not grow in a uniform way day by day, at the same rate. In growth there are crises, somewhat like the metamorphosis of the insects….In fact, it is the child himself who will be the guide of education.” – Dr. Maria Montessori, The Four Planes of Education

The metamorphosis that happens in different periods of growth demonstrates the unique needs, behaviors, and characteristics of children at different ages.

Since each developmental plane is distinct, it follows that the needs of individuals will also be distinct. Plus, at each stage children require different things from their environment. Furthermore, the successful completion of one phase sets individuals up for successful development in the next stage.

Dr. Montessori was an optimist and didn’t see this need for successful completion of each stage as being fatalistic. She thought that missed opportunities within a plane of development could be overcome with conscious effort and work. Granted, this development wouldn’t happen as easily as if happened at the right time, but Dr. Montessori thought that if individuals applied themselves and worked, they could overcome some of these obstacles. The work accomplished outside of an intended plane, however, would never be as fully integrated as if it had happened during its intended time.

Montessori’s Unique Approach

When Dr. Montessori developed her theory on the planes of development, she didn’t describe development in a culturally specific context or time. She described universal aspects of human development in all cultures.

Two other aspects set Montessori’s work apart from stage theory. One was that she focused on what is normal development for children rather than what is abnormal. Also, she not only articulated her theory of the planes of development but then went a step further and developed an educational approach that supported it.

In Montessori, everything we do for children–all of our methods, materials, and environments–is reflective of our understanding of the planes of development. We understand the needs of children in the different stages of their development and know we have a profound responsibility to support those needs.

We would love to have you schedule a tour to see how we create environments for the specific needs of children at each stage of their development!

Symbiosis: The Newborn’s First Months

Mon, 03 Jul 2023 11:00:00 GMT

Those first moments after giving birth are some of the most precious. Newborn and mother come together for the first time as separate beings. This relationship is so intimate and incredibly unique because of the symbiotic link between the birth mother and her newborn child.

The word symbiosis comes from the Ancient Greek “σύν” which means "together" and “βίωσις” which means “living.” As a biological term, symbiosis means the union of two different organisms based on mutual benefit. The mother and the newborn both need each other. Their lives are intertwined.

Mutual Benefits

We generally recognize how a newborn is dependent upon their mother. Because of the increased size of their brains, human infants are born before their gestation is complete. Often called the “fourth trimester,” the first three months is a time when babies are still developing dramatically outside of the womb.

A mother’s dependence upon a newborn is perhaps not as obvious. Yet after birth, a mother needs contact with the newborn for her own body to complete the birth process. Immediate breastfeeding stimulates the secretion of oxytocin which helps the mother’s uterus contract, thereby helping the placenta detach and eventually helping the uterus return to normal size. Breastfeeding also reduces the risk of maternal hemorrhage. In addition to the release of oxytocin, breastfeeding induces the pituitary gland to release prolactin. This hormone is not only responsible for lactation but also contributes to hundreds of other bodily processes.

The mother also needs contact with her baby for bonding and her own emotional stability. A process of attachment develops from this contact. The process of birth has been trying for the mother and infant and both need reassurance. Through the closeness of cradling and caressing, the mother and newborn experience mutual benefits.

In addition, the newborn relies on their mother for points of reference to help them adapt to an otherwise unfamiliar environment. When held close, the newborn can hear the mother’s heartbeat and can hear the mother’s voice. Maternal warmth and closeness allow the newborn to feel secure.

Needs of the Newborn

This is a critical time for the mother to establish a bond with her child. And in doing so, she establishes the future relationship between her child and the environment. When a baby can relate to familiar points of reference, they feel secure and their energy can go into their growth and development.

The newborn has five basic and immediate needs:

direct contact with the mother,
adherence to biological rhythms,
temporal, physical, and social order,
space for unhindered vision and movement, and
opportunities to explore with all the senses.

The newborn is reliant on the mother (and any other family members) to meet these needs so as to develop into a healthy human being.

During the first six to eight weeks of life–the symbiotic period–there are three aspects of the mother-child relationship that provide opportunities to meet these basic needs: holding, handling, and feeding.

Holding

Holding, with skin-to-skin physical contact between the mother and newborn, is ideal immediately after birth. Being held during the weeks after birth continues to be important for the child’s feeling of acceptance and assurance.

The infant should feel physically secure when held. Ultimately, though, emotional communication when being held is most important for the infant. They need to feel love and acceptance transmitted through touch, which thus provides a sense of trust.

Handling

In addition, the infant needs their mother and caregivers to handle them lovingly while dressing, changing, bathing, and otherwise caring for them. During these times of “handling” when a caregiver uses their hands to care for an infant, it is important for the caregiver to make a meaningful connection. By collaborating and communicating with the infant, caregivers establish yet another form of trust and ultimately social security.

In providing these caregiving routines, it is critical to establish a predictable pattern while also respecting the infant’s biological rhythms. The newborn is trying to adjust to day and night while also establishing a sleeping schedule that meets their needs. Having an order to the daily activities is essential for providing a frame of reference. For example, it is best to have one parent give the baby a bath at the same time each day, such as before bedtime. This process of establishing meeting points provides a sense of predictability and thus security for the child. These daily activities should also include time for the child to move on their own and experience appropriate sensory richness in the environment.

Feeding

Through feeding, the mother and infant develop a powerful sense of togetherness and direct union, thus establishing physical and psychological unity. With this in mind, how breastfeeding happens is significant. Even though a baby needs support in coming to the breast, they should be allowed the freedom to choose when to suckle. This establishes a fundamental basis for their relationship with food. Food can always be offered with love and placed before someone, yet not inside, a person. This establishes healthy boundaries.

Eventually, the mother and infant will be in communication about feeding so that the mother will recognize the child’s signs of hunger and the child will feel secure in their ability to have their needs met. This relationship around feeding forms the basis for the child’s understanding not only of how food is nourishment but also how to relate to others. It also helps when the mother can give her total attention to her nursing infant.

Key Experiences

Through these key experiences of holding, handling, and feeding, the infant forms a fundamental understanding of their environment. With positive experiences during the symbiotic period, the child develops a trust that their needs will be met. They experience how their environment is a place in which they feel safe. This eventually leads to being able to confront new situations with assurance.

The symbiotic period is an important foundational time for the mother and child. The collaborative experience provides mother and child with the physical, psychological, and emotional basis for the next stages. After the six to eight weeks of the symbiotic period, the newborn should have a basic understanding that the external world will be responsive to their needs. The mother will feel secure in this new relationship with her child. Mutual needs and close connections lay the foundation for all the wonderful development to come!

Curious to learn more? Be sure to check out Understanding the Human Being: The Importance of the First Three Years of Life by Silvana Quatrocchi Montanaro. Another informative resource is Touching: The Human Significance of the Skin by Ashley Montagu.

Adolescence: Time of Transformation

Mon, 26 Jun 2023 11:00:01 GMT

Adolescents have such power and potential. They can achieve so much when they have a supportive space that helps them develop their incredible abilities and ultimately realize their possibilities.

The book, The Teenage Brain: A Neuroscientist’s Survival Guide to Raising Adolescents and Young Adults , shares a helpful analogy for understanding adolescence: “...the teenage brain is almost like a brand-new Ferrari: it’s primed and pumped, but it hasn’t been road tested yet. In other words, it’s all revved up but doesn’t quite know where to go.”

To best support adolescents who are all primed to go but don’t yet know where, we can work to better understand their developmental characteristics and needs.

Time of Transformation

The first three years (ages twelve to fifteen) of adolescence are comparable to the physical and cognitive transformation that happens from zero to three. Adolescents are forming themselves, physically and psychologically, into the adults they will become.

This is a transition from childhood into adulthood, evidenced by dramatic bodily changes. The relative calm and stability of the previous years shifts to a more tumultuous time. During this period of intense change, adolescents’ health becomes more fragile. They require more sleep and are more prone to acne, depression, bulimia, anorexia, mono, etc. As Frances E. Jenson, MD, and Amy Ellis Nutt explain in The Teenage Brain: A Neuroscientist’s Survival Guide to Raising Adolescents and Young Adults: “Adolescence is a time of increased response to stress, which may in part be why anxiety disorders, including panic disorder, typically arise during puberty. Teens simply don’t have the same tolerance for stress that we see in adults. Teens are much more likely to exhibit stress-induced illnesses and physical problems, such as colds, headaches, and upset stomachs. There is also an epidemic of symptoms ranging from nail biting to eating disorders that are commonplace in today’s teens.”

Adolescents need a special kind of care and protection during this time of transformation. Like caterpillars that need a chrysalis in order to metamorphose into a butterfly, adolescents need a protective space for reconstruction.

Neural Changes and Emotional Needs

The adolescent brain is also undergoing dramatic changes, from neural pruning when unneeded neural synapses are removed, to an increase in myelination which allows for faster neural transmission.

Due to these dramatic physical and cognitive changes taking place, adolescents can have difficulty concentrating and staying focused. This also leads to a decrease in their organizational skills and judgment, as well as a reduction in their executive functioning abilities like working memory, flexible thinking, and self-control. Because of this diminished executive functioning ability, adolescents often make decisions based on emotion. Their brains are relying upon the limbic system rather than their developing prefrontal cortex.

Thus, adolescents can experience strong and tumultuous emotions and it can be a struggle for them to gain mastery over these emotions. As such, adolescents need time for personal self-reflection, and yet this need exists in the midst of an intense desire to be within and accepted by a group.

Rational and logical expression can be challenging during this time, thus adolescents also need creative outlets for releasing and exploring emotions, thoughts, and any conflicting experiences. Creative outlets can include dance, writing, art, music, sports, etc. In addition to providing an expressive outlet, physical activities also release endorphins and help regulate hormonal balance.

Finding Equilibrium

Because adolescents are working to integrate their new physical and emotional selves, they need as many opportunities as possible to integrate manual work (work of the hand) and academic work (work of the head). In addition to experiencing an equilibrium in mental and physical activities, adolescents need opportunities to explore their personal identity in the context of their social identity.

Like younger children, adolescents are somewhat ego-centric. After leaving the elementary years of calm and confidence, early teens become self-conscious and are highly sensitive to peer acceptance. This results in a sensitivity to the looks, comments, or actions of others, which is further complicated by adolescents having difficulty reading facial expressions. It’s no surprise, then, that our teens often imagine that someone is upset with them or thinking negatively of them. Close relationships and feeling accepted by their peer group become extremely important to balance these feelings.

Being Valued

Because this is a time of extreme vulnerability, adolescents need to be treated with understanding and respect. They want to know their value, their role, their contributions, and their worth. Adolescents benefit greatly from opportunities to contribute to their community in meaningful ways. This is best achieved through adult-level work. When this contribution is acknowledged by their peers, adolescents feel valorized, or recognized, which leads to a bolstering of their self-confidence.

Having choices is also a vital component of adolescents’ work. This opportunity to make a choice about what to do and when to do it provides teens with a strong sense of empowerment and allows them to practice making constructive choices.

Role of Adults

Adolescents need the guidance and support of adults. They also rely upon and appreciate the opportunity for side-by-side work. We can shift into more of a supportive, coaching role with our adolescents, which can more easily be achieved when we are working alongside each other. Adolescents relish this opportunity to collaborate in what it means to be an adult by engaging in adult-level work.

This side-by-side work also offers us, as adults, the opportunity to respectfully share information and teach skills, without risking offending our adolescents. In “Three Ways to Change Your Parenting in the Teenage Years,” Christine Carter explains: “When we give our adolescents a lot of information, especially when it is information that they don’t really want or that they think they already have, it can feel infantilizing to them. Even if we deliver the information as we would to another adult, teenagers will often feel disrespected by the mere fact of our instruction.”

Respectful treatment connects to adolescents’ need to feel a sense of justice and personal dignity. While elementary-aged children focus on distributive justice (e.g. fairness), adolescence is a time when young people begin to grapple with and understand restorative justice, social justice, and economic justice.

Adolescence is a period of dramatic growth and change. Although the dramatic physical changes that accompany the onset of puberty can rock the stable foundation of elementary years, if we understand adolescents’ needs, we can help our teenagers emerge as empowered and full of creative energies.

A Supportive Summer

Mon, 19 Jun 2023 11:00:00 GMT

The summer months can sometimes feel like a long stretch, especially when we are trying to figure out how to keep our children engaged, or at least entertained. However, if we think about the big picture of what children really need, it can be easier to think about activities that will satisfy those needs and support natural development.

What do our children really need?

When Dr. Maria Montessori first began working with children, she approached her work with a scientific mindset. She observed tendencies, needs, and behaviors of human children the way a scientist might observe animals in the wild. In this way, Dr. Montessori was able to identify inclinations young humans have toward particular behaviors or characteristics. Some of the tendencies Dr. Montessori observed include:

to explore
to orient
to have or create order
to work
to strive toward self-perfection

Let’s take a look at these human tendencies in relation to how we structure summer days with our young children.

Exploration

Humans have a need to explore. Early humans needed to explore their environment to discover where and what to eat, to find shelter, etc. Our infants, babies, toddlers, and young children explore in order to adapt to their environment and learn about the world. From our infants’ early days when they explore using their senses (smelling, tasting, hearing, and then tracking with their eyes) to when our babies grasp, slither, scoot, crawl, stand, and walk, children under the age of six are sensorimotor learners. They have to explore using movement and their senses to make sense of their boundaries of self.

Exploration may be one of the easiest parts of summer. With the warm weather and long days, there is ample opportunity to find new parks, traverse new trails, or even just see what happens when you wander down the sidewalk with your child. The key is to focus more on the process than the destination. A simple nature walk may be long in duration but short in distance. For example, young children will appreciate the time and space to stop and explore what is happening with the busy ants in the sidewalk cracks.

Incorporating different senses and movements makes exploration most meaningful for children. Get creative! After a trip to the farmer’s market, collaborate with your child to create a colorful array of foods to sample together. Pick a few places outside where you can lie down with your child, listen, and gather sounds. Share what you heard. Draw pictures of what you think made the sounds. Or maybe go on a scent journey around your yard or neighborhood. See what smells you can find!

Orientation

Orientation is needed to find our way. In order to be able to explore, humans have needed to be able to orient themselves. We need to put ourselves in relation to our surroundings in order to find our way around in a new environment. Disorientation comes from not being secure in our surroundings. The process of orientation is a process of creating relationships: where or what am I in relation to this place?

Young children have a need to orient themselves to culture (through customs, food, language, etc.), as well as routines and places. They need to know what life is like so they can adapt accordingly. We can support this orientation by introducing our children to the routines, customs, and expectations of the summer months.

If regular library visits will become part of the summer routine, take time to visit the library space and orient to different components of the building (the bathroom, the checkout counter, the reading nook, etc.), as well as norms of behavior within the library walls. If you’ll be outdoors picnicking or connecting with friends for lunch, taking a few moments to make sure your child knows what to expect can make all the difference.

Order

We rely upon order in our environment, from segmenting 24 hours of a day to having laws that lend order to our communities. Order helps us have a sense of safety, control, and stability. For children, order is essential. They need constant points of reference to be able to orient themselves to the world. Children need to be able to anticipate the day. If we change the order of events, that can throw our children off balance. In fact, it’s not uncommon to see some regression in our children when change happens.

How do we create order during the summer, a time when schedules can be less constant? Building a little time into the morning routine to go over the plan for the day is one easy way to help children feel secure about what to expect. While slightly older children can grasp an overview of the week, especially if presented in visual form, younger children live more in the moment. They depend upon a regular rhythm. So even if summer schedules shift, it’s best to try to keep some regular touch points to ground the day. Even if the time gets adjusted slightly, keeping true to things like rest time after lunch or bath before bedtime, helps young children feel like the day has a predictable order.

Work

All of us have a natural tendency toward activity. Work is the way we achieve a purpose or result through mental or physical effort. Our children want to contribute in meaningful ways to the work of our lives. This is most successful when we can build in time for our children to accompany us with household chores or general maintenance.

During the summer months, much of this kind of work can happen outdoors–washing the car together, watering the garden, cleaning outdoor furniture, or sweeping the patio. Whatever you decide to offer, make sure you’ve tested out the tools to make sure they work. For example, can your child squeeze the sponge and reach down into the bucket of soapy water? Can your child carry the watering can? How much water comes through the hose when it is turned on? By paying attention to a few details, we help our children experience successful work and contribution.

Self-Perfection & Repetition

Mastery is achieved through bringing our work to completion and often this requires a great deal of repetition. This tendency for perfection is what has allowed for the advancement of human civilization. Becoming more proficient requires repetition, exactness, and a quest for self-perfection. We can see children perfect their skills as they learn to walk and talk. They keep trying until they achieve mastery.

To help our children master what they set out to do and then be able to advance, we can be sensitive to how our young children are observing movements around them and perfecting the movements they see through repetition and precision.

Summer is a fabulous time to focus on large gross motor activities that perhaps couldn’t happen as easily during the colder months. Find a space outdoors for your child to practice walking along a line or a board lying flat on the ground. Or create little obstacle courses for your child. This can be as simple as creating chalk circles to hop in, then crawling under something, before finally tossing a bean bag into a bucket. Or you can blow bubbles that your child can chase and try to catch (or pop!). Follow your child’s lead in terms of what is engaging and allow them plenty of time for repetition.

As we move into the summer months, keeping these tendencies in mind can help us provide satisfying experiences and opportunities for our children.

Equity Q&A with Britt Hawthorne

Mon, 12 Jun 2023 11:00:00 GMT

Britt Hawthorne is an antiracist educator, teacher, speaker, visionary, and advocate. She is committed to raising a generation of antiracist children by centering families of the global majority and fostering equitable learning environments for students and children of all ages and backgrounds. We recently had a little Q&A with Britt and we are delighted to share this with you!

Britt is the author of the highly-anticipated, New York Times Bestseller, Raising Antiracist Children: A Practical Parenting Guide. The book is an interactive guide for strategically incorporating the tools of inclusivity into everyday life and parenting.

Your book, Raising Antiracist Children, is subtitled: A Practical Parenting Guide. Practicality seems so important for busy families. With this in mind, what do you see as important priorities? Where do you suggest families begin?

Begin by fostering brave spaces at home. Brave spaces are intentional spaces focused on coming together with a new understanding. For example, I grew up with narrow racial and cultural representation. Many books in my childhood home featured white or Black main characters. Hardly ever did the books in my home represent Latino, Native Hawaiian, Native American, South Asian, or Hispanic characters.

I know our commitments live in our actions. So, I shared my concern with my partner and we discussed how this lack of representation caused misconceptions to persist. We could then prepare a home environment that shows we value diversity. Because we’re fostering brave spaces, together we can reflect, discuss, and choose what we want for our children.

What are some priorities or practices that you uphold in your family?

I lay out five parenting principles in Raising Antiracist Children: A Practical Parenting Guide . One of the parenting principles is that we believe children have the desire to learn. Learning means we welcome questions, mistakes, and new understandings.

Therefore, we create curious moments with our children by asking questions.

“I wonder if there are more white people in the world or people of color?”
“Have you ever wondered why Europe and Asia are considered separate continents?”
“Do you hear people talking about race? What do you hear?”

We also respond with curiosity rather than fear, silence, or frustration. Here are some examples:

“Oh, you’re noticing that you have larger eyes than she does. I wonder if she has eyes like her mom, like you?”
“That’s a curious question. I wonder where we could find the answer together. I bet a book from the library could tell us more about it.”
“Thanks for asking me. I don’t know the answer, so I’m just as curious as you. I can do some digging to figure it out. I’ll let you know what I find over dinner.”

When you think about this ongoing work, how do you see it connected to Montessori philosophy and/or practice?

The Montessori philosophy has everything it needs to serve every child, regardless of background. Amelia A. Sherwood said it best, “Montessori education has the ability to liberate the child!” As Montessorians, we deliberately practice this cycle of spiritual preparation: take care of ourselves, take care of others, and take care of the environment. Those three commitments are the same commitments antiracists and liberation workers use to guide their work.

And it’s not just about wondering how we can care for ourselves, others, and the environment. It’s creating the time and offering the resources to be culturally affirming, intentional, and purposeful in our work. That’s why you can go into almost any Montessori environment and witness practical life, grace and courtesy, and community care happening. While we might use different words, we describe very similar practices.

What are some resources you recommend for families and educators?

For parents and grownups, I recommend Raising Antiracist Children: A Practical Parenting Guide by Britt Hawthorne (me!) with Natasha Yglesias.

Here is a list of books for learners:

Bodies Are Cool by Tyler Feder
My Face Book by Star Bright Books
Together: A First Conversation about Love by Megan Madison, Jessica Ralli, et al.
You Hold Me Up by Monique Gray Smith
The Antiracist Kid: A Book about Identity, Justice, and Activism by Tiffany Jewell
Eyes That Kiss in the Corners by Joanna Ho
Flying Lessons & Other Stories edited by Ellen Oh
The Assignment by Liza Wiemer

We hope you’ve gathered some helpful insight from Britt about how we can collaborate to move the idea of educational equity from goal to reality. Britt partners with action-orientated educators to create classroom environments that are inclusive and equitable for all learners. And most importantly, she’s rooting for you!

To learn more please visit britthawthorne.com .

The First Six Years: Conquests of Independence

Mon, 05 Jun 2023 11:00:03 GMT

As caregivers and parents, we have a bit of a bittersweet role. While we want to keep our children close, we ultimately need to support their path toward independence.

We expect dependence at the beginning. Yet our newborns take their very first step toward independence at birth. Once born, they have to breathe on their own. And rather than get nutrition through the umbilical cord, they use effort to begin latching on or suckling.

Throughout their first six years of life, our children achieve so many milestones of independence. Let’s take a look at some of these conquests of independence. You can use this framework as a guide and reminder of how we can support our children as they grow and develop.

Birth to One Year

The first conquest of independence is birth which comes with the cutting of the umbilical cord. At this point, infants must breathe and gain nutrition on their own. Even our expression “It’s time to cut the cord” indicates the shift to increased independence.
Movement is another acquisition of independence in the first year as children begin to use their arms and legs, sit up and crawl, and move from one place to another. With this increased locomotion children no longer need to be held or carried.
Our children also begin to feed themselves. Even in the beginning when babies are nursing, we want them to indicate hunger. The weaning process and shift to using the weaning table supports this path to independence. As our children begin to eat and drink on their own, it is important to have foods and tools they can use independently (e.g. a shot glass for water, finger foods, etc.) rather than having an adult putting a utensil or bottle in their mouth.
Children can also start to practice basic use of utensils. Having utensils that are child-sized and functional is key to independent use.
In addition, our children need the opportunity to develop the ability to be by themselves. To become independent, they need to practice separating from their caregiver(s). Healthy separation depends upon healthy attachment, and our children need the chance to have some time without adult engagement.
Around the end of the first year, children begin to develop language to communicate their needs. Prior to this time, they are able to use other methods to communicate: crying, cooing, smiling, etc. This communication is the beginning of social skills and children’s ability to relate socially to others.

One to Three Years

During this time children can walk confidently and begin to run and climb. Once children can walk, they can begin the process of becoming independent in toileting.
They become more independent with the use of their hands, which become tools for exploration. Because of this, children no longer need to rely on others to hold and carry items.
Language use allows children to begin to express themselves independently.
Children can start to become independent in dressing themselves.
They begin to be able to use simple tools (crayons, sticks, cups, utensils, etc.).
They become more capable of caring for their own personal hygiene (brushing their teeth, washing their face, brushing their hair, etc.).
Children become more proficient with and capable of carrying their own items.
They have the capacity to clean up after themselves (putting away belongings, folding clothing, wiping spills, sweeping crumbs, etc.).

As children get older, they need opportunities to develop their will. Thus, during this stage of independence, it is really important that children can make choices. Making a choice means they are acting for themselves and exercising their will.

From Three to Four and a Half

If it hasn't happened already, children experience separation from the family (e.g. going to school). To be able to separate from one’s family is a new skill of independence. For children who haven’t been able to be by themselves, this is a harder process. During this time, children realize they can survive and trust others, which is a significant step in independence.
Children develop a wider range of social skills.
Children’s motor and visual skills become more developed and refined.
They are able to engage in more games (e.g. catching and throwing a ball).
They have finer manual dexterity (using individual fingers) as well as refined fine motor skills (when all fingers are working in unison).
Children begin to develop the ability to use language to express their emotions. They can learn a multitude of words to be able to express feelings.
They can use utensils and tools to prepare their own food (which ideally happens prior to age three). Research shows that children involved in preparing their own food are more likely to try diverse foods.
Children learn to master fasteners (zippers, buckles, bows, etc.) and thus the self-care involved with dressing and undressing.
They can contribute to their community and care not only for themselves but also for the environment through simple responsibilities like setting the table, folding towels, etc.
They are more independent in caring for their own hygiene needs.
Because their vocabulary is expanding, children can use words to express emotions, as well as to better express their thoughts.

Four and a Half to Six

Children have more social independence and can not only do for themselves but can also use acquired skills to help others.
They become more independent in their social skills so they can internalize and apply the social norms of their community (e.g. pushing in chairs, greeting visitors, communicating that they need space, etc.).
Children become proficient in dressing themselves and can help younger peers with the dressing and undressing process (e.g. getting dressed for going outdoors).
They acquire the capacity to have empathy and compassion.
They have a basic understanding of quantities and how they are represented, instead of just mimicking or rote counting.
Children begin to recognize and use the symbols of our language (e.g. expressing themselves through writing or interpreting the thoughts of others through reading).

These conquests of independence are ultimately about becoming functionally independent. Young children are in a process of mastering different aspects of their lives and they need us, their caregivers, to support them in this process.

Our children are so capable and they benefit when allowed to move toward increasing independence. If you’d like to see how our Montessori environments set children up for success, please schedule a tour !

Supporting Our Adolescents

Mon, 29 May 2023 11:00:00 GMT

Tanesia R. Hale-Jones is a Montessorian, educator, social activist, poet, artist, and parent, who believes deeply in the importance of community engagement and teaching young people to be global citizens. Tanesia serves as Jr. High Level Director and Adolescent Guide at Escuela del Sol Montessori, where she guides 7th and 8th-grade students and oversees a team of teachers and community partners. Tanesia lives and works on Tiwa Territory in Albuquerque, New Mexico, with her 18-year-old, two cats, and many house plants. She recently shared some of her insights from her many years of working with adolescents.

As a Montessori adolescent guide (and a parent of an adolescent), how do you see the role of adults needing to shift for teens? What is your advice for caregivers of adolescents?

It’s important to remember that our children aren’t living their parents’ adolescence. I talk to so many adults who had a traumatic or really emotional adolescence. Think back to being an adolescent and that moment of recognizing being connected to something bigger than ourselves. This is both really inviting and also pretty terrifying because it means leaving something behind. Adolescence is marked with a kind of grief of separating from family and yet wanting to separate. It isn’t as dramatic as people or movies sometimes make it out to be, but there is a separation that happens and a yearning for something bigger. I always reminded parents that this experience is really normal and healthy. Our job is to hold space for it to happen.

Also, watching someone going through their adolescence brings up a lot for parents, including our own feelings or insecurities. So the invitation is to do your own work. There is a healing process to go through–either by yourself or with partners, friends, or whomever you have in your adult community–that can allow you to be really present for the young people in your life.

There is also value in meeting it all with humor. That doesn’t mean laughing at our adolescents, but rather being able to recognize that you don’t have to get on the roller coaster with them. You can respond, acknowledge, and listen well. This means asking curiosity questions and pulling away from the need to fix it for them, which is hard because we don’t want them to be in pain. We love them so much. We long for them to be safe and whole. Yet we need to hold a space for curiosity.

My own adolescent is leaving their adolescence at the age of 18. They have been a beautiful reminder that can I be in the presence of someone else’s growth and that I don’t have to do anything about it. I can witness it and support it. Supporting that growth is the gift I can give.

How can we, as caregivers, support our adolescents while also giving them the space they need? Do we hold space or give space?

I think it is both. So many parents talk about how their adolescents just want to be in their rooms. Parents of one of my students told me how they were going to be away and realized their adolescent was old enough to be home alone. The parents checked in and found out their child was so excited about having the day to themselves. Their adolescent had a day of feeling respected and trusted. They had that space.

We can also hold space because when our adolescents do emerge, they often want cuddles and tenderness. Often we can be surprised by that need. But we can just be really present with and accept what they need right now. It might be something very different in the next moment! So just hold it now. It is precious. These moments are like building blocks for the emergence of their adult self.

With this awareness of how teens are building their adult selves, what is your take on how important electronics and social media are for our adolescents? How do we stay aware and sensitive to teens’ need to connect through social media platforms while also being aware of the challenges of social media channels?

A lot of younger adolescents have grown up in this [high-tech] world and there is a learning curve for adults and parents. I think about how to stay interested in what adolescents are interested in. What are they listening to? What are they watching? In some ways, it’s about getting ahead of it all. For example, so many songs are sampled, so I often go back and ask if they know who wrote the original song.

With social media, it’s so tricky. I talk with parents about this all the time. I think a lot of it is about really being honest about who social media was designed for and the repercussions of it for adults and young people. We can help our adolescents examine the content they look at and help them build a critical lens. Building critical awareness and visual acuity about who is being represented leads to great conversations about equity, race, and gender roles and appeals to an adolescent's desire for justice and personal dignity. We can engage in conversations about what they are getting out of the content and what it says to other people.

This process isn’t about changing their minds. That’s not really the point. The point is that we are teaching our adolescents to be critical thinkers about what they are consuming and why they are consuming it. We can ask, how does it make you feel? We can explore other moments when they felt that way and how to amplify those moments as well. Do you feel connected? Great! Are there other experiences or activities that make you feel just as connected? It is about teaching discernment, critical analysis on multiple levels, and visual acuity.

In some ways, it is also about rooting back to the values you hold as a family and maybe even helping your adolescent to develop their own personal values. This can be hard, especially if our adolescent’s values start to become different from our family’s values.

How do you approach these kinds of difficult conversations with adolescents in a way that is respectful of adolescents’ emerging adulthood?

It goes back to what I said earlier: you have to do your own work. Difficult conversations can be tricky even when we are communicating adult to adult. When confronted with difficulty or tension, what do we do? I have been practicing stepping toward the conflict or conversation, not with an “I’m going to win” approach, but rather with curiosity. I can explore what is going on for me in that difficult moment. When I am shutting down, how can I turn toward that experience with curiosity? What is getting activated in me when my adolescent says something triggering?

We can respond by asking questions: What does this mean to you? What do you mean by that? For example, there are many young folks who are pushing the rigid boundaries of gender and trying on new pronouns. This is both identity formation and also discarding, putting on, and taking off. We can just ask questions and then not get too precious about the answers. If we can tell they are trying something on, we can explore how to be less attached to their process of experimentation. For me, it is always about coming from a place of curiosity and entering from a place of wonder. This is different than getting stuck in a place of thinking that what our adolescent does or says means I have failed as a parent.

We want what is best for our children and want them to be successful. Sometimes that means looking at what we think success is. What does the world need from our adolescents? What is the world asking of them? These two things can be really different. So that means looking at the reality that young people are met with and then being willing to be open.

I have students who range from having no phones to having TikTok accounts and starting YouTube channels so they can be YouTube stars. As their teacher, I can feel myself getting precious about it and wanting them to be something like an inventor of healing technology! But really, social media can be fun and silly. So I ask questions about it. Which ones do you like? What do you like about them? Oh, that little sample of a song came from a whole song. We could listen to the whole song together!

My kid loves memes, which can be so snarky. But there is something really cool about memes and the way they have distilled culture and humor. I think about how there is something clever here. I see the process as my kid understanding their own humor better and being able to critique society in a way that is pithy and ridiculous.

Both as a parent and a teacher, I’ve tried to step into adolescents’ world. I often say, “I love that for you .” I don’t have to like it, but I can start to get why they like it.

Sometimes adolescence hits and it takes everybody by surprise. With that in mind, do you have any recommendations for entry points or resources for families and caregivers?

There is so much written about adolescent brain development, which has been helpful. The work of Sarah-Jayne Blakemore is really powerful. She has a great TED talk and short articles, as well as her book, Inventing Ourselves: The Secret Life of the Teenage Brain .

Britt Hawthorne’s book, Raising Antiracist Children: A Practical Parenting Guide , is really, really great and she posts nice videos that are short and to the point.

I do think there is something valuable to articles that Montessori adolescent practitioners have published through the years. They are really powerful tools. I will often choose one or two to send to my families during the school year. It’s about rooting back to who these young people really are. This helps me to remember where they are and what they need. Then I can reflect more accurately on who I need to be for them.

I think being outside and doing projects is important. Resources for this can range from engaging with local and national parks or restoration projects–things that inspire them to connect with the land– to going to farmers' markets. Adolescents need things that make them feel a little adult and also are opportunities for them to be independent.

There is something really great about connecting adolescents to support groups if they need that. For example, where I live we have a transgender resource center that is gender-affirming. There are also resources like GLSEN [Gay, Lesbian and Straight Education Network] and GSA s [Genders & Sexualities Alliances], depending on what kids need. I also think therapy is great for adolescents! Especially when you can find people who are good at working with adolescents. It can be nice to have another person to talk to who isn’t your family.

Any other last thoughts?

Adolescence brings up a lot for the adults who are offering love and care. But it is a magical time to witness. It’s really fun to watch. There is a tenderness of exploring what the end of something means and how young people are beginning something that they don’t have any clue of how to begin. It is such a liminal space. As adults, we are very much in our thinking brains and can’t really imagine hanging out in a liminal space. However, think about being in the presence of something that is yet to be! That is the invitation that Montessori gives.

Adolescence is very internal time. Sometimes adolescents externalize their experience, but often it is very internal. We realize that there is so much happening. Accept the invitation of being curious, playful, and joyful with our young people. Enjoy it and remember what a gift it is to be witness to this process.

Memory, Learning, and Montessori

Mon, 22 May 2023 11:00:02 GMT

Memory is such a critical component of learning. We perhaps take this for granted without fully understanding how memory works and how to support our children in the process of creating and retrieving memories.

What is memory?

Memory is essential to being human. Our brains have evolved to remember what is most meaningful. That being said, we also tend to forget things! Interestingly enough, not remembering is often just a case of not giving our brains enough input to support the creation and retrieval of the memory.

How are memories created?

We take in a great deal of information through our senses. This perception includes the

sensory, emotional, and factual components of experiences. In order for any of that information to become a memory, our brains have to create and connect all those bits of information into a pattern of neural activity. That pattern persists in a structural change that is created in our neurons. This pattern can later be re-experienced (or remembered) by reactivating the neural circuit.

There are four steps to this process of creating a memory:

Encoding
Consolidation
Storage
Retrieval

Encoding is basically just the process of capturing information through sights, sounds, emotions, the meaning of what we perceive, and what we pay attention to in the moment. This information is changed into a neurological language.

Consolidation is the brain’s process of linking activity into a single pattern of connections and associations. Consolidation is a time-dependent process and it can be disrupted or impaired. If a new memory is in the process of consolidation and something interferes, then the memory can be lost or degraded.

Storage is a pattern of activity that is maintained over time through chemical changes in neurons and create physical/structural changes in the brain. Then through retrieval, we reactivate the same connections so we can revisit, recall, or recognize what we learned or experienced previously

All four of these steps have to happen to create a long-term memory that can be consciously retrieved.

Why is this significant?

If we want to remember something, we need to notice what is happening. This requires perception and attention. We might perceive something, but if we don’t actively give it attention, the neurons activated during perception won’t be linked and a memory won’t be formed. In other words, memory is not like a video camera. Our memory can only capture and retain what we give our attention to.

When children (and adults, too!) forget things it is because they didn’t give it attention in the first place. It’s worth noting that paying attention isn’t always easy for the brain. We pay attention to things that are interesting, new, emotional, or important to us in some way. Those are the details our brain captures. The rest we ignore and forget. Paying attention requires a conscious effort. We have to wake up the brain and become consciously aware to remember something.

Memory & Montessori

With all this in mind, we can see how learning is going to be most effective when our children have a connection to the content. Basically, it’s easier for children to learn things that they are interested in. In a Montessori classroom, children have the freedom and opportunity to focus on learning information and skills that are personally exciting and inspiring. As a result, the process feels less like school and more like play.

Also, remember how the formation of memories depends upon the process of consolidation (something you read just a few paragraphs before)? Well, because consolidation can be disrupted by any interference, it’s important for children to have uninterrupted time to engage in their learning. They need to be able to focus without having to regularly shift gears. In Montessori, a three-hour work cycle allows children to settle into their learning and fully consolidate the information they are encountering. They have the time and space to allow their brains to link their activities into a pattern of connections and associations.

Focusing on the Positive

If you’ve ever heard the reminder to water the flowers rather than the weeds, you’ll appreciate the power of paying attention to positive experiences. There is a neurological reason why this matters. If we invest our attention toward positive things, those are the experiences that we will consolidate into memories. If we pay attention to the negative, that is what we will synthesize and store. We find what we are looking for because that is what we paid attention to in the first place!

Again, this is applicable to Montessori education where we focus on what children are doing right. Plus, we use opportunities to reteach skills so children can be successful and experience a positive feedback loop. As a result, children can enjoy learning, which then becomes self-perpetuating as they find engaging activities, interesting information, and meaningful accomplishments throughout their lives.

If you are interested in learning more about memory, be sure to read Remember: The Science of Memory and the Art of Forgetting by Lisa Genova.

A Montessori Dictionary: Elementary & Adolescent Terms

Mon, 15 May 2023 11:00:04 GMT

As is often the case, specialties or practices have their particular lingo. Montessori is no different! In this Montessori Dictionary post, we’re focusing on a few terms (some familiar, some far from familiar) that apply to the elementary and adolescent years. When possible, we’ve included some quotes from Dr. Maria Montessori. We encourage folks to take a look at her work. Dr. Montessori was a woman well before her time and her books continue to be a source of inspiration!

Cosmic Education

“Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe.” –Dr. Maria Montessori, To Educate the Human Potential

Dr. Montessori developed Cosmic Education as an educational approach for children in their elementary years. This approach is based on the needs, tendencies, and characteristics of children ages six to twelve, and provides an awareness of the interconnectedness of all things, as well as a sense that the universe is ordered, governed by rules, and is inspiring. Cosmic Education also provides an understanding that all we know and learn is built upon the great work of those that came before us in the whole of human history.

“If the idea of the universe be presented to the child in the right way, it will do more for him than just arose his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying….his intelligence becomes whole and complete because of the vision of the whole that has been presented to him, and his interest spreads to all, for all are linked and have their place in the universe on which his mind is centered.” –Dr. Maria Montessori, To Educate the Human Potential

Erdkinder

Dr. Montessori’s vision for adolescence was to have a land-based program where adolescents can engage in meaningful work that balances intellectual and physical pursuits. This program is ideally a residential farm school in a country setting where adolescents can pursue the real work of the farm and create a community separate from their families. This kind of work allows adolescents to cultivate social and economic independence through valuable experiences in social organization, economic vitality, and intellectual pursuits.

“This means that there is an opportunity to learn both academically and through actual experience what are the elements of social life….We have called these children the ‘Erdkinder’ because they are learning about civilization through its origin in agriculture. They are the ‘land children’.” –Dr. Maria Montessori, From Childhood to Adolescence

Imagination

Imagination allows us, as humans, to understand and shape the world in significant ways. Dr. Montessori emphasized that children have great imaginative power that is essential to their self-construction and human development. Imagination is what has allowed humanity to make advances, create, invent, and work through problems that have not yet been solved.

Imagination is the superpower of elementary-age children. They have built up their sensorial experiences and impressions during their early years and are now able to use this foundation to imagine through time and space. Thus, a great deal of the elementary curriculum appeals to the imaginative ability of children ages six to twelve.

Occupations

Occupations are opportunities for adolescents to try on adult-level activities and work that integrates the mind and the body. These experiences are focused and purposeful and allow adolescents to experience how they can contribute to their society. Often adolescents will ask, “What will I use this for?” They deeply want and need to use their knowledge to make an impact in the world. Occupations can range from beekeeping to bookkeeping. They are practical experiences, typically connected to the land or other non-academic pursuits.

Plan of Study and Work

“…the aim should be to widen education instead of restricting it.” –Dr. Maria Montessori, From Childhood to Adolescence

At the adolescent level, Montessori education is based on a general, holistic program of study that integrates with work on the land, production and exchange, and support for the developmental needs of adolescents. This general plan includes:

the moral and physical program that emphasizes how adolescents should be treated as vulnerable growing young humans;
a syllabus and methods for education, which includes activities and methods for self-expression, cognitive and intellectual development, and preparation for adult life; and
practical considerations for prepared environments, ways for adolescents to be involved in economies, and varied and supportive adult involvement.

Psycho-Discipline

To understand the term psycho-discipline, it can be helpful to look at the two parts of the word. The prefix, psycho, means relating to the mind or psychology, and comes from the Greek for “breath, soul, and mind.” Discipline is a branch of knowledge. Thus psycho-discipline is the knowledge that is presented according to the psychology of the learner.

In Montessori, we focus first on the whole young person and figure out how to support the characteristics and needs of that individual and where they are in the stages of development. As such, the learner connects to what they are learning because they are naturally engaged with, and own, their process of learning. The learning process ultimately helps the individual’s process of self-construction.

“Education should not limit itself to seeking new methods for a mostly arid transmission of knowledge: its aim must be to give the necessary aid to human development.” –Dr. Maria Montessori, From Childhood to Adolescence

If education in the “disciplines” is to aid human development, the focus becomes on the individual and their holistic growth, rather than solely on the content.

Please be sure to schedule a tour of our school so you can see how Montessori education aids human development, inspires the imagination, and gives a vision of the whole universe!

Our Montessori Bookshelf: Wordless Picture Books

Mon, 08 May 2023 11:00:14 GMT

Even though they don’t have a written narrative, wordless picture books can be an essential part of young children’s language development. These books have pictures but no text and are often classified around a theme or sequence that is familiar to children. In our toddler and primary classrooms, we have two or three of these books on a shelf at any given time and rotate them throughout the year. Because young children are still distinguishing between what is real and what is of the imagination, we also make sure that the books are plausible, rather than focused on fantasy or imaginary themes. Really, we just take care to choose books that highlight the wonderful world as it really is.

As our students get older (even into the elementary years), we use wordless picture books to help with storytelling, sequencing, and making predictions. Taking a “picture walk” through the story helps children interpret visual clues and helps lay the foundation for becoming better readers.

After children have had time to explore a wordless picture book, we may ask them to share their interpretation of what is happening in the story. Children love dictating the story for an older peer or adult to scribe, creating speech bubbles, or even writing their own narration to accompany each page.

When “reading” a wordless picture book with your child or children, you can describe the illustrations, ask questions about what they see, and even encourage narration of a story to accompany the pictures.

Anno’s Journey

by Mitsumasa Anno

https://www.goodreads.com/en/book/show/1076038

This classic book with its full-page, detailed illustration shows the progression of one person’s exploration across a European countryside. The discerning eyes of children find all sorts of delights and connections across the pages. In addition, Anno has woven in treasures for more advanced searching, such as scenes from famous stories and paintings, as well as numerous cultural references. This is a wordless picture book that children can easily lose themselves in for an extended period of time.

A Boy, a Dog, and a Frog

by Mercer Mayer

https://www.goodreads.com/en/book/show/654093

This book is part of a collection of perfectly sized books for little hands. Each title ( Frog on His Own, Frog Goes to Dinner, One Frog Too Many, and A Bog, A Dog, A Frog, and a Friend ) provides an illustrative journey of all sorts of backyard adventures, often spurred on by the frog who hops into a heap of trouble (or fun, depending upon one’s perspective!). Particularly pleasing is the ease and comfort of the boy in his outdoor ramblings.

Here I Am

story by Patti Kim, pictures by Sonia Sánchez

https://www.goodreads.com/en/book/show/17658592

With its more complex story line, this wordless picture book is probably best suited for slightly older children, although the vivid and textured illustrations appeal to any age. The story follows a child immigrating from one country to another and portrays the emotional journey of what it means to move from loss into a feeling of belonging. After your child consumes this lovely tale of connection, be sure to take a peek at the author’s moving letter at the end at the end of the book.

I Walk with Vanessa: A Story About a Simple Act of Kindness

by Kerascoët

https://www.goodreads.com/en/book/show/35758098

The story begins with images of a young girl, Vanessa, moving and starting at a new school. The other children go about their day not really noticing her. But then the pictures zoom in to a scene as they all leave school, when a child is scary and mean to Vanessa. Another child notices, though, and eventually realizes she can take the initiative and walk with Vanessa to school. This one small act changes everything for Vanessa (and maybe even the boy who was being unkind). The author also shares some resources to help children and adults when confronted by bullying behavior.

In the Pond

by Ermanno Cristini and Luigi Puricelli

https://www.goodreads.com/book/show/2114487.In_the_Pond

In the Pond is a must have book for those young nature lovers who can’t get enough of seeing ecosystems in action. Each page highlights a section of the pond and provides an elegant piece of the puzzle of life moving through the water, hovering at the edge, and slipping into the scene. At the end of the book, we get to see the whole array of pages put together, complete with a key identifying each of the 33 organisms represented.

Inside Outside

by Lizi Boyd

https://www.goodreads.com/en/book/show/15015619

The pages of this book take us on a seasonal journey moving back and forth from inside a child’s home and the backyard. This delightful book features small windows that show the dynamic link between these two spaces, while also providing a new view or focus on particular details that might at first be easy to miss. The clever illustrations highlight a child’s experience in all its glory and, although the pictures are simple, they provide enough richness for multiple trips, back and forth and back again.

One Little Bag: An Amazing Journey

by Henry Cole

https://www.goodreads.com/fr/book/show/44575061

The book begins with a picture prelude of a tree being harvested, transported to a paper mill, and transformed into a paper bag. This bag becomes part of a child’s experience of growing up, sharing love, and creating family. This love story of sorts is also a moving reminder of the importance of conserving the resources of our precious planet. And the author’s note at the end isn’t to be missed!

Pancakes for Breakfast

by Tomie DePaola

https://www.goodreads.com/en/book/show/309554

This simple story line shows a woman waking up to the thought of enjoying pancakes. The pages follow her process of checking the recipe, preparing the ingredients, and bumping up against the challenge of missing key elements from the recipe. This requires her to gather eggs, milk the cow, churn the butter, and even go to a neighbor who has tapped some maple syrup. With all of these obstacles almost overcome, she encounters one more big one. But that doesn’t stop her from enjoying some pancakes! One of the delights of this book is how it incorporates words as part of life: from the recipe book, to labels on the dishes or containers, to the final picture hanging on the wall at the end.

Sidewalk Flowers

by Jon Arno Lawson and illustrated by Sydney Smith

https://www.goodreads.com/book/show/25928556-sidewalk-flowers

One girl’s walk home with her busy (and slightly preoccupied) dad becomes a tribute to how even the smallest of acts can bring kindness and color into others’ lives. In the process of noticing small details, the girl collects sidewalk flowers and shares the beauty with those she passes who most need a little love and care.

Wave

by Suzy Lee

https://www.goodreads.com/book/show/3171606-wave

The line drawings and blues of the ocean perfectly capture the childhood experience of running to the beach and dancing with the ebbs and flows of the water. Seagulls stand by while a girl goes through a series of interactions with the waves. From initial stand offishness to full-fledged immersion, the girl and the wave (and even the seagulls) go through a kind of transformation, which is enhanced by the blues that begin to wash across each page as the story unfolds.

Window

by Jeannie Baker

https://www.goodreads.com/en/book/show/1401164

Through one window, we witness a story of change. What begins as a lush, tropical backyard eventually becomes a bustling neighborhood. Within this story is also the transition from babyhood to childhood to adulthood and even parenthood. From the items on the windowsill to the various kinds of interactions outside the window, Baker’s collage constructions provide not only a textured story, but also host of fascinating details.

Download a PDF of this booklist! We hope you and your children enjoy these books as much as we do!

Pandemic Impacts on Older Kids and Teens

Mon, 01 May 2023 11:00:02 GMT

While there has been a certain amount of awareness of how COVID has impacted young children, we thought it would be helpful to shift our attention toward those in their elementary and adolescent years. While the impacts may manifest differently, those in the middle of their school years also experienced considerable disruptions from COVID. From increased anxiety and physicality to challenges in social interactions and work engagement, elementary-aged children and adolescents are facing their own share of struggles.

Social Development

Those who experienced the start of the pandemic during their elementary and early adolescent years were at home during a time when developmentally they needed to connect with peers and figure out their social identity. It’s during this time that our kids develop their own sense of individuality within the context of community. This interplay amongst peers allows older children to both develop their ability to communicate with others while processing how their individual actions impact those around them. The result? Our young people begin to learn how to practice empathy for others while also advocating for themselves.

During the locks-downs and distancing from COVID, many children missed out on key formative experiences, like how to join a group, how to invite others into a group, and even how to have positive conversations. Without some of these skills, navigating social situations, especially those that involve more than one other person, can be trickier.

Even children’s awareness of others’ physical space has been impacted, perhaps due to maintaining six feet of distance or even having more time in close proximity to screens. As children have been able to be together again, the boundary line of what is too close or what is too physical is something they are having to discover.

Direct instruction and guided practice can help. Elementary-age children love to role-play, so even acting out different scenarios can be beneficial. To foster developing friendships and healthy peer interactions, have conversations with your children and teens about the qualities of a good friend and how to be a good friend to others.

Regulating Emotions & Managing Anxiety

During the elementary time period, our children are developing their emotional skills, which provide an important base before young people enter their more tumultuous adolescent years. Major emotional skills mastered during this stage include how to adjust to different rules and social norms for behavior, understand others’ feelings, acquire more control and management of emotions, and develop strategies for patience and general adaptability.

