pincushion

Choosing Real Experiences Over Screens

Tue, 07 Apr 2026 17:24:36 GMT

A Montessori approach to being screen-free is grounded in the belief that children learn best through real-world, hands-on experiences, especially in the early years. Rooted in the work of Maria Montessori, this philosophy recognizes that young children build understanding through movement, exploration, and meaningful interaction with their environment. Rather than passively receiving information from a screen, children are actively engaged—touching, manipulating, observing, and discovering.

In a screen-free Montessori setting, learning is not rushed or overstimulated. Children are given the time and space to concentrate deeply, repeat activities, and develop a sense of mastery. They engage in practical life tasks such as pouring, sorting, preparing food, and caring for their surroundings—experiences that foster independence, coordination, and confidence.

This approach also supports social and emotional development. Without screens, children are more present with one another, learning to communicate, collaborate, and navigate relationships in real time. They develop patience, resilience, and an authentic connection to the world around them.

By minimizing screens, Montessori environments protect the natural rhythm of childhood—encouraging curiosity, imagination, and a lifelong love of learning grounded in real experience.

What Does a Screen-Free Montessori Environment Look Like?

Hands-on materials: Children learn through tactile, purposeful activities that engage the senses
Practical life experiences: Pouring, cleaning, food preparation, and self-care build independence
Uninterrupted work cycles: Time for deep concentration and meaningful engagement
Movement and choice: Children are free to move, choose work, and follow their interests
Rich social interaction: Conversation, collaboration, and conflict resolution happen in real time
Connection to nature: Outdoor exploration, gardening, and seasonal awareness are part of daily life

What We Encourage Instead of Screens

Reading and storytelling
Art, music, and creative expression
Building, puzzles, and open-ended play
Outdoor time and exploration
Meaningful conversations and shared experiences

These choices create an environment where children are not just entertained—but truly engaged, capable, and connected to the world around them.

The Pink Tower: An Iconic Material in Montessori Education

Tue, 03 Feb 2026 19:59:06 GMT

The Pink Tower is one of the most recognizable and beloved materials in Montessori classrooms—and for good reason. Simple, beautiful, and deceptively powerful, it lays a foundation for a whole lot of learning.

What is the Pink Tower?

The Pink Tower consists of 10 pink wooden cubes, all the same color but varying in size, from 1 cm³ to 10 cm³. The child’s task is to stack them from largest to smallest, creating a tower that gradually narrows toward the top.

The Pink Tower matters because it helps children build the mental and physical foundations for learning—all through hands-on exploration.

At its core, it teaches children to perceive and understand size. By stacking cubes from largest to smallest, children refine their ability to visually discriminate dimensions, a skill essential for later work in math, geometry, and science.

It also supports movement and coordination. Carrying, placing, and balancing the cubes strengthens fine and gross motor skills while helping children develop control and precision.

Just as important, the Pink Tower nurtures concentration and independence. The material is self-correcting: if a cube is out of order, the child can see it immediately. This allows children to evaluate their own work, problem-solve, and persist without relying on adult correction—key elements of Montessori learning.

Although it belongs to the Sensorial area, the Pink Tower indirectly prepares children for mathematical thinking, including concepts of gradation, volume, and the base-ten system. It also lays groundwork for language, as children naturally begin to describe size relationships like bigger, smaller, largest, and smallest.Ultimately, the Pink Tower matters because it embodies the Montessori principle that simple, purposeful materials can lead to deep cognitive development. It respects the child’s capacity to learn through experience, discovery, and repetition—making it powerful far beyond its simplicity

Indirect Preparation for Mathematics

The Pink Tower supports mathematical development by giving children a concrete experience with size, order, and quantity before numbers are introduced. As children arrange the cubes from largest to smallest, they internalize concepts of gradation, comparison, and sequence, which are foundational to mathematical thinking. The uniform increase in all three dimensions helps children develop an intuitive understanding of volume and spatial relationships, laying groundwork for geometry and measurement. Because the material is self-correcting, children learn to analyze their work and problem-solve independently—skills essential for later success in math.

