Art for Self-Expression
Alison Petersen • February 28, 2024

Art Is A Vital Form of Self-Expression

Numerous theories and lots of research expound upon the importance of artistic expression. For young children and adolescents, art is an especially crucial form of personal expression. As such, children need to experience their own process rather than to produce a piece that someone else wants. In Montessori, we also have sensitivity to different expressive needs throughout different stages of development.


Process vs. Product


For young children, the process of making art is much more important than the product. When infants and toddlers are engaged in art activities, they are expressing feelings that they may not yet have words to express. Thus, during these early years, we focus on offering young children a variety of different artistic mediums.


When children are using different materials, we first provide opportunities to work with larger spaces than later move into the smaller more refined possibilities. For example, we start with painting at the easel, then as children develop more coordinated hand movements, we offer small paper or objects to pain.


Use of Tools


In addition to introducing different kinds of materials, we also show young children how to use different tools. We show how to use just a little water and the tip of the brush with watercolor paints. We explore different techniques with crayons. We introduce various tools-like knitting needles, crochet hooks, or looms-for fiber arts. Whatever the form of art, we offer the tools required for successful expression through that form.


We also open up a range of possibilities for children to explore. For example, in introducing clay, we show how to carefully get out the clay, how to use different techniques such as forming coils and slabs, how to cut, carve, or roll the clay, and how to store it when finished. We may also show examples of clay sculptures, whether in books or museums. With all of this information, children have a range of inspiration when they decide to work with clay.


Adult Response


To support young children's artistic expression, we offer objective comments: "Oh how interesting..the lines go up and down," or "I can see you used a lot of red and blue paint today." We want to be careful with what we say so we don't give any indication of judgement, either good or bad. Young children do not ye have the language to explain the art. Therefore, we want to make sure our comments don't inadvertently create expectations for children.


In Montessori, adults don't insist that children express themselves artistically, or tell children what to express. When children choose some form of artistic expression, adults allow them the freedom to be with themselves while in the process of creating art. With this in mind, children's artwork is individual, creative, non-competitive, and often connected to other subjects. We don't expect children to learn to imitate adult creations or turn out products that look alike.