In addition to not having as much opportunity to flex these social-emotional muscles, so much was outside of our children’s control during the early COVID years. As a result, more young people have developed increased anxiety, which can manifest in a multitude of ways.

For some children, just the transition into the school building and away from parents or caregivers can cause anxiety to flare up. For others, trying to figure out how to interact with peers in-person can be anxiety-provoking.

To help, we can focus on communication and collaboration. This can range from recognizing and discussing emotions when children are calm, to remaining open and empathetic when strong emotions surface. It’s essential that, as adults, we model emotional regulation so our young people can see how we use coping strategies, like taking deep breaths or stepping away from a situation, rather than just reacting.

We can also be sure to address our kids’ behavior rather than their emotions. This helps young people understand the distinction between their feelings and their actions. For example, if someone feels angry, that is just a feeling, which is neither good nor bad. However, if someone acts on that feeling by hitting another person, the behavior of hitting is unacceptable. When we handle disciplinary situations, our responses can help our kids begin to internalize that it is okay to experience a range of emotions and that they have choices and limits in terms of how they behave.

Involving our children in the conversation is essential. They might need help voicing or expressing their emotions and anxieties so worries don’t stay hidden inside where they can easily proliferate. Most importantly, we need to help ensure that children don’t keep avoiding whatever is causing them stress or anxiety.

Getting Back Into the Rhythm

Healthy routines are important for older children and teens, who need structure and predictability to offset the stress associated with the changes they begin to experience in their social lives, their bodies, and even their emotional experiences. With all the disruptions of the pandemic, we need to be especially sensitive to the importance of following through and following up. Our children need us, as adults, to hold consistent, firm, and kind boundaries, so that they can feel secure and settled.

From regular sleep and predictable mornings to completing chores and finishing assignments, routines can be the guide. With older children and teens, we also need to engage in respectful, curious conversations about what causes them to feel stressed, tired, or overwhelmed. Ideally, we are encouraging our young people to take an active role in planning routines that will help them manage themselves better. If we brainstorm with our kids and write down the plan together, we can more easily revisit what is going well and what might need to be modified. Also be sure to celebrate the wins and compassionately communicate if something isn’t working well.

Above all, our young people need our patience and understanding. This requires us, as adults, to practice our own mindfulness and grounding so we can be present and supportive. If concerns arise, we can work in harmony to compassionately identify possible problems and strategize practical solutions.

To see how we support students' emotional regulation, social development, and intellectual engagement, come visit our school . We love to share what we do!

The Positive Way

Mon, 02 Jan 2023 21:27:08 GMT

Positive Discipline aligns well with Montessori philosophy and helps us shift from being punitive or reward-based to being kind and firm at the same time.

We are often asked about how we handle discipline in Montessori. It’s a great question because we think differently about discipline. Ultimately, we want our children to develop self-discipline and to understand how to balance being an individual within a community. We know that children need to have a sense of belonging and significance; they want to feel and be capable in the world. In the process of learning how to use their power constructively, we understand they will make mistakes along the way.

In thinking about discipline, it can be helpful to consider how we, as adults, want to be treated when we make a mistake. If we start arriving late for work, for example, how would we want our supervisor to respond? Imagine if we were reprimanded, especially publicly. We might slink into discouragement, feel resentful, or even lash out. Or maybe our supervisor doesn’t hold us to expectations of timeliness and we eventually don’t even feel the need to get to work promptly. However, if our supervisor kindly and quietly reminds us about arrival time expectations, perhaps even checking in about what is going on in our lives, their warmth and understanding can inspire us to do better.

Our children deserve and need the same kind of respect. They do best when they are encouraged rather than punished or pampered. Yet often we get caught in a cycle with our children. We punish or cajole. Our children rebel, maybe get back at us, or perhaps retreat. Things get worse. We may react and layout more consequences, as if making life more miserable will help our children make better choices. In reality, we are all more likely to do better if someone supports us to figure out what went wrong and how to make things right.

The practice of Positive Discipline aligns well with Montessori philosophy and helps us shift from being punitive or reward-based to being kind and firm at the same time. Positive Discipline is a respectful approach that acknowledges that when children feel worse, they do worse, and when children feel better, they do better.

To balance being kind and firm at the same time, while also ensuring that we are supporting our children in healthy ways, we can listen to what we sound like when we communicate with children. Are we issuing directives or asking for cooperation? Are we forging relationships or cutting off connections? Are we brashly belittling or kindly reminding?

One way to become more aware of talking with our children rather than to our children is to practice the Positive Discipline principle of connection before correction. Connection before correction means that we focus on creating closeness and trust instead of distance and hostility. If we notice a child has left their coat on the floor, it’s most effective to first connect with them in a loving way before reminding them to clean up after themselves.

Basic brain science explains why this is the case. Scolding, nagging, lecturing, blaming, shaming, yelling – all cause the recipient’s brain to shift into “flight, fright, or freeze” mode. Children (and adults, too) function best when they feel safe, trusted, and accepted.

Connection before correction can be as simple as first getting to a child’s eye level and smiling before addressing the need at hand. Or perhaps it’s saying, “I love you, and the answer is no.”

Other ways of making a connection include active listening, spending special time together, validating feelings, asking questions, and giving hugs. Effective connections are made when everyone involved feels significance and belonging.

When children feel a connection, their sense of belonging and significance increases. Often this connection is enough to stop misbehavior and facilitate cooperation. The real bonus is that when we take the time to first connect rather than correct, we actually end up feeling better ourselves. Everyone benefits.

Positive discipline practices are an essential component of how Montessori communities function so effectively. We would love for you to come to visit our school and see how we are kind and firm at the same time, how we practice connection before correction, and how we see mistakes as opportunities to learn. Schedule a tour to learn more!

Roles & Goals: The Montessori Guide

Mon, 26 Dec 2022 13:00:07 GMT

Roles & Goals: The Montessori Guide

Our society knows teachers. Teachers give information. Teachers provide an education. Teachers instruct.

In a Montessori classroom, however, the role of the adult is rather nuanced. The adult is there to facilitate, suggest, model, and observe. The materials teach. The adults advise.

Those of us accustomed to traditional models of education may find this odd or even worrisome. How can we expect our children to learn if the teachers don’t teach?

Traditional vs. Montessori

Because the Montessori model is quite different from traditional education, the adults responsible for providing a Montessori experience have very different responsibilities, skills, and abilities than those of teachers in a traditional method.

Historically children have been seen as blank slates or empty vessels that just need to be filled with information or knowledge. The teacher’s role has been to fill the vessel, to teach. Because the teacher passes information, correction, and validation to the student, the teacher is the material for learning.

Rather than seeing children as empty vessels, Montessori teachers see a bundle of potential just waiting to be realized. As such, the focus is on discovering these hidden potentials in children and supporting their development. This happens most effectively when children are actively engaged in their learning process.

In the traditional model, a teacher needs a number of tricks, including a system of rewards and punishments, to keep children focused on learning. But this framework of grades and evaluations isn’t actually necessary for children to learn.

In Montessori, we see the deep intellectual, social, and emotional engagement that happens when children get to learn through their own activities. Children get to use a variety of hands-on materials to explore, discover, and internalize key concepts and skills. Montessori teachers introduce how to learn from the materials in the classroom. As a bonus, because children are active participants in their own learning, they don’t have to sit passively while remaining focused on the teacher’s activity.

Roles & Goals

So, if a traditional model demands that the teacher’s presence is active and the student’s presence is passive, what does it look like in a Montessori classroom? When you look in a Montessori classroom, at first it may be hard to find the adults because the role of the Montessori teacher should be (or appear to be) a passive one. You may see an adult observing the room or particular children, inviting a child to a small group or one-on-one lesson, or sitting with children who are using the learning materials.

Sometimes it can be clear that the adult is presenting a lesson. In these moments, the adults do look a lot like teachers, just working with a small group rather than the whole class. Yet during these brief presentations, the goal is rarely to dispense information. Montessori teachers don’t want to teach the trick for compound multiplication, the names of all the countries in South America, the characteristics of mammals, or the function of a verb in a sentence. Rather, the goal is to give the children just enough of the lesson to pique their interest or capture their imagination. We want them to return to the learning materials again and again so that they discover the mathematical proof, scientific concept, geographical boundary, historical connection, or grammatical rule on their own.

Teachers vs. Guides

Because this goal and the role of the adult are so different, we often refer to our teachers as guides. This change in terminology shifts our thinking. Montessori teachers don’t lead a class from the front of the room. Our guides provide paths for children to learn that the quantity of 10 feels bigger than the quantity of two, that nouns name things, that equivalent fractions really fit into the equal space, or that 82 actually forms a square!

Montessori guides are acutely aware of how to support children on these varied and delightful paths of progress. Like the rudder of a ship, our guides allow children to embark on a journey of discovery while offering adjustments and changes to the course as needed. The result? Children flourish as active, creative, curious thinkers.

We’d love to have you come to visit our classrooms to experience how we guide children in this remarkable world, encourage active engagement, and support a life-long love of learning.

Time for Togetherness

Mon, 19 Dec 2022 13:00:06 GMT

Time for Togetherness

During the holiday season, we can unintentionally become a bit edgy or stressed. Routines change. We might travel or have out-of-town guests. While our children may feel excited about the holidays, they also can feel the changes in family routines or shifts in family dynamics.

If we are getting together with extended family or friends—no matter how loving, patient, and well-meaning—having additional people mixed into the scene, especially during the holiday season, can add additional layers of stress. Often our children absorb this unspoken stress and their behavior may shift as a result.

Perhaps we see more meltdowns, an uptick in neediness, an increase in whining, more resistance, or a surge in sibling conflict. If our children start to show attention-getting behavior, we can remember that they are sending an important message about unmet needs. It’s like they are waving a red flag to indicate we should shift our focus!

Step 1: Connection

The first step is connection. Children want to feel a sense of significance and belonging. So even a few minutes of loving attention can refuel children who are feeling disconnected. Depending upon their age, this could mean snuggling together on the couch, collaborating on coloring a picture, taking the dog for a walk together, or shooting hoops. The most important thing is that the focus is on being together without distractions.

Step 2: Preparation

Once we’ve established that connection and our children feel secure and satisfied, we can discuss changes that occur during the holidays. Will bedtimes be different? What will shift about meals together? What kinds of activities will likely happen?

In preparing ourselves and our children for time with extended family and friends or changes to expect during the holidays, we can consciously reflect together about what routines will shift, what traditions we want to honor, and what joys and challenges the time may bring.

Our children like to be prepared and have a sense of what to expect. Involving them in the discussion, planning, and preparation can alleviate not only their anxiety but also our own angst.

Mapping out the days on a family calendar provides a visual guide for the changes in routine. A whiteboard works well, easily allowing for modifications if the plans become overwhelming. Take time to have conversations about what activities are most enjoyable for everyone. Then cut back on those that are not essential.

Step 3: Mindful Involvement

When we are in the midst of being amongst friends and extended family, the experience of collecting snippets and stories of favorite holiday experiences can be a bonding experience for everyone. Part of the ritual of coming back together around the holidays can include sharing, and even documenting, different memories of past times together. This kind of sharing offers everyone a way to reorient and reunite. The recollections can even be collected in a kind of family memory book that can be pulled out when everyone gets back together again.

Children and relatives also want to help. Intentionally enlisting extended family to support children’s involvement can create a win-win for everyone. Some possible collaborative activities include food preparation (scrubbing potatoes, mixing dough, tearing lettuce for a salad), making simple decorations, setting the table, folding the laundry, and even dusting and tidying. We all feel more settled when we feel useful and engaged.

This holiday season we have an opportunity to consciously create new rituals and opportunities for our children, our friends, and our extended families. Rather than rely upon old patterns perhaps learned from previous generations, let’s plan our time of togetherness and mindfully prepare ourselves and our children.

Power & Potential: The Sensitive Periods

Mon, 12 Dec 2022 13:00:00 GMT

Power & Potential: The Sensitive Periods

Have you ever noticed how sensitive young children can be to changes in routine? Even the slightest schedule adjustment can throw things off. On the positive side, young children also have an incredible ability to internalize the order of their daily activities. They intuitively know when something is supposed to happen during a regular day.

It’s also pretty amazing how quickly young children absorb the intricacies of language, how they progress so seamlessly from sitting to crawling to walking to running, or how they can be so focused on tiny details and objects.

During these times in their lives, children seem to be compelled by an irresistible force. Think of the little one who wants to climb up the steps again and again. We can try to stop them, but they are undeterred! And despite the great effort involved, the activity almost seems effortless to them.

In Montessori, we pay close attention to these periods of time when children show intense focus on mastering a new skill, creating deep understanding, or refining their abilities. We call these times “sensitive periods.”

What are Sensitive Periods?

To paint the picture of sensitive periods, Dr. Maria Montessori used the example of newly hatched caterpillars. These young caterpillars hatch from eggs in protected nooks but are drawn toward the light where they can eat soft, young leaves at the ends of branches. The young caterpillars aren’t aware of the fact that going toward light will provide them with a food source. Rather, they are responding to a biological impetus. Once that need is satisfied, the caterpillars no longer have the desire to move toward bright light. That sensitive period is over and they shift into the next stage of their development.

Like the young caterpillars, young children in a sensitive period become incredibly absorbed with acquiring or mastering a new skill and hone in on the activity that aids their development. Neurologically, this is the time when groups of neurons become more active than others and establish key neural networks in children’s developing brains. These windows of opportunity are transitory and marked by children’s passionate focus on mastering a skill or characteristic.

In Montessori we focus on four main sensitive periods:

Order
Language
Refinement of the Senses
Movement

Sensitive Period for Order

The sensitive period for order is most intense from birth to three years of age, although it does continue through age six. When children are under the influence of the sensitive period for order, we see their intense interest in the order of things, both in routines (time, order of events in day, etc.) and in their environment. Young children can show great distress if this order changes.

As adults, we can appreciate that order makes our lives easier; planning our meals and picking out clothes ahead of time makes our week flow more smoothly. Organization and order are a convenience and make us more efficient. But young children need orderly environments in a different way. The order in their surroundings or routines becomes the basis for their relationship with the world. If that foundation of order is changing all the time, it’s like trying to build a house on a shifting foundation. Lots of changes in the environment or schedule cause children to have to constantly adapt, which diverts their energy away from other necessary forms of their development. When children have a predictable and ordered environment, they feel secure, trust their environment, and establish an internal order.

Sensitive Period for Language

Children are effortlessly absorbing language from birth. The first three years of life are focused on the development of spoken language and the last three years are focused on the expansion and refinement of language, including writing and reading. During this sensitive period, children are learning the intricacies of the language spoken around them. They hear sounds and begin to try to imitate them. They hear the rhythm of phrases and sentences. They begin to internalize the nuances of grammar.

Because children are absorbing all aspects of language, they need rich language experiences. Thus, we want to provide lots and lots of vocabulary by naming real things in the environment and engaging in meaningful conversation, even with our infants!

Sensitive Period for Refinement of the Senses

Young children are learning about their world through sensory experiences. The sensitive period for refinement of sensory perceptions starts at birth and begins to fade around four and a half.

This sensitive period does not make children’s eyes see better, ears hear better, or tongue taste better, but it does help children distinguish between finer and finer differences. Children who have access to sensorially rich environments can begin to refine their senses, have clearer perceptions, and be able to organize and classify their impressions. Neurologically, this sensitive period is when children are creating neural networks that help them interpret their environment through visual, auditory, olfactory, gustatory, and tactile perceptions. An enriched experience gives children the opportunity to develop powers of sensory discrimination, like perfect pitch, that will last throughout a lifetime.

Sensitive Period for Movement

Movement is how children come into contact with their environment, express their developing personality, and develop their independence. So much movement development happens from birth, and then, from about ages two and a half to four, children focus on refining their movements.

Children in this sensitive period benefit from having their movements directed toward some purposeful aim. For example, children want to imitate and participate in daily life, like cooking and preparing food. As parents, we often give our children play kitchens. With no other options, children will play with the pretend kitchen for a while, but this doesn’t satisfy them for long. They are much happier preparing real food for themselves and those around them. Meaningful activity, like food preparation, helps children refine their movement, adapt to their culture, and contribute to their community in a purposeful way.

Power & Potential

Although “sensitive periods” refer to the particular times when children are most open to developing a particular skill or trait, the name is a profound reminder. We need to be sensitive–treading mindfully and with great care–to the power and potential of these periods of development.

During the sensitive periods, children develop the skills and characteristics of order, language, refinement of the senses, and development and refinement of movement without apparent effort. Once the sensitive periods have faded, children can still achieve and develop certain characteristics, but they have to do so using work and effort. Plus, the skill or characteristic isn’t as fully integrated and absorbed. Think about how hard it is to learn a second language as an adult!

Most delightfully, when children are in a sensitive period and their needs are met, they experience deep inner joy and a sense of satisfaction. We invite you to schedule a tour so you can come visit our school and see this joy and satisfaction in action!

Shifting from “Stuff” to the Spirit of the Season

Mon, 05 Dec 2022 13:00:05 GMT

Shifting from “Stuff” to the Spirit of the Season

All too often the holiday season becomes about “stuff”–presents, decorations, more presents. How do we wean our children away from their focus on getting gifts and instead shift attention to the spirit of togetherness, generosity, peace, and goodwill?

It can be helpful to hold a family meeting and talk about everyone’s feelings about the holidays. We can ask our children about what, besides the gifts, they really like about the holidays. Often memories start to emerge: making gingerbread cookies with Grandma, taking a walk together as a family, ordering take-out Chinese and days-worth of leftovers.

From those memories, you can start brainstorming about what to establish as part of your family holiday tradition, perhaps even exploring new ways to enliven the winter season. Could a family hike followed by hot cocoa be a regular ritual? Coloring and cutting holiday-themed place settings? Decorating cookies to distribute as gifts?

In discussing the holiday, you can also introduce activities that involve giving and service to others. All sorts of studies detail the mental and physical health benefits of selfless service. The term “helper’s high” refers to the chemicals released in our brains when we engage in giving behaviors. Children can be very intrigued by learning about different charities, especially those that are local or important to their families. Part of the process of gift-giving can include choosing a charity and giving a gift in your child’s name or even having your child play a part in delivering the gift.

Another approach is to focus on giving gifts that are really experiences: a trip to a museum, a weekend family adventure, certificates for favorite excursions, cash and a coupon for an outing to the arcade, a day trip with a friend to the trampoline park. Whatever the experience, the focus is giving the gift of doing something, and ideally doing something together, rather than owning an object.

Brainstorming about the types of gifts or experiences we share with friends and family during the holiday season helps open our children up to the idea that gifts don’t have to be an item purchased at a store or online. As you explore this idea with your children, you can offer options such as:

• DYI/Handmade Gifts

• Care Packages

• Video Gifts/Electronic Messages

• Experiential Gifts

• Gifts of Quality Time

• Skill Sharing Gifts

• Donation & Support Gifts

• Food Gifts

Children can be involved in creating care packages or gift baskets, video collages or audio greetings that can be sent to grandparents, favorite dry goods recipes in mason jars, and coupons for activities or quality time.

We have enough things in our lives. Even if our youngest children aren’t quite ready to give up the idea of getting material presents, we can model both how gifts can take on many different forms and how we can bring more of ourselves to the holiday gift-giving experience.

Likely our children won’t remember a particular toy they unwrapped in 2022, but they will remember what they did with those they love and how they felt while doing it. Perhaps just planning a different kind of giving this year can bring less stress and more joy. What better gift than that?

Music the Montessori Way

Mon, 28 Nov 2022 14:30:00 GMT

Music the Montessori Way

Music. It helps us express ourselves. It expands our consciousness. It draws us together. Since ancient times, humans have relied upon music as a fundamental form of communication. Even today, we can see how children, from an early age, are drawn to music.

Always the scientist and observer, Dr. Maria Montessori recognized the essential place of music in children’s development. She collaborated with a number of musicians to develop a comprehensive music program to support children’s music appreciation and expression. The Montessori music program begins with sensorial experiences that build to children developing an acute awareness of pitch and rhythm. These experiences and activities then evolve into children learning the construction of musical scales and even perfecting how to write, read, and compose music. These components ultimately support children and adolescents’ abilities to use music as a form of self-expression.

Early Experiences

From our earliest moments of life, we absorb the sounds of our environment. A fetus hears the rhythm of the mother’s heartbeat, breathing, and body systems. Expecting parents may sing or tell a story and their unborn child takes in the patterning and intonations of their voices. Newborns use these sounds as a way to have points of reference while orienting to life outside of the womb.

When working with infants and toddlers, we slow down so as to observe and listen to sounds and movements in nature. Hearing and relating to the natural music around us helps us be better attuned to the music in everything. As adults, we model this reflective pace, especially in our fast-paced society.

In the process of learning through imitation, our youngest children try to mimic sounds, first by copying movements with their mouths and later with their bodies. Thus, we model connection to music and openness to learning and experiencing musical expression, both in the traditional sense and through experiences in nature. Because music moves us emotionally and calls forth varied feelings, we also show how to express these emotions by moving our bodies, dancing, and singing. Young children need to experience music so they can make it part of their human experience.

Musical instruments in our infant and toddler communities are often related to nature and the sounds of nature. We provide multiples of each instrument so that when singing songs together, everyone can have a rhythm stick, or other appropriate musical instruments, and keep the beat together. We offer different kinds of high-quality instruments because the sounds affect individuals in different ways. Like with any other material in a Montessori classroom, the adults present the appropriate use of each kind of instrument to the children.

When children get a little older and move into the Primary or Children’s House level, we offer four strands of music education: singing, rhythm, music appreciation, and music literacy.

Children’s House: Singing

Singing begins right away in the Children’s House! We are helping young children realize that their voice is an amazing instrument. We share and teach easy-to-learn songs, as well as model how to express a range of emotions through the musical experience of singing. Folk songs offer high-quality melodies and expressive lyrics, as well as topics that reflect real-world qualities and real-life experiences–from celebrations and holidays to the weather, geography, and just everyday life.

When we introduce songs in the Children’s House, we first sing without any accompaniment so that the children learn how to find the right pitch. Once the children know a song very well, we may complement the singing with a piano, guitar, dulcimer, or the classroom bells.

Children’s House: Rhythm

Young children are so adept at rhythm. From the very beginning, life inside the womb was a rhythmic wonderland, with the symphony of the mother’s heartbeat, digestion, and respiration. Continuing throughout their lives, children experience rhythm all around them. We support the development and refinement of rhythm through activities that involve walking, running, marching, and skipping on an ellipse on the classroom floor, as well as through percussive instruments and music with distinctive rhythmic patterns. We may introduce hand and foot movements during songs, as well as the use of rhythm instruments. Some children also begin rhythm notation while in the Children’s House.

Children’s House: Music Appreciation

Through recorded music selections, we offer the history and culture of different kinds of musical expression in the human experience. When introducing a new piece, we give its name, the name of the composer, and the type of music it represents. These lessons are correlated to what the child knows in history, geography, art, and current events. When musicians visit to play an instrument for the children, we expand the experience with related vocabulary, stories, and listening opportunities.

Children’s House: Music Literacy

Although most settings don’t introduce music literacy to young children, we offer it as we do writing–as a means for sounds to be saved and held. While improvised work is lost into the air, writing down notes saves the idea and allows the possibility of communicating without face-to-face contact.

In the Children’s House, the bells become the children’s second instrument. We begin music literacy as soon as children can pair the bells of the diatonic scale and when they show an interest in the names of the pitches.

To introduce music literacy skills, we isolate two difficulties: notation for melody and notation for pitch. These two pathways start separately in the Children’s House but are joined in the Montessori elementary program.

In addition to working with the tone bars to dive deeply into music notation, scales, and composition, children at the elementary level continue experiences with listening, music history and literature, playing instruments, singing, movement, and rhythm.

Elementary: Rhythm

In elementary, children start with a sensorial experience of four-beat measure patterns, and we soon introduce the notation for these four-beat patterns. Children begin to be able to read rhythmic patterns for familiar names (of people and items), which also prepares them for an understanding of syllabification. Through this work, they begin to be able to notate patterns that they hear and to find notation patterns in printed music. They also get to experience finding words that will fit different rhythmic patterns and can practice notating the rhythm of spoken words.

Elementary: Playing Instruments

We first use games to introduce elementary children to various instruments and then support them in using instruments to accompany class songs. As their expertise grows and they are able to maintain a steady beat, students may form a small band and can even learn how to have a conductor!

Whenever possible, we support children in seeing and hearing real orchestral instruments, including the music and instruments of other cultures. As children listen to individual instruments and combinations of instruments, they learn to differentiate between different qualities of sound that instruments create.

Elementary: Listening

We approach the art and skill of listening very deliberately. The adults set an example by listening to children and by speaking quietly and in clear sentences with precise pronunciation. Even in the elementary, we play listening games–from investigating how our bodies make noise, to taking listening walks, to enjoying mystery sound games, to exploring the absence of sound–all of which provide opportunities to focus on listening skills. The children also relish opportunities to listen to recorded music, both independently and as a group, and to be able to discuss what they heard.

Elementary: Tone Bars

The tone bars are elementary students’ primary musical instrument. Children in the elementary can often be found composing and playing on the tone bars and as they experiment with sounds and the relationships of the tone bars, they are essentially in the babbling stage of language development. With extended exposure and practice, this “babbling” can evolve into children being able to pick up tunes by ear.

Eventually, elementary students use the tone bars for learning major and minor scales, whole steps and half steps, transposition, the musical staff, music notation, composition, pitch dictation, degrees of the scale, intervals, sharps and flats, and key signatures.

Montessori Music Program

Montessori music begins sensorially, isolates difficulty, and engages children in spontaneous activity and meaningful self-expression. The Montessori music program is constructed so that the keys to music can be presented as a language of communication. We consider music to be an element of total literacy and thus give music as much emphasis as we give to mathematics and language as essential tools of communication. As a result, as children move toward adulthood, they are able to use musical expression as a way to better understand themselves and the world around them.

We invite you to come to visit our school to see (and hear) how music comes alive in our classrooms!

Mutual Respect & Making Deposits

Mon, 21 Nov 2022 14:30:02 GMT

Mutual Respect & Making Deposits

Montessori classrooms depend upon a web of mutual respect. This culture of respect is established from the very beginning: from how the classroom is arranged and sized for the children, to how we greet each other at the start of the day, to how the adults refrain from interrupting children’s concentration. Dr. Maria Montessori emphasized that, as adults, we must have the utmost respect for children, because they are in the process of constructing themselves and are the hope for the future of humankind.

Mutual respect does require maintenance, though. As Montessorians, we are always tending to the emotional environment of the community. One way we do this is by continual practice of different ways we can show grace and courtesy toward each other and our surroundings. We do know, however, that situations arise when tensions start to run high, misunderstandings proliferate, and irritation takes over. We are all human, after all.

Because it’s helpful to have some support when things start to fray, we thought we’d share a strategy that can be helpful when frustrations, fallings-out, or rifts are on the rise.

First, imagine a scenario in which there is a small slight. A look from across the room. A forgotten request. Not listening to what is being said.

Usually, this isn’t such a big deal. However, if we are feeling particularly annoyed or frustrated by something that happened previously, we might mutter about how we can’t believe so and so did that again, how could they look at us like that, how they never pay attention, and on and on.

Our response tells a lot about how we are feeling about the other person involved.

If we find ourselves in a situation where a progression of misunderstandings and misinterpretations is causing a rupture, it can be a good time to pause and consider the concept of an emotional or relationship bank account.

Dr. Stephen R. Covey explores the idea of an emotional bank account in his book, The Seven Habits of Highly Effective Families, and Sean Covey introduces the relationship bank account in his book, The Seven Habits of Highly Effective Teens. The essence of this “bank account” is that we have different connections with the people in our lives, and between each of us we have an unseen measure of how we are connecting. We can visualize that measure as a bank account. Just like with a bank account, we can make deposits or withdrawals.

When we greet a co-worker in the morning with a smile and a compliment, we are making a deposit. Over time, with lots of deposits, a large cushion of goodwill is created in our relationship bank account. When a large cushion is there, our co-worker is likely to be understanding when one morning we scowl and barely mumble, “morning.” They might wonder if we are okay and want to do something to help us feel better.

But let’s imagine that instead of making regular deposits into our relationship bank account, we have either not taken the time for a kind greeting, or perhaps have been complaining about something they’ve done. These little acts end up draining our relationship bank account, like multiple small withdrawals, until there is little to no cushion of goodwill between us. If that’s the case, when we scowl and mumble, “morning,” the other person might react with anger and frustration, fed up with our attitude and ready to retaliate.

In simple terms, our relationship or emotional back account is like a cup that gets filled or emptied.

When exploring this idea with young children, it can be helpful to draw or get a real cup, fill it up while imagining different acts of goodwill, then empty it while exploring little thoughtless or unkind acts. Children love to brainstorm different ways to fill the cup, perhaps even creating a poster or drawing together to have a visual reminder.

Older children are often intrigued by the connection to a financial bank account. Even the logical exploration of deposits and withdraws can help older children shift out of the emotional centers of their brains, which then allows them to approach a potentially tense situation with more calm and clarity.

If your children would benefit from a graphic image of making deposits or filling a cup, or what it looks like when lots of withdraws mean we don’t have a buffer of goodwill, feel free to download this image of a graduated cylinder to use to show filling or emptying our emotional bank account. Sometimes having a visual really helps solidify the concept for children.

Really, though, we can use this strategy in all of our relationships. When we can think about the little acts of kindness, honesty, patience, and unconditional love and acceptance as being ways to build up our relationship bank accounts, we can more easily shift gears in how we relate.

Ultimately, this practice can allow us to become more mindful of the actions between us. We can look across the room with warmth. We can acknowledge a mistake and work to make amends. We can listen with acceptance.

When we make deposits, we connect and cultivate goodwill. These deposits happen on a regular basis in Montessori classrooms. We invite you to come to visit our school to experience this mutual respect for yourself!

Meeting Adolescent Needs

Mon, 14 Nov 2022 14:05:22 GMT

Meeting Adolescent Needs

As we adapt, learn, and exist in the world, we rely upon unconscious, innate drives that help us orient, explore, work, order, calculate, imagine, abstract, communicate, repeat, and self-perfect. In Montessori we call these “human tendencies” and we take care to observe how these tendencies show up in different ways at different stages of development.

As young people enter adolescence, it becomes even more critical for us to consider how these aspects of being human show up. When we recognize these internal drives, we can better ensure that we are effectively supporting adolescents’ process of self-construction during a vulnerable and dynamic time in their lives.

So, let’s take a look at each human tendency and consider how to support adolescents’ characteristics and needs.

Orientation

During adolescence, young people need to orient themselves to their new bodies and the new ways their brains are functioning. Sometimes adolescents don’t even quite know who they are from one moment to the next. This can be easily seen in those times when adolescents swing from child-like behavior to adult-like behavior. They also need to orient to a different learning environment, including understanding the new adults in their lives, as well as a new social/peer community. They are trying to figure out boundaries: of their space, their body, and their minds.

As a result, adolescents need orientation to rules and responsibilities. In Montessori adolescent programs, adults support this orientation by providing time and space for training and introduction. When starting a new skill, introducing a new concept, or even starting a new school year, adolescent guides are sensitive to the orientation process that needs to happen and also to the fact that adolescents’ executive function skills are still developing.

Exploration

Adolescents are also navigating issues of their own identity and exploring how they feel comfortable in their world. This normal, developmentally appropriate process can lead to a great deal of creative exploration. They will often want to try on new kinds of self-expression, sometimes through physical presentations such as the fashions and hairstyles they choose or create for themselves.

During adolescence, young people may also explore (or continue exploration of) where they are on the gender spectrum. They seek safe, judgment-free settings in which to see how it feels to be identified in different ways. As a result, they need supportive adults through this dynamic process of identity development.

Adolescents are also exploring new capabilities and their own bodies. They want (and neurologically need) to take risks. Adolescent guides provide opportunities for healthy risk-taking, perhaps through a ropes course, a backpacking trip, or even through big physical expressions, while also being sensitive to the physical and psychological disequilibrium that can happen when adolescents are re-orienting and exploring who they are and what is possible.

Work

This exploration of what is possible connects to adolescents’ ability to engage in really hard work. If they feel connected to the purpose of the work, if it has personal or social value, they can take on big incredible tasks. When they feel this connection, adolescents will easily take on a challenge, even something as monumental as moving a whole building, and do so with vigor. If they have an investment in the activity, they will work relentlessly to see that it happens.

Adolescent guides support these experiences of purposeful work that has a real impact. This often means working side-by-side with adolescents to get the work started and to help them find a connection to why the work is important. Sharing their own passion for the work is another way adults can support adolescents’ engagement. Likewise, adolescents can dig into hard intellectual work, again if it has meaning and purpose for them and their social group.

Imagination & Abstraction

Often adolescents’ imagination will aid them in the process of big work. Undaunted by limits, they can imagine better, more innovative ways to get something done. To support this, adolescent guides allow room for failure and mistakes, so that adolescents can experiment and learn from the process. Adults can also allow adolescents room for putting what they imagine into action, rather than focusing on an adult agenda or needing to move things along more efficiently. Adolescents’ ability to think abstractly can help in this process of creating new possibilities.

Adolescents are abstracting patterns and social norms. They are able to start thinking about their own thinking (metacognition). Adolescent guides offer opportunities to connect these new abilities to intellectual pursuits. This can also be an amazing time for adolescents to explore forms of self-expression and appreciate the abstractions that can be found in forms of art. Often adolescents are even creating their own form of language or social norms with their peers.

Adolescents’ imagination can also manifest itself in their focus on what others may think of them. This tendency to think there is an “imaginary audience” watching them all the time or to imagine that they are center stage in an experience, can be challenging for young adolescents. Adolescent guides offer opportunities for adolescents to experience and understand different perspectives, while also considering how sensitive adolescents can be in moments of feeling like the spotlight is on them or that they are misunderstood.

Order

Although adolescents may not seem like they need order, they still need the consistency of routines and order in their environment. They benefit from having all the tools back where they belong at the end of their work: the kitchen utensils back in the correct drawer and school items back in their storage space. How that space or drawer looks may not be completely ordered, but adolescents will experience the value of being able to access kitchen tongs when they need tongs!

Similar to how toddlers need the comfort and order of a regular routine, adolescents also need to rely on an ordered schedule, especially when so much is changing for them internally. It’s worth noting that adolescents might have a completely messy and disorderly room, but then will go through a period of redefining themselves and creating a space that matches a new persona they want to convey.

Repetition, Self-Perfection, & Calculation

The tendency for repetition or exactness can often be seen in adolescents’ desire to play the same guitar chord over and over or to jump up and touch the door frame each time they pass through. They are experiencing new abilities and being able to repeat and make those

abilities more precise can really appeal to them. This also relates to the tendency to self-perfect. Adolescents want to perfect that one move to sink the basketball into the net. They want to get the drawing of a character or a face just right. They may also need to repeat or perfect a way of connecting to their social group–a joke that the group bonds over, a funny dance move, a line from a movie–and this repetition reinforces that they belong to the group. They are also calculating constantly: where do I fit in, how do the connections through social media accounts show my status in the social hierarchy, how can I fine-tune my appearance to convey changes in my identity?

Association & Communication

The need for association and communication is paramount for adolescents. They want and need to learn in association and communication with their peers. They work things out together and need to debate and discuss. Adolescent guides provide healthy opportunities for this through seminars or Socratic dialogue, so adolescents can learn how to listen respectfully, hear others’ perspectives, and communicate their own thoughts. Adolescent guides also honor adolescents’ need to connect with others, being sensitive to the constant talking that often needs to happen for adolescents to work through ideas or feel connected to their peers.

Ultimately, adolescent guides are observing for these tendencies so they can make sure the learning environment matches adolescents’ social, emotional, moral, and physical needs and characteristics during this critical time in their development.

Let us know if you’d like to learn more about how our program helps young people on their journey to adulthood!

Sensorial Superpowers

Mon, 07 Nov 2022 13:58:37 GMT

Sensorial Superpowers

Young children are in a powerful process of creating an understanding of their world and where they fit in. To do this, they rely upon their senses as an interface to the world. Everything that comes into young children’s minds comes through their senses.

During the first few years of life, children are absorbing sensory input without any discrimination. Then around age two-and-a-half to age three, children begin to bring images from their subconscious into their consciousness. They begin to work with these images and in the process embark on an important journey of building their intelligence.

The Sensorial Materials

To support this development, Montessori programs offer carefully designed sensorial materials.

that follow a formal, systematic approach. The materials isolate each sensorial quality and offer children what Dr. Maria Montessori called the “keys to the world.” In addition, the sensorial materials support children’s classification of impressions and lead to clear levels of conscious discrimination. If children have these experiences in the formative period of brain development, they establish a foundation for a lifetime of order and precision, as well as logical, reasoned thinking.

How do sensorial materials accomplish all of this? Well, they have some really significant purposes!

Sensorial materials support children’s classification and categorization of sensorial impressions.

For young children, the first three years are like collecting impressions and throwing them into a closet. The images or concepts are a bit of a hodge-podge jumble, thus to go in and access what is needed from this unorganized collection can be a challenge. Because this warehouse of impressions doesn’t have order or classification, children need to develop mental organization so their collection of impressions becomes useful.

The sensorial materials help children to classify and categorize all of the impressions they have absorbed and unconsciously stored since birth. When children interact with the sensorial materials, images come out of their unconscious memory and come into working memory. As children use the materials, these impressions become part of their conscious memory. When children become accurate in distinguishing sensorial differences, we give language for the images, which then helps the concepts become fixed in children’s minds.

Children aren’t born with organized brains that have predetermined categories, so this neural organization has to be built up through experience.

Sensorial materials support children’s refinement of their sensorial perceptions.

It’s important to understand that sensorial exercises don’t make children’s ears hear better, eyes see better, or tongue taste better. Rather, the materials help children develop powers of discrimination so that they can analyze smaller and smaller degrees of difference.

When we take in sensorial input, everything goes into our brain. Then the brain has to make discriminations, a skill which develops through experience and the process of making finer and finer discernments. The materials offer children a clear means for starting to classify and to increase their perceptive powers, both of which are important mental abilities.

Sensorial materials support children in the development of abstractions.

What do we mean by abstractions? An example of an abstraction is the notion of “red.” Red as a quality does not exist in nature. Red can be represented in physical things, but we cannot bring “red” to a person. Red is a quality. It is an abstraction.

Children may have some abstractions already in place, but when they are young the number is limited purely due to the fact that they haven’t had a sufficient amount of experience to develop the abstraction. Furthermore, children don’t typically get to experience sensorial qualities in isolation. The Montessori sensorial materials isolate each quality and give children the opportunity to have enough experience to develop abstractions.

Because we, as adults, have a lot of experience in the world, it can be hard for us to understand what children need to create abstractions. To better understand the significance of abstractions, imagine being told about a quince. If you haven’t had a quince before, it is hard to pull up the image in your mind, much less what it tastes like. If you hear a description that a quince is a fruit, you are able to pull up an idea of what a fruit is. Then if you hear that a quince is in the same family as an apple and pear, you can pull up an image that brings you closer to imagining the fruit and perhaps even the type of skin it has.

But without these experiences and the organization of images, children can’t pull up the same level of abstraction. Imagination helps us, as adults, to be able to do this: pull up images in our minds of something haven’t experienced before based on abstractions. In order to imagine, we must have abstractions. This area is most related to the development of intelligence.

Sensorial materials support children’s development of accurate and discriminating recall of perceptions.

The materials engage children’s memory, help them access information from their memory, and support them in using their intelligence. Memory is a tool of the intelligence, but because children aren’t born with memory, they need support with developing it. While children do have an unconscious memory, they have to take the impressions they have absorbed and build memory from them. The sensorial materials help this process.

Memory needs practice and experience to become stronger; it is only increased through activity. We want children’s memory to be strong and thus we provide lots of experience with the materials and variations with the materials. With each sensorial material, there are many ways to extend the activity and help children with recall.

One significant strategy is giving language to each perception. The language is based on what is isolated in the materials–thick/thin, large/small, long/short, right-angled isosceles triangle/right-angled scale triangle, rough/smooth, heavy/light, ovoid/ellipsoid, bitter/sweet. The vocabulary is extensive and rich, and ultimately fixes the perception in children’s memory.

The second strategy we use is playing games which challenge children to hold the perception in mind for longer and longer periods of time. They might put each of the pink tower cubes scattered about the room so that in rebuilding the tower of cubes from largest to smallest, they have to remember the size of the previous piece in searching for the next largest cube. Some of the sensorial games also help children notice particular qualities in the environment, rather than just in the materials. One favorite is searching for items in the classroom that have exactly the same shade of each of the color tablets.

Through repeated experience with the sensorial materials, children develop clearer and more accurate perceptions and create reference points that they can use throughout life. Dr. Montessori talks about the possibility for children to develop touchstones, a sort of fixed, accurate reference by which this quality can be accessed. These points of reference can provide a lifetime tendency for order, precision, and recall, for example hearing the note of G without any other reference or being able to look at a pane of glass and know if it will fit into the window frame.

Sensorial materials help children develop life-long tendencies towards order and precision.

We don’t know what touchstones might develop for each child, but Dr. Montessori says that touchstones developed during these early years will remain with children throughout their whole life. If children can get accurate discriminations while in this time of sensitivity to sensorial input, this precision will remain with them into adulthood. Of course, children’s unique interests will also lead them to their own level of proficiency.

Functionally, this tendency toward order and precision will be important as children move into more academic work in language and math. They will be able to access powers of discrimination that will aid them in future endeavors.

Sensorial materials also provide indirect preparation for further study.

This indirect preparation means that we are taking advantage of children’s spontaneous interest and activity and thus planting the seeds for other areas that children will explore as they get older. When we introduce shapes–from a decagon to an ellipse to a quatrefoil–through the geometry cabinet, children visually discriminate the shapes while also tactilely experiencing the shapes by tracing around them. Multisensory input is stronger than input through just one sense. Tracing the shape also helps to prepare children’s hands for writing. To write, our hands have to be able to follow a form. This is how the sensorial materials provide indirect preparation for further academic study.

Sensorial materials support the development of children’s memory and intelligence.

Dr. Montessori talks about the sensorial area as being most strongly related to the development of intelligence. Working with sensorial materials requires a very different engagement from the practical life work of washing hands or scrubbing a table. Practical life activities help children with coordinating movement and following a sequence with a logical beginning, middle, and end. Sensorial materials don’t have the same kind of logical sequence. They are open-ended and exploratory. Children have to consider each piece and how it works in relation to the other pieces. In working with the red rods, for example, children have to examine each rod’s length in relation to the other rods. Thus, children have to make a reasoned distinction every time they move a piece of material. This process engages the intelligence and elevates children’s level of awareness. In addition, children then have to hold the images in their mind, which helps their memory.

Having an ordered, classified mind is also the foundation for intelligence. When children struggle in more academic areas like language and math, we take time to consider how to better support their mental order and classification. When the mind isn’t prepared well, academic work can be difficult to do. However, if children can recognize and distinguish between a trapezoid and a parallelogram, they will be more likely to be able to distinguish two other shapes like “g” and “q.” When children have a lot of experience recognizing shapes through sensorial materials, they are more able to recognize the shapes they encounter in letters. Sometimes we go back and explore if perhaps children recognize the shapes but don’t have a strong memory. We then use sensorial games specifically designed to help different forms of memory (auditory, visual, etc.).

The sensorial area serves as an important foundation for more academic work because language and math are completely based on abstractions. Words represent concrete things but the words themselves are abstractions. The sensorial area is critical for providing the foundation for abstract thinking.

Outcomes

Although the sensorial materials may look relatively simple, they provide so much! When children use these materials, they are refining their powers of discrimination, creating an ordered mind, enhancing their memory and recall, categorizing their impressions, and building a foundation for rational thinking and intelligence.

As children achieve these skills, they experience life with an increased level of richness, becoming aware of the lovely details of their world. With a prepared mind, children can see things in a new light and with new enthusiasm. This is perhaps one of the most delightful outcomes of children’s work with the sensorial materials: they develop a whole new appreciation of the life around them–dimensions, shapes, smells, sounds, textures, tastes–which is what gives life value and beauty.

We hope you can come visit our school, experience the sensorial materials, and see how children get to develop their sensorial superpowers!

The Power and Potential of Sleep

Mon, 31 Oct 2022 13:58:18 GMT

The Power and Potential of Sleep

We work so hard to provide the best for our children. When they are young, we may try to find innovative toys, sign up for parent-infant programs, or research brain-boosting foods. As they get older, we might enroll them in enrichment programs, pursue assessments, or invest in tutors. But what if the best thing we could do was completely free, within our own household, and could provide a lifetime of benefits?

More and more research reveals the purpose of sleep and the importance of getting enough of it. Sleep provides the power behind a multitude of important aspects of our lives, especially for our children. Sleep not only enriches the ability to learn, memorize, think logically, and consider choices, but also provides emotional recalibration and allows for inspiration and creativity. Furthermore, in addition to a slew of physical and mental health benefits, sleep allows the immune system to work most effectively.

Here’s the surprising thing, though: our children typically aren’t getting enough of it (and neither are we!).

A 2014 poll conducted by the National Sleep Foundation (NSF) shows that the majority of school-aged children aren’t getting the recommended amount of sleep (although over 70% of parents believe they do).

The American Academy of Pediatrics (AAP) also reports that 25% of children under age five don’t get adequate sleep.

Why does this matter?

In Montessori, we believe in understanding the whole child as a developing human being. We prepare learning environments to meet the needs and characteristics that children have at each stage of development. We carefully observe how children are interacting with each other and their surroundings. We also partner with families to support children in achieving their full potential. Understanding the role sleep plays in this development is critical.

Cognitive Ability

In Why We Sleep: Unlocking the Power of Sleep and Dreams, sleep researcher Matthew Walker, Ph.D., describes that “a tired, under-slept brain is little more than a leaky memory sieve, in no state to receive, absorb, or efficiently retain an education.” If we want our young people to have the most benefit from their learning experiences, it’s essential to consider the role that sleep has in brain development. A lack of sleep prevents the formation of lasting memories. Whereas a full night of sleep allows the brain to continue to improve skill memories (e.g. playing a section of music on the piano) even without further practice. “Sleeping on it” is just the thing our children need!

Emotional Regulation

On an anecdotal level, we know how our children can be cranky and irritable after a bad night’s sleep. Studies have also confirmed how sleep deprivation affects the emotional centers of the brain. Basically, without enough sleep, our brains revert to very primitive patterns of reactivity. In this state, it’s hard to understand the broader context of a particular event or action, which can lead to inappropriate emotional reactions. The sleep-deprived brain experiences dramatic mood swings and the rational control centers of the brain essentially lose control. It makes sense then, how lack of sleep can lead to aggression, bullying, and behavioral challenges in children across a range of ages.

Symptoms

In addition to these behavioral problems, sleep deficiency symptoms in children can appear as an inability to maintain focus and attention, distractibility, irritability, moodiness, and even depression. Often, we see these symptoms but don’t consider the role that sleep (or lack thereof) might be playing in children’s lives. To further complicate matters, the symptoms of sleep deficiency can look a lot like ADHD symptoms.

With all this in mind, it’s worth taking a pause when children are exhibiting challenging behaviors, bumping up against intellectual or academic challenges, or struggling socially or emotionally. Before jumping to other conclusions, we should be asking if they are getting enough sleep.

Connection

We care about your child’s development and want to partner with you to provide your child with the best environment for their growth and learning. Come see how we consider the whole child and work with families as partners!

To Learn More

For more information about how much sleep is needed at each stage of development, visit The National Sleep Foundation.

For information about healthy sleep hygiene for children visit Sleep Foundation .

And if you want to learn more about the science behind sleep, be sure to read Why We Sleep: Unlocking the Power of Sleep and Dreams , by Matthew Walker, Ph.D.

To schedule a tour of our school, visit [insert link here].

Toothbrushing for Toddlers!

Mon, 24 Oct 2022 12:42:07 GMT

Toothbrushing for Toddlers!

In Montessori, we put a lot of emphasis on young children learning basic self-care skills. A big part of self-care is something we do every day, at least twice a day: brushing our teeth! This is a tricky one, though, because we want to teach independence while also ensuring that our children’s teeth are clean and cavity-free.

Because COVID has brought about some shifts in the practical life activities that traditionally happen in our early childhood classrooms, we thought we would combine a “materials spotlight” with a little “how to at home.”

It’s important to remember that when we introduce toothbrushing, we are not only helping young children develop lifelong oral hygiene habits, but we are also helping them develop a sense of capability. As parents and caregivers, we partner in the process so that years later our children haven’t become dependent upon us for a necessary skill.

In showing and supporting toothbrushing, we want to really isolate and slow down each part of the process. As adults, we often move quickly through the activity. We don’t have to think about the separate steps of what we are doing, because we can rely upon habit and muscle memory. Young children, however, are consciously working through each component. Thus, we have to be very intentional about demonstrating the procedure. In the process, we also highlight what we call “points of interest” which are like little benchmarks that focus children’s attention and help them remember key components.

As with all practical life activities, we want the experience to be meaningful and embedded in a real-life context. Thus, we introduce toothbrushing when it makes sense: after eating!

After enjoying a snack or a meal, we invite a child to the sink to brush their teeth. We often make a point of noticing that we have just eaten and want to clean our teeth, so the child makes the connection of why we are going to use a toothbrush.

Small travel-size toothbrushes work well for children. The toothbrushes can have a case or small enclosure for the toothbrush head and some way to designate which brush belongs to which child (such as a photo of the child). We start by modeling taking our own toothbrush out of the holder and placing it on an empty tray.

Depending upon the child and their age, we might have the child try each step right after we show it. Or if the child is a little older, we may show a series of steps and then invite the child to try. One of the gifts of Montessori is that we can tailor each activity to a child’s needs and temperament.