Beat The Winter Blues

Wed, 28 Jan 2026 18:55:01 GMT

Simple ways to feel sunny inside, even when it’s snowy outside.

In New England, winter can feel either fleeting or endless, depending on the weather. The days are short, the temperatures are low, and it often seems like there’s never enough daylight. To beat the winter blues, it’s important for families to have a plan to keep both adults and children emotionally and mentally healthy throughout the season.

Get Outside

There’s a saying: “There is no such thing as bad weather, only bad clothing.” It’s true—outdoor gear exists for children and adults of all shapes and sizes. Investing in quality gear that lasts the season (and beyond) can make going outside easier and more enjoyable. If buying new isn’t an option, thrift stores or online second-hand retailers are great alternatives.

Spending time outdoors every day, no matter the temperature, is extremely important. While you wouldn’t want to stay outside all day in 10-degree weather, even a short time outdoors can make a big difference. Fresh air, sunlight, and a bit of winter breeze are essential for physical and mental well-being, especially during the winter months.

Visit Indoor Places

When the weather outside is too cold or snowy, spending time indoors can be just as fun and beneficial. Museums, libraries, community centers, indoor play spaces, and even local cafés or shops can provide a change of scenery, keep everyone active, and lift spirits during the winter months. Exploring new indoor places helps children stay curious and engaged, while giving adults a break from the cabin fever of long winter days.

Have Themed Weekend Days

Make weekends more exciting during the long winter months by creating themed days for the whole family. For example, you could have a “Movie Marathon Day,” “Indoor Adventure Day,” or “Creative Craft Day.” Themed days give children something to look forward to, encourage family bonding, and turn ordinary weekends into fun, memorable experiences—even when it’s cold and gloomy outside.

Start a Winter Garden Indoors

Even when it’s freezing outside, you can bring a little green into your home. Growing plants, herbs, or even simple sprouts in pots or small containers gives children a sense of responsibility and accomplishment. Watching something grow can lift spirits, teach patience, and brighten the home during the grey winter months. Bonus: you can use fresh herbs in cooking or decorate with colorful flowers to make the house feel cozy and lively.

Creating a Holiday Season Filled with Gratitude

Mon, 08 Dec 2025 19:40:06 GMT

"The more grateful I am, the more beauty I see."

Create a gratitude-filled holiday season by taking time each day to appreciate the little joys and the people around you. Below are some ideas to help make this holiday season meaningful, joyful, and gratitude-filled for your family and community:

Let Children Take Part In the Planning

The holiday season involves a lot of planning—from decorating the tree and hanging outdoor lights to cooking, baking, shopping, and more. Try to involve your children in as many of these activities as possible. Give them a special box of unbreakable ornaments to decorate the tree, let them roll out the cookie dough, or sprinkle the toppings on cookies. Focus on tasks that are manageable and achievable for your child, turning holiday preparations into shared, joyful experiences!

Get Involved

Organizations, religious institutions, and community groups are often in need of extra help this time of year. Consider contributing to a sock, coat, or toy donation to support those in your community.

Volunteer As A Family

Family volunteering not only helps the community but also strengthens your bonds, teaches valuable life lessons, and creates lasting memories. When families volunteer, children learn empathy, responsibility, and the joy of giving back. Parents model kindness and civic engagement, showing that making a difference isn’t just about money—it’s about time, effort, and heart. Whether it’s serving at a local food bank, cleaning up a park, or participating in community events, volunteering exposes everyone to new experiences and perspectives.

Beyond helping others, volunteering as a family promotes teamwork, communication, and a sense of accomplishment. It’s a chance to step away from screens, work toward a shared goal, and celebrate collective impact. Most importantly, it teaches children that even small actions can create meaningful change.

