The Benefits of Multi-age Grouping

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.

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Montessori At Home

By Alison Petersen • 10 May, 2024

Montessori education is most commonly associated with Montessori schools, but it's not limited to those four walls. Anyone – parents, caregivers, educators – can make a Montessori environment at home. While there's no manual for raising a child, there is one for creating an environment where any child can use their inherent ability to learn through the world around them. For over 100 years, parents have used the Montessori philosophy of education developed by Dr. Maria Montessori to help their children physically, cognitively, emotionally, and socially explore their expanding world. Parents do not need to feel pressured to incorporate Montessori into every aspect of the home. Start with one area, and watch your child become independent and eager to be a contributing member of the family. Over time, add another area and then another. Below are some suggestions in how to incorporate Montessori philosophy and the prepared environment into different areas of your home. The Prepared Environment at Home The prepared environment for the child is not a concept that is exclusive to the classroom. You can take a few small steps to create a well-prepared Montessori environment in your own home that will foster a sense of independence and self-sufficiency within your child. In the Car Make sure you keep the inside of your car tidy and neat. Avoid having trash or leftover food lying around. Allow the child to buckle themselves up if they can. Play child-friendly music or classical music. In the Bedroom Select a bed that the child can easily access and encourage them to make their own bed. Select appropriate toys and place them on shelves that they can reach on their own. Encourage them to keep their room looking neat and beautiful. You can also put their clothing and shoes in a place where they can easily access them so that they can dress themselves. In the Kitchen Invest in some kitchen tools and utensils that are child-sized, so they easily fit in the child’s hands. Consider a kitchen ladder or stool so that the child can help you prepare meals. Use real plates and cups as opposed to cardboard or plastic ones. Have cleaning tools the child can use, so if they spill anything, they can tidy up after themselves. In the Playroom Utilize child-sized furniture. Arrange the room so that any artwork or shelves are at the eye level of the child. Have a table and chairs for them to do work. Try to focus on toys and materials made from wood and natural materials. Establish a rule that the child can use one toy or activity at a time, and then put it away neatly when finished. If you have a lot of toys, a good option is to rotate them, changing it up every now and then so that the child has choice, but isn’t overwhelmed. In the Bathroom Place a stool next to the sink and toilet so that the child can access them without assistance. Walk the child through a good hygiene routine and give them the space to do it on their own. Explain that they should take pride in being clean and neat. Encourage them to keep the bathroom clean. Outdoor Space Aim to have a place for your child to play outside if possible. Set up some child sized furniture or a safe play structure. Explain to them that it is important to be gentle with the nature around them, not to pull on leaves or flowers, instead to observe with their eyes. Gardening is a nice bonus, it’s a great sensorial activity, and the child will be able to observe nature at work and feel pride in keeping their garden beautiful.

Montessori Myths Explained

By Alison Petersen • 03 May, 2024

MYTH: Montessori Schools are all pretty standard Actually, since the Montessori name is not trademarked, there can be a wide variety of approaches within schools that call themselves Montessori. It is important to look for a school’s level of accreditation. The two primary accrediting bodies in the U.S. are Association Montessori Internationale (AMI), and American Montessori Society (AMS). Accrediting bodies offer varying levels of recognition in their membership for schools based on their adherence to Montessori principles. There are more important differences even between AMI and AMS oriented schools, so we highly recommend touring various Montessori schools to see the differences for yourself and find your own Montessori style. MYTH: Montessori students do whatever they please This myth derives from a misunderstanding of the term child-centered learning . It is true that Primary students enjoy freedom in what pieces of work they choose. This enables the child to choose the challenges about which they are most excited by, and to take advantage of “sensitive periods” in their learning, wherein they are driven to master a certain skill by repeating it again and again. The teachers are well trained, though, to spot the differences between a child mastering a skill through repetition and a child that wants to repeat tasks out of boredom or for lack of knowing what to do next. Students do not have the freedom to, say, eat snack all day or do nothing but talk to friends for two hours. Montessori teachers are called “guides” for a reason – they allow students the freedom of choosing their direction while ensuring they still reach the final destination. MYTH: Montessori students have to be quiet all the time We have heard other people repeat this myth, but since we’ve never seen an all-quiet Montessori classroom, we’re not sure where this myth comes from! While we do help children understand appropriate volume levels for different conversations and different environments as part of our grace and courtesy lessons, our classrooms are always buzzing with activity and conversation. MYTH: Montessori is all work and no play In her years working with children, Maria Montessori noticed that children developed a sense of peace and happiness when they were engaged in purposeful work. Of course, children do enjoy laughing, running, playing, and making friends. Luckily, we arrange our days to allow for all of those activities in addition to work time. The true test is to ask a Montessori child how they feel about school. Our students love to come to school and get to work. MYTH: Montessori is a style that is only useful for preschool aged children Our Primary graduates who move to first grade often find that they are well ahead of peers from traditional environments, in academics and maturity. However, Montessori benefits don’t stop at age 6. Our Elementary program fosters academic prowess, love of learning, responsibility, independence, and leadership. Elementary graduates excel at self-management, creative problem solving, critical thinking, and interpersonal communication skills. MYTH: Montessori kids struggle to adapt to the structure of traditional schools Entering a traditional schooling environment where students sit still at desks and work on one subject at a time, as a full class, requires a brief transition period for Montessori children. Our alumni families report, however, that the transition is typically brief and is managed with great composure by our students. They have learned self-management skills and personal responsibility, so they are able to adapt well to new circumstances and different learning environments.