After the child takes their toothbrush and puts it on the tray, the adult selects a toothpaste container and shows how to open and close it. Because we want the child to only use a small amount of toothpaste, it can be helpful to prepare individual portions of toothpaste. Contact lens holders work quite well for this.

After demonstrating how to select, then open and close the toothpaste container, the adult places it on the tray with their toothbrush and invites the child to select their own toothpaste container, open and close it, then place it on the tray. One critical detail is closing the toothpaste container. We aren’t ready to use the toothpaste yet, so having the container closed helps communicate that we aren’t ready to use toothpaste. We are just making sure that the child knows how to access the toothpaste.

At this point we are getting everything set up, so we want to have the layout prepared for all the steps, including rising our mouths with water after toothbrushing. In the classroom setting, we’ll often have a small pitcher of water and small glasses turned upside down, but at home often just a small glass will suffice. Ideally, the glasses look different from regular drinking glasses because this water will be used for rising rather than drinking. Because this process often happens in the bathroom, small stainless-steel cups work well. Regardless, we next select a glass or cup and pour a small amount of water from the pitcher into it so that the cup is about 1/4 full. We place the cup on the tray with our toothbrush and invite the child to pour water into their own cup and place it on the tray.

Now that everything is set up, we open the toothpaste container and leave it open on the tray. We pick up our toothbrush and wipe bristles into toothpaste. It can be helpful to show how to hold the toothpaste container with one hand while getting toothpaste on the bristles of the brush.

We then place the toothbrush down on the tray and use both hands to close the toothpaste container. The child can also have a turn preparing their toothbrush with toothpaste.

The materials are ready, so it is time to demonstrate brushing teeth! This is best done slowly and with a wide-open mouth. We start on one side, perhaps the left, brushing our top teeth with clear, deliberate downward strokes. We then pause and brush underneath those top teeth. Pausing again, we then move to the back of our left top teeth with downward strokes. Staying on the same side, we brush our left bottom teeth with upward strokes, then the tops of those teeth, then the backs. We pause between each section and repeat on our right side.

At the end, we brush our tongue lightly. Then we place our toothbrush onto the tray. With almost a bit of exaggeration, we make sure the child sees that we need to spit the toothpaste into the sink. After ridding our mouth of the excess toothpaste, we then pick up the glass and take some water into our mouth. We swish the water around and around and then spit right into the center of the sink, repeating if necessary. It’s nice to also have a small cloth or hand towel to model drying our mouth after this process.

We rinse the toothbrush under the faucet for a few seconds and tap the toothbrush on the side of the sink to get excess water off the brush. Then we invite the child to have a turn with the toothbrushing, spitting, and rising.

At the end, we return our toothbrush to its holder. One at a time we take the used items, the toothpaste container and the cup, to the dirty dish cart to be washed. After the child takes their used items to the dirty dish cart, or at home perhaps another appropriate place, we invite them to brush their teeth whenever they would like to clean their teeth.

Depending upon the child’s engagement while presenting this activity, we may determine different points of interest by using a pause, slightly exaggerating the movement, or merely showing our own intense interest. Some possible points of engagement for toothbrushing can include getting toothpaste on the toothbrush, the downward or upward brushing strokes, swishing water to rinse our mouth, spitting into the sink, or tapping the toothbrush on the side of the sink.

In a school setting, the adult will model and allow the child to practice brushing teeth independently. At home, it’s also best to establish an understanding that at key times, for example in the morning and in the evening, the adult will be taking a turn to help ensure the child’s teeth are clean. For example, during the evening routine, the child gets a chance to clean their teeth, and then they know you, as a parent or caregiver, will then do a final toothbrushing for them. This can be done by putting your hand over the child’s and continuing the brushing process after the child is done, or by just asking the child to hand you their toothbrush when they are done so that you can have a turn brushing their teeth.

The important thing to remember is that we want to support young children as they build the manual dexterity necessary for this important self-care skill. Just like we wouldn’t do all the coloring for them when they want to use crayons, we don’t want to do all the toothbrushing for them when they are learning to use the toothbrush. We want to give the message that they are capable and can practice cleaning their teeth. At home, we also want to make sure they understand that because dental hygiene is so important, we will also have a turn making sure their teeth are clean.

We hope you have great success at home! Let us know how it goes. And if you need some inspiration, you are always welcome to schedule a tour to see how we support children’s development of self-care skills, as well as their sense of capability.

Our Montessori Bookshelf: All About Geography

Mon, 17 Oct 2022 13:50:44 GMT

Our Montessori Bookshelf: All About Geography!

In Montessori we love to explore how our language shapes our thinking, so we often explore the etymology of words. The word geography comes from the Greek geo, which means earth, and graphein, which means to write. So, geography can be understood as a description of the earth and all that occurs physically upon it.

Although we name geography as a distinct subject, in Montessori geography is really woven throughout children’s learning experiences. These are some of our favorite books that support what children are experiencing in their geography explorations and that also encourage their natural curiosity about the world.

Land and Water

Water Land: Land and Water Forms Around the World

https://www.goodreads.com/en/book/show/35795941

By Christy Hale

This picture book shows the visual relationship between land and water forms by using cut-out portions of the page. Turn the page and a lake becomes an island! The simple yet lovely illustrations of humans interacting with the water and the land are accompanied by one word on each page that states the vocabulary: lake, island, bay, cape, strait, isthmus, etc. This is a perfect book for young children beginning their journey in geography!

Political and Physical Geography

Maps

https://www.goodreads.com/book/show/17262382-maps

by Aleksandra Mizielinska and Daniel Mizielinska

This is the perfect tome for children beginning to learn about continents and countries. The sturdy pages give the book a sense of weighty importance, and each page reveals treasures upon treasures. The book offers an overview of the world, then focuses in on each continent and key countries within the continents. Presented in map form, the pages also illustrate animal and plant life, as well as cultural traditions and interesting facts. Both an amazing reference guide and a key to further exploration, this book is rich in visual appeal as well as in content.

Maps of the World's Oceans: An Illustrated Children's Atlas to the Seas and all the Creatures and Plants that Live There

https://www.goodreads.com/book/show/43521921-maps-of-the-world-s-oceans

By Enrico Lavagno and Angelo Mojetta

This illustrated atlas combines an enticing visual overview of the world's oceans with easily digestible bits of information about what is found there. Easily a jumping-off point for a slew of research, this book is a must-have resource for any child interested in history, marine biology, or really just cool facts in general.

Cultural Explorations

This Is How We Do It: One Day in the Lives of Seven Kids from around the World

https://www.goodreads.com/en/book/show/31423417

by Matt Lamothe

Based on seven real children around the world, this book depicts a day in each of their lives. The illustrations and short text of the children’s lives are shown side-by-side, so it’s easy to explore the similarities and differences in how they live: their families, what they wear, their school, what they eat, how they enjoy their evenings, where they sleep, and more. Designed to appeal to a range of ages the book provides large, simple text for each part of the day, as well as short descriptions for more confident readers. Younger children are also fascinated by the pictures of young people engaged in a variety of activities. Best of all, the book offers a delightful reminder of what unites us.

The Earth

How to Dig a Hole to the Other Side of the World

https://www.goodreads.com/en/book/show/578870

By Faith McNulty, Illustrated by Marc Simont

Elementary children love this book! The simple illustrations are just enough to spark their imagination as the text takes them on a “what if” journey that starts with finding a soft place to start shoveling. The adventure continues with finding fossils, drilling, perhaps finding oil or a geyser, using a jet-propelled submarine, and eventually resurfacing on the other side of the earth. The best part is that the story perfectly dove-tails with the elementary geography lesson that introduces the layers of the earth. Despite the imaginative aspects of How to Dig a Hole to the Other Side of the World, the book is firmly grounded (pun intended!) in fascinating scientific information presented in just the right way to appeal to elementary-aged children.

Life Story: The Story of Life on Our Earth from Its Beginning Up to Now

https://www.goodreads.com/en/book/show/30939

By Virginia Lee Burton

Set as a play, complete with a program detailing the cast and characters, Life Story progresses through scenes from the earth’s beginnings, through the prehistoric eras, to the seasons of human life. This book perfectly illustrates the passage of time and appeals to the elementary-aged child imagining the emergence of the universe and their own place in the story.

Earthshake: Poems from the Ground Up

https://www.goodreads.com/book/show/1096972.Earthshake

By Lisa Westberg Peters, Illustrated by Cathie Felstead

These 22 poems offer whimsical yet scientific scenes all about planet earth: from wind to quartz to lava to water. Reading these poems reminds us that we can revel in the love of language while also learning about our world. As a bonus, the endnotes provide a bit more context and information about each of the 22 topics.

Other Books to Explore

If you and your children are super excited about these titles, here are some other geography books we recommend!

Land and Water: Landforms & Bodies of Water

By Eve Heidi Bine-Stock

https://www.goodreads.com/book/show/55072240-land-and-water

Wake Up, World!: A Day in the Life of Children Around the World

By Beatrice Hollyer

https://www.goodreads.com/book/show/312628.Wake_Up_World_

Let’s Eat!: What Children Eat Around the World

By Beatrice Hollyer

https://www.goodreads.com/book/show/8940.Let_s_Eat_

The Shortest Day: Celebrating the Winter Solstice

By Wendy Pfeffer, Illustrated by Jesse Reisch

https://www.goodreads.com/en/book/show/331130

Solving the Puzzle Under the Sea: Marie Tharp Maps the Ocean Floor

By Robert Burleigh, Illustrated by Raúl Colón

https://www.goodreads.com/book/show/25785790-solving-the-puzzle-under-the-sea

Ready for the Universe: Geography for the Elementary Age

Tue, 11 Oct 2022 17:11:11 GMT

Ready for the Universe: Geography for the Elementary Age

When children enter a Montessori elementary classroom around age six, they have undergone a great transformation. Whereas they previously wanted and needed to explore their immediate environment on a sensorial level, now they want and need to explore by using their intellect and imagination.

The study of geography takes on a whole new meaning at this age when children are fascinated by the smallest particles and the largest stars. They want to know why the seasons differ in the Northern and Southern Hemispheres. They are curious about what made the Grand Canyon. They want to know why ocean currents affect the weather.

This desire to know why propels children to discover relationships and functions, not just learn facts. They are also fascinated by the extreme and the outstanding. They are drawn to the very large and the very small. They ask Why? What for? How is this related?

The Universe

Elementary-age children have a consuming interest in everything! To cater to this all-embracing thirst for the reasons of everything, we begin with the universe. One of the earliest lessons we introduce is the story of the universe. From this first story, children are delighted by a myriad of lessons and activities which fall under the general heading of ‘geography.'

Beginning with the universe gives elementary children a big-picture context. In Montessori, rather than encountering bits of disconnected knowledge, children learn about the order and harmony of the universe, as well as the relationships that exist between all things.

“If the idea of the universe be presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying. The child's mind then will become fixed and can work. The knowledge he then acquires is organized and systematic; his intelligence becomes whole and complete because of the vision of the whole that has been presented to him and his interest spreads to all, for all are linked and have their place in the universe on which his mind is centred.” — Dr. Maria Montessori, To Educate the Human Potential

Constructing Understanding

Dr. Montessori observed that children around the world tended to ask similar questions at this age. The geography presentations and lessons support these fundamental reoccurring questions.

Our goal is to help elementary children have an explosion into understanding. However, this kind of understanding does not come from adults explaining everything.

Instead, we give children experiences and just enough information so they can find out more and make associations. When children make their own connections, real and lasting understanding happens. Even better, the children respond with enthusiasm and excitement!

Geography Topics

Children in a Montessori classroom do not encounter subjects grouped under curricular headings. Subjects are integrated because children are building their minds. They are exploring their world, rather than the chapters of a textbook. Although there is a structure in the classroom environment, children have the opportunity to explore different many different aspects of geography including:

Space, Earth, and the Universe
Composition of the Earth
Nature of the Elements
Sun and Earth
Work of Air
Work of Water
Life on the Land
Interdependencies
Economic Geography

The lessons we present, and the resulting children’s explorations, lead into astronomy, physics, chemistry, meteorology, geology, and more. For example, as we look more closely at how the earth revolves around the sun, children learn about solstices and seasons, climatic zones, and flora and fauna found in particular regions.

Aids to Understanding

For each topic, we provide imaginative aids, often in the form of stories, colorful impressive charts, and a variety of experiments. Many of these instructive aids have been selected to provide impressions, not just facts. The aim of our geography presentations is to intrigue the children and spark their imagination. We want them to be inspired to find out more!

We concentrate on giving key information, discussing reasons, and illustrating details, all of which draw children’s attention to certain phenomena. Once interest is there, children want to learn as much as they can. It is as if we are giving elementary students keys to knowledge and understanding. Once they have the keys, they can open doors and continue their explorations.

Geography is a vibrant aspect of the Montessori elementary and generates spontaneous, active, self-renewing interest! A love of learning blossoms in the children, and many develop a lifelong fascination with elements of geography. We invite you to visit our school and see this love of learning firsthand!

Focused on Friends (or Frenemies!)

Mon, 26 Sep 2022 12:00:18 GMT

Focused on Friends (or Frenemies!)

During their elementary years, it can seem like our children are only focused on friends (and frenemies!). We hear about what happened at recess or who they sat with at lunch. They come home with elaborate accounts of being wronged. It’s easy to begin to wonder what they are really learning at school!

In Montessori we always try to understand what is happening developmentally, so we can address children’s needs and offer the best forms of support. When we consider our six- to twelve-year-olds, it’s pretty apparent how they are intensely focused on peers!

Physical Changes

As children approach the age of six, it’s easy to see the physical changes of middle childhood. Their hair becomes coarser. They lose that soft baby skin. Their first teeth begin to fall out. Their bodies become more stretched out. It is as if our children literally become rougher!

In addition, they have incredible physical stamina and can ride bikes, swim, climb trees, and play games from dawn to dusk. This newfound toughness means they are less likely to make a fuss over scrapes, bruises, or falls. Often neatness and cleanliness no longer seem to matter and we may find ourselves offering multiple reminders to comb hair, change clothes, brush teeth, or even take a shower.

A Focus on Friends

In addition to these physical changes, elementary-age children are also shifting how they relate to others. They are developing their moral compass during a time in their lives when their thinking is still pretty black and white. As a result, they are regularly trying to evaluate what is happening with everyone around them. This is when tattling can take center stage. When they come to report someone else actions, it’s often their attempt to figure out if the choices others made were right or wrong. Elementary children are trying to make sense of the rules, including how a group is organized: who leads, who follows, and what sacrifices need to be made.

In addition, elementary-age children begin to want to extend themselves beyond their family structure. This is when we start to see them separate from us as parents. They might walk ahead on the sidewalk or be reluctant to hold hands. What was previously a long goodbye at the start of the day shifts to a quick wave as they head down the sidewalk. They want to stretch beyond the bounds of home, and even past the school walls. They seem to constantly ask for playdates and sleepovers. Sometimes it can be hard to keep up with what is happening in their social world!

All of these shifts are part of normal development. In fact, it’s not just nice for elementary-aged children to be involved with their peers: it is essential for their social-emotional development. This is when children are trying to figure out who they are in relation to their friends.

Montessori Support

In Montessori, instead of working in opposition to this development, we use it to our advantage. Rather than relegate this social time to lunchtime or recess, we give lessons to small groups of children and encourage collaboration. When you come to visit our elementary classrooms, you might see a handful of children working through the steps of long division together as they navigate if 23 goes evenly into 2,425, or two students constructing the unfolding of events on an American History timeline, or a guide supporting four children sorting nouns by whether they are common, proper, abstract, or concrete.

For elementary children, there is incredible value in working with peers. Social learning comes first and foremost and opens the door for intellectual and academic pursuits. A reluctant writer can be inspired by a friend who wants to create a story together. Seeing classmates construct the periodic table can lead to an interest in learning about elements as building blocks of matter. Joining a group researching ancient Egypt can spark a lifelong joy of digging into history.

In Montessori, we also recognize that elementary-aged children need to go out beyond family and school bounds in order to practice taking steps in the broader world. To support this need, we offer opportunities for students to organize excursions based on their interests. A small group might arrange an interview with a local historian, visit a museum to see a style of art they have been studying, or even organize a trip to the store to gather supplies for a project.

At Home Support

Even though it can be hard to embrace some of the changes that emerge in the elementary years, it’s a great time to celebrate this new level of independence. Elementary-age children are more capable than ever before! The key is finding jobs and responsibilities that appeal to their sense of no longer being a little kid.

At home, we can explore opportunities for running an errand, which can start as simply as sending our kids to a different aisle in the grocery store to fetch an item from the list, or delivering a note to neighbors down the street. Eventually, they might want to take on additional jobs or responsibilities, like weeding the garden, mowing the grass, or stacking wood. Their physical stamina can be a gift as they take on bigger work at home.

When your child comes home complaining about the latest social event at school, take a deep breath and remember it’s developmental! Acknowledge their feelings and resist the temptation to want to solve the social drama of the day. Being a thoughtful and reflective listener allows our children to process and reflect on what they are experiencing in their little practice society.

If something sounds particularly concerning, it’s helpful to ask if they would like some help in solving whatever is coming up for them. Sometimes our kids just want to vent or air grievances, not unlike the times we may come home from work and just want to complain a bit. Yet it is also helpful to let our children know we can support proactive and respectful communication and problem-solving.

Although it may seem like our elementary children are only focused on friends, it’s a natural and healthy part of their development. In many ways, they are experimenting with and practicing what it means to live in a society. Our patient understanding and support will serve them well and provide hope for the future.

Achieving Economic Independence

Mon, 19 Sep 2022 12:00:05 GMT

Achieving Economic Independence

Adolescents exist between two worlds: they are no longer children but they aren’t yet adults. On this bridge to adulthood, adolescents need opportunities to develop real, meaningful, adult-level skills. They aspire to do what adults do. They are curious about how to make their own way in the adult world.

As adults, we are part of an economic system. Even if we aren't using money to buy something, through our work or our hobbies we produce or consume aspects of culture. In this way, economics is about the web of interdependence we have with other people. We all depend upon the work and activity of others.

Economics and Interactions

If we look at economics as how people offer value in their interactions, as well as the production, distribution, and consumption of services and goods, we can really think about economics as how we organize ourselves in society. Because adolescents are building the skills for stepping into the adult world, it’s important to consider how they are developing their ability to navigate this economic aspect of adult life.

How many of us had the opportunity, as adolescents, to develop the skills necessary for economic independence? How would our lives be different if, as adolescents, we had a support system so we could figure out a fair and reasonable cost for goods we produced, faced the reality of a profit and loss statement, or found our way in navigating the paths of spending, saving, and sharing?

Road to Achieving Economic Independence

Dr. Maria Montessori realized the importance of adolescents developing these kinds of skills. In From Childhood to Adolescence, Dr. Montessori made a bold statement about our approach to education and its impact on the greater society. She stated it clearly: “The essential reform is this: to put the adolescent on the road to achieving economic independence.”

So in Montessori adolescent programs, we offer our emerging young adults the opportunity to learn key skills of production and exchange. We sometimes call this “microeconomy.” The basic idea is that adolescents need opportunities to produce goods and services, and work with money and monetary systems, so they can develop an understanding and appreciation for how economies work and their own role in economic systems.

Real, Meaningful, and Purposeful Work

This experience can take many different forms depending upon the community. Whether running a farm stand or a holiday marketplace, adolescents get to learn key skills. They learn to balance profit and loss. They discuss and determine how much money should be reinvested into the business to help it grow or how much money should be reinvested in the greater community. They respectfully listen to their customers’ needs and concerns and incorporate that feedback in useful ways.

In order to have these learning experiences, adolescents need real, meaningful, and purposeful work. Just like young children need to actually prepare food rather than play with a pretend kitchen set, adolescents need actual experiences in creating a business plan, keeping track of income on a spreadsheet, and balancing a budget. They need to practice accounting work so they can build the skills for their own economic independence. They need to have the thrill of handfuls of cash and then face the responsibility of keeping track of those earnings. They need the experience of paying for replacement materials when they have overused key supplies. If they have developed some savings and want to invest the money, they need to find opportunities that align with their values.

Preparing for Adult Life

Too many of our young people enter the world of adult lives without having experienced their role in an economy (perhaps other than being consumers!). Economic independence is a key part of preparing for adult life. We want our adolescents to step into maturity with confidence that they can independently navigate their new responsibilities and roles. If we give adolescents the opportunity to learn how to have a sound basis for their economic decisions, imagine where they will be when they are adults and making decisions that affect broader aspects of society!

Materials Spotlight: Montessori Mobiles

Mon, 12 Sep 2022 12:00:10 GMT

Materials Spotlight: Montessori Mobiles

In their first weeks of life, babies begin to focus their eyes and track objects. These small acts of visual control provide an important foundation for newborns who are building their neural networks. To set infants up for success, we offer a series of specially designed mobiles to aid this development.

Each Montessori mobile is created with particular characteristics to help babies further develop their sense of sight, depth perception, concentration, hand-eye coordination, and more. Plus, newborns love them!

Essential Characteristics of Montessori Mobiles

Montessori mobiles follow a progression that parallels infant development. The first mobiles have a visual focus and begin with basic shapes. They progress to include more complicated objects and eventually become interactive and tactile.

The first mobiles are simple and light enough to allow them to flow with gentle air currents. In order for infants to have the best visual experience, a mobile should be hung so that it is about 12 inches in front of them rather than directly above. When babies are lying on their back, there should be a visual line at about a 45-degree angle from their eyes to the mobile. This particular placement allows infants to see the whole mobile moving.

Each mobile has visual components designed to help infants track the objects and sharpen their vision. Then after these opportunities to follow objects visually, infants begin to have more arm and hand control and might begin to reach and grasp objects nearby. To support this new ability to reach and grasp, the mobiles take a slightly different form and thus need to be easy to grasp, colorful, and safe for children to mouth.

Progression of Mobiles: Visual

The first four mobiles–the Munari, Octahedron, the Gobbi, and the Dancers–provide babies with meaningful visual experiences when they are just recognizing shapes and then later identifying colors.

The Munari

Newborns can only see black and white, so the first mobile we offer does not have any colors and is composed of black and white shapes with contrasting borders and a hanging glass sphere. The hanging glass sphere reflects light and captures infants’ attention. Named after Bruno Munari (1907-1998), an Italian architect who created a series of mobile sculptures that created patterns of light and shadow, the Munari provides newborns the possibility to begin to focus on one object and experience the difference between light and shade.

The Octahedron Mobile

Children start seeing color around two months of age and this mobile introduces primary colors, as well as three-dimensional objects. The traditional mobile has three octahedrons–one red, one yellow, and one blue–made of glossy, reflective paper. Light reflects off the shiny paper and attracts the infants’ attention. Although other simple geometric shapes can be used, it’s best if they have straight lines. When the shapes move, their movements simulate a circle. Although typically introduced around two months of age, the mobile can be used as early as one month of age, because some babies may already be seeing colors and those who aren't may be encouraged to see the new colors.

The Gobbi

We introduce this mobile around one or two months of age, but after the Munari and Octahedron. The Gobbi is made of five spheres hanging from a horizontal rod. The spheres are covered with embroidery floss and have graduation of one color from light to dark and hang in a progression on a 45-degree angle so that the darkest sphere is lowest and the lightest sphere is highest.

The Gobbi was designed by Gianna Gobbi (1920-2002), Dr. Maria Montessori's assistant in the early 1950s. Created specifically for a Montessori environment, the Gobbi helps babies begin to see a gradation of colors and sharpen their visual abilities.

The Dancers

This mobile is made with light, metallic paper of two different colors. The paper is cut into shapes and hung in a way that resembles four dancers. The parts move with the slightest current of air and light plays off the mobile as the dancers spin around.

This mobile moves faster, has parts with two colors, and has shapes that aren’t as definite due to each part within the dancer moving separately. These new visual components help babies with depth perception and focus as they track the different movements of the shapes.

Progression of Mobiles: Tactile

The next four mobiles–Stylized Wooden Figures, Three Colored Spheres, Bell on a Ribbon, and Ring on a Ribbon– represent a shift toward objects that babies can not only track visually, but also reach for, potentially grasp, and also even pull. For that reason, these mobiles need to be attached very securely!

Stylized Wooden Figures

The first of these visual and tactile mobiles is made of light wooden shapes that are ideally realistic figures that could actually fly and move, such as birds, butterflies, or airplanes. If they are painted, the paint should be non-toxic.

In addition to being at an angle for the child to see, this mobile and the subsequent mobiles also need to be hung at a distance where the child can stretch and be able to grasp the items.

Three Colored Spheres

Made from interlocking circles that form an impression of a sphere when they spin, this mobile is a more tactile version of the Octahedron mobile. Each of the three spheres is a primary color (painted with non-toxic paint, of course), which makes the spheres very contrasting. Because they are made from interlocking wooden disks, the hanging objects also provide babies with four sides that are relatively easy to grasp.

Bell on a Ribbon

The Bell on a Ribbon is a wonderful mobile to use when babies begin to spend more time on their stomachs, or even when they start to be able to sit. Because of this change in the children’s positioning, the mobile height may need to be adjusted.

In the beginning, babies will hit the bell by accident, then they will gradually begin to try reaching for the bell to make the sound again. When babies make contact, the bell moves and they must work harder to grasp it. The bell can also be enclosed inside a crocheted covering.

The ribbon should be attractive enough to see, but not so colorful as to distract attention away from the bell. Although attached securely, the bell should still be large enough to not be a choking hazard.

Finally, for added interest, babies can also be positioned so the bell is at their feet so when they kick it will jingle!

Ring on a Ribbon

This is the last of the mobiles in the Montessori progression and helps babies use more precise movements in order to be able to grasp the moving ring. This simple wooden ring hanging from a ribbon or elastic offers so much benefit as babies reach, grasp, release, and try again. After babies are able to grasp a thick ring, the ring can be switched out for a slightly thinner version. Older babies may also use this material to pull themselves up.

Setting the Scene

In setting up an environment for newborns, one of the key areas is a place for movement. The movement area includes a mat and a hook on the ceiling for hanging the mobiles. It’s ideal for the movement area to have a mirror next to the mat, especially because babies are developing the ability to hold and control their heads. As such, they can look at the mobile in the mirror if they need to have their heads to the side.

Montessori mobiles are meant to be used in a movement area, rather than above a changing area or sleeping area. Interacting with the mobiles is important work for babies and they need prepared space for that work. The area should have natural light and enough airflow to move the mobile, while also being warm enough to be comfortable.

To make it easier to exchange the mobiles, an elastic band or ribbon is attached to the ceiling or off the wall (perhaps with a hanging plant bracket or something comparable). To make it easy to switch out the mobiles, the end of the ribbon or elastic band has a securely attached key ring. The ribbon attached to each mobile also has a ring, so the two rings can be slid together when it’s time to hang the mobile.

Because babies are really engaged when they are focusing on and reaching for mobiles, we want to be sure to allow them to concentrate. Before making a change or interrupting in any way, we take time to observe and wait for when focus shifts and babies show signs of being finished. We start by offering the mobile for short periods of time and then take a break if babies seem to be overstimulated. The best time to use the movement area and the mobiles is when babies are fed and well-rested.

Montessori mobiles offer so many benefits for our babies. During their time with mobiles, infants practice visual tracking, develop their fine and gross motor skills, strengthen their intentional and coordinated movements, and learn how to execute a planned action. Although seemingly simple, these materials for infants are incredibly profound!

From Independence to Interdependence

Mon, 05 Sep 2022 12:00:05 GMT

From Independence to Interdependence

In Montessori, we talk a lot about independence. However, one of the lesser known or understood aspects of Montessori is that independence isn’t the end goal.

As humans, we are each wonderful, unique individuals. But we don’t exist in isolation. We live amongst other wonderful, unique individuals! In order to effectively live in community with other people, though, we need to be able to function independently. Said another way, before we can offer help to others or make ourselves useful, we need to be able to meet our own needs.

How can we be independent and interdependent at the same time?

We all want to make choices for ourselves, exercise our liberty, and be responsible for our own lives. At the same time, we also want to be part of something. We are designed to be both independent and be in community. These two needs are not mutually exclusive, but in fact, operate in relationship to each other. We have an innate desire to be autonomous and to belong.

When we develop the ability to act for ourselves, make choices, control ourselves, and accept responsibility, we are able to be functioning, contributing members of society. We can see what needs doing and do it because we have the skills to do so. We can work with others to create solutions or produce goods and services. We can be part of a community by acting and taking responsibility for our actions, each able to contribute because we all have the skills to do so.

What does this have to do with children and Montessori education?

From a very young age, children are trying to exert control over their lives. Children are trying to gain functional independence from birth to about age three. In Montessori classrooms, we offer all sorts of opportunities for young children to develop skills that help them take care of their basic needs. But we don’t stop there! We also provide so many ways children can care for others and for their surroundings.

Once children have mastered pouring from one pitcher to another, they are able to pour water into a vase and arrange flowers to beautify the classroom. After they learn how to sweep, they are quick to notice a spill and rush to get the dustpan and dust brush so they can help. When someone is struggling to zip their jacket, they take pride in sharing their newfound skill in service to someone else’s need.

As children move into the elementary years, this service to others often takes on a slightly different form, in part because elementary-age children are developing their intellectual independence. Thus, their contribution often involves applying these newfound intellectual skills. They might notice a classmate struggling to figure out the steps in a math problem and offer support. Or when friends are in conflict, they might provide some mediation to help each party listen to the others’ perspective.

In adolescence, young adults are ready to work toward being socially and economically independent. They want to figure out their place in society, grapple with real problems, and contribute in a useful way. Thus, Montessori adolescent programs offer teens the chance to develop and feel secure in their own abilities while also collaborating in real and meaningful social endeavors. In the process of running a small business, for example, adolescents are applying their intellectual skills from marketing to mathematics, while also navigating how to communicate with customers and collaborate with classmates.

Why is this important?

As humans, we want to achieve independence and belonging. Being independent is about learning the skills to be able to contribute in a meaningful way. All the little conquests of independence–throughout each age and stage of development–matter! When our infant reaches to grasp an object, our two-year-old demands to put their shirt on themselves, our eight-year-old argues about just and fair rules of a game, or our adolescent insists they can solve a problem with their peers, we can remember that these acts of independence are laying a foundation for our children to become part of an interdependent, harmonious society.

Independence is just a step. Interdependence is the ultimate goal.

The Legacy of Dr. Maria Montessori

Mon, 29 Aug 2022 12:00:01 GMT

The Legacy of Dr. Maria Montessori

To honor Dr. Maria Montessori’s birthday on August 31, we want to reflect back on her life and her profound influence on how we see and honor children’s potential.

Many educational systems start with adults having an idea of what is best for children. The Montessori approach, however, began with Dr. Montessori being intensely curious and observing children’s growth and development.

It’s worth remembering that Dr. Montessori was first and foremost a scientist. In fact, Dr. Montessori was one of the first female physicians in Italy in the late 19th century. Specializing in pediatrics and psychiatry, she had regular contact with working-class and poor children through free clinics at the University of Rome’s medical school. Through these initial experiences, Dr. Montessori theorized that children are born with incredible learning potential and an intrinsic desire to explore, discover, and learn about their world.

In 1900, she was appointed director of a University of Rome program for developmentally delayed children considered uneducable. After observing the drab conditions of the institution and the children’s attempts to find anything of sensory interest, Dr. Montessori began studying the importance of sensory experiences in cognitive development.

She then spent two years teaching the children and directing the work of teachers in the institute. Eventually, Dr. Montessori’s developmentally delayed students were able to pass the standard tests of Italian schools. Her response? She stated that if children with developmental challenges could pass the tests, the traditional schools of the time should be able to get dramatically better results with typically developing children!

This experience caused Dr. Montessori to want to examine how education could support, rather than stifle or repress, children’s development.

In 1907, Dr. Montessori had her opportunity. She was invited to coordinate daycare in the slums of San Lorenzo for working-class children too young for public school. Dr. Montessori began by teaching the older children how to help with everyday tasks. She also introduced practical skills of everyday living, including hygiene and self-care. Gradually, Dr. Montessori incorporated manipulative puzzles and activities to assist children with learning different skills and concepts. The children were drawn to the materials and reveled in the process of beautifying themselves and their surroundings. Each day the children’s behavior improved, and they eventually begged her to show them more, including how to read and write.

As she prepared the space and the adults supporting these previously unkempt, unruly, and uneducated children, Dr. Montessori saw an incredible and seemingly spontaneous kind of learning and work happen. The children became calm and peaceful. They took care of themselves and their surroundings. And they developed concentration and a love of learning.

Dr. Montessori was fascinated. Building upon her previous work, she continued to experiment and design unique learning materials that nurtured children’s natural desire to learn. News of this success in San Lorenzo soon spread through Italy and eventually dignitaries from other countries began visiting to see this miracle firsthand.

Around age 40, Dr. Montessori left a doctor’s career and a professorship at the University of Rome to continue her work for children. Throughout the rest of her life, she offered courses and lectures, wrote books, and trained educators, all the while insisting that the focus be on children, rather than on her.

Through scientific investigation, the study of available research, trial and error, and observation, Dr. Montessori saw that children across cultures and countries flourish in a setting that provides just the right support at critical times of development.

Because Montessori education is focused on the science of human development, the approach has withstood the test of time and culture. Today the Montessori approach has been implemented in approximately 20,000 Montessori schools around the world, with more than 3,000 in the U.S. alone. With over 100 years of practice, Montessori has worldwide recognition as an educational approach that helps children achieve their fullest potential.

We invite you to come to see this legacy in action!

What is Practical Life?

Tue, 23 Aug 2022 12:08:01 GMT

What is Practical Life?

When you visit a Montessori school, you’ll likely hear the phrase “practical life.” We thought it might be helpful to provide a little more context so we can share why practical life is so important to what we do.

First, let’s break apart the phrase. “Practical” can mean the actual doing or use of something. The term “life" can be described as living things and their activity. So, when we combine the two terms, we can think of “practical life” as activity that is focused on doing something useful.

In Montessori, we offer young children useful activities that serve a real purpose. Children have beautiful child-sized materials that allow them to wash tables, dust shelves, polish silver, prepare food, and so much more. Although most traditional early childhood programs have a play area that includes cleaning items or kitchen toys, these items are for pretend, imitation, and play rather than for actually cleaning or cooking.

But why does a toddler need to polish their shoes or do laundry with a scrub board? Are the tasks drudgery? Isn’t childhood an age for play? To answer these questions, we need to look at what is happening during childhood, which is what Dr. Maria Montessori did over 100 years ago.

Origins of Practical Life Exercises

The exercises of practical life began in order to serve a very practical need. Dr. Montessori had responsibility for children who were being destructive in a building in the slums of Rome. The proprietors needed to take care of the building, yet the children were rather wild and unkempt. As a physician, Dr. Montessori knew the importance of hygiene in preventing illness. Thus, one of the first things she did was to offer basins of water and cakes of soap. Then Dr. Montessori showed the children how to wash their hands and faces.

What happened was unexpected. Once the children washed their hands and faces, they didn’t stop. They kept washing. They did it again and again. Dr. Montessori said the children repeated the activity as if driven by some kind of imperceptible force. Instead of stopping them, like adults are apt to do, Dr. Montessori watched. She wanted to see what would happen. With curiosity, patience, and powers of scientific observation, she observed a need that went way beyond washing hands. From these practical beginnings, came a very significant discovery for Dr. Montessori.

Montessori’s Discovery about Children and Work

Dr. Montessori discovered the fundamental difference between work as adults experience it and work as children experience it. Often, as adults, we think of work as bringing on fatigue. However, Dr. Montessori observed how work for children is energizing.

Young children have an intense urge to do things! Think about the crawling infant who is completely compelled to try to get up the stairs, so matter how many times we bring them back down or try to block the steps.

Typically we, as adults, stop children from doing certain activities because we think the action is too tiring, too difficult, too dangerous, too messy, or because it will be more efficient and faster for us to do it ourselves.

Yet young children have a compulsion to engage in activities with a huge amount of effort. In fact, young children will become quite distressed when their activity is interrupted.

Understanding Children’s Motivation

Young children’s goals for doing activities are not practical ones. They aren’t motivated by having clean hands or a polished candlestick. Dr. Montessori discovered that young children’s motivation to work and gain independence is part of their process of constructing themselves. They are motivated to interact with their surroundings in order to create who they are as humans. Children are working to coordinate and refine movements, gain independence, master sequences of activity, and essentially create their future personalities. It’s easy to tell when children are in this stage because they will do an activity repeatedly, even in one day or in one sitting. This is what Dr. Montessori observed when she offered basins of water and cakes of soap to the children in San Lorenzo.

Gradually, around the ages of four and five, children become fueled by a love and appreciation of their surroundings and their community. They want to put their skills to use! While the youngest children will wash a clean table ten times, slightly older children will wash a table once because it is dirty. Often older children will notice a something that needs attending to, like a lot of dirty cloths in the laundry basket and want to wash the items to make sure everything is clean for the next day.

Making Activities Accessible

In Montessori settings, we make sure that the processes of everyday living are accessible to children. Items are sized for the children because it’s hard to sweep when the broom is larger than one’s body! Children also get to see and participate in steps that are often not visible to them, like what happens in the dishwasher. Thus, when we offer children the steps of washing dishes, we are gifting them with the awareness of each step involved: how we go from dirty dishes to clean dishes includes wetting the dishes, scrubbing them with soap, rinsing the dishes, and finally drying them.

We also slow down the movements involved so that children can see, absorb, and practice each necessary skill. When children can practice each step slowly and intentionally, they learn how to do things like unbuttoning or buttoning their sweater or tying their shoes. Having time and space to practice the activities allows children to be active participants in taking care of themselves and their community.

Some Outcomes of Practical Life Activities

How can getting oneself dressed or scrubbing a table help with children’s development? Practical life activities help children develop critical skills like intelligence and memory, concentration and focus, awareness and self-confidence, self-control and self-discipline, and the ability to problem-solve and think rationally.

When even the youngest children are following a complex series of steps in order to accomplish something like washing a cloth, they are developing their memory and intelligence. They see how to set up the basins of water, wet the cloth, get the soap, scrub, rinse, hang the cloth the dry, repeat, and then clean everything up when finished. Then they hold that sequence in their minds in order to do the activity themselves. In the process, they are also developing their capacity for logical ordered thinking.

In addition, when working on practical life activities, children strengthen their ability to reason. They have to consider things like whether they need to apply more polish or if the table is completely dry. As such, children begin to develop an awareness of their impact which also creates self-confidence. When they see that the table is dirty after pitting cherries and get the table scrubbing activity out, they have taken a step along the path of becoming logical problem-solvers.

Through the exercises of practical life, children also increase their self-control and self-discipline. Some of this self-control comes from the ability to put the needs of the community ahead of their own needs. A toddler who scoops avocado to make guacamole to share at snack may want to eat the avocado right away. However, they delay gratification in order to serve friends during snack time. Children also learn to put things away when they are finished using them, which helps establish a life-long habit of self-discipline.

We also offer challenges that help children develop skills that will lead to more concentration and focus. We might pose these suggestions as questions: Do you think you could wash this table without spilling a drop of water anywhere? How many times can you spoon the beans back and forth without spilling any? Offering these little points of consciousness provides children with a challenge that helps them strengthen their ability to concentrate and persevere, while also helping them refine their fine and gross motor skills.

From their very humble beginnings, the exercises of practical life provide children with so many benefits! In addition to developing the foundation for executive functioning skills (like task initiation, self-control, organization, planning and prioritizing, and holding information in working memory) practical life activities help children develop a deep love and appreciation for their surroundings and for those who live in their community.

Practical life activities are the cornerstone of Montessori classrooms. We invite you to come to see this remarkable work in action!

Movement Matters!

Mon, 15 Aug 2022 12:07:21 GMT

Movement Matters!

In Montessori, we honor children’s movement, even from birth! One reason why we focus so much on movement for young children is that healthy movement development in the first two years of life can provide our children with considerable benefits in the years to come.

So, let’s take a quick look at the science to better understand how to support our infants and toddlers during this critical time.

Movement & Myelination

At birth, movements are spontaneous and reflexive, like sucking and swallowing which are essential for survival. These early reflexive movements originate from the spinal cord and brain stem, but soon movement matures from the head down.

Our brains depend upon our sensory nervous system to share information about the surrounding world. This information actually shapes our brains’ connections and neural pathways.

For infants, these neural connections are just forming. As electrical signals move from one area of the brain to another, as well as down through the spinal cord to the rest of the body, they need smooth passage along what are called axons. Axons basically act like electrical wires conducting electrical signals.

Those signals need to be transmitted quickly and efficiently. Just like electrical wires need insulation so the electricity isn’t dissipated, axons need insulation, too! For more rapid passage of these electrical messages, axons become insulated by a layer of lipids and proteins, a process called myelination.

Babies are born without much myelin, which explains why their reaction times are so slow and movements so effortful. But with each experience and repetition, the myelin sheaths around axons get thicker. Myelin essentially greases the wires and allows signals to travel along the axons faster and more effectively.

More myelination in infants’ motor systems allows them to lift their heads, reach out, roll over, crawl, and eventually walk and run.

Mobiles for Movement

Within the first weeks of life after birth, babies begin to learn to control their eyes which means some of the first myelination happens with infants’ eye muscles.

To support this development, we provide carefully designed and placed mobiles, which help babies develop their visual capacities for focus and tracking. Changed as developmentally appropriate, mobiles offer newborns the opportunity to focus on an object, track it, perceive sensory details, and eventually attempt to reach for it.

When infants begin to reach for the mobile, we begin to offer something slightly different, like a bell hanging from a ribbon. Babies will try and try again, with great concentration and focus, to move their arms so as to make contact with the object and cause it to move or make a sound. They thus discover the relationship between sight and touch.

At first, physical contact with a hanging bell or ball may appear haphazard. Yet infants are seeing the item and making a muscular effort to connect with what they see. With repeated practice, infants are actually developing the myelin coating that will make their future efforts to reach and eventually grasp more efficient and successful.

Safe Space for Movement

For similar reasons, infants need space for movement. Often, we’re more apt to hold our infants or keep them in carriers. However, babies benefit from having space to move, and almost slither, their bodies on the floor. When you create the time and space for these slow whole-body movements, you’ll see that infants will often slither their bodies around in a clockwise direction!

When infants attempt to slither and move, they are very focused. This concentration allows them to start connecting how the mind and body work together. In Your Child’s Growing Mind: Brain Development and Learning from Birth to Adolescence, Dr. Jane Healy offers an important reminder: “After birth, physical activities are one of the child’s main means of advancing physical, intellectual, and emotional growth, so you should encourage many forms of body movement.”

Clothing also matters. In order to safely move their bodies, babies need clothing that doesn’t restrict their movements. Comfortable fabrics with forgiving elastics are best. Light clothing around the arms and legs offers more opportunities for movement and exploration. It’s also best to allow babies to have bare feet so they can have more sensory input and more traction as they begin to move.

Hands Send Information to the Brain

In addition to gross motor development, which will eventually progress from slithering to crawling to walking, infants are taking in information about the world through their hands.

In this process, babies develop an awareness of the connection between what they observe and what they touch. Sensory experiences begin to be linked to their mental development. Although little mitts are adorable and seem useful to keep infants from scratching themselves, it’s much more beneficial for babies’ development to have their hands uncovered.

Eventually, children begin to use their hands to not only take in information about the world but also to begin manipulating things in their surroundings. To help this development of hand movements, our little ones need purposeful activities that allow for exploration and the development of different types of hand grasps.

Children’s development of their hands is directly connected to the development of their brains. The brain sends a signal to the hand, and the hand moves and sends a sensory message back to the brain. With this new information, the brain can guide the hand in new ways, thus allowing the hand to discover more information by performing the new direction. And the feedback loop continues!

Gross Motor Skills Start with Tummy Time

While infants are developing these fine motor skills through coordination of their hands, they are also developing gross motor abilities. Early on babies need sufficient opportunities to develop large muscles, in particular their truck and neck. Thus, time lying on their belly is important, as this provides the opportunity for infants to push up with their arms and develop a stronger torso and neck.

Tummy time “push-ups” with the arms while in the stomach position are key in forming needed coordination and strength for all of their subsequent large-muscle development. Then, as infants develop enough torso and neck control to push themselves into a seated position, they free their hands for further exploration and development.

A similar process occurs when toddlers are able to move from cruising while holding on to objects for support, to walking without assistance. Suddenly they are able to move through their environment and use their hands for purposeful endeavors.

From “tummy-time” to rolling, to sitting up, to scooting, to crawling, and eventually, to cruising and walking, our young children are beginning to explore their world and develop their sense of self.

Developing Purposeful Movements

Dr. Maria Montessori explains that, as children gain strength through these activities, they begin to look toward those around them to imitate our actions and learn how to be a member of society. Children are interested in what we do and how we do it. They want to use their bodies in new and purposeful ways.

From the first days after birth, when a newborn can only control their eyes to see a mobile to when they move their hand and make contact with a bell hanging on a ribbon, these experiences help children recognize that they can control their movements. The sensory feedback helps strengthen an impulse within children to look or to try to move. Every experience involves movement. The more infants move, the more myelin they form, and the stronger their ability to act according to their own volition.

Movement Matters!

Sensorial experiences are vital for the development of movement and children use their movements to extend their understanding of the world. They see, hear, touch, and taste. The more they use parts of their body to explore their world, the more their movements become refined and the more they are able to make sense of their surroundings.

Children need the opportunity to explore, practice, and repeat movements through simulating and purposeful activity in a safe and supportive setting. Through these repeated experiences, our infants and toddlers develop their muscles, perfect their movements, and ultimately perfect themselves.

Although every child follows a typical timetable in terms of developing motor skills, their surroundings can either hinder or promote the acquisition and mastery of these abilities. Providing appropriate opportunities offers our children the chance for repeated practice and thus speeds the myelination process. Ultimately, as children develop their motor abilities, they come to recognize themselves as competent, capable, and unique individuals.

Want to see some competent, capable, and unique children moving through well-designed learning environments? Contact us today to schedule a visit!

End-of-Summer Bucket (and Book!) List

Mon, 08 Aug 2022 14:04:34 GMT

End-of-Summer Bucket (and Book!) List

In Montessori, we believe that learning isn’t just something that happens at school. Children are naturally curious and want to discover, explore, and learn. By the end of the summer, they are often eager for opportunities to expand their awareness and engage in something meaningful. So why not use these last weeks of summer as an occasion to soak in experiences that will feed your child’s sense of wonder!

To inspire some end-of-summer adventures, this week we are combining the idea of a summer bucket list with our curated book list!

If your child is older, you can share or post this list and offer a challenge to see how many items they can accomplish before school begins. For younger children, you can use the list as a source of inspiration to enjoy some special time together.

We’ve included some of our favorite titles under each bucket list item. Heading to the library to gather books on the topic can inspire further exploration or even spark some interest. Although most of the books included are picture books, wordless books, or early readers, even older children can be inspired by a book left out on the kitchen table! Be sure to click on the book title to access the Goodreads description.

Happy adventuring!

Climb a hill or a mountain. Explore a new hiking trail.

Hike by Pete Oswald

The Hike by Alison Farrell

Walk, bike, or skate along a bike path.

Along a Long Road by Frank Viva

Canoe or raft on a local river.

River by Elisha Cooper

The Raft by Jim LaMarche

Explore a nature area near your house.

I Took a Walk by Henry Cole

Nature Anatomy: The Curious Parts and Pieces of the Natural World by Julia Rothman

A Walk in the Woods by Christin Couture

Climb a tree.

Just Like Me, Climbing a Tree: Exploring Trees Around the World by Durga Yael Bernhard

The Magic and Mystery of Trees by Jen Green, illustrated by Claire McElfatrick

Learn how to use a compass and map to find your way.

How to use a compass for kids (and adults too!): Your Little Guide to Becoming an Expert Navigator With a Trusty Compass by Henry D Bridges

My Heart Is a Compass by Deborah Marcero

Learn how to pitch a tent, make a fire, and cook breakfast outdoors.

S Is for S’mores: A Camping Alphabet by Helen Foster James, illustrated by Lita Judge

The Kids Campfire Book: Official Book of Campfire Fun by Jane Drake and Mordicai Gerstein, illustrated by Heather Collins

Toasting Marshmallows: Camping Poems by Kristine O’Connell George, illustrated by Kate Kiesler

Make sandcastles on the beach.

A Day for Sandcastles by Jonarno Lawson, illustrated by Qin Leng

Make mud pies.

Mud Book: How to Make Pies and Cakes by John Cage & Lois Long

Mud by Mary Lyn Ray

Search for invertebrates in seaside rock pools or woodland streams.

What's in the Tide Pool? by Anne Hunter

A River by Marc Martin

Build a fort or lean-to in the woods.

Fort-Building Time by Megan Wagner Lloyd, illustrated by Abigail Halpin

A Kids' Guide to Building Forts by Tom Birdseye

Spend some hours making dams and bridges on little streams.

Streams and Ponds: My Nature Sticker Activity Book by Olivia Cosneau

All the Water in the World by George Ella Lyon, illustrated by Katherine Tillotson

Build, Beaver, Build!: Life at the Longest Beaver Dam by Sandra Markle, illustrated by Deborah Hocking

We're Going to Build a Dam by Gillian McClure

Try catching frogs.

ribbit by Jorey Hurley

a boy, a dog, and a frog by Mercer Mayer

Try catching fireflies in a jar.

Fireflies by Julie Brinckloe

Fly, Firefly by Shana Keller, illustrated by Ramona Kaulitzki

Learn how to identify a few constellations and how to find the North Star.