Share Gratitude

Sharing gratitude as a family helps everyone appreciate the little things in life. It encourages children to recognize the efforts of others and express thanks sincerely. Family members can take turns reflecting on what they are thankful for each day or week. This practice strengthens bonds, fosters kindness, and creates a positive home atmosphere. Ultimately, gratitude shared together teaches that joy grows when it is acknowledged and celebrated collectively.

Nurturing Gratitude

Sat, 01 Nov 2025 04:00:07 GMT

Nurturing Gratitude: The Montessori Way

At Pincushion Hill Montessori School we recognize that cultivating a spirit of gratitude in young children is not always easy, but it is a profound gift that can shape their outlook on life. How can you nurture this essential virtue in your child at home? By emphasizing independence, practical life skills, mindfulness, and respect for our shared environments, we believe that parents can help their children develop a deep and lasting sense of gratitude. Here are some key ideas that you can try at home:

Encourage Independence : Independence is key to a child's development and a cornerstone of the Montessori approach. At home, provide opportunities for your child to make choices and take on age-appropriate responsibilities. By allowing them to do things for themselves, you foster a sense of capability and gratitude for their growing skills.

Engage in Practical Life Activities : Montessori classrooms include practical life activities, such as pouring, washing dishes, and folding clothes, which teach children valuable life skills as well as core executive functioning, problem-solving, and motor skills. These activities can easily be incorporated into daily routines at home, helping children appreciate their contribution to the family and the practical aspects of life.

Create a Gratitude Journal : Introduce your older child to the practice of keeping a gratitude journal. Each day, encourage them to write or draw something they are thankful for. This activity promotes mindfulness and reflection, helping them recognize the positive aspects of their lives.

Explore Nature Together : In our classrooms, we place a particular emphasis on taking responsibility for the beauty and organization of our class environment and finding beauty in nature. Take nature walks, explore local parks, and engage in gardening activities with your child. Encourage them to observe and appreciate the beauty and wonders of the natural world, nurturing a sense of gratitude for the environment.

Promote Mindfulness : Teach your child mindfulness techniques, such as deep breathing or meditation. These practices can help children become more aware of their feelings and surroundings, allowing them to focus on the present moment and appreciate it fully.

Emphasize Grace and Courtesy : In the classrooms at Guidepost Montessori, we teach children grace and courtesy, which includes concepts of politeness, respect, and consideration for others. At home, reinforce these principles by modeling respectful behavior and encouraging your child to express gratitude through kind words and actions. Creating go-to routines provides clarity and empowers children to appreciate others and interact kindly.

Offer Choices : Provide your child with choices whenever possible. This not only fosters independence but also allows them to recognize and express their preferences, leading to a greater sense of ownership and gratitude for their decisions.

Cultivating a spirit of gratitude in young children at home is a journey that aligns beautifully with our approach at Pincushion Hill Montessori School. Our commitment to fostering independence, promoting practical life skills, nurturing mindfulness, and respecting our shared environments mirrors the values that underpin the cultivation of gratitude. We believe that by embracing these principles, we not only enrich our children's lives today, but also contribute to the development of empathetic, self-aware, and responsible individuals over time.

Where Learning Grows: A Montessori Approach To Being Outdoors

Wed, 10 Sep 2025 16:17:17 GMT

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

Fri, 05 Sep 2025 04:00:07 GMT

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.

How Can Parents Support Montessori Principles at Home?

phms1962@gmail.com (Alison Petersen ) — Fri, 22 Aug 2025 17:45:00 GMT

Practicing Montessori At Home

Montessori education isn't confined to the classroom; its principles can extend into the home environment,

fostering a seamless continuity in a child's learning journey. Parents play a crucial role in supporting these

principles outside of school, creating an environment that nurtures independence, curiosity, and self-

discovery. Here are some effective ways parents can integrate Montessori principles into their home life.

Create a Prepared Environment:

The Montessori approach emphasizes the importance of a carefully prepared environment that encourages

exploration and independence. At home, parents can create designated spaces for various activities, such

as a reading corner with low shelves for books, a cooking area with child-sized utensils, or a nature table for

collecting and studying natural objects. Organizing the home environment in this way empowers children

to make choices and engage in purposeful activities independently.