Children playing outside

Where Learning Grows: A Montessori Approach To Being Outdoors

By Alison Petersen • September 10, 2025
One of the many beautiful and empowering aspects of Montessori education is how it helps children understand themselves as valued members of a community. A key way this happens is through Care of the Environment, a form of Practical Life work that provides children with the opportunity to tend to the spaces they live in each day. By participating in this care, children begin to feel at home in their classroom, school, and community. They feel a sense of ownership and take pride in their surroundings, and in the process, develop a deep sense of responsibility and connection. The Outdoor Environment When considering the children’s environment, we're not just referring to indoor spaces. In Montessori, the outdoor environment is not an afterthought. Instead, we consider the outdoors to be a natural and essential extension of the prepared indoor space. For young children, who are absorbing everything from the world around them, the time spent outdoors supports development in profound and lasting ways. For older children and adolescents, outdoor spaces can be a place for self-regulation and deep focus. Now more than ever, when children tend to spend increasing amounts of time indoors, reconnecting with natural spaces is vital for physical, emotional, and cognitive health. Why Being Outdoors Matters Research, including the work of Richard Louv in The Last Child in the Woods, highlights a growing body of evidence that time spent in nature is critical to the healthy development of both children and adults. In Montessori, we recognize that outdoor time is not a break from learning. Rather, the natural world is a powerful space for movement, language, social development, and sensory integration. Time outdoors is learning time. Young children are in the midst of sensitive periods for order, language, movement, and sensory refinement. These windows of opportunity allow for an intense connection with nature that nourishes the whole child. Plus, the natural world’s beauty, order, and rhythm speak to our deepest human tendencies: to explore, understand, and belong. The Adults’ Role Outside Outdoor spaces become a rich environment for observation, guidance, and connection. Children are often more socially expressive outdoors, making this a critical time for observing group dynamics and supporting social-emotional growth. It’s also a time to model joyful, playful behavior. Children need to see that being human includes lightness and laughter, and outdoor time offers the perfect opportunity for us to play alongside children while still maintaining an appropriate level of guidance. We can also help children understand that different environments call for different behaviors. What is appropriate outdoors differs from what is expected indoors. As children gain different experiences, they come to understand how to conduct themselves with grace and courtesy on a woodland trail and a garden bed, or how to navigate the intricacies of fort building and group game dynamics. Montessori children learn to move through different scenes and scenarios with increasing awareness, sensitivity, and confidence. Setting Up Outdoor Spaces We want our outdoor spaces to feel like a true extension of our classrooms, not a break from them. As such, we are intentional about how the outdoor spaces are developmentally appropriate, deepen children’s understanding of cause and effect, and nurture a sense of order. We want activities in the outdoor space to have a purposeful intent so they support the integration of children’s will, intellect, and coordinated movement. At home, outdoor activities can provide open-ended play opportunities that encourage exploration and independence, as well as ways to involve children in purposeful projects. Here are some ideas to get started! Practical Life Provide tools for cleaning tasks: sweeping paths, washing outdoor furniture, scrubbing flower pots, washing the car, and wiping off outdoor toys. Encourage gardening: planting seeds, watering, weeding, harvesting herbs or vegetables. Offer animal care opportunities: refilling bird feeders, walking the dog, playing fetch. Sensorial Exploration Include sensory gardens with fragrant herbs, soft leaves, and vibrant flowers—like lavender, mint, and lamb’s ear—that invite children to touch, smell, and observe. Create a collection space for sticks, stones, pinecones, shells, and seed pods. Observation and Nature Study Set up bird feeders, weather tools, and insect hotels. Create small areas for quiet observation with a bench, blanket, or hammock. Add sensory elements like wind chimes or water features to create a calming atmosphere. Curricular Connections Math: count petals, measure plant growth, sort leaves by size and shape. Science: Tools like magnifying glasses and microscopes help them explore soil, insects, and plant life up close. Composting systems, rainwater collection, or native plantings foster environmental stewardship. Art: Natural materials become mediums for creativity, such as twigs for weaving, leaves for prints, and landscapes for sketching. Language: Storytelling, reading under a tree, or labeling plants and garden tools strengthens vocabulary and communication while keeping learning grounded in the real world. Observe and Adapt As with all prepared environments, the key is observation. What captures our children’s curiosity? Where are they returning again and again? What challenges are they facing? By observing carefully, we can adjust to our children’s needs and interests. A prepared environment supports the whole child and helps them feel connected, not just to the earth, but to themselves and their community.

Supporting Your Child's Fresh Start At A Montessori School

By Alison Petersen • September 5, 2025
Starting school marks an important milestone for both children and their parents. Transitioning into a Montessori environment—with its distinctive approach to learning—can bring a mix of excitement and uncertainty. At Pincushion Hill Montessori School, we’re committed to helping families navigate this change with confidence and ease. Talk About What to Expect Children tend to feel more at ease when they know what’s coming. Take some time to talk with your child about what a typical day at a Montessori school might be like. Let them know they'll have the freedom to choose activities that interest them and that they'll be learning alongside children of different ages. Explain that their teachers—often called guides—are there to support their learning and exploration, not just give directions. You might say something like: “You’ll start the day by saying hello to your teacher and friends, then you can pick something fun to work on—maybe building with blocks or practicing writing. Sometimes you’ll work alone, and other times you’ll do things with others.” Encourage Independence at Home Montessori education places a strong emphasis on independence. To help your child adjust smoothly, start encouraging independence at home. Simple tasks like getting dressed, putting away toys, or helping set the table can boost their confidence. When children realize they can do things on their own, they’re better prepared for the choices and responsibilities they’ll encounter in the classroom. These kinds of activities also reflect the Montessori idea of “learning by doing,” which is at the heart of the method. Create a Consistent Routine Routines help children feel safe and lower anxiety during new experiences. In the weeks leading up to the first day, try to follow a consistent morning schedule—waking up at the same time, having a healthy breakfast, and getting dressed on their own. You can also involve your child in getting ready the night before by letting them choose their outfit and pack their school bag. Talking about what they’re excited for the next day can also build a sense of anticipation and comfort. These small routines help foster responsibility and a smooth start to each school day. Get Ready Emotionally, Too Starting school is a big step—not just for your child, but for you as well. It’s completely normal to feel a mix of emotions: pride, nervousness, maybe even a little sadness. Keep in mind that your child is likely to sense your mood, so staying calm and positive can help reassure them. If you’re feeling uneasy, remind yourself of the many benefits of Montessori education—its focus on nurturing independence, curiosity, and a love of learning. Trust in the process, and in the guides who are there to support your child as they begin this new adventure.