Wishing on a Star: Constellation Stories and Stargazing Activities for Kids by Fran Lee

Glow-in-the-Dark Constellations by C. E. Thompson

Zoo in the Sky: A Book of Animal Constellations by Jacqueline Mitton

Once Upon a Starry Night: A Book of Constellations by Jacqueline Mitton

Learn where north, south, east, and west are in relation to your home.

The Compass Rose and Cardinal Directions by Caitlin McAneney

Maps and Globes: A New True Book by Ray Broekel

Maps and Globes by Jack Knowlton, illustrated by Harriet Barton

Watch the Perseid meteor shower (which peaks August 11-12).

Meteor Showers (True Book: Space) by Jane Kelley

Exploring Meteor Showers (Discover the Night Sky) by Brigid Gallagher

Build a birdhouse (here are some good reasons why!).

Bird House by Blanca Gómez

Building Birdhouses (How-to Library) by Dana Meachen Rau, illustrated by Kathleen Petelinsek

The House I'll Build for the Wrens by Shirley Neitzel, illustrated by Nancy Winslow Parker

Ask your parent or grandparent to teach you how to whittle a piece of wood.

Forest Craft: A Child's Guide to Whittling in the Woodland by Richard Irvine

Whittling Projects for Adventurous Kids by Floris Books

Be able to name the local birds in your neighborhood (use binoculars, learn to recognize bird songs, etc.).

Backpack Explorer: Bird Watch: What Will You Find? by Editors of Storey Publishing, illustrated by Oana Befort

Bird Watch by Christie Matheson

My Awesome Field Guide to North American Birds: Find and Identify Your Feathered Friends by Mike Graf

Have You Heard The Nesting Bird? by Rita Gray, illustrated by Kenard Pak

Learn the names of the trees on your property or in your area.

Backpack Explorer: Discovering Trees: What Will You Find? by Editors of Storey Publishing

Trees (Field Guides for Kids) by Andrea Debbink

Collect something and make a little museum at home (shells, rocks, feathers, postcards of natural wonders, etc.).

What’s in Your Pocket? Collecting Nature’s Treasures by Heather L. Montgomery, illustrated by Maribel Lechuga

The Amazing Collection of Joey Cornell: Based on the Childhood of a Great American Artist by Candace Fleming, illustrated by Gérard DuBois

Rocks in His Head by Carol Otis Hurst, illustrated by James Stevenson

Keep a Nature Journal.

The Boy Who Drew Birds: A Story of John James Audubon by Jacqueline Davies, illustrated by Melissa Sweet

A Seed Is Sleepy by Dianna Aston, illustrated by Sylvia Long

Dig for worms.

An Earthworm's Life by John Himmelman

Yucky Worms by Vivian French, illustrated by Jessica Ahlberg

Go fishing.

Over and Under the Pond by Kate Messner

H Is for Hook: A Fishing Alphabet by Judy Young

Go for a night hike with a flashlight.

Flashlight by Lizi Boyd

Night Walk by Sara O'Leary, illustrated by Ellie Arscott

Pick fresh berries and bake a pie.

Wild Berries by Julie Flett , translated by Earl N. Cook

Pie for Breakfast: Simple Baking Recipes for Kids by Cynthia Cliff

Blueberries for Sal by Robert McCloskey

Materials Highlight: Geometry From the Start

Mon, 25 Jul 2022 13:00:07 GMT

Materials Highlight: Geometry From the Start

When many of us think of our geometry education, we have thoughts of identifying shapes in kindergarten, and then taking a class or two in high school.

The truth is, children are fully capable, and enthusiastically prepared, to learn so much more at a much younger age. While we can’t possibly cover our entire curriculum in one short article, we’ll share some of the highlights. It begins (perhaps unsurprisingly) in our primary classrooms.

Geometric Solids

Pictured above, the geometric solids are our students’ first direct exposure to geometry. The solids are displayed on a shelf and are contained by a basket or tray. The adult invites the child to a lesson and asks them to retrieve the shapes. They then look at each one. The lesson may go something like this:

1. The guide picks up the cube, feels each side, and hands it to the child. The guide states, “This is a cube.” The cube is placed on the work rug.

2. The process is repeated for each solid in the basket.

3. Depending upon the child’s readiness, they may continue, with the guide asking questions like, “Where is the cylinder?”

4. After the child has had some time to interact with the material independently for a while, the guide will again sit with them and assess their understanding. This is done by holding one sold at a time and asking the child to name it.

There are many fun extensions associated with this material. One favorite includes putting the solids on a mystery bag or using a blindfold so the child has to guess and identify by touch alone.

Geometry Cabinet

The geometry cabinet is used in primary and lower elementary classrooms, although differently in each. What begins as a lesson in identifying basic shapes and discerning between their sizes evolves into complex identification and blending of skills. Some of the skills this material helps us teach our students aged 6-9 include:

Types of triangles (acute scalene, acute isosceles, right scalene, right isosceles, obtuse scalene, and obtuse isosceles)
Quadrilaterals (trapezoids, a rhombus, and a parallelogram)
Regular polygons (pentagon, hexagon, heptagon, octagon, nonagon, and decagon)
Curved figures (curvilinear triangle, oval, ellipse, quatrefoil)
Rectangles
Circles

Constructive Triangles

Beginning during the primary years and continuing through lower elementary, the constructive triangle boxes are another child favorite. A series of boxes teaches a variety of concepts.

1. Triangle box: Used to show how different types of triangles can be combined to make other triangles, also indirectly teaches fractions concepts

2. Large hexagon box: Used to show how triangles can be combined to create other figures, including a hexagon, rhombus, and parallelogram

3. Small hexagon box: A continuation of the same basic concept as the previous box, but this time triangles are used to create rhombi, a trapezoid, and another configuration of a hexagon

4. Rectangle box: Triangles are used to create a square, rectangle, and other quadrilaterals

5. Blue triangles boxes: While the previous boxes utilized different colors for different types of triangles, they are all painted blue here. This is basically an extension of previous work and allows children an opportunity to rely less on previously helpful visual clues. There is also lots of opportunity to use the blue triangles to create more complex geometric figures.

Classified Nomenclature

Once some of the more basic skills have been mastered by the child, sometime during early lower elementary, they move on to engage with the classified nomenclature. As with all other Montessori work, this is a step toward abstraction; they are no longer relying heavily on the wooden materials they can hold and manipulate, rather they are using drawings, booklets, charts, and labels.

This work can become rather in-depth and continues into upper elementary. A very broad overview of skills includes:

Fundamental concepts (point, line, surface, solid)
The study of lines
The study of angles
Plane figures
Study of the triangle
Study of quadrilaterals
Study of regular polygons
Study of the circle

These studies are not short lessons like the child has experienced previously. They are multi-layered and can take months to complete. For example, the study of angles may begin during the second year of lower elementary, but continue periodically through the years until the child reaches sixth grade. Concepts include:

Parts of an angle
Types of angles
The measurement of angles
Constructing angles
Relationships between two angles
Two lines and a transversal
Constructing and copying an angle
Bisecting an angle
Operations with angles

Beyond all these amazing materials, it’s important to note that there is a lot of crossover when it comes to Montessori subjects. One perfect example is a favorite grammar work of third graders called the Detective Triangle Game. While its main intention is to practice using correct adjectives, this is done by way of sorting a multitude of triangles, with different colors, types, and angles.

Want to learn more? Please reach out if you have any specific questions and want to have a conversation. As always, we believe the best way to truly understand what goes on in a Montessori classroom is to sit quietly and observe in one. Contact us today to schedule a visit.

Books for Art Lovers

Mon, 18 Jul 2022 13:00:00 GMT

Books for Art Lovers

What would our world be without art? We rely on it to record our history, to express our thoughts and emotions, to communicate, to protest, and to pass the time. Flexing our creativity feels good, and admiring the artwork of others has the potential to evoke a range of experiences.

Maybe you already love visual art. Perhaps your child has expressed some interest. Or maybe you’re just looking for some new good books to read together. No matter your reason, we’ve got you covered. As always, we’re including titles for readers of all developmental levels, as well as links to learn more.

Board Books

My Favorite Color by Aarom Becker

Becker is a Caldecott winner, so you already know this book is going to be gorgeous. Kids change their favorite color all the time, and this book celebrates the glorious spectrum of hues with fun semi-transparent segments.

ABCs of Art by Sabrina Hahn

Imagine a classic children’s ABCs book combined with beautiful classic works of art, and that’s what Hahn has created. From Cezanne to Stubbs, with all the Hokusai and Monet we could wish for our infants and toddlers wedged in between, you’ll love this book as much as your little one.

Picture Books

Ablaze With Color: A Story of Painter Alma Thomas by Jeanne Walker Harvey, illustrated by Loveis Wise

Art and creativity had always been a part of Thomas’ life, but it wasn’t until her 60s that she chose to pursue it as a career. This book covers the racial injustices faced by Thomas and her family, as well as the strange and beautiful journeys our lives take.

Funny Bones: Posada and His Day of the Dead Calaveras by Duncan Tonatiuh

José Guadalupe Posada, the Mexican artist known to many as Lupe, enjoyed using a variety of artistic mediums for a variety of purposes. From lithography to engraving, political cartoons to the Calaveras drawings he became famous for, art was always a part of his life.

Winner of the Robert F. Sibert Medal and a Pura Belpre Honor Book.

Radiant Child: The Story of Young Artist Jean-Michael Basquiat by Javaka Steptoe

Winner of the Caldecott Medal and the Coretta Scott King Award, Steptoe’s biography of Basquiat highlights the idea that art doesn’t need to conform to be beautiful.

Middle Grade

From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg

Claudia talks her brother into running away with her, and they end up secretly living in the Metropolitan Museum of Art in New York City. The two then get caught up in solving the mystery of a statue, and eventually realize they’re better off facing their problems at home.

Many Points of Me by Caroline Gertler

Georgia stumbles upon a drawing made by her father (a famous artist) before he died. She struggles to find meaning in the drawing, which seems to leave her out. Her quest to discover answers leads her, like the characters in our other middle grade recommendation, to the Met.

Nonfiction

Drawing From Memory by Allen Say

Say is another Caldecott winner, and this book is a fascinating autobiography complete with illustrations and photographs. Artists and their passions aren’t always supported, and we are all sometimes met with challenges that seem insurmountable. Say shares his journey, and how he managed to stay true to his dreams.

Fun and Easy Crafting with Recycled Materials: 60 Cool Projects That Reimagine Paper Rolls, Egg Cartons, Jars and More! by Kimberly McLeod

The title says it all. Some of the projects include toilet paper tube owls, 3-D hot air balloons, scrap paper trees, pirate hats, and a castle.

A World of Animals: Learn to Draw More Than 175 Animals From the Seven Continents!

by Rimma Zainagova

This book is perfect for animal lovers, geography lovers, and art lovers! Containing interesting factual information about the continents and zoology, there are lots of simple step-by-step drawing instructions that kids will love.

Graphic Novels

Before They Were Artists: Famous Illustrators as Kids by Elizabeth Haidle

A gorgeous anthology of shortened artist biographies, this book explores how artists’ lives during their early years. How is creativity nurtured, and what is it like when an artist is just beginning to discover their passions? Artists include Hayao Miyazaki, Trove Jansson, Maurice Sendak, Yuyi Morales, Wanda Gag, and Jerry Pinkney.

Doodleville by Chad Sell

Drew loves to draw, and somehow her creations actually come to life. This is great, until she draws a monster. She relies on her artistic friends to help her solve this tricky problem.

Young Adult

Making Comics by Lynda Barry

Barry is an associate professor at the University of Wisconsin-Madison, where she teaches students about art and discovery. This book is essentially her curriculum; it encourages students to see drawing as a means of expression and communication, and to stop worrying so much about artistic talent.

Drawing Dragons by Sandra Staple

If your teen loves drawing and fantasy worlds, this is the perfect pick for them. Along with specific instructions for learning to draw a variety of dragons, this book gives some very helpful information about drawing techniques in a general sense.

Little Felted Animals: Create 16 Irresistible Creatures with Simple Needle-Felting Techniques by Marie-Noelle Horvath

Your heart might just melt flipping through these pages. Learn to create a felted polar bear, sheep, dalmatian, and much more with detailed instructions and information about the materials needed to get started.

Mending Matters: Stitch, Patch, and Repair Your Favorite Denim and More by Katrina Rodabaugh

Clothing repair and design meets slow fashion meets artistry. Rodabaugh’s book inspires readers to grab their old torn jeans, some contrasting thread, and make something beautiful.

A Fresh Look at Chores (5 Tips)

Mon, 11 Jul 2022 13:00:07 GMT

A Fresh Look at Chores (5 Tips)

We’re guessing you’ve probably already heard that chores are good for kids. You remember dreading them when you were a child, you’ve likely tried to implement them at home, and may have experienced varying levels of success. You have probably come across those adorable, and actually, incredibly helpful charts that list what’s appropriate for children at different ages.

You may have even experienced (like we have) life being unpredictable and throwing things off course, with your previously established chore routine left completely forgotten.

Consider this article a reminder about the amazing benefits chores can have for kids and their families. Our five tips may even give a little fresh perspective.

1. Consider what is developmentally appropriate

So, maybe you haven’t seen the cute little lists we referenced above? Here’s a great one if so, or even if your child is older and you want to revisit. Keep in mind that every child is different, but this is a pretty good general guide. The idea is not to make your child do everything they are capable of every single day, but it does serve as a helpful guide in knowing what is possible. Lists like these are a good starting point in developing your own routine at home.

It can be truly amazing to consider what our children are actually capable of, but we do want to balance that knowledge with not giving them tasks that are beyond their abilities. If we push independence in a specific area too soon, we are likely to cause frustration and a sense of failure. Focusing on the right tasks will bring success, build feelings of confidence, and set the stage for more challenging tasks in the future.

2. Build a routine

Children thrive on routine. When they know what to expect, everything runs more smoothly. It gives them a sense of safety and predictability, and it makes things so much easier for everyone. Once an expectation is set, there’s rarely a need for nagging.

Routine looks different for every family, and it’s important to find what works for you. Some ideas in case you’re looking for inspiration:

● Use visual lists as nonverbal reminders. This might be a simple sticky note for older kids, or a picture list for kids who aren’t reading yet.

● Be super consistent in the beginning. Putting in the work at first isn’t always easy, but it pays off in the long run.

● Start when your child is young. Kids aren’t as excited to help out when they get older, so establishing routines early is helpful.

● Allow for time to complete the tasks, considering that it takes children longer to complete them - especially when they’re first learning.

3. Follow their lead

Younger children - meaning up through at least the lower elementary years - actually want to do chores. The key is to pay attention and notice what they’re into. Some really want to do laundry while others love sweeping and mopping. It really doesn’t matter what they’re doing to help; the key is to find ways to integrate children into our regular household tasks. We all have chores we prefer over others, and children are no different. While it’s true we all have to do tasks we don’t enjoy sometimes, there’s nothing wrong with basing your chore system on the tasks your child does like to do.

Many children just want to be by your side. This makes things really simple. If you’re cooking dinner, give them a cucumber to chop. Doing laundry? Hand them a pile of washcloths to fold (even toddlers can help with that!). Vacuuming the car? Make it their job to clean out the back seat area first.

4. It’s okay to help them out

As much as we push for cultivating independence, we can’t expect our kids to do everything all the time. It can be easy to forget that. Perhaps it’s their responsibility to clear the table after dinner, but you know they’ve had a tough day. It’s okay to jump in and do it for them. We need to remember that building good habits and skills is important, but so is modeling what we do for the people we love.

During the elementary years children seem to lose all sense of order and leave a trail of mess in their wake everywhere they go. When you have called them back to pick up for the 27th time in the day and you’re frankly tired of it, it’s okay to just take care of that empty milk carton they’ve left on the counter. You’ve probably made your point, and they probably won’t even remember they ever left it there in the first place. They really are doing their best, and it’s totally fine to help them along the way.

5. Frame chores as a contribution

The chores we give our children should not be a punishment. They shouldn’t even be a set of mundane, hard-to-tolerate tasks enforced upon them. Chores are a way to contribute to the family. We can teach our children about everything that needs to happen to allow a household to run smoothly, and then we make sure they understand that it shouldn’t all fall on the adults.

Our children want to be a part of what we do. They want to help. It feels good to really be a contributing member of the family.

We will leave you with a quote from Dr. Maria Montessori you may find inspiring:

"Therefore this work which has built up civilization and which has transformed the earth is at the very basis of life and is a fundamental part of it. So much so, that it is, as we say, even in the child. Work has existed in the nature of man as an instinct even from birth itself.... The study of society will be held to be a study of the life of the child which shows us in an embryonic stage this profound tendency of humanity and the mechanism by which society is built up." (Dr. Maria Montessori, 'Child’s Instinct to Work', AMI Communications, 1973, 4, 9)

Independence Day, Montessori Summer Vacation-Style

Mon, 04 Jul 2022 13:00:02 GMT

Independence Day, Montessori Summer Vacation-Style

For many people in the United States, July fourth is a time for cookouts and fireworks. We get together with family and friends, enjoy our favorite potato salad, and spend some quality time in our backyards.

As adults, we know there’s a whole lot more to the day than that.

Whether you’re reading this on Independence Day, or sometime after, everything we mention below is still totally relevant and applicable. And even though we are well into summer vacation, we know many of our families never step out of Montessori mode. If that describes you, read on.

Do a deep dive into the holiday’s origins

We often rely on books to help us teach children, and this situation is no exception. A quick trip to your local library will be all you need to find an armload of age-appropriate reading material. The main points you’ll want to cover include:

Why did early Americans feel the need to break free from England’s rule?
What was the process like to establish the United States?
Why do we celebrate on July fourth?

Searching for relevant pictures, articles, and videos online can help enrich kids’ experience, as can visiting historical sites if you happen to live in certain parts of the country.

Consider different perspectives

The establishment of the United States, along with large chunks of its history, aren’t exactly celebratory for some groups of people. Again, it’s helpful to lean on books to share this type of information, and especially books that are written by authors who represent the group they are teaching about.

The land we now refer to as the United States of America was inhabited by many nations of Indigenous people for thousands of years before Europeans arrived. The native perspective is that the land was stolen, and this was followed by centuries of forced relocation and mistreatment.

Another important perspective to consider is that of black Americans. The US economy originally relied heavily on the enslavement of people from Africa, and our nation’s beginnings are rooted in some pretty horrific practices that continue to have rippling effects even today. Most of us are very aware that race is at the forefront of modern American society, and the issues we still need to address have their beginnings in America’s earliest days.

Do young kids need to know every detail about what has happened in our history? Of course not. As always, keep what’s developmentally appropriate in mind. It is important to note that our children are much more aware, and studies show they develop biases much earlier than most adults realize.

Explore independence days in other countries

It would be impossible for us to list each country around the globe that celebrates an independence day; the list is just too long! Take a look at this unofficial compilation if you’re curious.

Here are a few fun highlights:

Bastille Day is July 14 and celebrates the beginning of the French Revolution. The French love their parades and fireworks, but they also have a special tradition of opening fire stations for community dance parties.
Bolivia begins its two-day celebration with grand parades on August 6.
India celebrates its independence from Great Britain on August 15 by flying colorful kites.
Who else could we imagine celebrating their independence with surfing races than Australia? Theirs takes place on January 26.
Norway celebrates on May 17, and children are front and center. There are children’s parades around the country, as well as special parties in schools.

Help your child develop their own independence

As Montessorians, we believe all humans have the right to freedom and independence, and this includes children. Note that freedom does not mean the right to do whatever you want, whenever you want. In a community, whether it be a family or a global society, our choices should never encroach on the freedoms of others. For adults, this often takes the forms of laws or social norms. For children, it’s all about the concept of freedom within limits.

What can you do to help nurture your child’s independence? If you’ve been a Montessori parent for a little while, you may already have a basic sense of where to start. It’s a huge topic, which we could never fully summarize here at the end of this article, so instead we’ll include a few ideas and starting points.

Learn as much as you can about child development. Utilize books, articles, and ask questions of people you know. Lean on us at the school as a resource.
Practice observing your child. Our tendency is often to jump and help or react. Wait. Notice. Reflect. What does your child really need?
Follow the child. We all have preconceived ideas of what our kids need and how they will progress; it’s only natural. The important bit is to be mindful of this fact, and to examine the moments in which you could potentially inject your expectations onto them, and then don’t do it. This is way easier said than done.
Give your child choices whenever you can. This might be as simple as offering your toddler two shirts to choose from, or it might be as difficult supporting your adolescent as they reject the college you wish they would attend.
Embrace mistakes and failures. This means on the part of you and your child. You’ll both make them, and they’re always opportunities for growth and learning. No one is born knowing everything, and it’s only through our errors that we become more complete human beings.

We hope this article has been fun and informative. Please know that we value you as important members of our community. We are grateful that you care so much about your child’s learning experience. And we wish you all a celebratory holiday with your loved ones.

Summer, Montessori-Style

Wed, 29 Jun 2022 11:41:32 GMT

Summer, Montessori-Style

Summer is a great time to relax a bit, have fun as a family, and enjoy some new experiences. If you’re looking to continue your child’s Montessori experience at home during these warmer months, you have come to the right place. We believe in keeping it simple, but here are some tips you might appreciate!

Take a Deep-Dive Into Personal Interests

Is your child into dinosaurs? Ancient Egypt? Horses? Summer can be the perfect time to help them explore these interests further. The key is to find ways to work their passions into the types of things you were already going to do anyway. A few places to start:

Ask your local librarian for help finding both nonfiction and fiction books that would appeal to your child’s interests.
Figure out if there are any relevant day trips you could take to get in-person experiences (museums, farms, historical sights, parks, etc.)
Find ways to bring your child’s interests into the kitchen. You might find yourself recreating various cultural dishes or baking up some panda-shaped cookies.
Turn family movie night into a learning experience with a documentary.

Connect With Each Other

Find ways to reconnect. During the regular school year, life can get busy. Embrace the slower pace of summer and reevaluate how you and your child can spend meaningful time together. This will change as they get older, as will your common interests.

As with all things Montessori, just remember to follow the child.

If you have an infant, toddler, or preschooler, your together time will include lots of cuddles and caretaking. It’s almost easiest at this age, because our youngest children rely so heavily on our presence. (Just remember to take a little time for yourself!)

As your child gets older, continues to develop their independence, and socializes increasingly with their peers, there will naturally be more changes in how you interact with each other. Spending time outdoors together is a favorite for many families, as is creating regular traditions (like the family movie night we mentioned earlier).

Get Outside! (Of Course)

We know you won’t be surprised to hear us encouraging this point! During the school year, kids get outside every day for recess. Now that they’re home more, it’s critical to ensure they’re still getting this time. Combine their needs with the gorgeous weather, and you’ll find endless opportunities.

For the little ones: go to a playground, take a walk in a local park, or just sit out in front of your house. They will delight in watching a bug crawl by, smelling the scent of flowers, and feeling the dirt on their bare feet.

For older children and teens: the possibilities are endless. Keeping their developmental needs in the forefront of your mind will make them much more likely to be enthusiastic. This could include making time outside a social activity with their friends, giving them choices of activities, and making it a regular part of their daily routine.

Read, Read, Read

Kids may take a break from academics in the summer, but reading should never stop. It’s important to find ways to make reading a part of the daily routine, no matter the age of your child. For pre readers, find a time you can sit together each day to read a book together. For older kids, carve out plenty of time for them to read on their own daily. A few tips to keep the reading going:

Let your child see you reading for enjoyment. They want to model their behavior after you, and this can be very powerful.
Get excited about books. Make sure your child knows they are important to your family.
Don’t push emerging readers too hard. Give them access to books, read to them, but recognize that they need to feel good about books.
Ask for help when it comes to book-resistant tweens. Some kids seem like they don’t want to read, when in reality they would rather read about their specific interests, or stick to a very specific genre. Let them immerse themselves completely in the types of books they love; they’re getting something important out of them and will evolve eventually.
Bring books along for the ride. When you go for outings, keep a few in your bag. You never know when a quiet moment of boredom will arise, and you will be prepared.

Explore Your Community

Feeling connected to your community is good for all of us. Start small and see where your efforts take you.

For young children, their community might be just their neighborhoods. Walks will give them a sense of familiar “landmarks”, neighbors, and neighborhood workers. Recognizing that gorgeous garden down the street or waving to the mail carrier every afternoon are little things that help children recognize they are part of a bigger group of people who live and work together.

As your children get older, you might expand upon their experience. Explore what makes your town special, whether that means checking out historical landmarks, buildings or institutions of importance, enjoying annual festivals, or participating in community events. Service experiences are always a good idea. This could mean joining a town clean-up effort or volunteering with a local organization.

Do you already have fun summer plans in the works? We would love to hear about your Montessori summer, whatever that looks like for your family. Enjoy the time together!

Why Do Families Make the Switch?

Mon, 20 Jun 2022 13:38:31 GMT

Why Do Families Make the Switch?

There are many different reasons why families choose Montessori for their child. Some enroll when their child is young and stay the course. Others discover it a bit later on. Others, still, leave their Montessori school and end up returning a year or two later.

Why do parents gravitate toward this unique method of education? Here are a few of the main reasons we have seen frequently in recent years.

They’re Wary of High-Stakes Testing

Many educators like to think of the field as a pendulum that swings back and forth over the decades. Sometimes regulations and trends tend toward restrictive measures, while other times everything is more flexible.

Right now in the public sector, the focus is on standardization and testing. The results of high-stakes tests given to students can affect school funding, oversight, and the way teachers are made to educate their students. As for the children, they feel the pressure of these tests, and this often gets in the way of joyful learning.

When we hear about teachers feeling forced to “teach to the test”, it’s not a myth. This might not happen everywhere, but it absolutely happens. Many parents, understandably, want a different experience for their children.

They Value Recess and the Outdoors

With the abovementioned emphasis on standards and pressures of state oversight, certain elements of the school day have fallen to the wayside in some places. It is not uncommon in recent years for a school to discontinue programs in the arts, or to drastically reduce the amount of time dedicated to children’s time outdoors. Many kids have a shocking fifteen minutes of recess time each day.

Research has shown that frequent breaks and adequate access to outdoor green spaces dramatically increases children’s ability to concentrate and engage deeply with their work. Private Montessori schools aren’t typically bound to the same pressures as public schools, so we are able to continue offering our students opportunities we know are best for their development.

They’re Looking for a Different Social Environment

“Social Emotional Learning” has - shockingly - become a negative concept in some areas, with districts outright banning even the mention of this type of work.

To us, learning shouldn’t just be about math and reading. Academics are absolutely important, but so is learning how to be a kind and empathetic human being. Montessori schools are able to take time out of the day to teach in the moment when conflict occurs, as well as include regular, planned lessons that teach children how to care for their emotions and interact with their peers in a healthy manner.

A big part of being successful involves how you interact with others. Our children will grow up to work with people at their jobs, in their communities, and even in their personal relationships. It takes a lot of practice to build the skills needed to handle various relationships in a manner that serves everyone involved.

The elementary years, in particular, can be a tumultuous time for some kids; they gravitate toward their peers, but they don’t always know how to manage conflict. That’s where we come in. We read stories, use role-playing strategies, and teach conflict resolution skills so that our students have all the tools they need to use when something comes up on the playground or in the classroom.

They Want Their Child to Love Learning

School shouldn’t be a necessary evil. It shouldn’t be something children have to endure. It should be a place where adults help children cultivate a deep and passionate joy for learning about the world around them. Children should be encouraged, inspired, and celebrated as they learn at their own pace.

Montessori schools aren’t about forcing children to memorize facts. We want them to feel in awe of the world around them and have the skills to search out information they need or want. We teach the basics in fun ways that kids can’t resist, and we give them a wide variety of science, history, and geographical information. Montessori schools honor the fact that as human beings, we have unique talents and interests, and we make time for each of our students to further explore areas they are drawn to.

The Traditional Classroom Structure Isn’t Working for Their Child

Although many schools are beginning to change, there is still a long way to go. Sitting in rows of desks and listening to a teacher lecture the whole group at a single pace isn’t a model that works for most kids.

Kids need to be able to move around. They need to be able to get help when they’re struggling, and zip ahead when they need more challenges. Education should never be a one-size-fits-all approach, because in reality, one-size fits very few.

In Montessori environments, children are free to sit where they like. This may be at a table, on the floor, by themselves, or with a group of others. Their needs may change from one minute to the next, and that’s perfectly okay.

We believe children - even very young children - should have autonomy over their own bodies and basic needs. If they’re hungry, they should have a snack without having to wait another hour for the scheduled lunch time. If they’re thirsty, they should be able to get themselves a cup and some water. If they need to use the toilet, they shouldn’t need the permission of an adult. We believe there are ways to create structures that allow for children to attend to these basic needs independently and safely. We don’t feel the need to exercise control over these types of things.

Are there other reasons families choose Montessori? Absolutely. These are just a handful of what we hear from parents. If you’re considering Montessori for your child, we encourage you to come to our school and take a look. We would be happy to give you a tour, set you up with a classroom observation session, or meet to discuss your situation and answer any questions you may have.

Choosing a path for your child’s education is deeply personal. Know that we are here to support your family.

Beyond the Classroom: Montessori Extending Into Adulthood

Mon, 30 May 2022 12:01:56 GMT

Beyond the Classroom: Montessori Extending Into Adulthood

Montessori: it’s not just for children. What was originally created as an educational model for preschoolers in Italy has expanded significantly over time. Today, more and more adults are noticing there is potential for application far beyond the Casa dei Bambini. Whether you’re interested in learning more for yourself, or learning more about how Montessori education is trickling into various parts of our society, plenty of interesting changes are happening around the globe.

Training and Degrees

It may surprise you to learn that many people first hear about Montessori education through the lens of being a Montessori parent. The more people discover about the method, the more they become curious about the model, and this leads to many seeking their own Montessori credentials and eventually becoming guides.

Have you thought about Montessori education for yourself? If so, there are a number of options.

To become a Montessori-credentialed guide, it’s important to enroll in a training program recognized by a major Montessori organization. Two of the most respected are AMI (Association Montessori Internationale) and AMS (American Montessori Society). To learn more about affiliated training programs, visit their sites directly:

About AMS-Affiliated Teacher Education Programs

AMI Teacher Training | Association Montessori Internationale

Are you more interested in higher education? There are a number of programs offering master’s degrees in Montessori Education, and many include online options. Here is a great list for exploring education options for adults.

Montessori in the Workplace

People all over the world are beginning to recognize that the general philosophy of Montessori is extremely applicable in the workplace. If a model works well, why can’t it be applied elsewhere? Montessori schools are effective. They create an atmosphere of joyful learners that contribute to their communities. What if we modeled our workplaces to reflect these successful classroom environments?

Digital marketing professional (and Montessori mom) Amanda Shelley has some thoughts on what effective modern workplaces look like. Perhaps unsurprisingly, she draws comparisons from the different types of schools available to our children. She shares these ideas in this article .

Sophie Bryan, another Montessori parent and award-winning HR consultant, advocates for bringing Montessori principles into the workplace in order to drive innovation and employee freedoms. She believes this benefits both employees and the organizations they work for. Bryan explains these ideas in her TEDx talk and gives her thoughts on how we might make changes in our workplaces.

Shelley and Bryan are just two of many leaders currently advocating for a shift toward more Montessori-inspired work environments for adults.

Montessori in Prisons

Brian Walsh leads education programs in two prisons in Washington State. He and his wife also own and operate a school together. This diverse experience led him to draw conclusions about the similarities between the two environments, and use those experiences to create innovative solutions.

In this TEDx Talk Walsh shares the ways in which education in prisons is a smart investment, but also how we can make it effective by implementing some of the same principles as we do in children’s Montessori schools. The whole video is compelling, but jump to minute 8:14 if you’re short on time.

What might we consider when developing educational programs for incarcerated individuals? How can we create safe and appropriate tools and environments, while giving students control of their learning? Walsh has found solutions to these questions, and has found them to be highly successful.

Montessori for People with Dementia

The application of Montessori principles to care for people with dementia is becoming more and more extensive.

There have been numerous studies and academic papers published indicating Montessori principles are effective when applied to dementia care.

AMI even has a division of their organization dedicated to this emerging branch of study.

If you are the caretaker of an individual experiencing dementia, considering basic Montessori principles will help make your life easier as well as giving the individual an increased sense of joy and independence. Strategies will naturally change depending on the development and stage of memory loss. Some thoughts:

What needs are not being met in the environment? How might small changes create a sense of independence?
Label doors throughout the house with words written on index cards or sticky notes.
Lay out necessary items to complete a task: clean clothes to change into after a shower or items to put together and eat a simple no-cook breakfast.
What are the individual’s interests? How might those be incorporated into the environment?
Leave out books and activities around the home for the person to notice and engage with. This might include puzzles, magazines, or even a broken alarm clock with simple tools to tinker with. If the person was creative earlier in life, leave out art supplies. If they loved music, make the songs they enjoyed available for them to listen to.
What changes can be made to the home to create a built-in structure of safety? Are there simple ways to prevent potentially harmful situations? This is the application of ‘freedom within limits’. Once dementia progresses to a certain point, it’s not safe for a person to be completely independent. The key is to consider how to create an appropriate level of freedom.

5 Traits Nurtured In the Montessori Environment

Mon, 23 May 2022 12:00:07 GMT

5 Traits Nurtured In the Montessori Environment

When we choose a course of education for our children, we ask ourselves a lot of questions. At some point, we begin to wonder how various models align with our own personal values. What’s really important? What should the goals of education be? What do we want our children to gain from the experience?

It all depends on why and how the methods were developed. What were the initial goals when a particular approach was conceived? What do current practitioners value? These are important questions to consider.

In a list like this, you might be expecting one of the items we feature to be independence. While it’s true that we work hard to build a sense of independence in the children we guide, we talk about it so much we figured it might be nice to focus on some of the other traits that are nurtured in a Montessori environment.

When it comes down to it, Montessori educators care deeply about the academics we teach, because we are curious people who are fascinated with the world around us. But we’re passionate about other things, too. We want the children in our care to go out into the world feeling good about themselves, caring about others, and excited about what they do. That’s what drives our work. That’s what makes us feel so strongly about what we do.

Without further ado, here are five traits Montessori educations nurtures in children:

1. Kindness

Interpersonal skills are some of the most important skills we can teach our students. They can learn all the math and language arts skills out there, but if they can’t interact with other people their lives won’t feel overly fulfilling. More than that, we think humans can accomplish so much more together than individually, so we may as well learn to get along with one another.

The very structure of the Montessori day allows for time dedicated to planned and spontaneous lessons about kindness. We read stories that teach children how to handle hard situations. We use role-playing games to make the work fun. And when a conflict happens in the classroom or the playground? We teach children skills in the moment. How do we handle our own emotions? How do we communicate with someone we disagree with? What does it look like to disagree but still respect one another?

Sometimes the work consists of giving children the script to work through solving issues. Sometimes we enlist the help of the whole group, discussing problems and asking for solutions without targeting individuals.

2. Powerful Work Ethic

The Montessori approach focuses on intrinsic motivation. Extrinsic motivation can be effective in small doses and with short-term goals, like when you don’t want to do the dishes and reward yourself with an iced coffee afterward. Those types of rewards, however, are not particularly effective at cultivating a deep motivation to learn or help others.

Some people find it shocking that Montessori schools don’t give grades, have tests, or hold award ceremonies. The real world doesn’t function like that, so why should we teach children one type of motivation and then expect them to switch to something else as adults? Are employees evaluated at work? Absolutely. The thing is, they’re not receiving grades; they receive narrative feedback that highlights their areas of strengths and what they might improve on. We do the same with our students.

You’ve likely heard the argument that instead of saying “good job” to our children, we should replace that with observations such as “I notice you worked really hard on that. How does it feel to complete it?” Putting the emphasis on a person’s efforts, rather than our judgment of their accomplishments, helps nurture a developing sense of internal motivation.

Rather than focusing on accolades, our students grow with a desire to solve problems, gain insights, and pursue their passions.

3. Creativity

Put simply, Montessori encourages creativity in two main ways: we incorporate the arts whenever possible, and we give children a chance to find their own solutions to problems.

Montessori guides integrate art education in countless ways. Here are just a small sampling of what may happen in classroom during the course of the year:

Drawing, labeling, and painting maps

Listening to music or learning the traditional dance of a culture being studied

Using collage to review and label the external parts of a fish

Reading biographies about influential artists

Teaching sewing or weaving as practical life

As mentioned, the other side of creativity involves the way we encourage our students to think. We do not simply feed them all the answers. We give lessons, sure, and provide students with factual information. But when they run up against a problem we don’t race to give them the solution. Whether it be social, academic, or something else altogether, we ask guiding questions that lead the child to generate their own possible solutions.

This, we believe, is one of the keys to developing innovative mindsets.

4. Joyful Learning

When it comes to creating joyful learners, intrinsic motivation and creativity are a pretty good start. Combine that with copious amounts of freedom and gorgeous autodidactic materials, and you have an environment that kids simply cannot resist.

We think learning is fun, or at least it should be. Otherwise, what’s the point? We really are invested in helping our students become adults who love to learn and pursue learning independently for the rest of their lives. Even the most basic of skills can be delivered in ways that are exciting. Take the Montessori positive snake game for example: it’s a game, and it involves making snakes out of colorful groupings of beads, then eventually transforming the snake until it’s entirely gold. But what’s it really about? Learning how to exchange smaller numbers to make ten in preparation for multiplication work.

5. Service-Mindedness

We believe it’s of critical importance to give our children a sense of the world as a whole and to really see the ways in which everything is connected and interdependent.

This belief is embedded into our curriculum, and most easily seen in our history lessons. In lower elementary, children learn first about the beginnings of our universe, followed by the formation of Earth, then the evolution of life on our planet. Later on, they explore early humans and early civilizations. It isn’t until adolescence that they begin to learn about more recent periods in history.

This is intentional. We believe learning about those who have come before us instills a sense of gratitude and dedication to others.

We also make a point of launching student-driven service projects. These tend to start small, and may focus on the school community. As students get older, their capabilities and visions expand outward into the greater local community. These projects look different every year, because they’re student-led.

These five traits are really just a glimpse of some of Montessori’s most revered values. There are plenty more. Want to see for yourself? Call us to schedule a tour or observe in a classroom.

What’s a Work Period? Your Questions Answered

Mon, 16 May 2022 11:10:22 GMT

What’s a Work Period? Your Questions Answered

"The mind takes some time to develop interest, to be set in motion, to get warmed up into a subject, to attain a state of profitable work. If at this time there is interruption, not only is a period of profitable work lost, but the interruption produces an unpleasant sensation which is identical to fatigue.”

-Dr. Maria Montessori, What You Should Know About Your Child

Consider, as an adult, what it takes for you to do your best work. What must your environment look like? What do you need from others? What constraints do you need removed in order to meet your goals?

Dr. Montessori spent years observing children as they played. She quickly recognized that immense learning takes place during play, leaving it reasonable to call it the child’s work. Left without interruptions, she witnessed pure magic.

Children, even very young children, have the capacity for intense concentration. They have the innate ability to work through problems and develop solutions all on their own. They want to do these things. And what’s even better? They do it with a sense of self-satisfaction, not because they feel pressure or expectation to.

What Montessori realized is that we, as adults, sometimes need to get out of kids’ way. We often imagine they require more help than they actually do, or that we must offer rewards or incentives to ensure they do their schoolwork, but those assumptions are misguided. What children really need is time, respect, and an environment in which they may focus deeply on their work.

Thus, the work period was born. Generally spanning about three hours long in the morning, this precious time is a cornerstone of Montessori education.

How does it begin?

The start of the work period varies, but typically it begins as children arrive in the morning. For some classes, on some days, and during some parts of the year, there may be a whole class morning meeting or circle time at the start or end of the work cycle.

A typical day begins with the child hanging their belongings on a designated hook, changing their shoes, and greeting their teacher as they walk into the room. They may say hello to a friend or two, take a moment to transition, and then select a work from the shelf. Others may be so eager to begin, they waste no time at all and go straight to the material they have been thinking about since the day before.

Prior to age six the child will likely work by themselves, but near their peers, most of the time. They may lay out a work rug, set up their material, and delve into a deeply concentrated state. They use the materials in the way they have been taught, then clean up and replace everything when they are done.

As children older than six, due to their development and desire for social connection, the start of the day can be a bit noisier and more chaotic. They still get to work rather quickly, although it’s often in the form of group or partner work.

What do the adults do?

A Montessori classroom typically has two adults present: the guide and an assistant. The assistant busies themselves with ensuring the room stays neat and orderly and that everything the children need is available to them. If children need help or redirection, the assistant is quick to engage while still allowing the child to maintain an appropriate level of independence.

This allows the guide to focus on two main tasks: observation and presenting lessons. During the work period lessons are not given to the whole group; individuals or small groups of children work with the guide to learn or review skills and materials. This is done as unobtrusively as possible. Adults in a Montessori classroom do their best not to interrupt the work of a child. If they need to speak with a student, there is often a non-verbal structure in place, such as leaving a name tag beside the child as they are working. This alerts the child to check in with the guide whenever they complete the task they are focused on.

Do children really focus the entire time?

Not usually! Can any of us truly focus for three hours straight without breaks? We definitely don’t expect our students to, either. This is one of the reasons our environments are designed for students to meet their own needs independently, when the time is right for them. If they feel hungry, they are welcome to have a snack. If they need to use the restroom, they don’t need to ask permission. Even if they just need to get up and stretch their legs or look out a window - we do not prevent children from doing these things. Allowing for breaks lets us all focus better in the long run anyway.

There is one interesting phenomenon worth mentioning here. Sometime around 10:00-10:30 in the morning, toward the end of the work cycle, classroom communities often experience what we refer to as false fatigue. Like clockwork, the volume of the children’s voices will rise, there is noticeably less engagement with the materials, and fewer children are sitting in one place - rather they seem to be wandering around the room. The adult instinct is to ring a bell or clap and make a plea for re-engagement, but we have learned to hold back. False fatigue is a normal part of the flow of the day. If we pause, observe, and wait even two or three minutes, we will see the children find their way back into their work. It can be pretty amazing to observe.

What might one work period look like for an individual child?

This article has probably already given you a fairly good idea of what this might look like. Once the child completes their first work of the day, they begin another. This repeats for the duration of the morning, but is fractured by any number of other activities. The child will likely have a lesson or two with their guide while the rest of their classmates continue working independently. At some point, the child will get hungry, have a snack, and clean up after themselves. They may take several water breaks, socialize with friends, or even spend some time watching a squirrel climb a tree outside.

In short, the work period is a way to honor the child’s way to balance focused learning with meeting one’s own needs, on one’s own timetable. It’s a way to show the child we trust them, and our students absolutely rise to the occasion.

Curious to see what a morning work period looks like in action? We would love to have you visit. Reach out today to schedule a time to observe.

Materials Highlight: The Word Study Cabinet

Tue, 03 May 2022 11:39:18 GMT

Materials Highlight: The Word Study Cabinet

Each month we highlight one of the amazing Montessori learning materials here on our blog. This week we take on a well-recognized feature in any lower elementary environment: the word study cabinet.

Typically housed in a tower of tiny labeled drawers, groups of cards allow children to study an important area of language, and to do so independently.

The Presentations

Perhaps it is easiest to start by listing the skills covered by the word study materials:

Compound words
Prefixes
Suffixes
Homophones
Homonyms
Homographs
Synonyms
Antonyms
Contractions
Syllabication

One of the most important parts of word study happens before a child even touches a drawer of cards. A small group of children gather with a guide, usually on the floor around a work rug. The teacher often has any number of supplies that may include strips of paper and markers, a small chalkboard or dry erase board, prepared booklets, charts, and so on. What the teacher brings varies depending on the lesson - and there are many!

Many of the skills listed above require more than one lesson to be given to each child over time, as their understanding increases. Each of these lessons can look very different.

Here is one way the concept of contractions might be presented to a child:

Using the movable alphabet materials, the guide lays out the letters for a group of words, appearing as follows. (Note the red used to isolate the apostrophes.)

she is she ’ s

can not can ’ t

you have you ’ ve

who would who ’ d

will not won ’ t

After reading through the words, which the children recognize from speaking, the guide defines the task of an apostrophe. The children are asked what else they notice, and they eagerly point out the missing letters.

The guide asks the children to take a deep breath, pointing out how the ribs expand and contract. They say that to contract means to become compressed, or smaller, and then they are able to tell the children that these types of words are called contractions.

Continued Work

Once the child has a basic understanding of the skill, they are asked to progress through the drawers independently. For example, after having received the above mentioned contraction lesson, the child begins with contraction drawer 1. This may not happen until the next day when the child is independently selecting materials during the work cycle.

The child takes the drawer out and lays out all the cards. They see before them a group of words much like the one the guide had laid out using the movable alphabet. The child gets to work matching, and the nature of the material ensures they match correctly, or else the final cards would not make sense.

The child records the words in their notebook, cleans up the cards, and puts everything away. The next time they’re ready for independent word study work, they move on to contractions drawer 2, and so on, until the guide recognizes the need for a new lesson or skill.

Extensions

Sometimes, a child may progress through the drawers more quickly than expected, or they may have extra enthusiasm for the subject area. To provide more excitement and challenge, the guide will have a file of black line masters intended to give children more practice with the same skills, but using pencil and paper instead of the material.

Perhaps surprisingly, these are essentially worksheets! While it is rare to find a worksheet in a Montessori classroom, their novelty is just what is needed in some situations, and they can provide a nice transition for the lower elementary child who is moving away from the heavy reliance on physical materials.

Want to see the word study materials in action? Call us today to schedule a tour or observation. The best way to learn about Montessori is to spend time in the classroom.

ALA Youth Media Awards! (A Book List)

Mon, 25 Apr 2022 11:30:05 GMT

ALA Youth Media Awards! (A Book List)

Each year, the American Library Association announces its Youth Media Awards in January. These highly anticipated awards include the prestigious John Newbery Medal and Randolph Caldecott Medal, but there are also many more high-profile selections.

Here we share each of the books that won in the 2022 Youth Media Awards. It’s important that we note there were many outstanding books that may not have won, but received honors, that are not listed here. There were also other winners, such as digital media awards and author and illustrator recognitions, that we could not fit into this article. We have included a link at the bottom of the page if you’re interested in learning more about these and others.

The best way to organize these titles for the purpose of this article is into three categories: picture books, middle grade fiction, and young adult literature. You and your child may have already read some of these books, but we hope you can also find something new and wonderful to discover together. Enjoy!

Picture Books

Watercress illustrated by Jason Chin

Winner of the Randolph Caldecott Award for the most distinguished American picture book for children. Written by Andrea Wang.

Winner of the Asian/Pacific American Award for Literature (picture book winner). The award promotes Asian/Pacific American culture and heritage and is awarded based on literary and artistic merit.

Unspeakable: The Tulsa Race Massacre by Carole Boston Weatherford and illustrated by Floyd Cooper.

Winner of the Coretta Scott King Book Award recognizing an African American author and illustrator of outstanding books for children and young adults. This book won both the King Awards for author and illustrator.

The Me I Choose To Be illustrated by Regis and Kahran Bethencourt

Winner of the Coretta Scott King/John Steptoe New Talent Illustrator Award. Written by Natashia Anastasia Tarpley.

My City Speaks by Darren Lebeuf and illustrated by Ashley Barron

Winner of the Schneider Family for books that embody an artistic expression of the disability experience. Winner of the award for books for young children (0 to 8).

¡Vamos! Let's Cross the Bridge illustrated by Raúl Gonzalez

Winner of the Pura Belpré Youth Illustration Award. The Pura Belpré Awards honor Latinx writers and illustrators whose children's and young adult books best portray, affirm and celebrate the Latino cultural experience.

The People's Painter: How Ben Shahn Fought for Justice With Art by Cynthia Levinson and illustrated by Evan Turk

Winner of the Robert F. Sibert Informational Book Award for most distinguished informational book for children.

Fox at Night written and illustrated by Corey R. Tabor

Winner of the Theodor Seuss Geisel Award for the most distinguished beginning reader book.

Herizon written by Daniel W. Vandever [Diné], illustrated by Corey Begay [Diné]

Winner of the American Indian Youth Literature Award (picture book). The American Indian Youth Literature Awards identify and honor the very best writing and illustrations by and about American Indians and Alaska Natives. Selected titles present American Indians in the fullness of their humanity in the present and past contexts.

The Passover Guest by Susan Kusel

Winner of the Sydney Taylor Book Award (picture book) for outstanding books for children and teens that authentically portray the Jewish experience.

Middle Grade Fiction

The Last Cuentista by Donna Barba Higuera

Winner of the John Newbery Medal for outstanding contribution to children’s literature.

Winner of the Pura Belpré Children’s Author Award. The Pura Belpré Awards honor Latinx writers and illustrators whose children's and young adult books best portray, affirm and celebrate the Latino cultural experience.

A Bird Will Soar by Alison Green Myers

Winner of the Schneider Family for books that embody an artistic expression of the disability experience. Winner of the award for books for middle grades (ages 9-13).

Temple Alley Summer by Sachiko Kashiwaba

Originally published as “Kimyōji Yokochō no Natsu,” in Japanese, and winner of the Mildred L. Batchelder award for an outstanding children’s book originally published in a language other than English in a country other than the United States, and subsequently published in English in the United States. Illustrated by Miho Satake, translated by Avery Fischer Idagawa.

Too Bright to See by Kyle Lukoff

Winner of the Stonewall Book Award (children’s)- Mike Morgan & Larry Romans Children’s & Young Adult Literature Award given annually to English-language children’s and young adult books of exceptional merit relating to the gay, lesbian, bisexual and transgender experience.

Healer of the Water Monster by Brian Young [Diné]

Winner of the American Indian Youth Literature Award (middle grade book). The American Indian Youth Literature Awards identify and honor the very best writing and illustrations by and about American Indians and Alaska Natives. Selected titles present American Indians in the fullness of their humanity in the present and past contexts.