Foster Independence:

Montessori education places a strong emphasis on developing independence and self-reliance in children.

Parents can support this principle by allowing their children to take an active role in daily tasks and routines.

Encourage children to dress themselves, prepare their snacks, and participate in household chores such as

setting the table or watering plants. Providing opportunities for children to contribute to the family's daily

activities not only builds their confidence but also instills a sense of responsibility and competence.

Follow the Child's Lead:

Montessori advocates for following the child's interests and natural developmental pace rather than

imposing predetermined learning objectives. Parents can apply this principle at home by observing their

child's interests, passions, and developmental milestones and then providing resources and activities that

align with these individual preferences. Offer a variety of open-ended materials and experiences that

encourage exploration, creativity, and problem-solving, allowing the child to drive their own learning

journey.

Encourage Practical Life Skills:

Practical life activities form an integral part of the Montessori curriculum, teaching children essential life

skills and promoting coordination, concentration, and order. Parents can incorporate practical life activities

into their daily routines by involving children in tasks such as meal preparation, cleaning, gardening, and

caring for pets. These activities not only help children develop practical skills but also foster a sense of

purpose and accomplishment.

Emphasize Respect and Empathy:

Montessori education emphasizes the importance of treating children with respect and dignity,

acknowledging their individual strengths, interests, and emotions. Parents can model this approach by

practicing active listening, offering choices, and validating their child's feelings and experiences. Encourage

empathy and kindness by discussing emotions, resolving conflicts peacefully, and promoting positive

communication within the family.By integrating these Montessori principles into their home environment, parents can create a nurturing and

supportive atmosphere that fosters their child's holistic development. By embracing independence,

following the child's lead, and emphasizing practical life skills and empathy, parents can empower their

children to thrive both academically and emotionally, laying the foundation for a lifelong love of learning.

Summer Activities for Montessori Children

phms1962@gmail.com (Alison Petersen ) — Thu, 12 Jun 2025 18:06:58 GMT

As parents of Montessori students, it is important to find the balance between the freedom and bliss of summer without losing the routines and knowledge for which you and your child worked so hard during the school year. The following are a few suggestions from the educators at Pincushion Hill Montessori School.

Schedules: We encourage you to ease up on your children’s schedules and routines during the summer months. Bedtimes and waking times can be moved around so you can enjoy the relaxation offered by the summer months. We do encourage you to start easing back into your school year schedule a few weeks before school starts up again in the fall.

Journaling: Help your children select a blank book or journal. Encourage them to record something in this book every day during the summer. This helps with literacy skills and creative writing. It also has the potential to serve as a keepsake your children will cherish for years to come. As summer sets in and siblings begin to squabble, redirecting your Montessori children toward journaling their feelings can also aid with conflict resolution. A summer journal can become an annual tradition for your family.

Family Visits: It’s great family bonding time exploring local resources and places of interest. Historic homes, farms, zoos, walking trails and many other interesting opportunities that are close to home can be fun and educational adventures. Take small field trips throughout the summer and include your child in the planning.

Around the House: Include your children in your daily household activities. If they aren’t doing so already, summer is the perfect time to encourage their assistance with planning meals for the week, grocery shopping, and meal preparation.

Gardening: Tending to (or starting) a family garden at your home is a great idea. This will continue the education they receive at TMA, yield delicious rewards, and encourage growth in the craft of sustainability.

Cooking: Involve your child in home cooking ingredients and recipes. This will foster learning, and make them more independent in years to come.

Reading: Start a family book club by suggesting one or two book titles that they have not read. If some members of your family too young to read, end every evening by taking turns reading a book aloud. The anticipation of knowing what will happen next will keep everyone coming back for more.

Family Games: Put together a scavenger hunt for your children. This can be a great option for a rainy day, but on a sunny day you can include biology and botany related clues outdoors. The hunt can be fun and educational in origin, testing your children’s knowledge or research skills.