Amina's Song by Hena Khan

Winner of the Asian/Pacific American Award for Literature (children’s literature winner). The award promotes Asian/Pacific American culture and heritage and is awarded based on literary and artistic merit.

How to Find What You're Not Looking For by Veera Hiranandani

Winner of the Sydney Taylor Book Award (middle grade book) for outstanding books for children and teens that authentically portray the Jewish experience.

Young Adult Literature

Me (Moth) by Amber McBride

Winner of the Coretta Scott King/John Steptoe New Author Talent Award

Firekeeper's Daughter by Angeline Boulley

Winner of the Michael L. Printz Award for excellence in literature written for young adults.

Winner of the William C. Morris Award for a debut book published by a first-time author writing for teens.

The Words in My Hands written and illustrated by Asphyxia

Winner of the Schneider Family for books that embody an artistic expression of the disability experience. Winner of the award for books for teens (ages 14-18).

How Moon Fuentes Fell in Love With the Universe by Raquel Vasquez Gilliland

Winner of the Pura Belpré Young Adult Author Award. The Pura Belpré Awards honor Latinx writers and illustrators whose children's and young adult books best portray, affirm and celebrate the Latino cultural experience.

Last Night at the Telegraph Club by Malinda Lo

Winner of the Stonewall Book Award (young adult)- Mike Morgan & Larry Romans Children’s & Young Adult Literature Award given annually to English-language children’s and young adult books of exceptional merit relating to the gay, lesbian, bisexual and transgender experience.

Winner of the Asian/Pacific American Award for Literature (youth literature winner). The award promotes Asian/Pacific American culture and heritage and is awarded based on literary and artistic merit.

Ambushed! The Assassination Plot Against President Garfield by Gail Jarrow

Winner of the YALSA Award for Excellence in Nonfiction for Young Adults.

Apple (Skin to the Core) by Eric Gansworth [Onondaga]

Winner of the American Indian Youth Literature Award (young adult book). The American Indian Youth Literature Awards identify and honor the very best writing and illustrations by and about American Indians and Alaska Natives. Selected titles present American Indians in the fullness of their humanity in the present and past contexts.

The City Beautiful by Aden Polydoros

Winner of the Sydney Taylor Book Award (young adult book) for outstanding books for children and teens that authentically portray the Jewish experience.

Descriptions of the awards were taken from the ALA site.

Click here to learn more about the winners and honorees of this year's ALA Youth Media Awards.

5 Ways to Take Learning Outside

Mon, 18 Apr 2022 11:30:04 GMT

5 Ways to Take Learning Outside

It’s that time of year again. The temperature is rising ever so slowly, the daylight is gracing us with its presence a bit more each day, and it feels like the world outside is waking up.

Spring does something amazing for us all.

While we believe in the importance of finding fun ways to be outside all year round, spring seems to pull us there without the need for any convincing.

Parents often ask us how they can support their child’s education at home. We don’t recommend going out and purchasing Montessori materials or recreating what goes on in the classroom environment. The home environment is an entirely different experience, which brings with it a set of unique joys and learning opportunities.

One great way to help children learn is to enrich something they are already doing. Without further ado here are our 5 tips to bring learning outside:

1.Exercise is Self Care and Practical Life

Montessori has a strong focus on practical life, and practical life really boils down to three critical elements: care of the self, care of others, and care of the environment. Considering the first of those three, we believe that spending time outside is one of the most important ways to care for ourselves.

Perhaps one of the most obvious benefits of being outside is the act of literally soaking up the sunshine. Sometimes we forget that being outside is literally necessary for our bodies to create the vitamin D we all need. Many studies have also shown that spending time outside in green spaces has positive effects on our mood.

Another amazing benefit of being outside? Exercise. Children’s outdoor play enables them to joyfully move their bodies, keeping themselves healthy while having fun. When we encourage our kids to play outside, we’re supporting their healthy development - both physically and mentally.

2. Bring On the Botany

A major portion of your child’s Montessori science curriculum focuses on biology, and it all starts with plants. There are two ways you might approach supporting this work at home (or maybe you’ll even want to tackle both): exploring the natural plant life that lives in your area, or gardening.

One way to start is to go to your local library and check out some books. Look for titles that focus on plants, their life cycles, or how they interact with their environments. It might be helpful to borrow titles that reflect your own local ecosystem. Read these together at home, then go out for a walk and see what your child notices. Find a local trail, pack a few snacks and a water bottle, and see where the day takes you.

As for gardening, some families choose to keep it small, while others go big. It doesn’t really matter; whatever works for you will help enrich your child’s understanding. Gardening can be simple: Pick up a tomato plant from your local garden center and keep it on your porch. Have your child help water and care for it. They will naturally observe the changes in the plant as it grows and take great delight in the moment they first see a green tomato emerge from where there was once a flower.

Another simple way to try gardening? Purchase one or two small pots (or use whatever containers you have on hand) and plant some seeds. You can pick up some packets of herb or flower seeds just about anywhere this time of year, or you could even use seeds from inside fruit you eat at home. Plant a few with your child, care for them together, and wait for the tiny plant to emerge.

3. Animals Are Everywhere!

Studying animals is a lot like studying plants. Obviously there are countless differences between the two, but our approach is similar.

For younger (and even older) children, books are the perfect place to start. We love to read about animal migrations, adaptations, life cycles, and how they interact with one another and their environments. Field guides are valuable resources as well. One fun idea is to place a bird feeder outside a window of your home and leave a bird field guide available for your child on the windowsill. Elementary-aged children will especially enjoy looking up different species and learning about them in real-time.

For older children and adolescents, try using an app like Seek. This allows them to tap into their love for technology and devices, while finding ways to pull them outside more and learn about various organisms while they’re at it. The app is simple: users point the phone’s camera at a living thing, and recognition software identifies it for them, as well as gives basic information about the plant or animal. Kids can snap photos of their finds and make a game out of tracking their findings in the app as well.

4. Math On the Go

While the great outdoors very obviously lends itself to scientific areas of study, even math is more fun when you’re not sitting at a desk.

Try this: grab some sidewalk chalk and make a hopscotch-style game with numbers in each square. Kids can jump from square to square and skip count or recite their math facts. Since repetition is one of the keys to memorizing math facts, any small way we can utilize to make this practice fun is absolutely worthwhile.

With young children who love to collect small objects (rocks, pinecones, acorns, etc.), you can help them count or group their findings.

As children get older, walks and hikes might incorporate discussions and observations of metrics such weather, distance, and time.

5. Literature en Plein Air

We saved the simplest for last. Grab a blanket and some books. Go outside and find a sunny (or shady) spot. Sit, relax, and soak up that warm, fresh air while you and your child read together.

Have you found any other fun ways to bring learning outside? We always love to hear your experiences, and it helps us find new ways to support other families. Enjoy!

Practical Life for Older Children and Teens

Mon, 11 Apr 2022 11:30:04 GMT

Practical Life for Older Children and Teens

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Material Highlight: Dressing Frames

Tue, 05 Apr 2022 11:18:06 GMT

Material Highlight: Dressing Frames

So much of what we do in our Montessori environments is with the goal of the child’s independence in mind. They may need our support sometimes, but children are capable of much more than many people realize.

Each of our environments has ways of implementing practical life skills and practice activities that are developmentally appropriate and engaging for the children that will use them. While children of all ages benefit from practical life work, it tends to be the most obvious and discussed in the primary classroom. This is likely because between the ages of three and six, children are achieving physical autonomy for the first times in their lives. Their days revolve around finding ways to be physically independent from the adults in their lives.

What could be more empowering to the primary child than being able to dress themselves?

Enter: the dressing frames. Simply put, this series of materials was created so that the child is able to practice a wide variety of closure methods that they will encounter on all different types of clothing.

It all begins with a tall, narrow, wooden stand. This stand was developed to store and display twelve separate wooden frames in a way that is accessible to the children without taking up excessive floor space in the classroom. This four-sided tower has enough space for three frames on each side.

Each frame is made of wood with fabric attached to create a surface. On each frame two separate pieces of fabric meet in the center with various types of fasteners for the child to learn about and use. These include:

Small buttons
Large buttons
Bow tying
Lacing (pictured in the photo above)
Hook and eye
Safety pins
Snapping
Zipping
Buckling
Side-release buckling
Shoe lacing
Hook and loop

When the child first begins using these materials, the guide will give a lesson just as they would with other academic materials. Montessori lessons are very methodical and deliberate, and they include lots of modeling each step of processes.

The guide begins by inviting the child to join them for a lesson. The pair walks over to the wooden stand, and the guide tells the child what the material is called and selects the first (small button) frame. They continue on to sit at a table with the frame in front of them. After letting the student know what the lesson will be about, the two continue in silence. The guide demonstrates how to hold a button carefully between two fingers while pulling the fabric taught with the other hand. They slowly insert a portion of the button into the hole and demonstrate how to carefully pull it all the way through. This continues with each button as the guide works their way down the frame.

Part of any work in a Montessori classroom is leaving the material ready for the next user, so the guide then demonstrates how to undo each button from its hole. At this point, the child is very likely eager to have a turn of their own, and the teacher slides the frame over in front of them. The guide will remain for a moment to observe, but if the child appears to be working without needing assistance, the adults will let the child continue. If assistance is needed, the adult is there to model again.

The child will continue to work with the small button frame periodically until they have mastered it. Depending upon the child and their individual development, this could take hours, days, weeks, or months. Whenever they are ready, the guide will help them by giving a lesson for the next frame in the series. These steps continue until the child has had an opportunity to master all twelve frames, and therefore is prepared to fasten and unfasten a variety of their own clothing.

Being able to dress oneself is a huge step in independence. The frames may seem so simple to us as adults, but to the child, they are a key to becoming their own individual. We are so lucky to be able to aid them on that journey.

Animals Cams, Activities, and Family Time (oh my!)

Mon, 28 Mar 2022 12:00:07 GMT

Animals Cams, Activities, and Family Time (oh my!)

You already know the Montessori science curriculum supports learning about biology at all ages. Whether your child is three or 17, animals present an important part of their studies throughout the year. Why? Well, kids love animals. Besides, learning about animals opens windows into all types of studies, including history, geography, art, reading, writing, and so much more.

This week we share some of the coolest live animal cam feeds from around the world. Checking one out, and keeping tabs on it periodically, can be a great jumping off point for learning as a family and spending quality time together. Along with each different animal cam we have included related activities for kids of all ages, giving you the opportunity to dive deeper if your child seems interested.

Please do keep in mind that live camera feeds are unpredictable. Sometimes it can be frustrating when an animal is just sleeping, or even hiding. Animals can also exhibit all kinds of surprising behaviors. Some of the feeds include advertisements before loading. All this is just to say: some parents may feel more comfortable previewing feeds first, otherwise, expect the unexpected! After all, learning about animals is always fun and exciting. Enjoy!

Giraffes at the San Diego Zoo

San Diego, California, United States

Naked Mole Rats at the Smithsonian

Washington, DC, United States

White-Tailed Deer at the Brownville Food Pantry for Deer

Brownville, Maine, United States

Sea Nettle Jellies at the Monterey Bay Aquarium

Monterey, California, United States

King Cobra at the Arignar Anna Zoological Park

Vandalur, Tamil Nadu, India

Birds (and advantageous squirrels) at a garden feeder

Southern Alberta, Canada

For all ages-

Pacific Coral Reef Fish at the National Aquarium

Baltimore, Maryland, United States

Giant Pacific Octopus at the Hatfield Marine Science Center

Newport, Oregon, United States

Materials Spotlight: Racks and Tubes

Mon, 21 Mar 2022 12:00:09 GMT

Materials Spotlight: Racks and Tubes

Racks and Tubes, The Test Tubes - they may go by different names, but they’re all the same: a gloriously detailed Montessori division material. Introduced to the child somewhere around the end of lower elementary or beginning of upper elementary, the tiny parts are appealing. Adults who have had an opportunity to see the Racks and Tubes used are usually delighted by the way this physical material is able to help children understand more deeply how numbers are manipulated during division.

This is something so much more than when we learned with paper and pencil. Of course, that is taught simultaneously, but having the material makes everything make more sense.

The Material

A whole lot more complicated than math materials the child has previously used, there are many components, including:

Seven test tube racks.
Three of the racks are white: the tubes in one contain green beads (units/ones), another has tubes filled with blue beads (tens), and the last is filled with red beads (hundreds). This pattern is repeated with three gray racks and tubes filled with beads (thousands, ten thousands, hundred thousands). The final rack is black, and its green beads represent millions.
Seven bowls with external colors to match the racks and internal colors to match the beads.
Three wooden frames, each with 81 holes in which beads may be placed.

The color scheme of green, blue, and red being representative of units, tens, and hundreds is repeated throughout many Montessori materials. The child will have already seen this when using the stamp game, bead frame, and checkerboard materials.

Setting Up

As an example, we will refer to the division problem 9,764/4=2,441. We begin by laying out the green board. The other boards will not be used for this problem, because the divisor (4) is only one digit. Larger problems require more boards (more on that later).

To represent the divisor, we will take out four green skittles and set them into place at the top of the board.

The first four racks are all we will need for this problem, so we will take those out along with their corresponding cups.

To make 9,764 we place the correct amount of beads in the appropriate cups: 4 unit beads in the unit cup, 6 ten beads in the ten cup, 7 hundred beads in the hundred cup, and nine thousand beads in the thousand cup. The cups are then lined up neatly above the board.

At this stage in their mathematical development, students are expected to record their work in their notebooks consistently, so you would notice the child writing the problem down and filling in the answer as they go.

One Divisor

To begin solving the problem, it’s all about even and fair distribution. Starting with the thousand cup, beads will be placed beneath each skittle, one at a time, until all the beads are used up. The only catch is, the distribution cannot have any remainders (until we get to the last step with the units). This means that beneath each of the four skittles there will be two beads, with one left over.

By now, the child will be fairly proficient in exchanging across place values. They will know that one thousand is equal to ten hundreds, so the lone thousand bead will go back in its tube and ten red hundred beads will be added to the hundred cup.

The distribution continues with the hundred beads. After careful placement of each bead, there will be four underneath each skittle, with one leftover. This one hundred bead will be exchanged for ten ten beads. This means there will now be 16 blue ten beads in the cup, which distributes evenly. The last step leads the child to distribute just four green unit beads, with one under each skittle.

The answer to a division problem is always what is found in one of the equal and fair groups, or what the child can count up underneath one of the skittles. In this case: 2 thousands, 4 hundreds, 4 thousands, and 1 unit, giving them the answer 2,441.

Long Division

When it comes to long division and completing more complicated problems with larger divisors, the racks and tubes are both elegantly and downright complicated. Reading a step-by-step description is not nearly as exciting (or clarifying) as seeing one completed in person. We strongly encourage you to observe this material being used in our elementary environment when you’re able.

In the meantime, we can give you the gist. Let’s say we are dividing 71,326 by 304. We would lay out the green, blue, and red boards (because there is a three-digit divisor). Three skittles would be placed at the top of the hundred board, zero would be placed on the ten board, and four would be placed on the unit board.

Beads to correspond with 71,326 would be distributed into their corresponding cups.

To begin distribution, the ten thousand cup would be placed above the hundred board, the thousand cup above the ten board, and the hundred cup above the unit board. One at a time, beads would be distributed across the skittles on all three boards. The student stops when they can no longer continue fair and even distribution.

Here, the child would pause and note how many hundred beads are beneath one of the unit skittles. This number is recorded on their paper, as it is part of the final answer.

The problem continues with cups sliding to new spots and beads being exchanged as needed. The distribution continues until the problem is complete.

This may all sound horribly tedious to an adult reading about it, but we can promise you it’s absolutely thrilling to the child who is discovering these number processes for the first time. We can also reiterate the fact that by using their hand to manipulate physical materials, the child is giving their brain visual scaffolding in which to solidify their understanding of division.

As we mentioned above, the very best way to see the magic of this special material is to watch it being used in person. We know that’s not always possible, but when you do have an opportunity we think you’ll be just as amazed as we were the first time we saw it.

Questions? Want to learn more about the Montessori approach to math? Contact us any time - we love to chat about our methods!

A Book List For Dog Lovers

Mon, 14 Mar 2022 12:00:07 GMT

A Book List For Dog Lovers

Last week we shared a lengthy list of books for cat lovers, so it’s only fair that we give dogs a turn. Where would we be without their lovable slurps, silly tail wags, and unwavering loyalty? So whether you and your family have a house full of dogs, or you just like to admire them from afar, these are the books for you.

As always, we have included titles for all levels. We always encourage families to visit their local public libraries, but below are links included in case you’d like to purchase books (or just to learn more about them).

Enjoy!

Picture Books

Stormy: A Story About Finding a Forever Home by Guojing

This book will probably make you cry, and in the very best way possible. A gorgeously illustrated wordless picture book, it features a sweet and scraggly stray dog. A patient and kind woman notices it in the park one day, and takes her time gaining its trust. The two form a beautiful bond, which is tested one day when a terrible storm arrives.

Can I Be Your Dog? by Troy Cummings

If Stormy makes you cry, Can I Be Your Dog? will completely melt your heart, but with a couple giggles along the way. Arfy is a stray dog (who can apparently read and write) and is seeking a home amongst the residents of Butternut Street. He is polite, thoughtful, but not having

Early Reader/First Chapter Books

Biscuit Goes to School by Alyssa Satin Capucilli, illustrated by Pat Schories

What child hasn’t dreamed of taking their pet to school? It’s easy to imagine that dogs feel the same way, especially when they look at you with those eyes as you leave the house. Biscuit definitely didn’t want to be left behind, and found a way to surprise everyone. This book is one in a classic series, so readers will have plenty more to look forward to.

Charlie & Mouse Lost and Found by Laurel Snyder, illustrated by Emily Hughes

This book somehow manages to be relatable, funny, inclusive, and adorable - all using language that is perfect for emerging readers. Charlie and Mouse go about their everyday life; searching for a lost blanket, going for errands with their mother, and (of course) falling in love with a lost dog. While the dog only stays with them for a little while, it sure makes a big impression. We especially love the page when Charlie and Mouse’s parents debate a big decision in front of their children.

Graphic Novels

Bear by Ben Queen and Joe Todd-Stanton

Patrick is 28 years old, lives alone, and repairs vending machines for a living. He’s also blind. When he decides a guide dog might be right for him, he ends up matched with Bear, a two-year-old lab-retriever mix. The two are perfectly suited to one another, and share a deep and special bond. One day, Bear begins to lose his own eyesight, which triggers the beginning of several challenging (yet beautiful) journeys.

Allergic by Megan Wagner Lloyd and Michelle Mee Nutter

Maggie just wants to feel a little less alone. Her twin brothers have each other and her parents are hyper-focused on a new baby that will soon join the family. Could getting a dog be the answer to her troubles? She pins all her hopes on a new pet, until she learns she is seriously allergic. She learns some lessons the hard way, but develops resilience, friendships, and bonds with her siblings along the way…in addition to finding a solution to her dilemma!

Middle Grade Fiction

Rez Dogs by Joseph Bruchac

This book written in verse is both timely and relatable. Malian takes a trip to visit her grandparents on a Wabanaki reservation. She loves spending time with them, but the whole world grinds to a halt with the arrival of the coronavirus in early 2020, and Malian ends up staying longer than she’d planned. A dog named Malsum shows up and becomes a part of her story. When everyone was adjusting to a new normal around the globe, some communities were reminded of complicated and painful parts of their collective past. This beautiful story illustrates how families care for one another in difficult times, and how the companionship of animals brings us more than we sometimes expect.

Both Can Be True by Jules Machias

A Pomeranian in need of rescue is central in this story about two middle schoolers who find themselves dealing with the complexities of growing up. Ash is non-binary (sometimes feeling like a boy and other times like a girl), which makes life pretty challenging. Daniel cries a lot and wishes he didn’t. Chewbarka needs to be cared for after being whisked away from a shelter that was going to euthanize him, so the two children team up to help. Feelings, misunderstandings, and society’s expectations complicated the situation as Daniel and Ash find their way.

Nonfiction

Bringing Back the Wolves: How a Predator Restored An Ecosystem by Jude Isabella, illustrated by Kim Smith

“In the late 1800s, The American government offered money - a bounty - to encourage people to hunt top predators: cougars, grizzly bears and wolves. The goal was to tame the West, the heart of cattle ranching, and rid the landscape of all threats to livestock. The results: hunters killed so many wolves that by 1926 there were no wolf packs left in Yellowstone National Park.” This book teaches readers about the importance of apex predators, how they affect local ecosystems and food webs, and what scientists and conservationists began doing at the end of the twentieth century to fix mistakes that had been made in the past. The trickle effect of wolves returning to Yellowstone has been astounding and will fascinate and educate readers.

Kindergarten: The Icing On the Cake

Mon, 07 Mar 2022 13:00:10 GMT

Kindergarten: The Icing On the Cake

This post is for the primary families (although the families of older students who read it will readily agree and support the points below - ask them when you have a chance!). Some of you were originally drawn to Montessori because you’ve read about how different and special the approach is. Some of you were looking for a high-quality daycare or preschool and stumbled upon us.

There are a plethora of reasons families choose to send their children to Montessori schools. The vast majority of those families are thrilled with their decision once they see how their child is nurtured, encouraged, and celebrated in our environments.

Something interesting tends to happen sometime around when the child approaches kindergarten and first grade.

Families feel the pull of traditional schooling. They begin to worry that the differences that make Montessori so wonderful just won’t cut it when it comes to preparing their older child for life. They may have excellent public school options available to them.

It can be hard to go against what you did as a child, or what your family or friends are doing for their children. And we fully recognize that the decision is incredibly personal.

What we can tell you is that many families who choose to leave Montessori before their child enters kindergarten end up returning.

We can also tell you the three-year cycles in our environments are intentional, and there are some great reasons to give your child the gift of that third year.

Feeling on the fence? Hopefully we can help clarify some of the reasons we think kids do best when they have the opportunity to complete their primary cycle.

Mastery of Skills

The third year in a primary classroom is a chance for students to really shine academically. Everything they have been working on comes full circle and their understanding of concepts solidifies in a way it couldn’t have until now.

Much of what we teach in the earlier years of our primary environments is indirect and direct preparation for the lessons our third years receive and the materials they work with.

Not only are our kindergarten children understanding concepts in new ways, but they can actually demonstrate this knowledge. Educators from all backgrounds will agree that when a person is able to teach someone a skill, they have themselves demonstrated mastery of the skill. Our classrooms are designed so that older students help to teach younger ones. This teaching serves multiple purposes, one of which is to demonstrate their own understanding.

One of the many benefits of the multi-age classroom, our kindergarteners really enjoy taking on the role of giving lessons to their younger peers.

Opportunities for Leadership

Teaching lessons to younger children isn’t just about academic mastery; it’s also a chance for kids to experience leadership.

We believe that solid leadership isn’t really about power. It’s about allowing those with experience to take on a role of guiding others with less experience. So much of this type of leadership is done by modeling, and our kindergartners serve as the very best models for our younger students.

When your child first entered the classroom, they went through a period in which they needed to figure out expectations, routines, and so much more. Children need to learn how to be independent, how to interact with one another and adults, how to care for the environment, and so on. As adults who guide the children, we model and verbalize what children need to learn, but we are wise enough to recognize that they learn more from watching their peers.

Older children relish in this opportunity. It feels good to know that you are helping someone else. It feels good to acknowledge how far you have come, and how you are now able to guide others along their own path. Our third years know about this role because we discuss it with them often. By the time they step into it, they are more than prepared.

Continued Respect for Individuality

You already know that Montessori schools respect each child’s individual path, and that we believe even young people deserve to be treated with dignity. There are many ways in which we differ from conventional institutions, but some that we think are important to highlight are:

Allowing the child to use the restroom when they need to, without having to ask permission from an adult
Encouraging children to eat a snack when they are hungry and drink when they feel thirsty
Creating a structure that allows children to take breaks when they need to, and to focus deeply on their work for long periods of time without being interrupted
Giving children academic choice within limits (they may be required to complete certain tasks, but it’s okay if they choose the order in which the tasks are done)
Creating flexible seating choices so that children have options to sit alone or with friends, in a chair or on the floor

Advanced Academic Expectations

Parents in our community often recognize that our curriculum tends to exceed the scope of what is taught elsewhere. We do not push children to learn what is beyond their capabilities, we just know that children are capable of more than most people realize. When given the opportunity, they can amaze us all.

We honor the fact that every single child develops at their own rate, and there is no set time for various skills to be mastered. It is not uncommon, however, for Montessori students to:

Be reading before they enter kindergarten
Be working with numbers into the thousands at age four
Have an understanding of basic grammatical principles at age five
Engage with basic geometry concepts not typically introduced until years later
Enjoy skills and content taught in the areas of biology and geography beginning at age three
Learn cursive handwriting before entering elementary school
Begin adding large numbers and have a basic understanding of exchanging for tens

Deep-Dives Into Areas of Personal Interest

One of the best parts of being in a Montessori classroom is being allowed the time to explore one’s own interests. Because of the flexible nature of the day, kids can practice various skills while learning about what creates a spark for them.

Are they into dinosaurs? We provide books, paper, and art supplies for them to write about and draw diagrams of these ancient creatures.

Are they proud of their family’s culture and heritage? We make space for children and families to give presentations and share their traditions.

Do they dream about being a vet as an adult? Older children may be given more responsibilities to care for class pets, and they often find creative ways to connect the zoology curriculum to the animals they know and love in real life.

In a Montessori classroom, the possibilities really are endless. The experience is unlike anything that can be found in other educational settings, and each year we can give our children a Montessori education is a gift.

Still have questions? Want to connect with parents of older children at the school to ask questions? Please don’t hesitate to reach out and let us know how we can support you and your child.

Montessori, Imagination, and Cosmic Education

Mon, 28 Feb 2022 12:30:03 GMT

Montessori, Imagination, and Cosmic Education

In honor of the glorious second plane of development, a beautiful time when children aged 6-12 are learning about themselves and their universe, we thought it might be nice to take a deep dive into the Montessori perspective. Dr. Montessori wrote and spoke quite a bit about her thoughts and findings regarding elementary-aged children, and it can be helpful to look at her work and how it translates into what we do in our classrooms today.

The second plane of development is characterized by many stark differences from the first, including an increased need for peer socialization, a deep sense of fairness and justice, spurts of physical growth, and so much more. It’s also a time when the child’s imagination is highly developed, so it only makes sense to utilize this characteristic when considering the child’s academic needs.

There tends to be a lot of confusion regarding Montessori and imagination; we hope to bring some clarity. All quotes in this article are from To Educate the Human Potential by Maria Montessori, from The Montessori Series, 2007.

A Shift At Six

If you observe in a Montessori primary environment, then walk down the hall to observe in a lower elementary environment, you’ll notice stark differences. It’s no accident that your first grader is taught in a very different manner than they were when they were in kindergarten.

Sometime right around age six, the child undergoes a transformation. We know development is not exact, and there are absolutely variations between individuals. It is important, however, to recognize patterns and characteristics that have shown themselves to be developmental markers in most children at certain times in their lives. This helps us as parents and educators to better understand their needs and appropriately adjust our approach and expectations.

Children between the ages of six and twelve are intensely curious about the world around them. They are bursting with questions, and eager to soak up as much as they can in regard to subjects such as science, history, and geography. So we meet them where they are.

“Knowledge can be best given where there is eagerness to learn, so this is the period when the seed of everything can be sown, the child’s mind being a fertile field, ready to receive what will germinate into culture.” (p. 3)

Throughout the elementary years, we provide the child with an education that includes in-depth studies of biology, the earth, the universe, the evolution of living things, early humans, and ancient civilizations. These are exactly the types of subjects children want to learn about at this age, so it’s best we take full advantage of this window of opportunity.

“Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe. The universe is an imposing reality, and an answer to all questions.” (p. 5)

Imagination and Intelligence

There is a general philosophy among Montessori educators that the concrete precedes the abstract. This is why during the earlier years of education, we provide extensive access to learning materials for the child to manipulate with their hands, but as they get older (particularly in later elementary and middle school), they shift away from materials and work more without.

Still, it’s important to remember that if the experience of learning with their hands comes first, the later, abstract learning becomes deeper and leads to greater comprehension (and interest!).

“Children show a great attachment to the abstract subjects when they arrive at them through manual activity.” (p. 9)

We know that children need to experience the concrete first to truly master content later. But when a child gets older, they are far more interested in using their imaginations. So why not put this to good use? Why not feed their imaginations the truths about their universe? Please note - imagination and fantasy are not the same thing. The latter is where we make room for dragons and mermaids, while the former is the ability to picture an idea in your mind, to synthesize previous concepts and visualize new ones.

“The secret of good teaching is to regard the child’s intelligence as a fertile field in which the seeds may be sown, to grow under the heat of flaming imagination. Our aim therefore is not merely to make the child understand, and still less to force him to memorize, but to touch his imagination as to enthuse him to his inmost core.” (p. 11)

Giving Them the World (and the Universe)

One of the very first, and central, lessons of the elementary years in a Montessori environment is an introduction to the universe. This begins with the first of five Great Lessons - The Beginning/The Coming of the Universe.

The Great Lessons are designed to be big, dramatic, impressionistic introductions to a broad topic. They spark the child’s wonder and curiosity, and they lend themselves to branching off into a myriad of directions, so that when the child receives the lesson each year during the cycle, they not only glean new information from it as they age, but the follow-study is always fresh and exciting.

This first great lesson begins with the children entering a darkened, prepared classroom. There may be soft music playing, and they take a seat with the youngest students in the front facing the guide, and older students in the back.

Once the children are situated, the guide launches into a storytelling that begins with a time when everything was so dark and cold, we couldn’t possibly compare it to our experiences on Earth today. In one moment, there was a great flaring forth! The guide will have been gently waving a black balloon back and forth as they spoke; they now pierce it and as it bursts, glitter and confetti fly everywhere. Thus, an introduction to the Big Bang.

The lesson goes on to cover the beginnings of the earliest particles, how they formed elements, the beginning of light, the three states of matter found on Earth, the vast magnitude of stars, the formation of our solar system, and the beginnings of our planet. The lesson concludes with a hidden model volcano being revealed and made to erupt.

You can imagine how a child of six, seven, or eight might be feeling after witnessing this, even if it isn’t their first time.

In the weeks following this lesson, the children are able to conduct certain scientific “experiments” that are left on the shelves for them to explore. Each year a follow-up unit of study is explored, including topics such as basic chemistry, rocks and minerals, and space.

Cosmic Work

The second Great Lesson teaches children about the evolution of life on Earth, and how different time periods have led to different groups or organisms inhabiting the planet.

It is important to note that Dr. Maria Montessori was Roman Catholic living in the early twentieth century. She was also a dedicated scientist. One can only imagine how these two identities might have been at odds with one another, especially at the time. She managed to embrace both unapologetically.

“If asked whether I agree with the theory of Evolution, I answer that agreement or disagreement is a matter of no importance. We must look to facts to correct errors in existing theories, and thus add to knowledge…” (p. 26)

It is with this perspective that she and her son Mario developed much of the elementary curriculum. She did, however, have a beautiful way of viewing the underlying reasons for evolution. Montessori believed that all living things have an innate “cosmic work”. This means that while during the course of their individual lives they work to survive, they are unintentionally doing something that contributes to the greater good. Once this cosmic work has been completed, the species fades out of existence, making way for others.

“All creatures work consciously for themselves, but the real purpose of their existence remains unconscious, yet claiming obedience.” (p. 27)

A few examples: early shellfish filtered calcium out of the water to make their shells, the first plants that existed on land provided oxygen for incoming animal kingdom, and even the fuels we use today come from decayed organisms.

The Scope of Cosmic Education

Cosmic Education is the term used to describe the Montessori Elementary Curriculum. The Great Lessons are a sort of springboard to launch children into this work, inspiring them to use their imaginations and learn more about their universe.

But it doesn’t stop with the creation of the universe, or even evolution.

Following the first two Great Lessons, children also embark on lengthy studies of early humans, the beginning of language, and the history of mathematics. These subjects are all very appealing to the child of the second plane. They are, after all, curious about their own history and their place in the universe. They’re also just figuring out the worlds of language and numbers as they learn basic literacy and mathematics concepts for the first time.

The Montessori lessons included in these studies are far too numerous to list in this article, and there are countless ways children are able to branch off into independent study as well.

Dr. Montessori believed that Cosmic Education is exactly what is needed not only to satisfy the child’s individual needs, but for the betterment of society. If we can lead people to understand the functions of and connections between the various systems and living things, then we’re all better off.

“It is not enough to ensure for the child food, clothing and shelter; on the satisfaction of his more spiritual needs the progress of humanity depends - the creation indeed of a strong and better humanity.” (p. 82)

We hope this article has been as inspiring to read as it was to write. Still have questions? As always, we love to hear from families - please don’t hesitate to reach out!

5 Ways to Meet Your Teens Where They Are

Mon, 21 Feb 2022 12:30:06 GMT

5 Ways to Meet Your Teens Where They Are

Adolescence is an amazing time in our lives. Everything is changing, everything feels new, and the future stretches out before us like a terrifyingly exciting mystery. Sometimes it can feel like a bit of a challenge parenting your teen, but it can help in those moments to stop and consider their perspective. It’s sometimes difficult to remember what it was like when we were in their shoes.

Parenting a teen is different from parenting younger children in many ways, but there are plenty of similarities as well. It’s important to respect them as individuals, follow their lead, and consider their developmental needs. While that may seem vastly oversimplified, it’s always helpful to have core ideas to rely on.

More than perhaps any other time in life, adolescence is a time of balance. That gradual release of independence you’ve been working on their entire lives? When you find yourself inching toward the end of the continuum, it can be hard to know what to do and when.

Your child will make mistakes. You will make mistakes. With a little grace, respect, and a good sense of humor, you will all make it through this exciting and chaotic time together. Consider these five tips to help you on your way.

Give Them Space

That burgeoning independence will make much more regular appearances during the teen years. Let it! It is completely normal for your child to want to spend more time with their peers, to want to do things for themselves, and to want to start making their own major decisions. These are big changes, for sure, but they are also a beautiful sign that you have encouraged your child’s independence and given them a foundation on which they have built a strong sense of confidence.

While your child isn’t an adult quite yet, they are certainly practicing to become one. If they are asking for more freedom and you’re not so sure, it can help to ask yourself the following questions:

Have they shown responsible behavior?

What are the risks associated with their request?

How can you work together to mitigate those risks?

Does this mean you should acquiesce to your child’s every request for complete independence? Of course not! But, it can help to expect that they will ask, and checking our own internal dialogue and expectations can help you figure out what’s best.

Support Their Interests

Adolescence and young adulthood are a period in life when we are figuring out who we really are. One way we do this is to explore different interests. Whether your child leans into artistic, athletic, academic, social, or other endeavors, they’re counting on you to support them.

How can you support these interests? Ask your child questions. Be curious. Remember to comment on their efforts rather than the product of those efforts. Show up when they need you to.

They may not always see themselves as a painter/baseball player/actor, but they will absolutely remember the feeling of having a parent who supported them as they figured out who they are.

Find Things In Common

Once upon a time you could read them picture books or ride bikes together. Now they’d rather bike with their friends and only seem to have time to read for school. There are times it will feel like you’re speaking different languages. That’s normal, and it doesn’t have to last forever.

As time goes on, pay attention to what they’re into. You may find they are discovering things you already love, or you may find yourself delving into your own new interests. You might be surprised as you bond over classic rock, visit art museums on the weekends, or hike together. Maybe you both like to follow funny animal Instagram accounts. Perhaps there’s a television show or movie genre you both are into.

Keep an open mind. You may be surprised to learn something new about your child, and they may be just as surprised to learn something new about you. Either way, finding activities to connect over is just as important now as it was when they were younger.

Keep Talking…and Listening

After you break into the “don’t drink and drive” lecture for the hundredth time, you will no doubt be met with groans and eye rolls. That’s okay. Let them groan. Teen’s brains are still developing, and they don’t always have the most solid decision-making skills. That’s not entirely their fault, and the more they hear you reiterating the important stuff, the better.

While it’s so important to remind your children about safety and expectations, don’t forget to keep reminding them how much you love them. Notice their efforts and achievements, and let them know that you’ve noticed. Try to make sure your positive comments outnumber anything that could be perceived by them as negative. Ask them questions about topics that they find interesting.

But - just as important as talking (and maybe even more so) is listening. Your teen may feel like it’s hard to talk to you about sensitive topics, even if they want to. Pay attention to their comments and questions, and reassure them that you’re here to listen. Try not to cast judgement. Try not to solve their problems for them.

Oftentimes the best approach is to listen and ask what they need from you. They may just want a shoulder to cry on. They may want ideas or solutions. Either way, check in and see what you can do to best help.

Remember They Still Need You

Even when your teen has shown they are responsible and independent, that doesn’t mean they want or can handle all the responsibility and independence that comes with adulthood. Your child is still a child, at least for a little bit longer.

There will be days they act like (and maybe even say) they don’t need you, but that doesn’t make it so. They still need you, they just need you differently than they did when they were six. Ask them if they want a hug once in a while. Tell them you’re proud and in awe of the person they are becoming. Remind them that you are there.

Our children are only little for a little while. Parenting is hard work, but it is one of the greatest, joyous journeys we can take. We encourage you to soak up every last moment of your child’s teenage years, and marvel at this incredible time of transition.

Books for Cat Lovers

Mon, 14 Feb 2022 12:30:03 GMT

Books for Cat Lovers

There’s an old idea that we are all either dog people or cat people. While that may absolutely be the case for some of us, many of us love them both. Some of the most devoted cat lovers we’ve ever met used to say they would never have one. Cats have a way of purring their way into our hearts.

This month’s book list is for you cat lovers (don’t worry dog people - we’ve got you next month). There are SO many books for children to choose from, but we weeded through and selected some of the very best for infants right on up through teenagers. We are completely charmed by every single book on this list, and we think you will be, too.

Bonus idea: We know these are all very big ifs, but if your cat is in the mood, can sit still, and they don’t get distracted by that imaginary mouse they’re convinced just ran by, you might invite your cat to be part of the reading. Enjoy!

Board Books

Black Cat, White Cat by Silvia Borando

Black Cat is completely black and only goes out during the day. White Cat is completely white, and only goes out during the night. That is, until curiosity gets the best of them, and they decide to stray from their routines. They meet, and take each other on beautiful adventures exploring everything the other has missed.

ABC Cats by Lesléa Newman, illustrated by Isabella Kung

There are so many options when it comes to alphabet books; this cat version is adorable and engaging. The details in the illustrations will make kids giggle - Dreaming Cat has drool dripping out of its mouth and Finicky Cat knocks its food dish over with a flourish. Love this book? Newman and Kung have created another title together: 123 Cats.

Picture Books

I Am a Cat by Galia Bernstein

Poor little Simon announces to the Lion, Cheetah, Panther, Tiger, and Puma that he is a cat. They all laugh and try to convince him he couldn’t possibly be. Luckily, Simon is patient and points out their similarities. This book ends sweetly, with the cats enjoying each other's company and doing what all cats do best.

Cats by Gail Gibbons

This may not be a new book, but it sure holds up well. Gibbons takes the concept of a picture book and has a knack for squeezing in a whole lot of nonfiction. Her gorgeously illustrated cats find their way into diagrams, poses that help readers understand their behavior, and even a litter of kittens growing up!

Cat Problems by Jory John, illustrated by Lane Smith

The life of a pet cat is full of inconveniences - at least that’s what the cat in this book thinks. Why can’t the sun just stay still? How does one manage to get through the window to eat that noisy squirrel? Why does that other cat keep sitting in all the best spots? Ugh. Life is so rough!

They All Saw A Cat

Life is about perspective, right? This 2017 Caldecott Honor Book gives readers a charming peek at how one little cat can be seen in many different ways. As it walks through the world, a child sees it with large eyes and a smile, the fish sees a watery blur of yellow eyes, the mouse sees an exaggerated frightening beast, and the flea sees an expanse of fur. When a cat looks at its own reflection, imagine what it sees?

Early Readers and First Chapter Books

Mr. Putter & Tabby Pour the Tea by Cythia Rylant, illustrated by Authur Howard

The first in a delightful series, this book tells the story of how Mr. Putter and Tabby came to meet. Mr. Putter has a lovely life, but he feels lonely and wishes he had someone to share it with. He decides he needs a cat. A trip to the shelter brings him face to face with an aging orange and white cat, who seems to remind him a bit of himself. The two go on to eat English muffins together, sing opera together, and appreciate one another’s company.

Kitty and the Twilight Trouble by Paula Harrison, illustrated by Jenny Lovelie

“Girl by day. Cat by night. Ready for adventure.” This is book six, the most recently published in a much-loved series. Kitty can see in the dark. She can hear sounds from miles away. She can easily turn three somersaults in a row and land on her feet. This is all because she has cat superpowers, and actually turns into one at night. She and her cat crew run into some trouble at the carnival, and of course Kitty tries to save the day.

Graphic Novels

Cat & Cat Adventures: The Quest for Snacks by Susie Yi

The first in a series, this adorable graphic novel is written with children 6-10 in mind. Squash and Ginny make it their mission to find more snacks, and the best way to do this is by creating a special magic snack potion. They accidentally go through a portal into a magical world, making friends, meeting challenges, and finding adventures in a strange world. There’s also a nice side theme of putting our wants aside to make sure others have their needs met.

The Complete Chi's Sweet Home by Konami Kanata

A tiny kitten accidentally separates from her family while out on a walk, finding herself as a stray. A kind family takes her in, names her Chi, and the daily entertainment of having a cat as a pet ensues. This is the first of four volumes.

Middle Grade Fiction

Catwings (A Catwings Tale) by Ursula K. Le Guin, illustrated by S. D. Schindler

A classic first published in 1988, this is the first of four books. Somehow four kittens are born with wings. Much to their mother’s delight, who wants them to be able to fly from danger and enjoy a safer life, they eventually do just that. Unfortunately, not everything thinks their special gift is a good thing.

Leonard (My Life as a Cat) by Carlie Sorosiak

Leonard has spent the last 300 hundred years preparing for an epic journey. You see, Leonard is a creature from another planet, and his species celebrates their 300th birthday by visiting Earth for one month in whatever form they choose. He has prepared for his brief appearance as a human for as long as he can remember, but something goes wrong during the journey, and he finds himself landing in a tree, in a storm, as a cat. His adventures are anything but ordinary, and far from what he expected.

Young Adult Books

Tiny But Mighty: Kitten Lady's Guide to Saving the Most Vulnerable Felines by Hannah Shaw

Shaw is best known as the Kitten Lady on YouTube where she helps people learn how to help foster kittens. This book is an extension of that work, and adorable photos accompany her tips and instructions on how to help these sweet little creatures. A perfect book for any adolescent (or adult) animal lover, it’s hard not to love this one.

The Cat I Never Named: A True Story of Love, War, and Survival by Amra Sabic-el-Rayess, with Laura L. Sullivan

This biography was a finalist for the Excellence In Young Adult Nonfiction award by the YALSA-ALA. Detailing Sabic-el-Rayess’ experience as a Muslim teenager in Bosnia in 1992, she and her community are faced with war and persecution. Somehow, in the midst of it all, she finds a stray cat. After unsuccessfully attempting to forget about the cat, they end up saving one another.

In Celebration of Black History Month

Mon, 07 Feb 2022 12:30:03 GMT

In Celebration of Black History Month

Taking the time to formally celebrate black history has roots that go back to 1926, when Carter G. Woodson suggested a week to honor the black experience during February. It wasn’t until 1976 that this became an official month.

It’s important to note several things: Black History Month should not be the only time we honor black Americans. This work should be ongoing and pervasive. Black History Month can be a good time to specifically honor black folks, and to remind us of all the work that still needs to be done.

When it comes to children, it’s never too early to start learning. Studies have shown that young children form ideas and opinions about race much earlier than many people think . Read on to learn more.

Recenter

Our entire culture in the United States (and many other countries around the world) is centered on the white experience. From the books we read, to the history we learn, the media we consume, and pretty much every other aspect of our society, perspectives of white people dominate.

This structure is harmful for everyone.

An important step in moving forward as a society is to center the people who have been historically (and presently) discriminated against. There are many groups of people that fall within this category, but for the purposes of this article we will focus on the black perspective.

Want to learn more about what this means? Siraad Dirshe explains .

Read

As you probably know, we believe reading to children is one of the best ways to teach and learn together. You might consider visiting your local library this month to check out some books to read together. It’s likely there will be a display waiting for you of books celebrating black history and culture. Here is one list .

Another important layer to consider: try reading books written by black authors. The same goes for if you choose to purchase books this month. The benefits are twofold: doing this provides you and your child with the most accurate information, and you’re also supporting the work of black artists financially.

Not sure where to start? Ask your local librarian or bookseller to point you in the right direction. Chances are they’ll be delighted to do so.

Listen

Let’s start literally. We like to make it an annual tradition to play Dr. King’s speech in January. Find it in its entirety here , along with a written transcript.

There are other ways to listen. If you’re white, we encourage you to really listen to the perspectives of black people. This will be uncomfortable. You may find yourself wanting to react in a variety of ways. Wait. Reflect. And listen. Be open to seeing things differently and shifting your perspective. Doing so not only enlightens you and your own knowledge, but it makes you an excellent role model for your child.

Learn

Have fun with your child and learn about African American culture and history. Here are a few suggestions:

Cook together. Try these recipes for Southern Food with African Background .
Visit a museum or explore one virtually. The National Museum of African American History & Culture provides plenty of online resources. Click here for children from birth - age eight, here for information on how to talk about race, and here for reading resources for children in grades 3-12.
Learn about the origins of stepping and strolling , and watch some videos of performances (or a live performance if you’re lucky!).
Explore the geography of the Civil Rights Movement , thanks to the National Park Service.
Learn about and listen to music that is rooted in black history.

Extend

Supporting a worthy cause can feel good for everyone involved. As a sixth-grader, Marley Dias became frustrated with the lack of books with black girls like herself as main characters. So she started a campaign to find some. This has turned into a movement, with more than 11,000 books collected, many of which have been redistributed to other children who need them. To learn more or to participate, check out #1000blackgirlbooks .

It’s important that we all see Black History Month as a time for learning, reflecting, and reframing. This doesn’t mean that we should only celebrate and learn about black history each year during February, but it is a good time to reflect on what we have done in the past and would like to do moving forward.

Black history is American history, it’s just that it isn’t always represented fully, truthfully, or appropriately. As a society we have made progress, but there is still much work to be done. By educating ourselves and then guiding our children, hopefully that progress can continue to grow.

Materials Highlight: Memorizing Addition Facts

Mon, 31 Jan 2022 13:00:06 GMT

Materials Highlight: Memorizing Addition Facts

Ahh, memorizing one’s addition facts. Brings back great memories, doesn’t it? For some of us this was a boring and necessary part of our education, but for others it was downright dreadful.

It’s rare to find any sort of information required to be memorized in a Montessori school. We would much rather teach our students why various things are, then have them learn rote processes that mean nothing to them.

Math facts, however, are the exception to this rule...sort of.

We absolutely work with our students to ensure they memorize all their basic facts, we just do it a bit differently. It’s not your typical flashcards-and-timed-drills approach, but a series of strategies that appeals to the child while still reaching the ultimate academic goal.

Memorizing facts is essential to solid numeric understanding and as preparation for efficiently completing more complicated problems later on. As you might imagine, we start this process when children are young, and we use specialized materials to help them feel and envision what the numbers are doing.

Addition Strip Board

Pictured above, this is the first material intended to be used while teaching children to memorize their addition facts. It includes a wooden, gridded board with numbers across the top. Numbers one through ten are written in red, followed by a red vertical line drawn down the board, and numbers eleven through eighteen written in blue. The material also includes a box filled with wooden blue and red strips in varying sizes to be used on the board.

There are many ways to use this board, and a Montessori guide will gradually walk the child through a series of lessons to teach different skills. The basic concept involves the child laying out one wooden strip on the board, then laying another beside it. This allows them to clearly see something like 7+3=10. The strip board is also used in conjunction with the tables of addition (more on those below).

Addition strip board lessons may include:

A first exercise introducing the child to the material and the basics of using it.
Random selection and adding of numbers from a box.
Combinations of a number (e.g. ways to make ten)
Combinations with zero
Doubling numbers

The addition may be introduced during the kindergarten year, but is used during the first year of lower elementary as well, or longer if a child needs it.

The Tables of Addition

At first used alongside the addition strip board and later used on their own, the tables of addition are another material that aids children on their path to memorization. The material actually includes four square working charts (one of them pictured above), two larger rectangular control charts, and a box of numbered tiles. To decode, the child will complete the work using one of the square charts and use the control chart to check their answers.

The first table of addition is what you might imagine having used on paper when you were a child. Numbers one through ten go across the top and also down the left side. Answers fill in the grid across the rest of the board, so that if you slide your finger down from the seven on top and right from the three on the left, you will arrive at the answer - ten - in the middle. Children can use this as a way to check their answers, too, as they use the addition strip board.

The second table (above) is essentially the same but with the center numbers left blank. Children can use this as they use the strip board, creating the problem on the strip board and then filling it in on the working chart, or they can use the working chart on its own, attempting to fill in all the blank spaces with the correct tiles.

The third table shows all possible combinations. This means there is significant blank space and children get an introduction to the commutative property. This particular visual will help the child see more patterns within the number facts than they may have in the past.

The fourth table is missing even more numbers, featuring each sum only once. The child is at this point required to complete even more independently, but as always, can rely on a control chart to check their answers if need be. These control charts are often nearby but flipped upside down by the child to self-encourage and figure out the answers on their own whenever possible.

The (Positive) Snake Game

There are actually multiple snake games used in the Montessori math curriculum, yet this is the first. It is used after children have had sufficient time to use the other addition memorization materials and have begun to memorize some of the facts. A major aim of this snake game is to revisit the concepts of making ten and exchanging for ten.

The material consists of three wooden boxes. One contains golden ten bead bars, another contains various colored bead bars for numbers one through nine, and the third contains black and white bead bars that will be used as place holders.

The child may lay out bead bars randomly, or they may follow along with cards given by the guide to complete a problem such as 4+2+8+1+7+9=. The colorful bead bars will be laid out in a zigzag formation, taking on a snake-like appearance. The child will start at one end and count beads until they get to ten, then, using the golden ten bars and black and white place holders to take the place of the colored bead bars. This continues until the snake has been all counted up, and the child can count by tens and the remainder to find the answer.

The educator in this video gives a clear demonstration of the process. You may notice him placing the used colored beads in a small glass bowl. Sometimes children will take these out afterward and count them up to check their answer.

Hopefully you have learned something new and interesting from this article. Want to see the materials in person? Reach out today! We would love to chat more.

Inviting Art Into Your Home

Mon, 24 Jan 2022 13:00:09 GMT

Inviting Art Into Your Home

"If we try to think back to the dim and distant past... what is it that helps us reconstruct those times, and to picture the lives of those who lived in them? It is their art... It is thanks to the hand, the companion of the mind, that civilization has arisen."

—Maria Montessori, The Absorbent Mind

Art is a fascinating thing. It doesn't even matter if we create it or experience the work of others; art touches us all. It makes us think, it gives us windows into the worlds of others, it serves as a record for the general human experience. Studies show that art has a definite positive impact on children.

While schools everywhere are forced to deal with budget cuts, art is often one of the first things to go. We can guarantee you that's not the case at our school, and in fact art is woven into the various subjects as well as taught directly. This article isn't a question of whether or not your child will receive art education at our school - they absolutely will.

This article is here to inspire you should you want to bring art into your own home.

Curious to learn what this might look like? There are a number of ways to approach the subject. Read on to learn how.

Go out into your community

Looking for something to do as a family on the weekend? Look no further than your own town or city. Art is everywhere! Here are just a smattering of places to consider:

Museums
Murals on buildings
Outdoor sculpture
Public buildings such as municipal buildings and libraries
Public parks

Going to view art in your community can be a transformative experience for children and adults. At the very least, it's a fun way to spend an afternoon.

Ready to take it a step further? Work together as a family to create environmental art. A quick image search will give you inspiration, then it's just about gathering available sticks, leaves, stones, or whatever else nature has left lying on the ground.

Literally bring art into your own home

Finding ways to bring the art of others into your home is easy and can be done in several ways:

Pick up postcards at your local art museum. Tape them to the wall of your child's bedroom and create a rotating display of images. Old calendars can be used similarly!
Have art books on hand for your child to look through. Find these at your local second-hand book shop or your local library. They are often oversized with art that takes up entire pages. Their beauty and novelty is sure to evoke interest.
If it's within your budget, purchase art to display in your home. Simple ways to do this include finding prints of your favorites or buying the art of local artists.

Create space for your child to become the artist

This is an opportunity for your child to create and for you to make a small replication of the type of work they might see in their Montessori classroom. Find an old tray or basket you have stored away, rummage through your child's existing art supplies, and spend a few minutes putting together something meaningful. Then set it on a shelf, windowsill, or table where they can use it whenever the mood strikes. The possibilities are endless, but here are just a few ideas:

Playdough creations - include a small sealed container of dough and whatever "doodads" you have lying around. This could be sequins, googly eyes, small nails or screws, buttons...you get the idea. Young children will enjoy making truly unique sculptures (and as their parent, you will delight in what they come up with!).
Watercolor - Cut watercolor paper into small rectangles (the smaller pieces are less intimidating and much more manageable). Leave this out with a small cup for water, a brush, and a paint set. Option: include a pencil or permanent marker, too.
Collage - Great for all ages, including teens, and super simple. Include a couple pieces of plain paper to serve as the base, a glue stick, scissors, and whatever interesting scrap paper you have lying around. This could include magazines, interesting wrapping paper, or even junk mail.

We hope this has given you an idea or two that you're excited to try. Are you already a family that engages with art regularly? We would love to hear more ideas and experiences that have worked for you and your children!

Practical Life Meets Science

Mon, 17 Jan 2022 13:00:11 GMT

Practical Life Meets Science

Montessori students begin studying biology at a young age, usually around age three during their first year in the primary environment. This work continues throughout the course of their time with us. They explore information with more depth than you might imagine, so they end up with a strong base of understanding about living organisms.

Along with zoology, botany is one of the earliest subjects explored. We give our students lessons about plant life and there are supplemental materials on the shelves for them to explore. The learning doesn’t stop there. When it comes to biology, we believe having living examples present whenever possible is one of the best ways to spark genuine interest and increase understanding. Plants are one of the easiest ways to do this, and within our classrooms and throughout the building you will find many beautiful examples of this type of life.

It’s important to note that the plants we keep are not just for display and observation. Our students - even our very youngest students - take an active role in caring for the plants.

The Practical Life Angle

When we think of practical life, all that we teach generally falls under the umbrella of three categories: care of oneself, care of others, and care of the environment. The more we participate in this type of work, the more we realize how connected the categories are.

Plants are one of the best teachers of practical life skills. We keep living specimens in our classrooms intentionally - and for many good reasons. Studies have shown the presence of plants to have a positive effect on peoples’ moods, they are helpful in filtering the air, and they contribute to the natural beauty of our classroom environments.

But - rather than just letting a bunch of pretty plants sit there and be cared for by the teachers, we engage our students in the important work of plant care. The children in our classrooms learn how to properly water living plants. They learn to dust their leaves. They learn to recognize that some plants need more sunlight than others, and that it is up to us to ensure we place them in proximity to windows accordingly.

Beyond the potted plant, our students learn to appreciate the art of arranging flowers to beautify the classroom. They plant gardens, tend to their seedlings, and harvest their own vegetables. They take on a sense of responsibility for living things that are reliant on them. The original Montessori Erdkinder model for adolescents is based in part on students running their own active farm. This still happens in some schools, but others (where an actual farm is not practical or possible) find ways to engage similar types of experiences.

We believe teaching students how to care for plants has numerous benefits. Well-cared for plants beautify the learning environment, bringing a sort of energized calm into the atmosphere. Plants are also a wonderful introduction into learning to care for something beyond yourself; they have the ability to teach both empathy and responsibility.

The Science Angle

Starting in Montessori primary classrooms and continuing on throughout their school career, our students study botany each year. The skills start simply and are often accompanied by gorgeous wooden puzzles, but our study of plants is always rooted (don’t mind the pun) in living examples.

The content covered is wide-ranging and often intertwines with other subject areas. Here is a general idea of the scope and sequence of our botany curriculum:

Parts of… (a plant, a tree, a flower, a seed, etc.)
Identification of various leaf shapes
Evolution of plants on Earth
Types of plants
Plant reproduction
Plant respiration
Categories with the plant kingdom
Botany experiments
In-depth studies of types of plants and parts of plants
Native and invasive species
Plants’ roles with ecosystems
Interactions between people and plants
Plants’ roles in economies

There are opportunities throughout your child’s time at our school to engage in “research projects” about plants. Sometimes young children may choose to write or draw about what they’ve learned, while older children might take an interest in a particular species, looking up information and writing reports to be shared with classmates.

Exposure to botany beginning at such a young age, coupled with an understanding of how plant life has evolved over the course of Earth’s history, leads Montessori children to appreciate and understand more about this kingdom than many of their peers. They are encouraged to explore their own interests more as they get older, and it’s often amazing how many of them choose independent exploration of this particular subject.

Bringing It Home

Parents often ask us how they can support the Montessori curriculum in their own homes. While we do not advise families to purchase Montessori materials, as they can only be used correctly after receiving specific training, caring for plants in your home is a wonderful way to bring your child’s school experience into your home.

Start simply! This might even be just picking up a bouquet of flowers at the store, or gathering wildflowers near your home, then asking your child to show you how they learned to arrange them at school. Provide your child with a pair of scissors, a vase or two (or even just empty glass jars!), and access to a sink. If they are still learning, you might guide them in making sure they trim stems at an angle, and explain how this allows the cut flowers to absorb more water. Allow your child to display the flower arrangements inside your home.

If you’re ready for more, engage your child in the care of your existing houseplants, or perhaps purchase one or two for them to take charge of. Teach them to recognize that different types of plants have different light and watering needs. Remind them to mist or dust leaves occasionally, not only to make the plants look nice, but to help them be more efficient in their photosynthesis.

If you’re feeling really ambitious... spring will be here before you know it! January is a time when gardeners delight in huddling inside their warm homes, thumbing through seed catalogues and planning out what they will do during the upcoming seasons.

We hope this article has provided you with both helpful information and maybe a little bit of inspiration. As always, we would love to hear from you! Whether you have questions or want to see what this looks like in our schools, please reach out and let us know.

Life After Montessori

Mon, 10 Jan 2022 13:00:03 GMT

Life After Montessori

One of the most frequently asked questions parents have for Montessori schools, especially after their child has been enrolled for a year or two is:

How will my child transition into other schools once their Montessori career is complete?

Some families are just curious about what the transition is like. Others worry that their child won’t be prepared for “the real world”. Either way, we love this question, because our answer is straightforward and definitely puts parents’ minds at ease.

Staying the Course

First and foremost, we would like to emphasize that every year you give your child in a Montessori environment is a gift. We fully acknowledge the sacrifices our families make to ensure their children are able to experience this very special type of education. There is the obvious financial component, but we know parents often drive out of their way to get to our school. We know participating in our community sometimes means an extra time commitment. We know our parents spend quite a bit of time learning about their child’s education.

We are deeply grateful and recognize all your time and efforts.

We know that sometimes there are factors that make re enrollment decisions difficult for families. That being said, we do want to express that the longer your child is able to stay in a Montessori environment, the stronger the benefits will be for them.

Most critical perhaps, is allowing a child to complete the cycle they are in. For example, some public school districts begin offering free education starting in kindergarten. If a child attends a Montessori primary program for the first and second year, but leaves before they have a chance to experience their third, they are unfortunately missing a very substantial benefit of the model. Our three-year cycles are intentional; the first year is about looking up to models and grazing new information, the second year is about practice (both in regard to academic skills and mentorship), and the third year gives children the opportunity to achieve academic skill mastery and serve as leaders for the younger children in the class.

Missing out on the kindergarten year is like cake without the icing.

The same goes for the other levels, where Montessori education is carefully structured to support the child through their specific developmental phases. They are respected and honored for who they are, their teachers are able to grow with them long-term, and they continue to experience a genuine joy of learning.

But What About Grades? Tests? Differently-Structured Learning Environments?

Since Montessori schools are structured so that children learn to focus on self-improvement and development, as well as fuel their motivation internally, things like grades and tests don’t make sense. Neither does having a teacher stand at the front of a class lecturing the same prescribed information to everyone at the same time.

When a student is college-aged and chooses their own course of study, it makes perfect sense to employ some of these strategies. The student is at a different developmental phase in their life, they have decided what they would like to focus their efforts on, and they have had sufficient time and practice to develop time management skills, internal motivation, and a strong sense of self.

As for the in-between time, when a student leaves a Montessori school and experiences another learning environment for the first time? Academically, they are typically very prepared. We often hear about our graduates feeling very comfortable with the content and rigor of their classes. Their experiences with our math materials, in particular, tend to resonate deeply as they engage in higher-level courses. As for other areas of study, our students tend to have strong reading skills, solid understanding of effective research strategies, and a general delight and excitement for learning about science and the world (and universe) around them. These attributes make for a smooth academic transition.

How Do Montessori Alumni Fare Socially?

Moving into any new school environment presents a transitionary period for all children. What we typically hear from most families as their child settles in elsewhere:

The child notices differences in the way people behave in different settings.
The child, who has a firmly-developed sense of who they are, is able to find a friend group that is supportive and like-minded.
The child has a deep sense of empathy, which helps them navigate their way through this different environment.
After a bit of time, Montessori alumni often tend toward leadership and mentoring roles in their new schools.
The child becomes an active member in the new school community, taking advantage of experiences, classes, or clubs that speak to their personal interests.

Are There Long-Term Benefits?

The types of skills Montessori children gain are exactly the types of skills that set one up for a life of success. They are passionate about their work. They treat others with fairness and kindness. They care about the connections in their communities. They are independent thinkers who are capable of sorting through the information we are all bombarded with on a daily basis.

In fact, some of the most well-known and influential people in the world credit their Montessori education for their success. You’ve likely seen lists and read about many of these folks already, but if you haven’t you can here, here, and here ...among so many others.

We know our families are dedicated to Montessori education, but it’s only natural to wonder, “What’s next?”. Hopefully we have shed a little light on the subject, but if you still have questions, as always, we encourage you to reach out. We love talking to our families and are always here to learn along with you.

Books To Cozy Up With This Winter

Mon, 03 Jan 2022 13:00:14 GMT

Books To Cozy Up With This Winter

As winter settles in and we spend a bit more time huddled inside our homes, it makes perfect sense to gather books to read. Whether our young children snuggle up with us as we read to them, or they’re getting a bit older and find a comfy spot to lose themselves in a book, we have titles here for all ages. From board books to YA (and everything in between), we skipped over the books you probably already know and love in an attempt to share some new ones.

Board Books

Winter Is Here by Kevin Henkes, illustrated by Laura Dronzek

Henke’s books are always charming and so appealing to young readers; Winter Is Here is no exception. Along with Dronzenk’s beautiful illustrations, the text celebrates the simple joys of the season.

Winter Dance by Marion Dane Bauer, illustrated by Richard Jones

As winter approaches, all the animals have different ways of preparing. Fox doesn’t head south, gather nuts, or change out its coat...so what should it do? We love this sweet tale with a focus on nature.

Picture Books

Ten Ways to Hear Snow by Cathy Campher, illustrated by Kenard Pak

Lina can’t wait to wake up and help her grandmother make stuffed grape leaves, but when she gets up, she discovers a blizzard has covered her city with snow. On the walk over, she thinks about how her grandmother can’t see very well, and she tries to listen to the sounds snow can make. This is a story everyone can enjoy and is sprinkled with Lebanese heritage and tradition.

Before Morning by Joyce Sidman, illustrated by Beth Krommes

Fans of Krommes’ Caldecott winning The House in the Night will adore this gorgeous book. Some winter mornings feel almost magical, and what could be better than a big snowstorm to keep a traveling parent home a bit longer than expected? Full of rich text and cozy illustrations, this is a perfect book for this time of year.

Under the Snow by Melissa Stewart, illustrated by Constance R. Bergum

Some of the best picture books blend masterful storytelling with factual information. Children of this age are eager to learn about their world, and often, especially, about animals. While humans enjoy their time above ground during winter, countless creatures are surviving beneath the surface.

Snow by Uri Shulevitz

Grownups, the radio, and the television all say there won’t be snow, but the boy with the dog knows better. One flake becomes two, then three, then more, as the town transitions from an eerie grey into a beautiful blanket of white. Snow is a Caldecott Honor book.

Early Readers and First Chapter Books

A Snowy Day (Ana & Andrew) by Christine Platt, illustrated by Sharon Sordo

A brother and sister enjoy a wholesome winter day together, filled with bundling up to play outside, making a snowman, eating “snow cream”, having grilled cheese and tomato soup for lunch, and imagining how their cousins in Trinidad might enjoy the weather.

Henry And Mudge And The Snowman Plan by Cynthia Rylant, illustrations by Suçie Stevenson

If your child enjoys this book, it is just one in a fantastic series! Henry and his dog Mudge hear about a snowman-building contest at the local park. When Henry runs home to tell his dad about it, he finds him painting a green chair and covered in green paint himself. This is hilarious, but it also gives Henry an idea...

Caterflies and Ice (Zoey and Sassafras) by Asia Citro, illustrations by Marion Lindsay

One book in another great series, Zoey always seems to find herself helping out magical creatures. While caterflies may be completely fictional, the way Zoey approaches her problem-solving is anything but. Readers learn how to think like scientists, ask questions, and learn about real topics.

Juvenile and Middle Grade Fiction

The Reindeer Girl by Holly Webb

Another fantastic fiction title that gives readers factual and interesting information! Young Lotta has always enjoyed her Norwegian great-grandmother’s stories. Somehow, one evening, she finds herself immersed in and actually living one of these stories, and she’s suddenly responsible and caring for reindeer. She always hoped for her own adventures, but never dreamed they would be quite like this.

Breadcrumbs by Anne Ursu

Two main characters - Hazel and Jack - have always been best friends. As we all know, growing up means friendships change, and that transformation can be hard. The pair are now eleven years old, and while it’s common for boys and girls to go their own separate ways at this age, Hazel believes there is more to the story. While she searches for the answer, the two find themselves in a world of fantasy and fairy tales.

Young Adult

Into the Blizzard: Heroism at Sea During the Great Blizzard of 1978 [The Young Readers Adaptation] by Michael J. Tougias

In 1978 a massive blizzard struck New England with a force that has been unmatched since. During the storm a large oil tanker found itself in trouble and called for help. The heroes who rushed to meet them marched straight into the storm, and straight into danger. One book in a series of true rescue stories, this title will keep teens on the edge of their seats while teaching them a bit about history and the power of nature.

Icebound: Shipwrecked at the Edge of the World by Andrea Pitzer

William Barents was a sixteenth-century Dutch explorer, who, along with his team, made multiple trips to the Arctic. One of these trips resulted in the crew losing their ship and being forced to spend an entire year attempting to survive on their own in an unforgiving landscape. A perfect pick for lovers of danger and adventure.

How to Encourage Joyful Readers

Mon, 27 Dec 2021 13:00:09 GMT

How to Encourage Joyful Readers

Proficient reading skills set our children up for success in so many ways. Cultivating a love of joyful reading provides them with a lifetime of inspiration, entertainment, and knowledge.

Do teachers teach kids to read? Of course. What parents do at home plays an enormous role in a child’s perspective and success. Here are our tips to support learning and make reading a positive experience that your child will carry with fondness throughout their lives.

Read to your child - early, often, and as long as they will let you

It’s never too early to begin reading to your child. Even infants benefit greatly from hearing the sound of our voices; listening to spoken language is one of the ways most children learn to speak and communicate with others. The tone of your voice also brings comfort, lends familiarity, and reading together daily can become a special part of a child’s routine.

As infants and toddlers begin to grow, board books are perfect because children can learn to turn the pages themselves without fear of accidentally tearing them. When you read to your child at this age, they will delight in the stories and your voice, but they will also begin to learn how to hold and use a book.

As your child gets older, the types of books you read to them will change, but we advocate for sticking with it as long as they are willing. Many families find they still read to their child into their preteen years and beyond. Even when children get to the point of complete reading independence, it’s still a treat to have someone tell us a story.

Be a reader yourself, and let your child see

For so many of us, reading takes on different roles in our lives at different times. You likely had a time in your life when you read for pleasure, though you may or may not do so now. Some parents would like to read more, but feel like they never have enough time.

Consider this a note of encouragement: you deserve the time to read for yourself. Books enrich our lives. They give us a healthy escape when we need one. They teach us and give us new perspectives.

Even if it’s just for ten minutes a day, carve out some time in your routine to read for yourself. Subtly or not, make sure your child knows you’re doing this. While the reading is for you, you may as well reap the benefits of your child seeing you as a reader. Our children look to us as models; we may as well become the people they need us to be by treating ourselves well.

Celebrate the diversity of books

There are heaps of incredible children’s books out there. You may have a few that hold a special place in your heart from your own childhood. You may want to explore current award winners with your child. There are many new titles that cover a vast array of current important topics. Go ahead and explore these all together.

Yet another example of ‘follow the child’, your child will develop literary preferences. We think this is great! Find ways to support their book interests, while also introducing them to new authors, genres, and topics. The more they explore, the better.

Keep in mind this also means your child might be interested in books you would never choose for them! Whether you find yourself dreading yet another sparkle princess fairy book or fart-joke-heavy graphic novel, it’s good to find balance. Some books are like candy: it’s great to enjoy them as long as we fill our diet with other more nutrient-dense choices as well. We also believe that any book that makes a child excited to read is a good thing.

Visit your local library regularly

Some books are nice to have on your shelves at home, especially if you plan on rereading them over and over throughout the years. The truth is, however, children can become fairly voracious readers if we provide them with good materials. Regular trips to the library allow them to explore more books than we could ever keep in our homes.

Libraries also provide so much more than just books to borrow. Many have reading programs to encourage children, programming to get them involved with learning and creativity, and lots of other resources that support literacy and parenting. Every library is different, but they all work hard to serve their unique communities.

If you are able, a weekly visit to the library can become a special ritual you create with your child. Perhaps you go every Tuesday after school, or Saturdays before soccer practice. Whatever you decide, it’s something your child will look forward to, and can add to their list of positive associations with books and reading.

Explore different ways to enjoy literature

Whether your child is a reluctant reader, pre-reader, is differently-abled, or not, audiobooks are a valuable resource. We often speak of the ways technology might level the playing field for everyone, and audiobooks are one option that allow more people to appreciate and engage with literature.

There are many ways to access audiobooks:

CDs - Often expensive to purchase, these are often available at libraries.
Stream - Using services like Audible, CloudLibrary, or Hoopla, folks can listen to audiobooks directly from their own devices.
Playaways - Available at many libraries, these are standalone devices with a single audiobook recorded. All you need to do is plug in your headphones.

We will leave you with one final thought: reading should be fun. If your child is resistant, there’s probably a good reason. Give them some time, explore other strategies, and ask their teacher for more tips.

Wishing you all a lifetime of joyful reading!The body content of your post goes here. To edit this text, click on it and delete this default text and start typing your own or paste your own from a different source.

What is Montessori? 5 Main Points

Mon, 20 Dec 2021 13:00:08 GMT

What is Montessori? 5 Main Points

Pretty much anyone reading this article knows the answer to that question is not a simple one.

Are you new to Montessori? Have you found that anytime you ask the question you are amazed by the utter depth of the answers?

Have you had a child enrolled in Montessori for several years? Do people ask you to describe it and you find yourself unable to summarize it into a brief conversation?

You’re not alone. It’s challenging to squeeze an entire philosophy into a five-minute conversation.

Today, we’re giving it a try anyway, with what we feel are five main points that summarize the essence of Montessori education.

1 Montessori considers human development and aims to meet people where they are.

Human development lies at the core of Montessori. Dr. Montessori spent years observing children and their behaviors, noted their individuality and variety, then categorized and summarized typical growth patterns. She called these the planes of development, and they span across the first 24 years of life.

Does everyone develop at different rates? Of course. Are there patterns that are seen in the development of most children? Absolutely. By developing a deep understanding of human development Montessori was able to create an entire educational system that honored children’s needs at different times in their lives. From the age groupings to the materials used, the physical environment and the very manner in which lessons are presented: everything is intentional. Everything is about meeting the child where they are in order to best support their needs.

2 Instead of delivering standardized information, Montessori hopes to guide students as they travel their path themselves.

You will never see a Montessori guide standing at a chalkboard at the front of a classroom lecturing students sitting in rows of desks.

In fact, you’ll never see a Montessori guide lecturing at all.

Is there a Montessori curriculum? Absolutely. Do modern Montessori schools take the time to ensure the curriculum continues to cover skills necessary for today’s students? They sure do. The major differences lie in the delivery of this curriculum.

Our youngest students (0-6) are taught almost exclusively via individual lessons. They each progress at their own pace, and while they are all working their way through the same materials and lessons, they don’t have the pressure of doing that at the same time as their peers. They also have the benefit of leaning into areas that interest them more deeply.

As our students get older, they do receive more group lessons, although the main driving factor for this approach is the older child’s need for peer connection. They still get to move at their individual pace, and they still get to explore areas that they feel particularly connected to.

Education should never be one-size-fits-all, or even fits most. Our guides understand the importance of mastering critical skills, but they also know that there cannot be a forced timeline when it comes to getting the job done.

3 Independence, from the start, leads to confidence and excellence.

That subheading really says it all. Infants in Montessori programs are allowed and encouraged to move freely; they aren’t confined to cribs but rather lie safely on floor beds. Toddlers learn to dress themselves, take an active role in their toileting progress, and begin to learn how to care for their environment. The gradual release of independence continues through adolescence, with Montessori teens learning to run their own businesses.

We believe in the capabilities of young people. We honor and respect their abilities to do things by and for themselves. We support them as they work toward independence, and the results are astounding.

When you are trusted to be independent, you feel respected and confident. That sense of confidence builds on itself with each experience and develops children into adults who are not afraid to take appropriate risks because they know that they can achieve what they set out to do.

4 Social interactions are a critical part of our growth, and social learning deserves as much attention as academics.

‘Educating the whole child’ is a phrase that gets thrown around a lot. It’s an admirable goal - critical, even. The problem is, most modern educational systems don’t actually support teachers in achieving this goal.

Montessori does. We know that’s a bold claim. We wouldn’t make it if we didn’t believe it was absolutely true.

When educators or families transition from a conventional school to a Montessori school, one of the most stark differences is that of the daily schedule. Montessori school days are not rigid or organized by subject matter. They have long blocks of time that are flexible and able to be used for all kinds of learning. Sometimes this means a child spends an hour working on large multiplication problems. Other times it means they sit with a friend and a teacher and talk about mediation skills.

Social learning is not taught in isolation in our classrooms; it’s an underlying theme that runs throughout. We have the benefit of being able to truly teach in the moment, so when conflict arises, it can be approached as a learning opportunity.

5Society stands to benefit from a system of education that teaches students about the universe as a whole, as well as the interconnectedness of everything on Earth.

The Montessori curriculum was very intentionally created to nurture compassionate and active community citizens. When we teach children, our goal isn’t to prepare them for the workforce (although we do that as well). Our goal is to prepare them for life.

We teach our students about the universe, about how life has changed on Earth over time, about how each individual organism plays a part in the delicate balance of our ecosystems. We teach children about the ancient history of early humans, with a focus on how they developed skills like writing and systems of mathematics. This appeals to their own development of the same skills, and gives them a reverence for the people who came before them. It also allows them to feel a deeper sense of where they fit into the big picture.

To close, we will leave you with one of our favorite quotes by Dr. Maria Montessori herself. This idea is one that drives us to do what we do each day, and a hope we know we share with all of you.

“The child is both a hope and a promise for mankind.”

Materials Highlight: The Fraction Insets

Mon, 13 Dec 2021 13:00:08 GMT

Materials Highlight: The Fraction Insets

For this month’s Materials Highlight we bring you the fraction insets; a beautiful set of metal templates resting on slanted wooden trays. As you can see in the photo above, the insets range from one whole through tenths, and each piece has a small knob allowing children to move them easily.

But before we get to the insets, perhaps we should back up just a bit.

Prior to an introduction to fractions, the child has had extensive instruction and experiences with numeration being based on the unit. One unit (or one, one whole, etc.) has been the basis by which they have learned to count, skip count, add, and subtract. As the child enters lower elementary, they are ready to learn who we may divide a unit.

This work often starts with an apple. The Montessori guide sits the children in a small group and tells them the apple will be divided for them to share. They then proceed to cut the apple without any regard to straight or even lines, creating small chunks and larger ones. The children quickly realize the injustice in distributing such apple slices, so the guide takes out a second apple to cut it evenly and impart the importance of equal slices being fair. The stage is set for learning about fractions.

An Introduction

It’s important to note that while the most commonly used and popular fraction insets are circular, there are also triangular and square fraction insets. It’s important for guides to refer to this at times so the children have an understanding that anything may be divided, not just circles.

The first time children use the insets they are encouraged to observe what they notice, and they develop the concept that each inset is a family of sorts. “These are the thirds, these are the sixths, etc.”

The guide will make a point to use intentional language to create a firm basis in understanding: “This circle is divided into four equal parts. We call them fourths.” The guide will write out “fourths” as well as “/4” as children are able to verbally express their understanding.

The Numerator

During the course of this lesson, the guide doesn’t actually use the term numerator just yet. What is emphasized is that while the children previously learned the family names of each inset, the focus will now shift to individual pieces. Examples will be shown using the material, and both verbal and written expressions will accompany each.

For example: “This is one third, or ⅓.” “This is four fifths, or ⅘.” This may be the end of the lesson, or, if the children seem to grasp the concept quickly and easily, it may be combined with the third presentation.

The Third Presentation

The third presentation is essentially a culminating review of what has been covered so far. The children may take turns matching labels with fractions to show their understanding. The critical piece is that the guide will now formally name the numerator and denominator.

There is a lot of opportunity for practice and extension work at this point. Children may trace and label fractions, make booklets or charts, work together to match labels, and so on. This work typically happens during the first year of lower elementary.

Equivalence

This is an exciting lesson for children. Once they have a firm grasp on naming fractions, the guide will again sit them down in a small group. The one whole circle will be removed from its frame and the two halves will be put in its place. The guide will show the children how one whole is equal to two halves. This will be repeated with similar equivalencies: 3/3=1, 4/4=1, etc.

Next, smaller equivalencies will be discovered. The guide will try and fit a piece into a number of different spots, proving where it does and does not fit. Children will learn several simple equivalencies, such as 2/6=1/3 .

As with the previous skill, there is plenty of opportunity for exploration and extension in regard to equivalencies. This is arguably the most important fractions skill of lower elementary.

Operations with Fraction

Once a child has a firm grasp of fraction basics, they are ready to learn operations. This will likely begin in lower elementary and extend into upper elementary, and are taught initially using the fraction insets material. Another material often used is called the fraction box, which includes small plastic replicas of the red circular fraction pieces. Skills include:

Addition and subtraction using the same denominator
Multiplying fractions by whole numbers
Dividing fractions by whole numbers
Addition with different denominators
Addition with more than two addends
Subtracting with different denominators
Multiplying whole numbers by fractions
Multiplying fractions by other fractions
Dividing whole numbers by fractions
Dividing fractions by fractions

Moving to Abstraction

Use of materials when teaching fractions is critical; we believe Montessori students excel later in life with more complicated math concepts because they have such a strong foundation in the basics. Rather than memorizing rote procedures they are physically manipulating numbers with their hands, giving them a deeper understanding of why we do what we do.

One cannot rely on materials forever, though, and there comes a time when the child is prepared to move onto abstraction.

This is often achieved by the teacher again showing an operation with the material while also writing out the pencil and paper process simultaneously. In fact, children will often come to this learning independently. They are able to make the connections as they master skills. If not, the guide is there to show them the way. There comes a point during the upper elementary years when a child no longer needs to rely on the materials to determine the answer to a problem. In fact, using the materials becomes cumbersome, and they are eager to put them behind.

Want to learn more? We encourage you to reach out and set up a time to observe. Reading about Montessori education is important and enlightening, but the very best way to understand is to see it for yourself.

5 Ways to Follow the Child

Mon, 06 Dec 2021 13:00:08 GMT

5 Ways to Follow the Child

Follow the child.

It’s a beautiful, perfect, profound, and frequently used Montessori mantra. Our entire educational approach is built upon those three words. They are backed by science, proven by generations of children, and consistently revered by families around the world.

It seems so simple, but the truth is, everyday life can make them seem so challenging.

Today we break it down into five real, manageable ways to “follow the child” in your life.

1 Stop, look, and listen.

Observation is where everything begins. It seems so obvious, but it’s hard. Balancing parenting with the rest of our lives means we are often rushing around, doing our best, and feeling stressed from time to time.

This is not always possible or realistic but we’re going to say it anyway: find the time to slow down, stand back, watch your child, notice what they’re doing, and really listen to what they’re saying. Not just for 30 seconds, but really take some time to observe them from a distance. You may be paying close attention, but the best way to gain insight is to watch quietly until they forget you’re even there.

You will likely be amazed by what you learn.

There’s no need to even draw any concrete conclusions from what you notice; just paying attention and learning more about who your child is at this moment in time will give you amazing insight. It will inform your own parenting in ways you may not expect.

2 Make the time.

Just as we mentioned above, we know this is not always possible. Perhaps one of the greatest challenges of parenting is finding the time for just about everything.

The truth is our children usually need more time than we do. It takes them longer to get ready in the morning, there are falls and injuries that will need tending to, there are feelings that will become hurt, and a whole bunch of other unplanned events that occur during the course of every single day.

When possible, plan some extra time into whatever you’re doing. Expect the unexpected, because it will happen, and extra time will allow you to be whatever your child needs you to be in the moment.

Do children need to learn to be flexible and keep a schedule? Absolutely! But they are learning and being able to stop and address issues as they happen is so valuable.

3 Truly and enthusiastically embrace individuality.

As parents we do everything within our power to ensure our children’s success. We care about their nutrition, their education, their emotional well-being, their social skills, and countless other aspects of their lives. We know we can’t control it all, but we just hope that all our hard work will pay off in the end.

Guess what? It will. It just won’t always look exactly the way we imagined it would.

For each and every one of us there will come at least one point in time when our child will express the desire to choose a path which we did not envision for them. As long as it’s positive (not harmful or hurtful to anyone), our job is to support their endeavors. It sounds so simple, but when faced with the reality, it can be tough.

It can help to practice early and often. Maybe you always dreamed of your child following in your footsteps and playing basketball, but they are more interested in ballet. We need to honor those personal preferences in celebration of the unique person they are. Perhaps everyone else in your family is an extrovert, but your child is more introverted. It might take some adjustments and learning about their needs, but finding ways to support those needs will let them know they can count on you.

Sometimes our children will travel down paths they don’t even choose for themselves, but that we didn’t anticipate nonetheless. They may struggle with something or have incredible and unexpected strengths in other areas. No matter who they are or where their life leads them, kids need to know their parents are on their team, no matter what.

4 Examine your own biases.

Our expectations as parents come from a lifetime of information we’ve taken from our own environments and experiences. Whether positive or negative, these perceptions of how things should be color the way we parent our own children.

Remember at the beginning of this article when we encouraged you to slow down and observe your child? The same approach can be used to look within yourself. Rules, structure, and boundaries are important, as are expectations for our children. The important piece is to often ask yourself: “but, why?”

When we make parenting decisions, we can refer to some handy self-reflection questions:

What are my values?
Does what I’m saying reflect those values?
Am I doing this because it was my experience as a child, or because I believe in it?
Is this what society expects, or what I think is right?
Does this support my child?

It’s pretty enlightening to notice some of the choices we make and what they are really based on.

5 Keep learning.

The never ending task of all humans - parents included - is to always continue learning. Some of this will happen with experience as we grow, and some of it will be information we seek out from other sources.

Not only does a continuation of learning help us to be the best parents we can be; doing so shows our children how much we value curiosity, knowledge, and self-improvement. It lets kids know that no one, not even their parents, has all the answers, and that’s okay. It’s so much more important to want to learn more, to know where to look, and to do our very best. The body content of your post goes here. To edit this text, click on it and delete this default text and start typing your own or paste your own from a different source.

Materials Spotlight: Miniature Environment and the Grammar Boxes

Mon, 29 Nov 2021 13:00:03 GMT

Materials Spotlight: Miniature Environment and the Grammar Boxes

We love grammar! This probably doesn’t come as any surprise, considering we work at a school. In our humble opinion, Montessori grammar materials are so beautiful, and they do a great job of drawing kids in to learn about something many of us dreaded when we were kids ourselves.

It all begins in the final year of primary or the first year of lower elementary, with a sweet introduction to the miniature environment.

The Miniature Environment/Function of Words

Traditionally, the miniature environment consists of a replica barn, complete with tiny toy animal figures, although some Montessori schools today have strayed from the original farm and created other environments.

When we think of grammar and six-year-olds, the goal is to let them graze. We don’t expect mastery. We want to introduce concepts in a way that is light and fun and makes them want to engage.

This is where the farm animals come in.

Nouns are naming words, and six-year-olds are often still developing their reading skills. It’s so much fun for them to match labels to animals as they name cow, sheep, chicken, and even fence, barn, farmer. As time goes on, we introduce the concept of articles, and how their function is to introduce the noun. The cow, a sheep, an ox. Tiny paper labels lie alongside the figures as the child works. This progresses through all the parts of speech: adjectives, verbs, prepositions, adverbs, pronouns, conjunctions, and finally, interjections.

The Grammar Boxes

Of course, there’s more to grammar than adorable toy animals. In the second year of lower elementary, and extending into the third year, children use the grammar box materials. The grammar boxes consist of wooden boxes containing cards with words and phrases, sectioned trays to lay the cards in, and open-topped containers with larger index-sized cards.

We start with the latter, which are called command cards. As with the functions of words lessons, these progress through the different parts of speech. The command cards direct children to physically do specific things. “Throw the eraser out the door” is a crowd favorite. This is one exciting way Montessori turns language work into something more hands on and participatory.

Once they’ve worked their way through the command cards, children engage with the filling boxes, recreating phrases and sentences and identifying the various parts of speech.

At some point, the children learn the corresponding symbols for each part of speech (some are seen above in the picture), and they become able to write sentences in their notebooks and draw the correct labels above each word.

The grammar boxes are typically completed sometime during the final year of lower elementary, although upper elementary teachers may choose to use the material for review purposes.

Sentence Analysis

Montessori sentence analysis is not the same as the sentence diagramming some of us did when we were younger, but it is based on some of the same concepts.

At this point in a child's Montessori career, they are beginning to move toward what we call abstraction. That is, they are beginning to internalize concepts in a way that doesn’t require them to use hand-held manipulatives or materials nearly as often. This is obvious in that the sentence analysis materials are still moveable, but there’s a lot less to interact with. A series of wood circles and arrows, they help the child learn concepts like subjects and predicates.

Eventually, sometime in upper elementary, children explore all kinds of sentence analysis concepts, like indirect objects and adverbial extensions.

Want to learn more about the Montessori language curriculum and materials? Keep an eye on our blog as we highlight more throughout the school year.

Developing Fine Motor Skills

Mon, 22 Nov 2021 13:00:06 GMT

Developing Fine Motor Skills

Developing fine motor skills is critical for everyday activities. There are many ways to help children along this process, and Montessori classrooms have specifically designed materials that are intended to strengthen the small muscles in the hands and wrists. The strengthening of these muscles allows us to make more precise movements and perform detailed tasks, as opposed to the large muscles required for gross motor activities like jumping and walking.

While fine motor development is supported at various levels in Montessori environments, we can observe the bulk of this work occurring during the primary years, when a child is between the ages of 3 and 6. Three areas of the classroom play particularly important roles: the sensorial, practical life, and language work. In this article we highlight some of the ways Montessori materials in these areas help children strengthen their hand and wrist muscles. Interestingly, these materials have other purposes as well, teaching a wide range of skills.

Sensorial Materials

The Pink Tower

A series of pink cubes are meant to be stacked vertically from largest to smallest, with the top block measuring 1cm cubed. Using this material requires a child to use their focus and carefully balance each block, using precise movements as the blocks get smaller.

Knobbed Cylinders

Wooden cylinders of varying sizes fit into a block designed for this purpose. Each cylinder has a tiny knob for children to hold onto, and there is only one way to fit the cylinders correctly. In addition to developing fine motor skills and their pincer grip, this is one of many materials that aid in developing visual discrimination.

Mystery Bags

A small cloth bag containing tiny objects and miniatures, a child is meant to feel inside, hold the objects, and determine what they are without seeing them.

Practical Life Materials

Clothespins

Montessori students learn to wash clothes or linens used in the classroom. One step in the process is, of course, hanging the cloth to dry using clothespins.

Spray Bottles

Spray bottles are used for a variety of practical life activities in the classroom, including window washing and plant care. The repeated action of squeezing the trigger on the bottle is great for strengthening hand muscles.

Crumbers and Dustpans/Brushes

Again, with a focus on precision and careful use, there are several practical life materials used for cleaning up the classroom that are also fantastic fine motor tools. Dustpans and brushes are used for cleaning up messes on the floor, while crumbers are similar sets meant for picking up on the surface of a table - after eating but before washing the table.

Cooking Utensils

A major part of Montessori practical life work is food preparation. There are countless kitchen tools that are used in this learning, and so many of them require the development of fine motor skills. Just a few of these include: vegetable peelers, knives for chopping, apple slicers, whisks, and spatulas.

Dressing Frames

One of the most direct fine motor materials, the dressing frames teach children to fasten clothing in a variety of ways. A wood frame with two cloth panels is attached in the center; children practice lacing, buttoning, buckling, snapping, zipping, pinning, and more.

Language

Sandpaper Letters

Perhaps one of the most famous Montessori materials, the sandpaper letters are small wooden tiles with textured letters in the surface. Indirect preparation for handwriting and reading, children use their index finger to trace the shape of the letter while saying the sound it makes aloud.

Moveable Alphabet

When learning how to write, children are ready to share their ideas before they are ready to grip a pencil. The moveable alphabet is a set of tiny wooden letters that children lay out on a work rug to spell words, phrases, and sentences. Organizing these small letters takes plenty of hand control.

Metal Insets

Another material that is meant to indirectly prepare the child for handwriting, The metal insets are like a stencil that children are meant to use colored pencils and trace, create lined patterns within, and follow a series of directions to recreate the shapes on paper. This is often a child’s first real experience with learning how to hold a pencil properly, and aids in developing the critical pincer grasp. Some Montessori environments even provide triangle-shaped pencils to aid in this process.

Bonus: Pin Punch

A small wooden or plastic stylus with a sharp metal tip is used to make perforations. Children will often trace a shape onto a piece of construction paper, place the paper onto a specific soft surface, and use the pin punch tool to make a series of holes along the drawn line. If they take their time and do this correctly, they are able to punch out their shape upon completion.

Want to learn more? Curious to discover ways you can support your child’s fine motor growth at home? We welcome questions and love to talk about children’s development. Contact us today for more information.

Practical Life for the Holidays

Mon, 15 Nov 2021 12:50:48 GMT

Practical Life for the Holidays

The holiday season is nearly upon us, and no matter how you celebrate, this time of year is often steeped in family traditions. The foods, smells, decorations, songs, and gifts echo in our memories for a lifetime. As a parent, it can be magical to experience the holidays through your child’s eyes; everything is so exciting and full of wonder.

Many families involve their children in preparing for special days and celebrations. By doing so, you may already be engaging in what Montessori refers to as practical life, or the teaching and practicing of skills that a person will use to get by in their everyday lives as an adult. Practical life covers a wide range of skills, but this time of year is ripe with opportunities — and not just for the preschool crowd. Check out our ideas below!

Caring for the Self

As with everything, it’s important to consider where your child is developmentally, what their interests are, and set your expectations accordingly.

Choosing what to wear

Special occasions call for special outfits. It can be fun for parents to pick out adorable clothing for their small children, but it’s also nice to involve kids in the process so that they are able to share in the fun and develop a sense that their opinion is important. Younger children (toddlers, preschool-aged) might benefit from being able to select from two or three choices that you have found ahead of time.

Older children enjoy (and deserve) to be more involved in selecting their own clothing. It can help to talk about what you’re looking for ahead of time and what your expectations are. If a family occasion calls for something more dressy than jeans, let your child know. Remember that choice is important, but so are limits. Be open-minded (this can be even more challenging when your teenagers are developing their sense of self through style), but it’s okay to let your child know that you have the right to veto an outfit. Ultimately, it all comes down to finding something you can both appreciate and that is appropriate for the occasion.

Practicing hygiene

There are two main opportunities in this category this time of year: practicing hygiene in social situations and taking advantage of extra time at home together to teach new skills.

When it comes to actions like using a napkin to wipe ones’ face at the dinner table, toddlers will find this new concept fun and exciting, but even your elementary-aged child may need some reminders and practice. Although your children are likely experts on the following by now, it doesn’t hurt to remind them what to do when they need to cough, sneeze, or blow their nose around others.

Enjoying some vacation time and days around the house together? What better time to teach your three-year-old how to brush her hair, your five-year-old to floss, or give your twelve-year-old a crash course on skin care?

Food preparation

This item on our list may just be the most fun.

Many families have traditional recipes they share for special holidays. What are yours? Could you teach your child how to make Grandma’s jelly-filled cookies? Your famous vegetable side dish? That roast everyone looks forward to enjoying once a year?

Regardless of what you’re making in the kitchen, there’s a way for pretty much everyone to get involved. Whether it’s simple slicing or complicated multi-step directions that need to be followed, it’s great to teach children how to make their own food. It’s extra special when you’re sharing memories and creating new ones.

Budgeting

This is a special section just for the teens in your life. They may be at an age when they would like to start participating more in gift-giving. Enter: budgeting lessons. Whether you give them a certain amount to spend or they have their own money (saved or earned from a part-time job), many of us wish we had gotten financial lessons when we were younger.

What does your teen already understand about money? What do they still need to learn?

Caring for the Environment

Caring for ourselves is important, but so is taking care of the space we live and exist in. The skills in this section focus on the home and beyond.

Cleaning

It seems like cleaning tasks tend to increase this time of year. There is cleaning to be done ahead of time, maintenance cleaning should you be expecting visitors, and cleaning once the season is over and everything needs to be put away.

It’s never-ending!

Hand your toddler a dustpan, teach your third grader to load the dishwasher, and remind your adolescent how to properly sort the laundry.

Outdoor work

Some people need to start shoveling snow this time of year, while others are still gardening. Depending on where you live, the jobs are different, but there are almost always tasks to be taken care of outside of your home.

If your children are still young, kid-sized tools can help. Smaller rakes, shovels, and the like aren’t too hard to find, and they can make all the difference. Our children want to participate in family tasks; finding ways to let them help increases their confidence, teaches them valuable skills, and lets them know that all family members are important and can/should contribute.

Grace and Courtesy

The way we interact with others on a social level is an important set of skills that we carry with us throughout our lives. Kids pick up a lot on their own and just by playing with one another, but some bits need to be taught. This is a great time of year to talk about, model, and practice grace and courtesy.

Interacting with relatives

Does your son need to hug his aunt? Not if he doesn’t want to. Does he need to say hello and learn how to have a polite conversation (even if it’s short and sweet)? Definitely.

When our students enter our building, their teachers greet them at the door in the morning with a smile and a hello. They look one another in the eye, and our staff teaches children what they expect in return. Manners matter; showing other people basic respect is the foundation for positive human interaction. Too often children are excused from pleasantries, but we believe the opposite should be true. Let’s teach them while they’re young!

Before celebrating holidays with family members, talk to your child about what you expect. Role-play together so they have a chance to practice ahead of time. If, in the moment, they don’t quite get it right, don’t fret. There’s always next time.

Giving gifts

Gift giving is not synonymous with spending money. It’s about showing the people we love that we care about them. It can be making something special by hand or spending quality time together.

If your family exchanges gifts this time of year, talk to your child about how they might like to contribute. It’s also nice to consider giving charitable gifts - what are some ways your family might work together to support folks or organizations in your community this time of year?

Showing gratitude

Expressing our thanks is a win-win. We let others know that we notice and appreciate them, but it also feels good to be grateful. Consider some ways you would like your child to show gratitude and lead by examples. This may be as simple as saying the words aloud and with conviction, or you might teach them how to write a nice thank you letter to drop in the mail.

Movement with Purpose

The way we move through the world is one last set of practical life skills that are taught in Montessori schools. Traditionally this work would be left to the primary classroom, but our suggestions extend to the years beyond.

Decorating the home

While this doesn’t apply to everyone, many families have old or fragile holiday decorations, with some having been passed down for generations.

Let your child know how precious special items are, and how they need to be handled and cared for. Then, as you are comfortable, let your child participate in decorating with these items. There is always a risk that something may break, so start small!

Dancing

This final point is just for the fun of it. Moving our bodies feels good and moving our bodies joyfully to music feels great.

So crank up some tunes and have a fun dance-fest around the living room with your kids! You’ll all be glad you did.

4 Montessori Quotes That Give Us Perspective

Mon, 25 Oct 2021 11:00:06 GMT

4 Montessori Quotes That Give Us Perspective

Dr. Maria Montessori was a scientist and physician, first and foremost. She stumbled her way into education when she observed the mistreatment of children put into her care. She recognized that adults (especially at the time) did not give children the credit and respect they deserved, and this launched her work that eventually became Montessori education.

Dr. Montessori was all of those things, but she was also a prolific writer and speaker. Her words have been translated into countless languages around the world and have been reread by innumerable people since they were written. A century later, the language can sometimes show its age, but it’s often beautiful, poetic, and inspiring. And that’s not to mention the brilliant ideas behind the words.

People love to quote Montessori, and for good reason. Here we share four excerpts from Dr. Montessori’s writing that we find particularly interesting, and thought you might, too!

“This is education, understood as a help to life; an education from birth, which feeds a peaceful revolution and unites all in a common aim, attracting them as to a single centre. Mothers, fathers, politicians: all must combine in their respect and help for this delicate work of formation, which the little child carries on in the depth of a profound psychological mystery, under the tutelage of an inner guide. This is the bright new hope for mankind.” -Dr. Maria Montessori, The Absorbent Mind

Education is a profoundly important venture, on behalf of the individual as well as society as a whole. The way we choose to educate our children is perhaps the single greatest action we can take to pave the way for a better future for humanity.

And we can’t do it alone.

Education is a partnership. It takes well-trained instructors, inspirational leaders, participatory family members, and engaged communities to work alongside one another in support of the children. To know that all these parties can join together and work toward the common good is a pretty amazing concept, and incredibly powerful to see in action.

“An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.” -Dr. Maria Montessori, Education and Peace

Individuality and flexibility are two critical components of any successful education. Human beings are not photocopies and we cannot treat them as such. To develop a curriculum that is delivered unwaveringly to a diverse group of children without any deviation from the predetermined path does not serve the child.

To employ an educational process that supports the individual development of the child not only honors their own unique path, but it stands to be timeless. Human development, with all its variations, remains fairly similar throughout the generations. Even as the world changes around us, and we look toward an unpredictable future, Montessori education prepares children for what lies ahead.