Ask: For specific academic skills that may need work or refreshing over the summer, do not hesitate to ask your child’s Montessori teacher, or your child himself. Identify what could be practiced, and create an easy routine that makes practice time enjoyable and fun.

Pincushion Hill Montessori School is a school that enriches and educates children using the Montessori Method focused on academic subjects like math, language, science, sensorial and practical life. The private, year-round school was founded in 1962 and accepts children from 18 months old up to six years old. Students at the school are exposed to Montessori-style teaching approaches, including individual learning according to each child’s style and pace, multi-age classrooms that allow children to advance when they are ready, and a nurturing of students’ natural curiosity.

Why Is a Parent School Partnership So Important in Montessori?

phms1962@gmail.com (Alison Petersen ) — Thu, 24 Apr 2025 17:00:00 GMT

Montessori education is not just about the classroom; it extends to the home environment and relies heavily on collaboration between parents and teachers to create a harmonious and effective learning experience for the child.

Here are several reasons why a parent-school partnership is so important in Montessori education:

Consistency in Approach

One of the fundamental principles of Montessori education is consistency in the approach to child development. When parents and teachers work together, they can ensure that the child receives consistent guidance, expectations, and values both at home and in the classroom. This consistency promotes a sense of security and stability for the child, making it easier for them to adapt to the Montessori method.

Understanding and Support

Parents who are actively involved in their child's Montessori education gain a deeper understanding of the method and its principles. This understanding enables them to provide better support at home, reinforcing the concepts and values learned in the classroom. When parents and teachers share a common understanding of the child's development, they can work together to address any challenges or specific needs that may arise.

Reinforcing Independence

Montessori education places a strong emphasis on fostering independence in children. When parents and teachers collaborate, they can reinforce this independence by encouraging the child to take ownership of their learning and daily routines. Parents can create a Montessori-friendly environment at home, while teachers can provide guidance on age-appropriate tasks and activities.

Individualized Learning

Montessori classrooms prioritize individualized learning experiences tailored to each child's unique needs and interests. When parents are actively involved, they can provide valuable insights into their child's personality, learning style, and preferences. This information helps teachers design personalized learning plans that maximize the child's potential.

Extended Learning Opportunities

Learning doesn't stop when the child leaves the classroom. Parents can continue the Montessori experience at home by engagning in activities that align with Montessori principles. This extension of learning beyond school hours enhances the child's educational journey and reinforces the importance of learning as a lifelong endeavor.

Children thrive when home and school work in harmony!

Nurturing Adaptability

phms1962@gmail.com (Alison Petersen ) — Thu, 10 Apr 2025 17:33:21 GMT

Nurturing Adaptability: A Montessori Journey

Adaptability is a crucial life skill that enables individuals to navigate uncertainties and embrace the challenges of an evolving future. At the heart of the Montessori philosophy lies a profound commitment to fostering not just academic excellence but also the development of essential life skills. One of these individual skills is adaptability, a quality that sets Montessori educated individuals apart on their journey through life.

The Montessori Approach to Adaptability

The Montessori method, founded by Dr. Maria Montessori, recognized that adaptability is a skill that can be nurtured and cultivated from an early age. The learning environment in Montessori schools is intentionally designed to empower children to become adaptable individuals capable of thriving in diverse situations.

Independent Learning

In a Montessori setting, children are encouraged to take ownership of their learning. This fosters a sense of independence and self direction, laying the foundation for adaptability. When children are accustomed to exploring topics on their own, they develop the resilience to adapt to new information and circumstances.

Mixed-Age Classrooms

Montessori classrooms often feature mixed-age groups, allowing children to interact with peers of different ages and abilities. The dynamic social structure promotes adaptability by exposing children to diverse perspectives, communication styles, and learning approaches. Mixed-age classrooms are a true representation of the world around us in which we interact with different generations and collaborate together as a society.

Freedom within Limits

Montessori classrooms offer children freedom within well-defined limits. This balance encourages children to make choices while understanding the consequences of their actions. The ability to navigate within these boundaries nurtures adaptability and a sense of responsibility.

Cultivating a Growth Mindset

Montessori education places a strong emphasis on the development of a growth mindset- an essential component of adaptability. Children are taught to view challenges as opportunities for growth, the embrace mistakes as learning experiences and to persist in the face of difficulty. This mindset becomes a lifelong assent, shaping individuals who approach change with resilience and optimism.

Real World Application

The adaptability nurtured in Montessori educated individuals often becomes evident in various aspects of their lives:

Academic Success

Montessori graduates tend to excel academically, not only due to their solid foundation in fundamental skills, but also because of their adaptability. They are comfortable navigating diverse learning environments and adjusting to different teaching styles.

Social and Emotional Well-Being

Adaptability extends to social and emotional domains. Montessori educated individuals often exhibit strong interpersonal skills, effective communication and a capacity to navigate complex social situations with grade and understanding.

Professional Excellence

In the professional realm, adaptability is a highly sought after trait. Montessori graduates, having cultivated this skill from an early age, often excel in their careers. They approach challenges with a problem-solving mindset and readily embrace change, making them valuable assets to any organization. Many leaders and celebrities have come from a Montessori background, these people are leading our culture and society.

As our world continues to evolve, the need for adaptable individuals becomes increasingly pronounced. By instilling adaptability, Montessori education empowers individuals not just to endure change but to welcome it as an opportunity for growth, learning and fulfillment. In doing so, Montessori children emerge as resilient, resourceful and adaptable contributors to the global community.

How Can Parents Support Montessori Principles at Home?

phms1962@gmail.com (Alison Petersen ) — Tue, 25 Mar 2025 16:59:51 GMT

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Kindergarten: The Icing on the Cake

phms1962@gmail.com (Alison Petersen ) — Tue, 11 Feb 2025 18:38:49 GMT

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 Children's House 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? Please don’t hesitate to reach out and let us know how we can support you and your child.

Exploring Montessori Together: Family Events and Learning Opportunities

phms1962@gmail.com (Alison Petersen ) — Fri, 07 Feb 2025 15:45:01 GMT

Exploring Montessori Together

Many of us didn’t grow up with Montessori. As a result, we often find ourselves drawing upon a great deal of trust. We may intellectually understand how this unique method supports our children and their development. Still, we don’t always have the experiential knowledge to explain how and why it works!

We recognize that life is pretty scheduled, and we also want to provide you with information that can help you navigate others’ questions and queries (as well as your own!). Plus, we know that the more involved you are and the more opportunities you have to be connected to what we do, the more your child will benefit from Montessori’s child-centered approach!

Goals for Family Education Events

We have some goals in mind as we design parent and family education events. We want to deepen your understanding of Montessori philosophy and practice. We want to work together in partnership, and we often hear that families want to better understand how Montessori can be implemented at home. We are excited to help with this, especially knowing that when we are all aligned, we can work together to foster independence, responsibility, and self-discipline in our children.

Supporting Your Child’s Development

Our hope is that as you learn more about what we do and as we learn more about what you do, we can use a shared understanding of Montessori principles to support your child’s development both in and outside of school. Understanding developmental stages through a Montessori lens often leads to children feeling a stronger sense of belonging and connection because they feel understood and supported. This can translate into easier day-to-day interactions, better collaborative problem-solving, a long-term love for learning, and an increase in confidence and independence.

Partnership in the Parenting Journey

We want to help build a strong home-school partnership. Through consistent and varied communication and learning opportunities, we hope to create a collaborative environment and opportunities for meaningful dialogue. Parenting is a tough job, and we want to ensure you know you aren’t alone on this journey! Through different platforms, we aim to address common misconceptions and help you feel good about answering questions that come up at family gatherings and neighborhood events!

We value an engaged community, and we want to support your connections with other Montessori families. Sharing experiences and challenges with like-minded parents helps us all stay afloat during the ebbs and flows of raising children. We want our Montessori community to provide both emotional support and practical advice.