We teach children to ask their own questions and seek their own answers. We guide children to listen to their inner passions. We explicitly show them how to interact with other people around them so that they may honor their individuality while working cooperatively. To do these things is to prepare them for anything.

"The mind takes some time to develop interest, to be set in motion, to get warmed up into a subject, to attain a state of profitable work. If at this time there is interruption, not only is a period of profitable work lost, but the interruption, produces an unpleasant sensation which is identical to fatigue.

Fatigue also is caused by work unsuitable to the individual. Suitable work reduces fatigue on account of the pleasure derived from the work itself. Thus the two causes of fatigue are unsuitable work and premature interruption of work." -Dr. Maria Montessori, What You Should Know About Your Child

Adults traditionally have a habit of inserting themselves too frequently into the work of the child. We feel duty-bound to teach and to guide, when in reality it’s our job to clear the path and stand back while they take the journey themselves. Getting in the way is rarely done with ill intent; it’s simply what we learned when we were children. We want to be helpful. And it can take a lot of unlearning to allow our children to truly learn for themselves.

There is a very delicate balance, and it takes a lot of observation to get things right. We learn to sit back, notice what the child is doing, take a pause, and notice some more. We fight the urge to jump in and correct things for them, for those are precisely the moments when learning happens. If a child is allowed to make mistakes and then to fix those mistakes, they gain not only skill knowledge, but the confidence to repeat the process in the future.

That’s not to say we should never step in. The careful observation we mentioned also helps adults ensure that a child is not faced with a challenge they are not yet prepared to face alone. The key is to understand basic child development while simultaneously paying close attention to the individual’s needs.

“To let the child do as he likes when he has not yet developed any powers of control, is to betray the idea of freedom ... Real freedom, instead, is a consequence of development; it is the development of latent guides, aided by education.” -Dr. Maria Montessori, The Absorbent Mind

Taking the last point a step further, Montessori educators and parents need to understand what freedom with limits really means.

Should a child be permitted to eat candy for breakfast every day? Should they be expected to eat every meal that is placed before them without opinion? No, on both counts. What lies in the middle can vary from time to time, but perhaps the child is allowed to serve themselves an amount they know they can eat, or perhaps they get to have a say in what they would like to eat some of the time. The same principle can (and should) be applied to almost everything.

We must give children limited, developmentally appropriate choices.

As they gain new skills, we give new choices. It’s an ever-evolving dance between choice and structure, but it’s one of the most important things we can do for our children.

Hopefully we’ve sent a little inspiration your way. Want to read more? Let us know and we can recommend (and maybe even lend) some great books.

Inclusivity in the Montessori Classroom

Mon, 18 Oct 2021 11:00:02 GMT

Inclusivity in the Montessori Classroom

Montessori is a method of education as well as a general philosophy on human development. If we could summarize it into one sentence it might be something like this: A deep understanding of typical human development, coupled with careful observations of the individual and a meticulously prepared environment, can allow each human being the freedom to explore their world to the best of their ability.

Wouldn’t it be amazing if we could do that for everyone?

Montessori schools do their very best to make this goal a reality for all who become a part of the community. Below are just a few of the variables we take into consideration.

Age

As you already know, our classrooms are multi-age. This may not be typical when compared to most conventional educational settings, but it’s very intentional and an integral part of what we do. We believe children of varied ages have much to offer one another, and having a span of a few years in one classroom allows for the blending and blurring of different abilities, so everyone always has a buddy to work with. Multi-age classrooms give children opportunities they wouldn’t have elsewhere, such as older models for the young children, and a chance for older kids to explore leadership roles.

Beyond the typical three year age span, we like to take every opportunity for children to interact between the levels. In the same way we see within the walls of a single classroom, the younger children at our school are able to look to the older children as models, and the oldest children have chances to lead in new ways.

Did you know that Montessori can be for adults as well? Some adults read about Montessori and learn to incorporate the principles into their own lives. Others go on to obtain Montessori teaching credentials or explore Montessori higher education. There have even been studies regarding the benefits of applying the Montessori approach to dementia care.

Gender

Montessori schools aim to honor children as they are. We acknowledge that society places certain expectations on children according to their gender, and that it can be a challenge for children whose identity does not conform according to these expectations. This can take form across a wide spectrum; whether a child prefers certain toys and colors that our society has attached gender to, to being transgendered, and everything in between.

Our goal is to acknowledge these differences, to work hard to eliminate expectations that do not serve the children, and to create a nurturing environment where all children feel supported and accepted.

Materials Spotlight: The Puzzle Maps

Mon, 11 Oct 2021 11:00:45 GMT

Materials Spotlight: The Puzzle Maps

In this second installment of our new materials spotlight series, we celebrate and explain the Montessori puzzle maps. Beautifully and colorfully painted and carefully crafted out of wood, they can be found in both primary and lower elementary classrooms. While they are used differently in the two environments, educators take a developmentally appropriate approach to utilizing this beautiful geography material.

The Material

In a Montessori classroom, one will find a wooden rack that contains a series of puzzle maps. They are arranged intentionally, starting with the top shelf and working downward:

The planisphere: two blue circles with removable colored continents
A map of the child’s continent: puzzle pieces indicate countries
A map of the child’s country: puzzle pieces indicate states or provinces
Maps of the other continents of the world: pieces indicating countries

There is typically also a set of control maps, or corresponding laminated paper maps that have the pieces drawn to scale and labeled. Children may use these as reference depending upon the activity.

An Introduction

Of course, we begin with the top map of the world. Previously, the child will have worked with the Montessori globes, so they will have some idea about the world, the continents, and the oceans. Using the three-period lesson format, the guide introduces (or reviews) the names of the continents. The guide will demonstrate how to properly retrieve the puzzle, lay it out on a work mat, remove each piece carefully and replace them while naming them. Some classes may have laminated paper labels the child can lay on top of the pieces while they work.

A critical part of the introductory lesson is showing the child how to properly put the puzzle back together and return it to the correct shelf in the rack. Our guides take great care in making sure lessons are not just about the academic skills, but also about how to respect the materials, ensuring they will be in good working order for the next child.

The Work

Once the child has been given the introductory lesson, they may return to this work whenever they like. As with everything else in the Montessori environment, if the child continues to feel drawn to a material, they are still getting something out of the experience. This may appear overly repetitive to our adult eyes, but it’s important that we suspend those judgments and allow the child to trust their instincts.

Once the child has tired of the world map, they are welcome to proceed downward through the others. Their teacher does not necessarily need to give a lesson for each one (although they may, for various reasons); once a child understands how to use the puzzle maps they are free to explore them all.

During the elementary years, we encourage children to use an atlas alongside them while they work. While control maps are useful and serve their purpose, it’s important that they begin to develop their proficiency with a variety of reference tools. When using an atlas, they often need to refer to the table of contents, find the correct page, and look carefully for labels that don’t correspond exactly with the colors and fonts they are used to seeing on the Montessori control maps. This is just one of the many ways we gently guide children toward being able to find answers for themselves.

Extensions

The puzzle maps are such a popular material among children, that it’s only natural we should offer extension work to create more learning experiences for those who are ready and eager. Just a small sampling of the possibilities:

Pin punching: In the primary classroom, children may trace continent pieces onto construction paper and use the pin punching tool to perforate each one. They may then adhere them to perforated blue spheres, thereby recreating the map so that they may have a copy to keep.
Map making: Giving children large pieces of white paper, they may carefully trace, label, and color each individual piece.
Embark on research projects: Children who have enjoyed and mastered the puzzle maps may then choose to read and write about various continents or countries.
Continent studies: Some teachers choose one continent each semester to focus on in depth. While the puzzle maps serve as a focal starting point, the study will include exploration of biomes, animals, culture, and more.

What’s Next?

Kids love the puzzle maps, so they often spend years absorbing everything they can from them. Eventually, however, they are ready for more. At some point during the elementary years we introduce the pin maps. These are smaller wooden boards with maps drawn on them, and with three tiny holes drilled into each country: one for the country’s name, flag, and capital city. Corresponding metal pins with labels are available for the child to use as they learn to identify each. Control maps are available for the child’s reference.

As with many other materials, the pin maps are introduced in steps. First, the child will just focus on learning to label each country. Once they have mastered that skill, they will move on to flags, and eventually, the capital cities.

Want to learn more? Interested in observing as children engage with these fascinating geography materials? Let us know!

Graphic Novels (ages 6-18)

Tue, 05 Oct 2021 11:23:12 GMT

Graphic Novels (ages 6-18)

Graphic novels are having a moment. There was a time not long ago when it was easy for most adults to view them as “not real” books. Today we know that couldn’t be further from the truth. Many graphic novels are of very high quality; the plots and characters are well developed, and they are recognized for the important contribution they make to youth literature. They can motivate reluctant readers and increase reading comprehension. And what’s even better? There are great options out there for readers of all ages.

Whether your child is 6 or heading off to college soon, check out our list for suggestions. Many of these are part of a series, so it’s easy to get hooked on one title and feel eager to reach for the next. Suggested ages are listed below each title (but we will fully admit that we loved reading each and every one).

Narwhal: Unicorn of the Sea by Ben Clanton

(6-9 years) One day, a narwhal and a jellyfish meet - neither one believing the other is real. They decide to be friends anyway, and embark on many silly adventures, with some amazing science facts sprinkled in. Narwhal and Jelly love to use their imaginations...about as much as they love waffles.

Arlo & Pips: King of the Birds by Ben Clanton

(6-10 years) Arlo, a crow of many talents, meets a tiny yellow bird named Pips. Together, they wander around the city, delighting readers with incredible information about crows (did you know they give gifts to people they like?) and plenty of jokes.

Consent (for Kids!): Boundaries, Respect, and Being in Charge of YOU by Rachel Brian

(6-10 years) If we could recommend just one book on this list, it would be this one. The information on these pages is critical for all children to read, and the illustrations and text are presented in such a way that will keep them interested. Sitting and reading this one together with your child will provide opportunity for some important conversations.

Binky the Space Cat by Ashley Spires

(ages 7-10) Binky is an indoor house cat. He loves the large and small humans that live with him, but he fears for all their safety because he believes there are space aliens just outside the door. The only logical thing to do is to become a certified space cat, build a spaceship, and do everything he can to protect those he loves. This book is fantastically ridiculous.

Noisemakers: 25 Women Who Raised Their Voices & Changed the World

(8-12 years) From the makers of Kazoo (an amazing magazine for kids), this collection is graphic novel meets Goodnight Stories for Rebel Girls. Information on each woman is clear and accessible, and teaches readers about influential women. Included are figures such as fossil hunter Mary Anning, ballerina Maria Tallchief, detective Kate Warne, and explorer Jeanne Baret.

Science Comics: Coral Reefs: Cities of the Ocean by Maris Wicks

(9-13 years) Packed with fascinating information (like radial symmetry, life cycles, animal classification, ocean salinity, reef formation, and the water cycle), science-loving kids will really enjoy this book. Coral reefs, the creatures that live within them, and their effect on other living systems are more complex than one might think. Bright illustrations and a friendly fish narrator keep readers turning the pages.

Seen: True Stories of Marginalized Trailblazers: Rachel Carson by Birdie Willis, Rii Abrego, and Kieran Quigley

(11-16 years) This one might be a little trickier to track down; we found our copy at our local library, but it’s also sold at comic book stores. Definitely worth the extra searching, this book tells the true story of a girl who grew up loving nature and writing, and eventually found a way to put both talents to good use. Rachel Carson changed the way the people looked at the environment, and the role we play in caring for it.

The Girl from the Sea by Molly Knox Ostertag

(12-18 years) Morgan is 15, and her life isn’t exactly what she wants it to be. Her parents just got divorced, her little brother is being rude, and she’s hiding a pretty big secret. She’s realized she likes girls, but she doesn’t feel like she can tell anyone until she goes off to college in a few years. Then she accidentally falls into the ocean and is saved by a beautiful girl named Keltie - who turns out to be a selkie with the heart of an environmentalist. Morgan’s summer - and life - is about to change.

Constitution Illustrated illustrated by R. Sikoryak

(13-18 years) Everyone living in the United States should read through the constitution at some point, and with the recent major shifts in our nation, even adolescents are becoming more interested in learning about politics and our history. This book contains the original text...accompanied by some entertaining illustrations. Characters like Calvin and Hobbs, the Peanuts, Spongebob, and senators and congressmen stylized like superheroes grace the pages, making reading the text more relatable to young people.

Run by John Lewis and Andrew Aydin, illustrated by L. Fury and Nate Powell

(13-18 years) “First you march, then you run.” Co-authored by former Congressman Lewis and released this past August, Run details what it’s like to work against oppressive systems, and how that work can span decades. Covering some of the most influential moments of the civil rights movement, Lewis emphasizes that those powerful events were the beginning of a long and challenging journey.

Montessori Materials: The Stamp Game

Mon, 27 Sep 2021 12:00:05 GMT

Montessori Materials: The Stamp Game

This post is the first in a new series we are so excited about. Each month, throughout this school year, we will share information about a different Montessori material. Doing so will help parents who are curious about what goes on in our classrooms, but it will also give unique insight into Montessori principles and how the method was developed in the first place.

Today we talk about the stamp game. A beloved math material that is used by children sometime between their kindergarten and second grade years (depending upon their readiness), it allows young children to add, subtract, multiply, and divide using numbers into the thousands. Using a material such as the stamp game allows children to learn a concept in concrete terms, rather than abstractly (which is what they will be doing when they eventually complete the same types of problems with just pencil and paper).

Think back to when you learned basic math computations: it was very likely done abstractly, and you memorized what must be done when your numbers added up to more than ten in one column, or you needed to borrow some from the next column, and so on. Being taught that way certainly gets the job done, but what we are effectively doing then is teaching children to memorize the process.

Using a material like the stamp game? This allows children to physically manipulate the numbers in a way that provides a deeper and richer understanding of mathematical processes. Instead of feeling tedious and confusing, the stamp game provides a stepping stone that makes them excited to discover the secrets of numbers and operations. Many Montessori children have reported that as they get older and find themselves working on much more complicated math concepts, they still picture the movement of the tiny stamps in their minds. They have a lasting visual image of what the numbers are doing as they work; it’s not just rote memorization.

Please bear in mind that prior to being introduced to this material, the child will have a solid understanding of place value, as well as the basic concept of adding numbers. These skills will have been gained through other Montessori materials that were carefully developed and intended to be used in a specific sequence.

So let’s get down to the important part: how the stamp game is used.

A child or small group of children will be seated on the floor across from their guide. A work mat will have been unrolled, and the guide will stand up, walk across the room, and carefully select the material from the shelf, carrying it carefully to the work mat. Even this small action has purpose: the guide is wordlessly teaching the child where the material can be found and where it is expected to be returned, as well as modeling how it should be carried around the room.

When the box is opened the guide may ask the children what they notice. They may comment on the colors of the wooden tiles: green, blue, and red. They will notice the small numbers printed on each tile: ones (units), tens, hundreds, and thousands. They may even notice little pegs that they will use much later when they use the same material for division.

The first step is to learn how to make numbers using the stamp game. The guide will either have a pre-printed card or perhaps a dry erase board to write a number such as 3,721. They will then demonstrate by taking one green unit stamp out of the box and lining it up neatly on the rug in front of the compartment it came from. This will be followed by two blue tens tiles, seven red hundreds tiles, and three green thousands tiles. (The color pattern begins to repeat because much later, using a different material with the same colors, the child will learn about number series and why we separate larger numbers with commas. The idea is being introduced indirectly long before it is expressively taught.)

Children will then take turns making numbers. If the concept takes some effort, this may be their work and their practice for several days or weeks. If they seem ready for more, the guide will move onto the next step.

An addition problem will be presented. The children will learn the terms addend and sum, and will make each addend, separated by a space or perhaps a pencil, on the work mat. The guide will then slide the bottom of each column of tiles upward, creating a single line for each place, as illustrated in the photo above. Starting at the bottom of the units, the tiles will be carefully counted and recorded in the proper place wherever the problem is written down. This will continue with the tens, hundreds, and thousands.

At first, the problems will have been carefully selected so that there is no need for exchanging. One the child is ready for more of a challenge, they will learn that if there are ten unit tiles, they will need to be gathered up, deposited back into their compartment, and exchanged for one tens tile. They will learn to say aloud to themselves, “Ten tens is equal to one hundred,” and so on.

The lesson will end, and if the guide feels the children have grasped the concept well enough, they will be expected to use the material regularly and independently (or with a friend) to complete problems. The guide will periodically check in to observe and determine when mastery is achieved.

Whenever the child is ready (which could be weeks or even months), they will learn how to use the stamp game for subtraction. Again, the first problems will not involve any exchanging of numbers and will simply be a way to understand the basic process. You can begin to imagine the many steps and complexity of each Montessori material. When subtracting, the child will lay out the minuend, slide down the subtrahend, and find the difference.

Multiplication comes next. Children learn that all multiplication is making the same number a specific amount of times. They will see its connection to addition, as the process is very similar.

As for division, the guide will introduce tiny wooden cups - one for each place value. Children look at the dividend and put the correct amount of tiles into the cups. They will then use the wooden pegs mentioned earlier (called skittles as they resemble bowling pins), to mark the divisor. Rather than lining the tiles up beneath the compartments, they now learn to line them up beneath the skittles. They learn that division is about being fair, and that it is the only operation in which we start by using the largest number available rather than starting with the units (ones).

It can take an entire year (or longer) for a child to move through each of the steps described. The guide will keep a close watch on each individual’s progress, and provide them with more challenge as soon as they are ready. When a child has fully exhausted their learning with the stamp game, they are ready to move on to a slightly more abstract math material: the bead frame.

We hope you enjoyed this article. Want to see the stamp game in action? We believe having parents observe in our classrooms is a critical component of our success. Contact us to schedule and learn more.

Freedom Within Limits: What Does It Look Like?

Mon, 20 Sep 2021 12:00:08 GMT

Freedom Within Limits: What Does It Look Like?

One of the most common misunderstandings about Montessori education surrounds the freedom we give the children in our care. Generally speaking, once folks actually step inside a classroom and observe what really goes on, there is no doubt and all misconceptions are quickly cleared up.

Montessori isn’t a trademarked concept though. Anyone (school or individual) can claim to be “Montessori” but that doesn’t necessarily make it so. This is why specific, high-quality teacher training programs, along with affiliation or accreditation with a major Montessori organization (such as AMI or AMS ) is critical to ensuring a high fidelity program.

All that aside, yes, it’s true: Montessori philosophy relies heavily on freedom of choice. We also rely heavily on appropriate limits. There is a critical balance, and achieving this balance is what gives children the sense of dignity, empowerment, and success they deserve. Children are no less human than adults, and they deserve respect, albeit in developmentally appropriate ways that support their growth.

What does this look like in our learning environments, and how might parents utilize these strategies in the home? Read on to learn more.

The physical boundaries of the environment

Montessori schools and guides are very intentional in the ways they structure the physical classroom environment. We want our students to be able to move freely around the space, but we don’t want that movement to inspire behaviors that are distracting to others or unsafe. The good news is there are plenty of things we can do to ensure choice, safety, and learning, all at the same time.

In classrooms for younger children, we avoid having wide open spaces that invite running indoors. The wooden shelves that house learning materials are strategically placed to block paths that children may otherwise utilize in such a way. Instead, we provide indoor-appropriate movement opportunities, we teach children how to use them, and we make sure they are located in spaces that don’t disrupt the work of others. We also make sure there is time and space built into the day that allows for running outside.

Dr. Montessori valued the opportunities available to children outdoors and in nature, so our schools work hard to provide appropriate and safe space for children to explore. This looks vastly different depending on the child. A four-year-old might enjoy a fenced-in area with raised garden beds, trees, and grassy fields. An 11-year-old might walk to an adjacent wooded area under the supervision of an adult where they independently gather materials with peers to make forts and other structures.

Choosing what to work on

As adults, we don’t like to be micromanaged. Neither do children. Even a small degree of autonomy allows a person to feel like their decision-making is valued and trusted. This overarching idea is kept in the forefront of our minds, but it does look different at different levels.

During the first plane of development (newborn - age 6) children are given presentations on how to use various materials and complete various tasks. During their independent work cycle they are generally permitted to choose which of these tasks they would like to repeat and in what order. This allows them to follow their interests and develop skills they are internally primed to master without being tethered to a prescribed one-size-fits-all program. As they enter the final year or this period, their guide may start to implement some of the structures seen in the second plane to ease their transition and provide for evolving developmental needs.

During the elementary years, there are certain academic expectations. Children in Montessori environments are given regular lessons on topics of interest as well as to teach basic math and language skills. They are still able to choose their work, as well as make choices about what they would like to spend more time on and study in depth. Our guides are watching closely, however, to make sure children do not avoid subjects. (More on that later in this article)

Honoring personal health needs

We don’t believe children should have to ask permission to address their own basic needs. Whether it be using the toilet, getting a drink of water, or having a snack, all people (children included) should be able to listen to their own bodies and care for those needs on demand.

When children are very young, they need more assistance, but we teach them to listen to their bodies’ cues and guide them through the processes. As they get older and more independent, we build structures into the environment that allow them to meet their needs independently. Even as young as age three, children serve themselves a snack if a seat is available at the snack table. They know where their water cup is located and how to clean up a spill if it happens. The restroom is located in the classroom or nearby so that they can use it without the help of an adult.

Multiple winning options

Want to give kids choice while still achieving specific goals? Give win-win options. We use this strategy in the classroom, but parents can use it at home as well. Some examples:

“Would you rather get dressed or eat breakfast first?”

“I need help with some of the chores. Are you in the mood for washing dishes or doing laundry?”

“It’s almost bedtime. Please go get into your pajamas and brush your teeth, and any time you have leftover before 8:00 we can use to read together.”

“You need to pack some more protein in your lunch for tomorrow. Would you like sliced turkey or some hummus?”

Keep in mind that fewer options make decision-making easier. This is especially important to consider when a child is younger or if the decision is causing any kind of stress.

Guidance and discussion

As children get older, it’s important to be transparent in the process of offering increasing freedom. We tell children that we value their input, that we want them to blaze their own trails, and that we are here to support them on the journey.

Remember above when we talked about addressing when a child avoids a particular subject? There are many reasons why they might do so, but it’s usually because the skill is too challenging or too easy. By observing the child at work we can often get an idea of what’s going on, but with children elementary-aged and older, a conversation can be incredibly enlightening.

Once we find out why the avoidance is occurring, we can help develop a plan. The child may need to be introduced to time management strategies. They may need a refresher lesson. They may need to be challenged in a whole new way. Montessori schools are structured so that opportunities for these quick but important check-in meetings are frequent. Long blocks of time dedicated to learning and working independently, coupled with a variety of goals that extend far beyond academics, allow students and guides to work together toward productive independence.

Questions? Comments? We love to hear from parents. Reach out any time!

Animal Books For Lower Elementary Children (and Kindergartners, too!)

Mon, 13 Sep 2021 12:00:05 GMT

Animal Books For Lower Elementary Children (and Kindergartners, too!)

It’s no secret that most children of a certain age are completely enamored with animals. This love starts when they are quite young but grows to a fever pitch somewhere between ages five and nine. Luckily, the Montessori curriculum caters to this passion and provides many zoology lessons and activities.

In case your child is experiencing this fantastic phenomenon and you’d like to support that learning at home, we have curated a small list of amazing books you may not have heard of before. Take a trip to your local library or bookstore, or we have provided links here for ordering or more information.

The Frog Alphabet Book by Jerry Pallotta, illustrated by Ralph Masiello

If your child ends up enjoying this book, know that Pallotta has created many alphabet books on a range of subjects, many of them animal-related. Although alphabet books generally tend to be created with toddlers in mind, these books are most definitely for older children and appeal even to third graders. With beautiful illustrations and interesting factual information, each page highlights a different frog or amphibian, ranging from the ichthyostega (the very first amphibian which is now extinct), to the goliath frog (the world’s largest frog), to the brightly-colored blue-legged strawberry frog.

Lifetime: The Amazing Numbers in Animal Lives by Lola M. Schaefer, illustrated by Christopher Silas Neal

“In one lifetime, this caribou will grow and shed 10 sets of antlers.” “In one lifetime, this alligator will build 22 nests and lay 550 eggs.” “In one lifetime, this female red kangaroo will birth 50 joeys...So many hoppy birthdays!” Schaefer combines elementary-aged children’s love of animals with their simultaneous love of math and numbers in this incredible book. After gathering available data and determining averages, she shares fascinating facts on each page, with more detailed information about the animals and math for interested readers at the end of the book.

The Girl Who Loved Wild Horses by Paul Globe

“There was a girl in the village who loved horses. She would often get up at daybreak when the birds were singing about the rising sun. She led the horses to drink at the river. She spoke softly and they followed. People noticed she understood horses in a special way.” This Caldecott medal winner beautifully honors native American tradition while telling the tale of a girl who was so connected to the horses she loved that she eventually became one of them.

Crab Moon by Ruth Horowitz, illustrated by Kate Kiesler

Horseshoe crabs are ancient creatures that continue to grab the attention of children, adults, and scientists even today. While on a beach vacation with his family, young David’s mother tells him how the horseshoe crabs come ashore each year to lay their eggs, and she promises to wake him in the middle of the night so that he may experience this wonder for himself. This book does such a lovely job of explaining the experience, readers will almost feel like they are right there with the crabs. As with so many wonderful children’s books today, there is additional factual information at the end of the story. As an additional bonus, learning about horseshoe crabs connects nicely with children’s history work in their lower elementary Montessori classroom, especially regarding the Timeline of Life material.

Inky's Amazing Escape: How a Very Smart Octopus Found His Way Home by Sy Montgomery, illustrated by Amy Schimler-Safford

This is a true story of an octopus found near reefs in New Zealand. Readers learn a bit about how young octopuses get their start in the world, what may have happened to cause Inky’s injured arms, and how he came to stay at the National Aquarium in Wellington. His caretakers at the aquarium took excellent care of him, and children will delight at hearing about how he enjoyed playing with Legos and Mister Potato Head in his enclosure. Octopuses are curious and adventurous, however, and Inky eventually snuck out of his tank, found his way into the building’s plumbing, and then back into the ocean.

Andre the Famous Harbor Seal by Fran Hodgkins, illustrated by Yetti Frenkel

Today there are laws that protect the safety of wild seals by prohibiting humans from even touching them without special permits. This was not always the case, however, and this story tells the tale of how one seal became a pet, a famous local performer, an honorary harbormaster, and an ambassador for his species. Over the years, Andre spent time living with a family of humans, swimming in the local waters near his Maine home, wintering at the New England Aquarium in Boston or the Mystic Aquarium in Connecticut, and spending stretches of time freely roaming the waters along the coast of Massachusetts, New Hamphsire, and Maine. A lovely statue of Andre remains today, overlooking the harbor in Rockport, Maine.

Frozen Wild: How Animals Survive in the Coldest Places on Earth by Jim Arnosky

Perhaps one of the most interesting elements of this book is the fold-out pages with extended illustrations; children enjoy the novelty and appreciate interacting with the book in a different way. They will learn, through factual text and detailed illustrations, about all sorts of ways animals survive in the cold. Topics range from beavers in the winter, the various animals that call the arctic and antarctic regions home, how animals stay warm in the winter, and more.

Even More Lesser Spotted Animals by Martin Brown

A follow-up to the original Lesser Spotted Animals , this great book aims to highlight some of the animals we don’t hear about all the time. Lions, giraffes, and grey squirrels are great, but have you ever heard of the dingiso, rufous sengi, tamandua, or altai argali? Humor peppers every page, along with relatable size descriptions (“about the size of a one-year-old toddler with a tail”), what we know about each animal, where they live, what their current status is, and any other information that kids will find amazing and interesting. With a goal of encouraging conservation and preservation, Brown believes that to care about saving animals people need to know about them, and this includes the underdogs we don’t often hear about.

What other books has your animal-loving child enjoyed that you think other families should know about? Feel free to share your recommendations with us!

5 Ways to Support Independence as They Grow

Mon, 06 Sep 2021 12:08:40 GMT

5 Ways to Support Independence as They Grow

“The child's development follows a path of successive stages of independence, and our knowledge of this must guide us in our behaviour towards him. We have to help the child to act, will and think for himself. This is the art of serving the spirit, an art which can be practised to perfection only when working among children.” -Dr. Maria Montessori

It’s nothing new to hear us advocating for children’s independence. After all, it’s a cornerstone of our Montessori practice, and we believe one of the most important keys to fully educating a child.

It’s also no surprise to consider that independence looks vastly different depending on your child’s developmental stage. When we meet a child where they are and offer them opportunities to do things for themselves, it’s simply amazing to encounter what they are capable of.

Here are a few ideas that parents can consider when aiming to support their child’s independence.

Infants: Freedom of Movement

Our sweet newborn babies don’t ever stay little for long. Before long they are working to roll over, scoot, sit, crawl, stand, and even walk. These milestones are so exciting as they happen, but in hindsight they seem to zip by in a flash.

Figuring out how to move independently is one of your baby’s most important tasks. They are driven to do so instinctually, and as adults we can be there to support this work.

One choice that some parents make (please know we understand it’s not a perfect choice for every family) is to give their infant a floor bed. Rather than being confined to a crib, this allows your growing baby an opportunity to independently explore their environment when they wake in the morning. Using a floor bed means creating a bedroom environment that is completely safe and developmentally appropriate for your baby to explore independently; consider laying soft carpet on the floor and having a low shelf with simple toys they can access. Many parents find that rather than awaiting their child’s cries to be lifted from a crib in the morning, the child instead spends quite a bit of time moving and playing quietly.

Another big tip we have for parents of infants: when your child is learning to walk, they’re not very good at it. The only way for them to get better is to practice, and they have a strong drive to do so as much as possible. Although it may force us as parents to slow down and plan extra time into our schedules, consider relying a little less on carrying and strollers (although they certainly have their place in our routines) and a little more on giving your child time to use their own developing skills.

Toddlers: Dressing

This section is perhaps the most fun in this entire article. Toddlers learning to dress themselves is not only an important skill, but it is, frankly, adorable.

Start simple and give limited choice. Let your child choose between two different shirts, then show them how to go about putting it on. In the beginning, they will need lots of help, but as time goes on resist the urge to insert their tiny hands into the sleeves and give them a chance to figure it out. They will. It will take some time and many unsuccessful attempts, but each time they try they will get closer to being able to do it themselves.

As time goes on, your child might select their whole outfit. Another practical tip is to choose (or have them help you choose) a week’s worth of outfits ahead of time. Hang enough low hooks on your child’s bedroom wall and allow them to choose their clothing and get dressed each day. As with everything, this will be slow going in the beginning, but in the long run the independence gained will not only save time but instill critical feelings of confidence.

After taking the above mentioned steps, all that’s left to do is sit back and enjoy the interestingly paired items of clothing and the smile on your child’s face.

Primary-aged: Helping Tasks

Shocking but true: between the ages of 3 and 6, kids LOVE chores. By helping them learn and engage in important daily tasks while they are young, you are instilling habits that will last a lifetime.

Our children watch us go about our daily lives and they want to be a part of what we do. They want to be like us, so when they see you sweeping the floor, they want to help. From dusting, to laundry, from cooking to caring for pets and plants, your child wants in on the fun. Let them!

There are countless tasks that young children are fully capable of completing (or at the very least, assisting with). Rather than list them here, we share some general guidelines to help the process along.

Follow your child’s interests. They will let you know, whether by actions or words, what they want to try.
Carve out time to slow down and let this work happen. Will it take them ten times longer to sweep up their own spill than if you did it for them? Absolutely. But putting the time in now is well worth it in the long run.
Embrace mistakes. Teach them to embrace mistakes. Mistakes are how we learn.
Learn to view chores as contributions we all make to our families. By working together (children included), everyone is part of a team. With this mindset, your child will take great pride in their work.

Elementary-aged: Trust Moments

This step varies significantly from child to child and in each family. Your family’s values and comfort level, combined with your child’s individual development and abilities should be carefully considered.

During the elementary years, your child is ready to start setting off on their own in tiny ways. Letting them do so can feel thrilling for them, yet completely nerve-wracking for us. Take it slow and talk a lot about what each added freedom entails.

Basically, you’re finding small ways you can give your child opportunities to be safe, trustworthy, and independent. Some examples:

Playing alone in the backyard - Discuss clear boundaries and expectations. In the beginning, you may be watching like a hawk from the kitchen window, but in time this will become a great option for your child as well as for you.
Retrieving items at the grocery store - Start small by asking them to grab something within your line of sight, but gradually ask them to retrieve an item from one or two aisles over. As a bonus, this will speed up your shopping trip!
Walking the dog/getting the mail - Similar to playing alone in the yard, set clear safety rules and talk about “what ifs”. What will your child do if they hear a car coming? What if the dog tries to chase a squirrel? Ask these questions repeatedly until you feel confident they fully understand.
Going to a friend’s house - This may not be something new, but as they get older children will want to spend more time with their friends. Again, talk about how they might handle various situations, but also discuss how they might contact you if they need to.
Babysitting - In the beginning, this might mean your 8-year-old reads to their 4-year-old sibling while you cook dinner. By the end of the elementary years, however, your child might actually be ready to take on some real babysitting jobs.

Adolescents: Exploring Interests

As your child leaves their younger years behind and inches toward adulthood, they will naturally begin to explore different interests as they figure out who they are and what they like. All they really need from us is to support this exploration. This will range significantly, from hobbies to potential careers.

We spend many years caring for our children when they are young and giving them every advantage possible so that they may grow to become successful and happy adults. Nothing can quite prepare us for this eventuality, though. And what we imagine our child blossoming into can be very different from the future they imagine for themselves. In these moments, we like to remind ourselves that we have worked hard to guide our child’s independence. They are individual human beings capable of making hard decisions. They will make mistakes, but they will also surprise us.

Our children often turn to us for guidance and support throughout adulthood. Perhaps the greatest feeling of all is to step back and appreciate that this unique human being, who steps out to make their mark on the world, let us hold their hand for a few years while they figure out how to do it.

Let’s Talk Lunch

Mon, 09 Aug 2021 12:30:02 GMT

Let’s Talk Lunch

The beginning of a new school year is nearly upon us. For many families, this means packing a daily lunch for your child to take along with them. Whether this is your child’s first year doing so, or you’re just looking for some fresh ideas to keep things simple, healthy, and fun, read on.

What lunch is (and isn’t)

Lunch is an opportunity for your child to refuel and nourish themselves in the middle of the school day. They’re working hard, growing lots, and eating good food will keep them feeling good through the afternoon.

Lunch doesn’t have to be Pinterest-worthy. (Although it absolutely can be if you’re into that.)

We have all stumbled upon those photos of cute bento boxes with flower-shaped cucumber slices. They really are adorable. But are they necessary? Let this serve as your reminder that lunches for your child can be lovely and ornate, or they can be lovely and simple. Both will be appreciated. Both will be gobbled up. Both will serve their purpose.

We are not here to shame the parents who do create these miniature culinary masterpieces. We just don’t want everyone to feel the pressure to do so.

Nutrition simplified

Raise your hand if you’ve ever experienced the following: Your child eats nothing but peanut butter and strawberry jelly sandwiches for three months straight. You decide to be prepared and buy several jars of the coveted jelly. The next day, they declare they don’t eat peanut butter and jelly (perhaps even insisting they never did like it), and they decide they are ready to explore new foods.

We’ve all been there.

Even the most adventurous eaters get into ruts sometimes, then change their habits seemingly on a whim. It’s normal and will probably happen a number of times as their tastes develop.

The pbj scenario does serve as a helpful reminder, however. Kids can have their nutritional needs met rather simply. Of course, we are not dieticians, and your best resource for information is your child’s pediatrician, but there’s room for a balanced diet even when it comes to more “selective” eaters.

When putting together a lunch, we like to consider the following: Does the lunch include some protein, fruits/veggies, carbohydrates, and healthy fats? If so, it’s a well-balanced meal. Even that peanut butter and jelly sandwich checks off all the boxes. And there are countless ways of providing what kids need.

Here’s a great list in case you’re looking for one: The Essential School Lunch Grocery List

Keeping it green

We encourage families to utilize reusable containers whenever possible. We know there are times in all of our lives when convenience wins out over being green, but reducing single-use containers is one important way we can all care for the planet our children will inherit. If you’re reading this article, we know you could be anywhere on the spectrum; some folks rely heavily on prepared and prepackaged foods, while others make their own hummus out of the bulk chickpeas they cooked and soaked. Most of us are somewhere in the middle.

We have found the key is making one small change at a time, watching it become a habit, and then taking on another small change when you’re ready.

A few ideas (links are for examples; many of these types of products can be found in stores nearby):

Keep in mind - the greenest option is to use what you already have. If you choose to purchase items for packing lunches, consider selecting products that will last for many years.

Utilizing little helpers

You probably won’t be surprised to hear us suggest having your children make their own lunches, specifically once they reach elementary. This involves a little teaching and learning in the beginning, but in the long run your child will become more independent and you will have a little more time to focus on other things.

Start by modeling. Have your child join you in the kitchen as you prepare their lunch and show them what to do. Slowly and deliberately go through each step in packing a lunch so they can have a good example of what it looks like.

Next, make lunch together. Have them join you in the kitchen again, but while you make a sandwich they can be chopping up some fresh vegetables. Team effort!

Ask your child what they would like to pack. Having them participate in the planning and shopping makes the task a fun activity for them and gives them more ownership over creating a healthy meal. Teach them what a balanced lunch needs and go over examples of what that might look like.

Lastly, let them do the work! Each of these steps could take a matter of days or weeks, depending on your child. Keep it fun, notice whether they need any more or less support, and revel in their ability to help care for themselves and contribute to their family.

We hope this article has given you some inspiration! Do you have any more ideas or suggestions for other families? We’d love to hear from you.

Establishing the Flow: Your Guide to a School Year Started Off Right

Mon, 02 Aug 2021 11:26:30 GMT

Establishing the Flow: Your Guide to a School Year Started Off Right

It’s that time of the year again. Over the course of the summer, and even with the best of intentions, some of our routines tend to dissolve and give way to relaxation and adventures. Which is great!

The school year is creeping closer, however. Now is the perfect time to consider what your family will do to prepare for the transition back.

Unless this is your child’s first year heading to school, you’ve probably been through and considered all this before, but it’s always nice to have a little refresher. Read on for our tips to make the start of the school year as smooth as possible for everyone.

Sleep

Perhaps the most important bit to consider, your child’s sleep schedule is critical to their success. There are three elements to focus on: how much sleep your child needs, when that sleep should take place, and the quality of sleep.

So just how much sleep does your child need? It depends on the individual, but age plays an important role. Here are the AAP's recommendations on how much sleep children should get within each 24 hour period. (Times include naps.)

4 months - 1 year 12 - 16 hours

1 - 2 years 11 - 14 hours

3 - 5 years 10 - 13 hours

6 - 12 years 9 - 12 hours

13 - 18 years 8 - 10 hours

Once you know how much sleep your child should be getting, and what amount works best for them, figuring out bedtime is as simple as counting back, considering factors like when you need to leave in the morning and how long it takes to get ready.

Is their desired bedtime nowhere near their current bedtime? Take the transition slowly. Start by having them go to sleep just 15 minutes earlier, then another 15 minutes earlier every few days until you reach your goal.

As for quality of sleep? That’s all about creating a relaxing environment. A darker, cool room works best, and establishing a regular and soothing bedtime routine will help them drift off to dreamland easier. Keep the routine the same each night, whether that includes a warm bath, reading, or even using a little lavender-scented spray.

Schedule

We touched on this above, but creating a regular schedule is really important. When children know what to expect, they are much better equipped to take on the day. There will certainly be moments and days when routines are interrupted, but if we prioritize them most of the time, children benefit greatly.

Every family is different, but consider what you want your morning to look like. Some questions that will help guide you in creating a schedule:

What time should you leave the house to arrive comfortably at school/work?
What tasks could be done ahead of time (perhaps the night before) to alleviate the morning rush?
What is your child able to do independently, and what will they need help with?

The same basic concept goes for evening routines as well. As we mentioned in the section on sleep, a focus on calming rituals prepares your child’s mind and body for a restful night of sleep. If the steps remain the same night after night, bedtime will only become easier as the weeks pass by.

Emotions

It is totally normal for children (and even adolescents) to experience big emotions as back-to-school approaches. They may feel excited, anxious, apprehensive about being apart from you, as well as a wide range of other thoughts and feelings.

If your child feels distraught at all, it can be really hard for parents to see. For some of us, the natural reaction is to do whatever we can to minimize the concerns and help them move on. The very best thing we can do, however, is to acknowledge their feelings. When you notice behavior that is reflective of emotional tension, ask them how they’re feeling. If they’re very young, help them name their emotions. Acknowledge that these are normal ways to feel.

Validation is key here. Should we ease their fears a bit by talking about what to expect and addressing their concerns? Of course! But those talks may not erase their worries, and that’s okay. Let them know you recognize their emotions and that it’s okay to feel however they feel.

Parents can experience overwhelming emotions at this time, too. You may surprise yourself! If you’ve been able to spend extra time with your child all summer long, the thought of so much time apart can be hard (or not). Perhaps your child is starting in a new class or is beginning their final year and it has you thinking about how quickly they are growing up. Think of it as a great way to model what to do in the face of challenging feelings.

Expectations

Even with careful planning and the best of intentions, nothing ever goes quite as planned, especially when it comes to our children. Maybe the first day of school is creeping closer and you’re still struggling to get the kids into bed before 9:00. Maybe your eight-year-old is super nervous about starting at a new school. Maybe it’s a challenge to balance your own work schedule with morning drop-off.

Whatever you do, expect the unexpected. Know that we are here to support the children and families in our community. The first couple of weeks at school may be bumpy, they may be smooth, or (most likely) they’ll be somewhere in between. We hope you and your child are looking forward to the start of a new year, and we can’t wait to see you all again!

5 Things Montessori Parents DON’T Need to Do

Mon, 26 Jul 2021 14:00:06 GMT

5 Things Montessori Parents DON’T Need to Do

Parenting. It’s one of the most incredible journeys available to the human experience. But in recent decades, it’s become a little bit more stressful. Between our evolving culture and the constant availability of information via the internet, parents are constantly bombarded with suggestions, studies, and opinions about what they must do in the best interest of their child.

Of course, we all know there isn’t just one perfect way of parenting. We all need to find our own way and the best way for our child. We know that it’s impossible to take all the advice, but it can still feel pretty overwhelming.

This article? It’s the complete opposite.

We want to let you know that it doesn’t all fall on the parents. There are plenty of things it’s totally fine (and actually a great idea) to let go, or at least fade in importance a bit. So, without further ado, here are five things Montessori parents do not need to do:

Purchase Montessori materials

We love the enthusiasm. It’s so beautiful when new-to-Montessori families want to go all-in and create a mini classroom at home. We love the thought behind it! We do think Montessori can translate into the home environment. Just...not with the classic materials.

Montessori materials should not be used in the home without a properly trained Montessori guide. There are two main reasons for this. First off, these materials were created to be used in a specific sequence and in very specific ways. There are special ways to present the materials, and teachers learn all of this when they attend their Montessori training courses.

The second reason is - there are so many other more enriching ways Montessori can be applied in the home! We encourage parents to learn about the philosophy and find ways it naturally fits into your everyday life. There’s no need to spend lots of money on fancy wooden learning materials. Let the materials remain in the classroom environment and allow the basic ideas of Montessori to trickle into the home and reverberate into the rest of the child’s life.

Focus on academics

Let us be totally clear: we are in no way saying that academics don’t matter. Quite the opposite! We know they matter.

In a high-fidelity Montessori school, the curriculum and methods support a very rigorous academic program. Children will be mastering advanced skills at younger-than-average ages. You will likely be astounded by what you see your own child learning.

It’s just that we don’t think that should be the only focus of school.

We are confident that our students will have appropriate and enriching academic opportunities, and they will also be held to appropriate expectations. We also know that learning is very much an individual process. It’s not linear, there will be plateaus, and there will definitely be unexpected twists and turns.

We trust that the child will arrive at the destination when they are supposed to. We also know that along the way we have many other important tasks: to support their social and emotional growth, to expose them to creative and artistic pursuits, to ensure sufficient time spent in nature, and to understand what it means to be a peaceful member of a community.

Hesitate to communicate

Throughout your child’s academic career, you will have lots of questions. That’s great! Regardless of what’s on your mind, we want parents in our community to always feel comfortable talking to us.

Teachers are busy people, but they are completely dedicated to the wellbeing of their students. So when they see an email, note, or voicemail from a parent, rest assured that they’re eager to get back to you.

We believe that education is a three-way partnership between the child, their parents, and our guides. Communication is the key to everything running smoothly.

So the next time you’re unsure about whether or not to reach out, please do! We are here to help.

Compare children

This is such an easy trap to fall into! Parents love to talk about their children, and we often find ourselves chatting with other parents. This inevitably leads us to notice what other people’s children are up to, and our minds can sometimes (naturally) compare that to what our own child is doing.

We all know this already, but it’s worth the reminder. Don’t compare your child to others! Child development varies widely, so what sometimes seems concerning to parents isn’t at all.

That child that started reading earlier than all the others? That doesn’t mean they’ll turn out to be a better reader than anyone else.

Your son is still wetting the bed at night but your daughter stopped years before? It’s completely normal.

Your child’s best friend is advancing quickly in math, while yours is frustrated at not being able to do the same work yet? Use this as an opportunity to explore the beauty of differences between people.

If we follow the child, we allow them to become the incredible, unique individual they are meant to become.

Homework!

One big perk in Montessori schools? There’s no homework!

Rather than spending hours struggling through Common Core math standards-based worksheets each night, you can play a board game together. Or go for a walk around your neighborhood. Or encourage your child to explore their own interests.

Our students work so hard throughout the regular school day, we see no need to continue that work in the evening at home. If adults are supposed to seek out a healthy work/life balance, shouldn’t it be the same for children?

Reading together each night? A great idea - and a way to bond. Working together on a long-term project? Yes! It’s fun, educational, and stress-free. Beyond that, we encourage you to embrace the benefits of your child not having any homework.

Are there any items on this list you think might be difficult to let go of? Are there any more we should add? Let us know what you think.

Why Do We Care So Much About Independence?

Mon, 19 Jul 2021 14:15:03 GMT

Why Do We Care So Much About Independence?

“The only true freedom for an individual is to have the opportunity to act independently … there is no such thing as an individual until a person can act by himself.”
-Dr. Maria Montessori, Education and Peace

If you’re reading this article, you already know how much we Montessorians love to talk about independence. It’s enmeshed in everything we do, and for very good reasons. Here are our top three:

It builds lasting confidence.

“We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit.” -Dr. Maria Montessori, Education for a New World

As parents and caregivers, our natural inclination is to help and support our children. Imagine a newborn baby, completely dependent on others to have its most basic needs met. Of course we want to help! That instinct never really goes away, and it’s so strong that we need to actively remind ourselves to step back even as our children mature into adults.

Imagine, however, a toddler. It’s time to get out to the car so that everyone makes it to school and work on time. Their parents are feeling the rush of schedules, and feel a bit of frustration when, at the last moment, their little one insists on putting their own jacket on themselves. There are several ways to handle this situation, but what if we took two minutes out of our day to show the child how to stretch each arm into a sleeve and then gave them an opportunity to practice?

Imagine the feeling a small person must have when they are first able to do something for themselves that they previously relied on others to help them with?

Imagine the messages you are sending that child: that you believe they are capable, that you trust their judgement. That their work is important.

Each time a child learns to do something without the assistance of an adult, they build up their confidence, and it becomes exponentially easier to believe in themselves as time goes on.

What more could we want for our children? Of course we all want our children to feel confident, but it’s easier to forget how to nurture that. It’s in the small things, the everyday things, and it starts early and never really ends.

It allows us to honor individuality.

“The child looks for his independence first, not because he does not desire to be dependent on the adult. But because he has in himself some fire, some urge, to do certain things and not other things.” -Dr. Maria Montessori, The Theosophist

While we raise our children, we make countless decisions while considering what will best prepare them for their futures. We envision their lives stretched out ahead and we want to do everything in our power to give them every possible advantage (including, perhaps, sending them to a Montessori school!).

It can feel counterintuitive, then, that we do all of this to allow for them to become whoever they actually are on the inside. A child’s true self may clash completely with what we think they are or should be. Even the most idealistic and accepting of parents may sometimes find themselves surprised when a child indicates they feel they ought to be something other than what we had imagined they would.

But, individuality exists for a reason.

As human beings we are constantly evolving and discovering our personal journeys. What better gift might we give our children than our full support as they discover who they really are? Whether your child is expressing themselves through seemingly wacky clothing choices, surprising new hobbies, or talking about their identity in a deeper sense, just knowing that they are loved and supported regardless is what all kids need.

Our children may travel through various phases, but they will be so much stronger and secure if they are allowed the freedom to explore and discover themselves without judgement or interference.

It prepares children for life beyond childhood.

“The child who has never learned to work by himself, to set goals for his own acts, or to be the master of his own force of will is recognizable in the adult who lets others guide his will and feels a constant need for approval of others.” -Dr. Maria Montessori, Education and Peace

We’ll just come out and remind you of the truth: children don’t remain children forever. There will come a day when they walk out the front door as adults who weave themselves into the fabric of our society.

Of course, it doesn’t happen quite so suddenly as all that. From the day they are born, it is our job to slowly, gradually, release boundaries and restrictions until they are able to make safe and healthy decisions for themselves and those around them.

Kids need their parents. Honestly, kids need their parents even when they’re not actually kids anymore. There is nothing wrong with remembering to lean on one another for support and guidance - throughout life. We still have a great responsibility of leading our children toward becoming independent adults.