Ultimately, we want you to better understand Montessori so you can be an effective advocate for your child’s education and so you can feel prepared for the transitions your child will experience throughout the different stages of their life.

Nurturing the Whole Child: How Montessori Balances Emotional, Social, and Cognitive Growth

phms1962@gmail.com (Alison Petersen ) — Fri, 24 Jan 2025 16:41:46 GMT

One of the gifts of Montessori education is that we can truly focus on the whole child —cognitive, social, emotional, and physical. Our approach is not just about academics but also about nurturing life skills, emotional intelligence, and social relationships.

The Montessori approach to child development revolves around the understanding that children are naturally curious, care deeply about others, and can be intrinsically motivated. When provided with the right environment, children can deepen both their love for learning and their appreciation of and care for the community.

Prioritizing the Prepared Environment

One of the keys to balancing social-emotional learning with cognitive and physical development is prioritizing the impact of a prepared environment. In Montessori, a prepared environment is a place specially designed to appeal to children’s sensitive periods for learning, as well as their core human needs and tendencies. When designing these prepared spaces for children, we work to ensure children feel safe and supported so they can reach their potential. The Montessori-prepared environment is a place where children can feel at home as they develop their inner selves and outer skills.

Our carefully prepared Montessori classrooms are calm and orderly, foster independence and decision-making, and provide varied opportunities for peer interactions in mixed-age classrooms. The result is that children can develop their emotional regulation skills in child-centered spaces.

Opportunities for Conflict Resolution

In addition, we weave in opportunities for conflict resolution. This means we actively model and support children as they learn to communicate their feelings through words. In addition to promoting self-awareness through identifying and naming emotions, we also teach active listening, problem-solving, and techniques for self-regulation (from deep breathing to using calm-down spaces).

Adults serve as mediators and guides rather than arbitrators and judges. Through guided discussions, we help children think reflectively about social interactions, practice respectful communication, facilitate peaceful solutions, and model how to handle conflict. Ultimately, we want to empower children with tools they can use even if an adult isn’t present!

Respect for Others

One key to this is cultivating respect for others’ perspectives and patience for alternative approaches. Because children work together in a variety of ways through their care of the classroom environment and small group projects or lessons, they develop a deep sense of compassion and empathy. Our mixed-age groupings and peer-to-peer learning activities promote collaboration and mentorship. So, in addition to the adults, older children also serve as models of emotional regulation and conflict resolution for younger peers. The result is that Montessori children develop a deep tolerance for and appreciation of difference.

Deep Appreciation for Community

Children thrive when they have a sense of community and belonging. So, we promote inclusivity and respect for diversity within the classroom. The Montessori curriculum includes a range of activities that encourage group cohesion and empathy-building, which leads to trust and respect among our students.

The long-term benefits of Montessori’s focus on social-emotional learning and conflict resolution are that children develop lifelong social skills such as a deep sense of empathy, effective communication with various people, and the ability to cooperate with grace and goodwill.

The Montessori method nurtures social-emotional learning and equips children with essential conflict-resolution skills they can use in their classroom communities and social interactions outside of school.

Do you want to learn more and perhaps even support these practices at home? Schedule a visit today!

Unlocking Potential: 10 Reasons to Choose Montessori Education for Your Child

phms1962@gmail.com (Alison Petersen ) — Fri, 03 Jan 2025 18:30:00 GMT

10 Reasons to Choose Montessori

New Title

Holiday Gifts: What Do Children Need?

phms1962@gmail.com (Alison Petersen ) — Fri, 29 Nov 2024 19:00:00 GMT

Many children have too many toys! What do we get them for the holidays?

Children want and need their parents' time and attention, but the toy industry seems to be pulling in the opposite direction. There are toys that are advertised for children to use alone in their rooms, or electronic devices where they turn to a device instead of other humans for happiness, or plastic toys that give the message that children are not worth the real thing or best quality...where is this heading?