There are obvious ways to support this work: teaching practical life skills, assigning chores, giving choices. But there are hundreds of thousands of tiny moments throughout a childhood in which parents can decide to let a child be independent. We learn when they are ready (often because they tell us so), and we take that deep breath and allow them to do things themselves.

There will be failures along the way (both on our part and our childrens’), but that is a glorious part of learning. Even those tricky moments when we don’t feel successful are important. They help us become resilient, and eventually motivate us to keep trying.

We leave you with this final, simple thought, often stated but so worth the repetition:

Follow the child.

The Power of Self-Advocacy

Mon, 12 Jul 2021 14:00:35 GMT

The Power of Self-Advocacy

A big part of becoming a successful, independent member of society is being able to advocate for oneself. We all need to know our own worth, and we need to feel confident enough to speak up for what we need in life.

This is hard for lots of people - adults included - so it makes sense that we teach our children the skills from an early age and continue practicing with them until they can confidently communicate with those around them.

What can you do as a parent? Plenty!

A note about learning differences

Self-advocacy is a critical skill for all children, but it is especially important for children with diagnosed learning differences. We believe they are just that - differences, not deficits. We also believe that talking to our children about their differences, even at a young age, is empowering.

For example, if your daughter is diagnosed with ADHD, you may choose to discuss that with her. Let her know that she learns differently than many of her peers and what those differences look like. She may find it challenging to concentrate on some tasks, but be able to feel hyper focused on others. With time and practice, she will figure out a variety of strategies to help her concentrate when it’s hard.

The important thing is being transparent with your child and letting them know that their differences should be celebrated. With anything that brings struggle, there is also a side that brings strength. The work lies within understanding oneself, recognizing our needs, and being assertive enough to speak up and ask for them.

Giving children language

Self-advocacy should start when children are young, and the strong emotions little ones feel provide the perfect opportunity for learning. Help your child name what they are experiencing, and suggest what they might do about it.

“You are feeling angry because it’s time to leave the park. Maybe asking for a hug could help you feel better.”

“Putting on your coat is making you feel frustrated. Would you like to ask for help? I could show you a trick to make it easier.”

This language-giving work will continue as your child gets older. Sometimes you might talk about advocacy in their home life, or you might help give them language they need to address a problem at school. Before they head off to talk to their teacher, help them consider the following:

What challenge are they facing?
What do they need to be successful?
What could they say to an adult that would convey both?

Practice together

It can be hard to speak up at any age. Even in an environment that values everyone’s voice, sometimes we stay quiet because we don’t want to cause any trouble. It’s helpful for children to understand that their needs are valid (and it might help to differentiate these with wants). Adults don’t always know what’s going on in a child’s mind, and they welcome the feedback.

One fun way to practice is to role play. You pretend to be the teacher while your child works through what to say.

“I don’t understand prepositions. Could you please give me the lesson again?”

“I feel like this math is too easy for me. What can I do to move on to something more challenging?”

“I’m having a hard time focusing when I sit next to my friend, but I don’t want to hurt his feelings. Can you give me any ideas on what to do?”

Teachers love it when children speak up for themselves. It shows that the child really cares about their learning, and it’s beautiful to see a child feeling empowered and confident.

Sometimes children have a different view of their own mastery and academic needs than their guide has observed. It’s a good idea to encourage children to be open-minded and understand that they may not always get what they are hoping for.

Resist the urge to come to the rescue (to a point)

Here it is again. Yet another circumstance in which we want to help our kids out (of course!). When your child is struggling in math, it’s a natural reaction to write a quick email to the teacher and let them know/ask them what can be done.

Whenever possible, we encourage you to encourage your child to take the lead.

Go through the steps we mentioned above, send your child off to school to resolve the issue independently, then ask them how it went. Chances are, change has already begun! But if not, and if you are concerned about a serious issue, by all means reach out. As with everything else in parenting, it’s all about the gradual release of independence.

We can teach our children to speak for themselves, but we can’t expect them to be proficient all at once. That takes time. Give them the information, guide them to feel they can do it, allow them to execute their plan, but then let them lean on you if it doesn’t go as expected.

It’s a delicate balance.

We hope this article was helpful! As always, please reach out with any questions or ideas.

YA Books for Older Teens

Sun, 04 Jul 2021 23:48:08 GMT

YA Books for Older Teens

Each week we share a list of books we recommend to our school community. We try to include books for a wide range of interests and ages, but sometimes it can be tricky to include young adult books alongside titles for children.

This post is just for the fans of YA books. Each title is a 2021 award-winner, including the various awards associated with the Young Adult Library Services Association. We thought it might be helpful to include this important note from the YALSA’s site:

“While these books have been selected for teens from 12 to 18 years of age, the award-winning titles and the titles on YALSA's selected lists span a broad range of reading and maturity levels. We encourage adults to take an active role in helping individual teens choose those books that are the best fit for them and their families.”

YALSA's Book Awards & Booklists | Young Adult Library Services Association (YALSA)

Everything Sad Is Untrue: (a true story) by Daniel Nayeri

This autobiography of an Iranian refugee won the 2021 Printz Award, along with being named a National Indie Bestseller, an NPR Best Book of the Year, a New York Times Best Book of the Year, an Amazon Best Book of the Year, a Booklist Editor’s Choice, a BookPage Best Book of the Year, an NECBA Windows and Mirrors Selection, a Publisher’s Weekly Best Book of the Year, a Wall Street Journal Best Book of the Year, and a Today.com Best Book of the Year.

The Rise and Fall of Charles Lindbergh by Candace Fleming

Like so many of our historical heroes, Charles Lindbergh was far from the perfect man many imagine him to be. Winner of the 2021 YALSA award for nonfiction, this book gives readers a sense of the complicated truths that define human beings.

Kent State (audio book) by Deborah Wiles, narrated by Christopher Gebauer, Lauren Ezzo, Christina Delaine, Johnny Heller, Roger Wayne, Korey Jackson, and David de Vries

Winner of the 2021 Odyssey Award, this is the only audio book on our list. The Odyssey Award highlights exceptional audio books, a format which is rising in popularity and is a great way to appreciate literature in a different format. During the Vietnam War, four student protestors were shot and killed. This story is told from the perspectives of four very different people.

The Edwards Award is different from many in that it recognizes not just a single title, but a body of work attributed to a particular author. The author is celebrated for making a lasting contribution to young adults by honoring their need to “become aware of themselves and addressing questions about their role and importance in relationships, society, and in the world.” The 2021 winner of the Edwards Award was Kekla Magoon, who has published the following four novels:

X: A Novel by Ilyasah Shabazz and Kekla Magoon

How It Went Down by Kekla Magoon

The Rock and the River by Kekla Magoon

Fire in the Streets by Kekla Magoon

If These Wings Could Fly by Kyrie McCauley

The William C. Morris Award recognizes one YA book each year by a new author. If These Wings Could Fly deals with themes familiar to many teens like dating and college acceptance, and other, more challenging themes such as generational trauma and violence.

Each year the Alex Awards selects ten exceptional books that are written specifically for teen audiences. We should mention, when considering these and other books in the article for your teen, that many adults enjoy YA fiction as well. Whether you read a book before passing it along to your child, or you both read it simultaneously, these books are equally enriching for parents and their teens alike. The 2021 winners of the Alex Awards are:

Riot Baby by Tochi Onyebuchi

Black Sun (Between Earth and Sky) by Rebecca Roanhorse

House in the Cerulean Sea by TJ Klune

The Impossible First: From Fire to Ice―Crossing Antarctica Alone by Colin O’Brady

Kent State: Four Dead in Ohio by Derf Backderf

The Kids Are Gonna Ask: A Novel by Gretchen Anthony, Gretchen

The Only Good Indians: A Novel by Stephen Graham Jones

Solutions and Other Problems by Allie Brosh

We Ride Upon Sticks: A Novel by Quan Barry

Plain Bad Heroines: A Novel by Emily M. Danforth, illustrated by Sara Lautman

Food Preparations - Home Edition

Wed, 30 Jun 2021 11:32:14 GMT

Food Preparations - Home Edition

Food preparation as a skill is an integral element of any Montessori classroom. While specific lessons feature most prominently during the primary years, elementary and adolescent teachers find ways to teach children these important skills throughout the year as well.

Learning one’s way around the kitchen is a skill that couldn’t be easier to translate at home. Parents - you can support this important learning as often as you like; we all need to eat, so each meal and snack presents an opportunity for learning - at all ages.

The Basics : These skills are a must for toddlers, preschoolers, and kindergartners. As children move into the elementary years, they’ve most likely learned them, but it’s a good idea to check! Mastering these basics helps springboard children into all types of food-related fun.

Slicing and Chopping - Start simply with a peeled banana and a butter knife. Show your child the motion, then give them a turn. As they get the hang of it, you can move on to cucumbers, carrots, and different types of cutting tools. We love using a wavy chopper with small children. If, after cutting a variety of foods, your child is still interested, keep giving them practice! This can be as simple as helping to slice up some raw vegetables a few nights a week for dinner.

Spreading - Think peanut butter on toast, softened butter on an english muffin, or cream cheese on a stalk of celery. Get creative, and your child will have a chance to strengthen both their confidence and their fine motor skills.

Mixing - A few fun examples of this might be learning how to make instant pudding or stirring some tasty berries into yogurt. Mixing practice can even be incorporated into whatever you’re already doing in the kitchen. Making brownies? Hand over the spoon and let your child take a turn!

Multi-Step Snacks - Good teaching builds one skill on top of another. The same goes for food prep. Combining skills that have been learned means a child can begin to make more complicated treats. Have them slice a banana, then add it to a peanut butter sandwich. Make hummus together, then cut up some vegetables to dip in it.

Cooking Ideas: There really is no limit when it comes to children cooking, especially as they get older. If children are taught how to use tools properly and safely when they are young, they can participate in the important family contribution of making meals as soon as they are ready. And you may be surprised at how quickly they prove they’re ready. Here are a few recipes to get you started.

Primary - English Muffin Pizzas

This childhood favorite can be made independently, except for a bit of adult help when it comes time to use the stove (and maybe the toaster). Preheat your oven to 400 degrees F. Have your child split each English muffin in half, and pop them in the toaster briefly to prevent sogginess. Spread a bit of jarred pizza sauce on each half, sprinkle with grated cheese, and add your favorite toppings. Heat in the oven for about 4 minutes.

Lower Elementary - Pancakes

Flipping pancakes is a delightful experience for children at this age! Mix the following ingredients, melt some butter in a pan on medium heat, and spoon out whatever size you like. Show your child how to flip a few, then let them try! There will be failures along the way, but it’s still plenty of fun.

1 ½ cup flour

3 ½ teaspoons baking powder

1 teaspoon salt

1 Tablespoon sugar

1 ¼ cup milk (plus more if the batter is too stiff)

1 egg

3 teaspoons melted butter

Upper Elementary - Sushi

The final result may not be professional-looking, but it will be just as tasty! Rinse and cook 1 cup of white rice and let cool. Lay out the following ingredients (available at major grocery stores) and assemble according to your tastes. Have some soy sauce on the side for dipping and sesame seeds for sprinkling on top.

nori (large sheets or snack-sized)

cooled rice

thinly sliced vegetables (carrots, cucumbers, avocado etc.)

cream cheese

thinly sliced crab stick

Adolescents - Meal Planning and Scheduled Cooking

The possibilities are endless once children get a bit older. Once they have mastered simple dishes, consider having one night each week when they are in charge of planning and making dinner. They may surprise you with some unique dishes, and as they become more independent, it will give you a chance to focus on other tasks (or even take a break!)

Baking Ideas: Who doesn’t love a tasty treat? Baking can be a beautiful loaf of homemade bread, but most kids are partial to sweet baked goods. When they make them at home, you can help control the sugar, nutrition content, and the portions, while still making memories and having fun together.

Primary - World's Easiest Yeast Bread recipe

Lower Elementary - Chocolate Chip Zucchini Bread

Upper Elementary - Whoopie Pies

Adolescents - Themed Challenges...Together

Think of the season, a recent interest, or whatever, and bake together. Explore the tasty treats of other cultures, start new traditions, and share the results with loved ones. As a bonus, baking is one special way to squeeze in some much needed quality time with your teen.

Related Skills

Cleaning Up: Our biggest tip? Teach your kids to clean as they go. Saving everything for the end makes clean-up feel overwhelming (even for us adults) and makes us feel more reluctant to head to the kitchen the next time around. Done measuring the salt? Put it right back where it goes. Finished with the ½ cup measure? Drop it in the sink! While you may choose to save washing the dishes for after you finish enjoying the fruits of your labor, it still feels good to put away all ingredients and tools and give them counter a quick wipe before sitting down. Teach your children these steps now and you will set them up for a lifetime of enjoying cooking and baking.

Setting the Table: Whether you’re doing the cooking and could use a little help, or your child has carefully put their creation into the oven and is waiting, children of all ages are capable of setting the table. When they are younger, you can set all supplies out for them, but as they get older, it’s great for them to figure out what is needed for various meals and take care of the task independently.

Special Occasions: Holidays, birthdays, and various other celebrations are the perfect time to incorporate food prep. Let your child in on the planning as well as the execution. Making special meals together - including traditional family dishes - is a special experience for children of all ages to enjoy.

Books That Celebrate Asian Heritage and Culture

Mon, 21 Jun 2021 11:00:06 GMT

Books That Celebrate Asian Heritage and Culture

Over the past several months, there has been a disturbing increase in hateful actions toward people of Asian descent. Most of us watch the news in horror, and while we disagree with what’s happening, it can be hard to know what actions to take.

We believe one of the most powerful social justice actions parents can take is to instill positive values in our children. Kids are never too young to learn about acceptance, equity, and the beauty in humanity’s differences.

This is why we would like to share this very special book list: A Celebration of Asian Heritage and Culture . Children’s books should be both a reflection of who they are and their life experiences, but also an illuminating peek into the lives and experiences of others. No one explains this better than children’s author Grace Lin. The Windows and Mirrors of Your Child's Bookshelf | Grace Lin | TEDxNatick

Hush! A Thai Lullaby by Minfong Ho, illustrated by Holly Meade

A Thai mother and her gentle exasperation plead with various animals to please stay quiet as her baby sleeps. They stomp and shriek past her home, and she meets each one in turn asking them to hush. Finally, as the moon rises above them, she falls asleep with her head resting on the windowsill, with (of course) her smiling and wide-awake baby beside her.

Round is a Mooncake: A Book of Shapes by Roseanne Thong, illustrated by Grace Lin

Round, square, rectangle...young children love to notice shapes around them in their everyday lives. The main character in this book is no exception. A beautiful blending of her family’s heritage and their modern life, she notices shapes in traditional Asian items as well as everyday ones that we are all familiar with.

We Are Inspiring: The Stories of 32 Inspirational Asian American Women by Angel Trazo

Author/illustrator Angel Trazo created this book to celebrate Asian heritage while being accessible to multiple age groups. Perfect for upper elementary students to read on their own, it can also be used as a read aloud book for younger children.

Suki's Kimono by Chieri Uegaki, illustrated by Stéphane Jorisch

Suki is so excited to wear her new kimono on the first day of school. It was given to her by her obāchan and she has such fantastic memories attached to it! Besides, it’s beautiful and it shows who she is. With her sisters admonishing her choice of attire and pretending they don’t know her the whole way to school, and with some of her classmates teasing her, Suki holds her head high and takes an opportunity to tell the story of her kimono. Her bravery and strength pay off in the end, and Suki dances her way home after school.

The Name Jar by Yangsook Choi

Unhei and her family have just moved to the United States from Korea. After an embarrassing moment on the schoolbus involving a boy making fun of her name, she tells her classmates that she doesn’t have a name and needs to choose one. They all get to work helping her decide on one, until one girl discovers Unhei’s real name. The class works together to learn to pronounce it correctly, and Unhei is finally able to feel comfortable as her true self.

The Year of the Dog by Grace Lin

A perfect book for upper elementary-aged children, The Year of the Dog is the first in a three-book series that follows Pacy, a Chinese American girl. She navigates many typical coming-of-age events that are faced by most children, while simultaneously figuring out her identity that is often stretched between two worlds.

In the Year of the Boar and Jackie Robinson by Bette Bao Lord

Young Bandit lives in China with her mother, cousins, grandmother, aunts, and uncles. The only one missing is her father, who has traveled abroad to seek out his fortune. One day, he sends for Bandit and her mother, who leave the family behind and make the long journey to Brooklyn. Before leaving, Bandit is asked to choose a name, and she chooses to call herself Shirley Temple. In Brooklyn, she can’t speak English and feels lost and out of place - until she discovers Jackie Robinson. Her new hero doesn’t exactly fit in either, but he inspires her to thrive in her new home.

Green Lantern: Legacy by Minh Le, illustrated by Andie Tong

This is a great option for graphic novel lovers! There are elements of adventure, superheroes, honoring ancestors, and figuring out one’s place in the world. What could be more perfect for upper elementary and early middle schoolers?

Inside Out and Back Again by Thanhhà Lai

Told in gorgeous lyrical poetry, Inside Out and Back Again is based on Thanhhà Lai’s own childhood. She and her family lived in Vietnam during the war, and were eventually forced to flee, moving across the world to Alabama in the United States. But being in a new country, with her father missing in action, is the type of challenge no child should have to face. Sadly, it is the tale of many refugees around the world and throughout history, and an important story for us all to learn from. A National Book Award Winner and a Newbery Honor book, both upper elementary and middle school students would appreciate reading this.

The Great Wall of Lucy Wu by Wendy Wan-Long Shang

Lucy is a Chinese American girl who is headed into the sixth grade and loves basketball. With her sister Regina heading off to college soon, Lucy is eagerly anticipating the day she can have a room to herself...until it doesn’t quite work out that way. Regina (who speaks perfect Chinese and adores every aspect of her family's customs) does leave, but their grandmother’s friend comes for an extended stay - in Lucy’s room. She expects her year to be completely ruined, but readers can expect a few surprises.

5 Ways to Support Summer Learning

Mon, 14 Jun 2021 11:00:05 GMT

5 Ways to Support Summer Learning

Just because your child may be taking a break from school, that doesn’t mean their learning stops. Learning is a beautiful and continuous journey, and summer is a special opportunity for some families to spend a bit of extra time together. They may not have formal math lessons, botanical classifications, or grammar work over the next couple months, but that doesn’t mean there isn’t so much more to discover!

Here are five simple tips to help your child stay engaged and curious about their world over the coming months.

1. Follow the Child

Take the most essential Montessori mantra and let it guide you. Is your child into dinosaurs? Ancient civilizations? Animals? Whatever it is they feel passionate about lately, help them dive deeply into learning as much as they can about it. This may mean collecting books on the subject matter, helping them create projects, taking day trips to enhance their learning, or consulting online museum resources for ideas.

Not sure where to start? Pay attention to the types of activities your child gravitates toward naturally. Do they like to move their bodies a lot, or are they more likely to curl up in a quiet corner? Are they more interested in independent or cooperative work/play? Are they focused on precision and order or do they seem constantly sprawled out over a large area?

So much of a child’s inclinations have to do with their age and developmental phase, but a large portion is wholly individualistic. It may feel new to you, but try to slow down and notice. You may be struck by the insights you gain, and it will certainly point you in the right direction.

2. Make Memories

Whether you’re home all day or working extra hours, there are plenty of ways to make important connections with your child while incorporating a little learning. Vacations are nice, but children don’t need grand gestures to look back fondly on their summers. They probably won’t remember most of the little details of what you do together, but the emotions and feelings connected to those experiences will absolutely stick around.

A few ideas to get you started:

Working late? Call and read a bedtime story over the phone.
Plant a garden - even a mini container garden will do - and tend to it together daily. Notice the changes not only in the plants, but in the other creatures that begin to interact with them.
Sing songs together.
Cook together and involve your child in as many of the steps as is developmentally appropriate. There are endless practical life and math skills to be gained in the kitchen.
Keep a journal or scrapbook together. Depending on your child’s age and interest, this could take on various forms.

3. Create a (Loose) Schedule

Lazy days stretching out endlessly feels gloriously freeing, but after a while things can get a bit stale. Having a schedule - even if it’s a flexible one - can give children the structure they crave while making sure they have plenty of time to relax and explore. Make sure they get up and go to bed at regular times (even if those times are a bit later than during the school year). Keep any chores or expectations in place throughout the summer months.

Some families find having a weekly outline can take the guesswork out of making plans and give kids something to look forward to each day. Weather, appointments, or special events may necessitate changes from week to week, but that’s okay! Here’s a sample of what we mean:

Mondays- Beach day

Tuesday- Library day

Wednesdays- Have friends over

Thursdays- Take a day trip

Fridays- Art project

4. Spend Plenty of Time Outdoors

This will look different for every family, but everyone benefits from daily time spent in natural spaces. If you don’t have a lot of options locally, go with what you’ve got. If you’re lucky enough, mixing it up from week to week makes things interesting!

Local Parks - Many communities have small local parks. Your child might enjoy playing on a playground, running around in an open field, or maybe climbing a tree or two. Just being in green spaces is highly beneficial for kids physically, mentally, and emotionally. (Plus, all that spent energy might mean a good night’s sleep!)

State and National Parks - Larger parks offer different opportunities. Some may have kiosks that explain the unique features of the park, or even guide visitors toward points of interest. These are the types of places that families can visit again and again, discovering new things each time.

Hiking - Looking to revisit an old hobby or start a new one with your child? Hiking is a great activity with lots of health benefits that can be done pretty much anywhere. Whether you have access to mountains or you take a historic walk through a dense urban center, hiking creates endless learning opportunities as well.

Swimming - What more can we say about this? Swimming is a classic and fun way to cool down from the hot summer heat!

Your Yard - We mentioned gardening above; planting things that need daily care is one way to get outdoors. It can also be nice to encourage unstructured playtime outdoors. You might set up a sprinkler for kids to run through, or take out some bubbles or sports equipment. But, you might also just let them figure out what to do on their own. Even a small backyard presents infinite possibilities for the curious child.

5. Incorporate Reading

You’re probably not surprised to see this on our list! We encourage all families to find ways to work reading into their daily routines. A quick list of ideas:

Go to the library once each week
Read bedtime stories together (even with your preteens!)
Use those hot, quiet, early afternoon hours as a time for everyone to rest with a book
Let your child see you reading for pleasure
Listen to audiobooks at home or in the car
Read a book that was made into a movie - then watch the movie together! Discuss the similarities and differences

Hopefully this article has given you a few new ideas to try together this summer. Did we miss anything? Do you have more you would add to the list? Let us know!

150 Years: The Planes of Development

Mon, 07 Jun 2021 10:00:09 GMT

150 Years: The Planes of Development

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. This marks our final post of the year that reflects on the past, present, and future of Montessori education.

“I have found that in his development, the child passes through certain phases, each of which has its own particular needs. The characteristics of each are so different that the passages from one phase to another have been described by certain psychologists as ‘rebirths’.” -Dr. Maria Montessori

Throughout her years of observing children across a wide variety of settings, Dr. Maria Montessori noticed certain undeniable patterns in their development. She fully recognized that there are many variances among individuals but stated that there were certain traits that could generally be relied upon as children grow and age. She believed that these traits and characteristics could be used not only as a marker to determine a child’s developmental phase, but also as a guide for the adults who serve the child.

As Montessori educators, we still use her scientific findings in our work today. Dr. Montessori recognized that childhood development is divided into four main phases, or planes. Each plane builds upon what was learned in those previously, and each plane has both an active and passive phase. By fully understanding the developmental needs of a child — wherever they happen to be on this continuum — we are better able to create an environment that will be optimal to support their further development.

There is so much to say about Montessori’s planes of development; we will keep it brief and highlight the main points. Just as we utilize this information in our learning environments, we encourage parents to consider how your child’s developmental traits might inform your own decisions at home. Is there anything you’re already doing that supports their growth? Is there anything new you might try?

The First Plane of Development

Newborn-Age 6

During the first plane of development, children learn primarily through experiences they have with their environment. The personal growth during this period is unlike anything we see for the rest of our lives. This is a time of tremendous physical growth, but also the development of the personality. Some of the most important traits to be aware of:

The need to feel safe and secure

A desire for physical autonomy

Exploration and refinement of the senses

Development of gross and fine motor skills

Desire to work independently or beside peers (as opposed to with them)

Concrete thinking

A tendency toward neatness and order

From birth to about age 6, the child’s motto is essentially: “Help me to do it myself.”

The Second Plane of Development

Ages 6-12

Around age 6, there is a definitive shift in the child. There are a series of physical growth spurts, as well as an insatiable need for knowledge about the world and universe. The child’s world begins to expand beyond the narrow perimeters of themselves. This means they are more social, but also curious about everything beyond what they already know. Keep the following characteristics in mind:

This is a time of big imaginations!

The child’s thinking moves from concrete to abstract

The cultural subjects (science, geography, & history) are of great interest

Kids often prefer BIG work at this age

They crave social interactions but are still learning how to navigate them appropriately

They aren’t always aware of their growing limbs and often fall/knock things over

Neatness and order are not important, and often forgotten

Justice and fairness become critically important

Kids at this age just want to devour all the information they possibly can. It is our job to help them learn to “think for themselves”.

The Third Plane of Development

Ages 12-18

The third plane is a magical time. Adolescents find themselves in the developmental stage in which they are learning who they are as individuals. Although we change continuously throughout our lives, who we are at our core, and what drives us is usually anchored in the discoveries we make during our teen years. The onset of puberty brings enormous physical and emotional changes, and the variability between peers during the first half of this plane is obvious. Important points to remember:

Teens are thinking about their futures

They need nurturing and emotional support much like first plane children

Having information about puberty will help them as they experience it

They rely heavily on peers, but still need adult support (even as they seem to reject it)

Emotions will fluctuate dramatically

Adolescents need respect

Physical work is often more important than intellectual pursuits

Adolescence can be a challenging time for teens and the adults in their lives. There is a constant pushing away and pulling toward one another, and as adults we can work to stay consistent and support their growing independence. This is also an important time to remember that teens are developing their sense of who they are and what they will become; their ideas for their future may look different from what we may have envisioned for them, and that’s okay!

The Fourth Plane of Development

Ages 18-24

Yes - Montessori considered ages 18-24 the final stage of child development! Perhaps you are still in this plane yourself, or not that far out of it. Perhaps you have children approaching this plane. Late adolescence into early adulthood is the bridge that connects our childhood selves to the rest of our adult lives. The rapid growth and learning that goes on during this time period is critical to supporting our future selves.

People in the fourth plane of development are striving toward full independence. This may mean moral independence, financial independence, and emotional independence. At this age we tend to evaluate our own personal place in society. We think about how we will contribute to the greater good, and what our path will look like moving forward. We develop personal interests, start our careers, and sometimes even begin families of our own.

Dr. Maria Montessori stopped writing about human development at the fourth plane. One has to wonder, what would it look like if she had continued? How might human development be classified and defined as it moves through the years? How could Montessori philosophy be applied to adult life?

Association Montessori International - The Child's Development

The Four Planes of Development by Camillo Grazzini

Association Montessori Internationale - Planes of Development Quotes

Montessori Myths and the Importance of “Real” Montessori

Sat, 29 May 2021 20:03:57 GMT

Montessori Myths and the Importance of “Real” Montessori

We are accustomed to hearing folks discuss a variety of Montessori myths, and it’s most often that these misunderstandings come from people who haven’t spent time in a high-fidelity Montessori environment that applies the methods as they were originally intended. The truth is, anyone can call themselves “Montessori”. There’s no trademark on the name, and so it can be pretty misleading to people who are trying to discern what is real Montessori and what isn’t.

You can imagine our surprise, however, when we came across this article [Being a Montessori Teacher Made Me Decide Not to Raise My Kid That Way] written a number of years ago in which the author professes to be a Montessori teacher who chose not to raise her own child that way because of its supposed abundance of downfalls.

Wait, what?

We were so confused. That is, until we read our way through the article and things became a little more clear. We’d like to address some of the main points and criticisms in the article, because we feel these are some of the more common misconceptions.

What first struck us in the second paragraph was this statement: “They (the children) aren’t beholden to any sort of classroom structure”. This is simply false. Montessori classrooms thrive on structure, and we know that children need it to succeed. One of our most repeated mottos is “freedom within limits” and we believe the limits are just as important as the freedom. Children do need choice and we do advocate for building independence, but in our environments they are required to do so within the carefully constructed boundaries created by adults.

Another point made by the author is that she doesn’t understand why parents of three-year-olds would want to pay tuition for their child to just engage in practical life activities all day. Our response is twofold: three-year-olds often prefer to engage in practical life activities for much of the day because it correlates with their development, and practical life is far from all that is offered to young children. Three-year-olds in a high-fidelity Montessori program receive extensive lessons and are presented with materials in the areas of sensorial learning, mathematics, language, biology, geography, and more.

Moving along, the author later states that she feels the child-led model takes things too far. She tells of a seven-year-old who is unable to write their own name because the teachers didn’t make him. Now, we don’t know exactly what was going on here. We suspect this particular school was very unlikely to have been AMI recognized or AMS accredited. In a true Montessori program, children are guided. This means that while they have lots of autonomy, there are expectations, especially as a child enters the elementary years. They are not allowed to simply avoid doing the work they don’t enjoy as much; they are given respect and taught a wide variety or time management skills to meet specific goals. They may move at their own pace, but they are still expected to engage in their own learning.

We’ve said it before, but it’s worth repeating. Choosing the right Montessori school for your child is critical. Unless the teachers are trained through very specific programs, and unless the school is either recognized by AMI or accredited by AMS, you can’t be sure that it’s an actual Montessori program.

The author goes on to share her thoughts on Montessori’s approach to feedback and positive reinforcement. She talks about having to literally sit on her hands to keep herself from interfering with the children’s work. She talks about how Montessori teachers are expected to encourage, redirect, and to reserve judgements like praise and grades. This is all very true. The author doesn’t give an explanation as to why she believes this to be a negative approach, other than it appears that it just doesn’t align with her personal beliefs and inclinations.

It’s true. Many new Montessori educators find themselves consciously avoiding interrupting the children’s work. Our society typically views teachers as the center of the classroom and expects that they are constantly engaged with the children directly. In reality, sometimes the children just need us to get out of their way. They need to discover answers without having them fed directly. They need time to explore and engage with materials in their own way to discover what they cannot when an adult is filtering the experience through his or her own expectations.

The beauty of this approach is that the adult may sit back and observe. We aren’t just doing nothing, rather, we are actively behaving as scientists. The information we gather from observing our students is then used to guide our own future work with the children. It allows us to see their understanding in ways much deeper than we would be able to by administering a test or asking the child to complete a worksheet.

Lastly, we would like to address the assertion that there are no Montessori high schools or colleges. This is false. Is there a need for more Montessori education in the higher grades? Absolutely. The good news is parent interest is increasing, and we are hopeful that the demand will lead to the opening of many new schools. There are Montessori high schools across the United States and internationally. There are also Montessori colleges. One excellent example is TIES.

We know this is just one article of many that perpetuate false ideas about Montessori education, but we hope that by addressing some of those ideas here, we can help to clear things up a bit. Our hope is that high-fidelity Montessori is what will define Montessori of the future, as it is certainly what defines Montessori of the past.

Still have questions? Please reach out and ask! We are always happy to have a conversation.

The Timeline of Life: A Quintessential (and really cool) Montessori Material

Mon, 24 May 2021 15:30:03 GMT

The Timeline of Life: A Quintessential (and really cool) Montessori Material

For children in Montessori elementary classrooms, the Timeline of Life is an incredibly exciting material. It’s equally as awe-inspiring for their teachers, and parents who learn about it as well. That’s why we’d like to take a little time to share a little bit about it, and why we all love it so much.

Montessori educators know that children (and even many grown-ups) learn more effectively when they can see and touch whatever they are learning about. If a learning material is visually stunning, we cannot help but get sucked in, and find ourselves driven to discover whatever we can about it.

The Timeline of Life is exactly what it sounds like: a visual timeline that displays the evolution of life on Earth. There are all manner of exotic and familiar creatures, as well as lines showing their rise and fall across the eras, moments of geological significance that served to alter evolution, and notations of periods of mass extinctions. The earliest versions of this material were created by Montessori educators while in their training; they meticulously colored each organism with the hopes of making something beautiful that would last throughout their careers and inspire hundreds of children.

Today trainees receive a gorgeously color-printed copy which they laminate and take great care of over the years. There are several companies that produce the timeline as well. As you might imagine, it is not the type of material that totally stands the test of time; as new archaeological discoveries are made our understanding of evolution changes. This means that every so often, the timeline is remade to reflect the most current scientific understanding.

At the very least, an elementary classroom will have the timeline displayed with lessons each year explaining its contents. Some classrooms have various supporting materials, including blank timelines with laminated organisms that the children can arrange, or real fossils that correspond to each period of time the students are learning about.

Curious about what the timeline covers, exactly? Here’s a quick summary:

As mentioned above, bold lines arc their way across the timeline demonstrating lineage and the rise and fall of prominence of certain major species.

Icicles illustrate moments of great ice ages that spread across the planet.

Mountains perched at the base of timeline, as well as small illustrations of continent formation, show how the shifting of the earth’s crust contributed to evolution.

Also mentioned above, the timeline documents the numerous mass extinctions that have occurred.

Across the top of the timeline we see the significant periods of time in which life has evolved on Earth.

The Paleozoic Era includes the Cambrian Period, the Ordovician Period, the Silurian Period, the Devonian Period, the Carboniferous Period, and the Permian Period. This all took place between about 544 and 245 million years ago. It included significant organisms such as the earliest vertebrates, the trilobites, and a wide variety of ocean-dwelling invertebrates. Plants slowly began to form in, and eventually out of, the water, doing the important work of filtering carbon dioxide out of the air and preparing the atmosphere for different types of life that were to come. Fish ruled the seas and amphibians came into being. Toward the end of this time, insects developed the ability of metamorphosis, which allowed for much greater chances of survival.

The Mesozoic Era was between 245 and 65 million years ago, and included the Triassic Period, The Jurassic Period, and the Cretaceous Period. Of course, this is the much-beloved time of the dinosaurs. These enormous ancient reptiles capture the fascination of most children, and to gain a deeper understanding of how and why they changed over time opens new worlds. During this time conifers developed, and by the end of the era Earth had flowering plants. The very first birds and mammals came into existence during this time, although they were quite different from modern species.

As amazing as the previous two eras were, it’s often the Cenozoic Era (65 million years ago to the present) that makes the biggest impression. Children are able to look back at the timeline and understand that this is only a small portion of Earth’s history due to other lessons and materials they have experienced previously. Across the span of this evolutionary record, it quickly becomes clear that humans occupy a very small portion. To imagine all of humanity throughout time, and then to realize that it has been but a speck in the larger picture, is an incredibly humbling and eye-opening revelation to children.

So, you might be wondering: what is the purpose of teaching children about all of this.

There are the more obvious goals such as an understanding of history and the scientific discoveries we’ve made. Having a historical frame of reference makes our botany and zoology curriculums all the more relevant to children. But perhaps the most important learning we hope our students glean is what we mentioned above.

The absolutely marvelous manner in which living things have evolved alongside the earth is a powerful concept to understand. It is just one more way we can impart the idea that everything is interconnected, that our history is one to be celebrated and revered, and that it will be fascinating to watch as our future unfolds.

10 Titles That Support the Montessori Biology Curriculum

Mon, 17 May 2021 13:30:37 GMT

10 Titles That Support the Montessori Biology Curriculum

Kids love animals. They are fascinating with domesticated and wild ones alike, and they soak up everything they can possibly learn about them. That’s why we know it’s important to teach our young children about biology; they are already craving the information, after all. Why wait to start until they’re in high school?

In Montessori primary classrooms, children learn all about the differences between living and nonliving things. They learn about vertebrates and invertebrates, and about animals in different biomes around the world. They explore the basics of caring for plants and often enjoy gardening. During the elementary years this work explodes, including classification of living things with a focus on the five classes of vertebrates, as well as an in-depth study of botany. As Montessori students progress through the levels, the study continues to deepen.

Books are an excellent way to support children’s interests, and this includes the study of biology. Today we share a wide variety of titles for kids of all ages. We hope you and your family find something to enjoy together!

About... Vertebrates Set by Cathryn Sill, illustrated by John Sill

Very simple sentences will appeal to younger children and emerging readers. This set includes one book each for fish, amphibians, reptiles, birds, and mammals and factual information such as: “Baby mammals drink milk from their mothers.”

Pollination Set by Candice Ransom and Jennifer Boothroyd

This set is very similar to the above set about vertebrates. There are five books in total, and titles include Parts of a Flower, Self-Pollination, Cross-Pollination, Insect Pollinators, and Animal Pollinators. Children in the primary grades through approximately first grade would enjoy exploring these books.

Nature Anatomy by Julia Rothman and John Niekrasz

This fantastic reference book echoes the experience of Montessori nomenclature cards. The pages cover a wide variety of living things with gorgeous illustrations that are carefully labeled. The information inside goes hand in hand with the Montessori curriculum, and children will pour over each page.

Bones by Steve Jenkins

This Caldecott Award winner is just plain fun. Pull-out pages with large skeletal drawings, detailed illustrations of many different types of bones, and fascinating, kid-friendly text make it a favorite among elementary-aged children.

From Lava to Life: The Universe Tells Our Earth Story by Jennifer Morgan, illustrated by Dana Lynne Andersen

This second in a trilogy, and the continuation of the beloved book Born With a Bang, From Lava to Life tells about the beginning of life on earth and the evolution of many organisms on our planet. Narrated by the universe, it fits perfectly alongside the Montessori cosmic education curriculum and the great lessons.

Mammals Who Morph: The Universe Tells Our Evolution Story by Jennifer Morgan, illustrated by Dana Lynne Andersen

Following From Lava to Life, Mammals Who Morph is the final book in Morgan’s trilogy. An excellent addition to any lower or upper elementary child’s personal library, in this tale the universe teaches readers about the evolution of mammals - including humans.

Wildflowers Fandex

While this fandex isn’t a traditional book, sometimes it can be fun to switch things up. Just because reading comes in different formats, that doesn’t make it any less valuable! This portable field guide-style reference tool is fun for children of all ages, whether they read it inside on a cold day or take it along on a nature walk to identify the flowers they find.

Life Cycles: Everything From Start to Finish

Another great text for lower elementary-aged children, each two-page spread illustrates and describes the life cycle of different living things. There are also pages early in the book that discuss the important ‘life cycles’ of certain non-living things, such as the creation of the universe and the formation of Earth’s physical features.

Super Simple Biology: The Ultimate Bitesize Study Guide

We tend to think you can’t lose when it comes to DK nonfiction books, and this one is no exception. Best for adolescents, its in-depth yet simple explanations about biology will help those who are learning, or delight those who are already interested. Charts, diagrams, and accurate illustrations help highlight the information the text aims to teach.

The Biology Coloring Book by Robert D. Griffin, illustrated by Cinthea Vadala

This is exactly the type of learning material used by high school and college biology students, making it perfect for older Montessori students. Filled with interesting and helpful information, readers use different colors to help remember the various parts and systems of living things.

Montessori Basics: The Planes of Development

hello@montessorithrive.com (Montessori Thrive) — Mon, 14 Dec 2020 15:09:09 GMT

Maria Montessori based her entire educational philosophy on the idea that children developed through a series of four planes. Each of these planes is easy to recognize and has clear, defining characteristics. If we study and understand these stages, we can approach our interactions with children with a new perspective.

Learning about the planes of development isn’t just for Montessori educators. Understanding your child’s development can help at home, too.

The First Plane: birth-6 years

During this stage children absorb everything like sponges. They are, indeed, excellent examples if what Montessori called ‘The Absorbent Mind.’ This is a time in which we are able to utilize what Montessori called sensitive periods of learning. While each child is different, there are typical patterns that emerge in regards to brain development and general readiness to learn particular skills.

During the first three years of this plane, all learning is done outside of the child’s conscious mind. They learn by exploring their senses and interacting with their environment. During the second half of the plane, from about 3-6 years, children enter the conscious stage of learning. They learn by using their hands, and specialized materials in the Montessori classroom were developed with this consideration.

During this time, children have a wonderful sense of order. They are methodical and can appreciate the many steps involved in practical life lessons in their classrooms. The organization of the works on their classroom shelves is intentional, which appeals again to this sense of order.

The first plane is a time in which children proclaim, “I can do it myself”; it is a time of physical independence.

The Second Plane: 6-12 years

During the elementary years children begin to look outside themselves. They suddenly develop a strong desire to form peer groups. Previously, during the first plane, a child would be content to focus on their own work while sitting near others. In the second plane, a child is compelled to actually work with their friends. It is during this time that children are ready to learn about collaboration.

During the second plane there is a sudden and marked period of physical growth. This may be a contributing factor to the observation that many children of this age seem to lack an awareness of their body, often bumping into things and knocking things over. Children begin to lose their teeth around this time as well. Their sense of order and neatness tend to fade a bit during this plane.

Throughout the second plane, children’s imaginations are ignited. Since Montessori education is based in reality, we find ways to deliver real information to children through storytelling and other similar methods. For example, when teaching children about the beginnings of our universe, Montessori schools use what is called a Great Lesson. The first Great Lesson is a dramatic story, told to children with the use of props, experiments, and dramatics (think: a black balloon filled with glitter is popped to illustrate the Big Bang, with bits of paper in a dish of water used while talking about particles gathering together). This lesson is fascinating for children in the way it is presented, but gives them basic information about the solar system, states of matter, and other important concepts.

Children in the second plane have a voracious appetite for information, and are often drawn strongly to what we in Montessori call the cultural subjects: science, history, and geography. While we support their rapid language and mathematical growth during this time, we are also responsible for providing them with a variety of rich cultural lessons and experiences.

It is important to note that children develop a sense of moral justice at this time. They are very concerned with what is fair, and creating the rules to a new game is often as important (if not more so) than playing the actual game itself.

This is the period of time in which children are striving for intellectual independence.

The Third Plane: 12-18

The third plane of development encompasses the adolescent years. During the second plane, children become aware of social connections, but in the third plane they are critical. During this time children rely heavily on their relationships with their peers. They feel a strong desire to remain independent from adults, although they are not quite ready to do this entirely. It is our job to find ways that allow them to experiment with independence while also providing a safe structure in which they may do so.

Children in the third plane tend to require more sleep, and they sleep later than when they were younger. They long for authentic learning experiences, and Dr. Montessori imagined just that. Her ideas of Erdkinder (children of the earth) led her to contemplate a school setting that would support children’s development during this time. She imagined a farm school, in which children would work to keep the farm operational, but also contribute to planning and decision making while doing so.

During the third plane children are refining their moral compass while developing a stronger sense of responsibility.

The Fourth Plane: 18-24

The final plane is a time in which young adults are striving for financial independence. They are often living away from home for the first time, and use this time to figure out where they fit into their society. Many make choices to further their education and/or explore career paths.

It is during the fourth plane that people begin to develop a truer sense of who they are as individuals.

Each plane of development should be mindfully nurtured. If a child is able to experience one developmental phase in a rich and carefully prepared environment, they are ready to fully take on the next phase when it is time.

The Benefits of Multi-Age Grouping

hello@montessorithrive.com (Montessori Thrive) — Mon, 14 Dec 2020 15:09:08 GMT

One hallmark of a Montessori education is the use of multi-age classrooms.

Infants and toddlers may be together or separate, with a toddler classroom serving children 18 months to three years. Primary classrooms are for children ages 3-6, with preschool and kindergarten-aged children together. The elementary years serve children ages 6-12; some schools separate into lower (6-9) and upper (9-12) elementary, while many split elementary into two groups. Even Montessori middle- and high-school students learn in multi-age classrooms.

While Montessori is not the only type of education that utilizes this approach, it’s not what most people are used to. What are the benefits of structuring a classroom this way? Read on to learn more...

Learning at an Individual Pace

Children in multi-age classrooms tend to have a little more flexibility when it comes to mastering skills within a specific timeframe. We know that learning is not linear, and that learners have periods of significant growth, plateaus, and even the occasional regression. In multi-age classrooms, children are typically able to work at their own pace without the added pressure of keeping up with the whole group, or even being held back by the whole group.

When children in a classroom range in ages, everyone has someone they can work with, regardless of their skill level. Children don’t feel left behind if they struggle with a concept, and they also don’t feel bored by repetition of something they have already mastered. Teachers who teach in multi-age classrooms typically have deep knowledge for a range of developmental abilities, leaving them well-equipped to differentiate instruction for each individual child.

Building Stronger Relationships

Traditionally children move from one class to the next each year. This means not only a new set of academic expectations, different routines, and different classroom structures, but a different teacher.

In multi-age classrooms teachers have a longer period of time to get to know a student and their family, and vice versa. When teachers really get to know a student, they are able to tailor instruction in regards to both content and delivery. They know how to hook a specific child onto a topic or into a lesson. They know what kind of environment a child needs to feel successful.

Parents have an opportunity to get to know teachers better this way, too. If your child has the same teacher for two or three years, the lines of communication are strengthened. Parents get to know the teacher’s style and expectations. The home to school connection becomes more seamless, and the biggest beneficiary is the child.

Mentors and Leaders

When a child spends multiple years in the same class they are afforded two very special opportunities.

Children who are new to the class are fortunate enough to be surrounded by helpful peer mentors. Children often learn best from one another, and they seek to do so naturally. First and second year students watch as the older children enjoy advanced, challenging work, and this inspires them. They look to the older children for guidance, and the older children are happy to provide it.

After a year or two in the same room, students have a chance to practice leadership skills. In Montessori classrooms, the older children are often seen giving lessons, helping to clean up spills, or reaching out a comforting hand to their younger friends.

The best part is kids make the transition from observer to leader in their own time. It doesn’t happen for all children at the same time, but when it does it’s pretty magical to observe.

Mirroring Real-Life

There is no other area in life in which people are split into groups with others who are exactly their chronological age. Whether in the family, the workforce or elsewhere, people ultimately need to coexist with people older and younger than themselves. Doing so makes for a more enriching environment, replete with a variety of ideas and skills.

Why not start the experience with young children in school?

Moving On

While staying in the same class for multiple school years has many benefits, a child will eventually transition into a new class. While this can feel bittersweet (for everyone involved!) children are typically ready when it is time.

The Montessori approach is always considering what is most supportive of children depending on their development. When formulating how to divide children into groupings, Maria Montessori relied on her ideas about the Planes of Development. There are very distinctive growth milestones children tend to reach at about age 3, another set around age 6, and yet another at age 12. The groupings in our schools are intentional, and they give kids a chance to feel comfortable in their community, while also preparing them to soar forward when the time is right.

The Role of the Montessori Teacher

hello@montessorithrive.com (Montessori Thrive) — Mon, 14 Dec 2020 14:57:39 GMT

What, exactly, is the role of the Montessori teacher? How is it so different from that of any other teacher?

Sometimes it’s easiest to begin by explaining what a Montessori teacher isn’t.

A Montessori teacher is less like the traditional idea of an instructor, and more like a gentle guide. They don’t consider it their job to give a child information. They rather lead children in the general direction and give them the tools they need to find the information themselves.

Maria Montessori once said, “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.’”

Montessori Teachers Cultivate Independence

In a Montessori classroom, rather than seeing a teacher at the front of the classroom giving the same lesson to every child, the teacher will be working quietly with individual children or small groups. While that is happening the rest of the children are free to spend their time doing the work that calls to them. A Montessori teacher works hard to create structures that allow children to be independent and to trust themselves as learners.

One large part of what a Montessori teacher does is to intentionally prepare a classroom environment that is developmentally appropriate, is inviting to children, and supports them on their journey to work independently. This environment is constantly changing in tiny ways as the teacher notices new and evolving needs of the students.

Montessori Teachers are Trained to Think Like Scientists

Parents should know that Montessori teachers are highly trained. Most have recognized Montessori credentials in addition to their college degrees. Montessori certification programs are intensive and demanding; one might compare them as being the equivalent of another college degree. These training programs don’t just teach Montessori educators how to use the specialized materials; there is extensive coursework about Montessori philosophy, child development, and integrating the arts.

When it comes to assessments, Montessori teachers don’t rely on standardized tests; they rely on the power of observation. They have notebooks brimming with evidence of what their students have mastered, need more support with, and are curious about. They are constantly recording what they notice children working on, how that work is being executed, and ideas they might have in anticipation of a child’s next steps. Montessori teachers literally sit beside a child and determine exactly what they know about a wide range of content areas.

Montessori Teachers Think Long-Term

Because of Montessori’s three-year cycles, teachers have the unique ability to consider their big picture when working with students. There is a natural tendency to allow the children to genuinely learn at their own pace. Getting to know a child and their family well over the course of a few years really supports this approach.

Montessori Teachers are Often Called ‘Guides’

...and for good reason. While children in Montessori classrooms have an abundance of choice in their educational pursuits, Montessori is based on the idea of ‘freedom within limits’. It’s the Montessori teacher’s job to carefully craft those limits. Children rely on having a certain amount of structure in place. This gives them comfort and a safe place in which they can take risks and try new things. Montessori teachers set some boundaries and then carefully help students navigate within them.

What if your second grader loves to read but tends to avoid math? Their Montessori teacher will find ways to ensure the math still gets done. Sometimes this involves a gentle discussion with a child about time management skills, priorities, or setting goals. Sometimes the teacher will find a way to integrate the child’s interests into the less desirable work. Sometimes all it takes is a minor change in the environment. Montessori teachers gives children freedom, but they assist children in finding their way to success in this environment.

Montessori teachers value independence, self-reliance, and intrinsic motivation.

They also value cooperation, kindness, and strength in community.

Still curious? Call us to set up an appointment today to observe in a classroom. See what Montessori is really all about.