The following text is adapted from publications by Michael Olaf Montessori Company, a company that focuses on high-quality items that families can use together or that teach about the reach world of plants, animals, humans and the beautiful world of art. As you'll see, thoughtfully setting the stage for each level of development is a wonderful gift we can give our children.

Preparing the Environment

Constant preparing and adaption of the environment to the ever changing needs and tendencies of growing children is essential in the Montessori method of raising and educating children. The first sondering is a physical safety, and then the proper support for free movement, exploration, making choices, concentrating, creating, completing cycles - all of which contribute to optimum development.

Birth to Age 3

When parents are getting ready for their first child, they will be overwhelmed by ads on what they "need" for their child. It seems that these ads are aimed at selling things far more than providing what is really good for the child. Not only are many items over stimulating for the young child (too many objects, uncomfortably bright colors), but they also hamper the natural development of important abilities such as language (pacifiers) and movement (cribs, swings, and high chairs) and even sometimes can be dangerous.

A simple, natural and gentle environment that encourages feelings of safety, and encourages the child to communicate with others and to move - that is the superior environment for the child from birth to age 3.

A child will develop more fully - mentally, emotionally and physically - when she is free to move and explore the environment. Attention must be paid to covering plugs, taping wires to walls or floor, and removing any objects that could harm the child.

During the first years the child will absorb, like a sponge, whatever is in the environment - ugliness or beauty, coarse behavior or gentleness, good or bad language. As parents we are the first models of what it means to be a human.

Quality and beauty of the environment with books and materials are very important in attracting, satisfying and keeping a child's attention. If the child is exposed to beautiful materials and books, as an adult he will create a world with the same high standards. Toys, rattles, puzzles, tables and chairs - made of wood - foster an appreciation for nature and quality.

Sometimes we forget that daily life was first carried outdoors. This is still the instinct of a child. Just a breath of fresh air, a look at the branches moving in the wind is mesmerizing to a child. Daily walks give children the opportunity to discover plants, cracks in the road, puddles and ants. These details often are overlooked by adults but are enchanting to a child. A walk is a journey filled with discovery.

Ages 3 - 6

Children ages 3 to 6 often prefer to work on the floor instead of a table using a mat or rug. This marks the workspace just as a table would.

Toys, books and materials can be attractively arranged on trays and in baskets, on natural wood or white shelves. Each object has a special, permanent place so that the child knows where to find it and where to put it away when finished. Tables and chairs that support proper posture are important for this age.

Organizing a Child's Environment

Participation in family life: Even though from the very first days, include the child in the life of the family. Have a place in each room for a few carefully chosen belongings. The living room should have a place for to neatly organize the child's books and toys.
Independence: The child's message to us at any age is "Help me to do it myself." Supporting this need shows respect for and faith in the child. Think carefully about family activities in all areas of the home and arrange each space to support independence. Add a coat tree, low clothing rod, or hook wherever the child undresses or dresses. Use a stool or bench for removing shoes and boots, inviting shelves for books, dishes or toys.
Belongings: Don't put our too many toys and books at one time. Those being used by the child at the moment are sufficient. It is a good idea to rotate and take out those books and toys that have been neglected.
Sense of order: Everyone at every age is affected by their environment. A child who joins the environment, and learns to select a few things, will be aided in many ways, such as creating good work habits and concentration. Rather than tossing toys into a large toy box, it is more satisfying to the child to place them neatly on shelves, on wooden trays or in small baskets. This also makes putting things away more logical and enjoyable.
Cultural emphasis: Make your home a reflection of your unique part of the world. Include music, books, foods, crafts, and stories from your parents and grandparents lives. Your child will learn that everyone is connected and he is a member of an international community.

Developmentally Appropriate Montessori Gifts

phms1962@gmail.com (Alison Petersen ) — Fri, 29 Nov 2024 14:15:00 GMT

A Gift Is Personal

Thanksgiving marks the beginning of the holiday season for many religious and cultures. As the holidays approach, so does the time to buy gifts for loved ones. This can be a challenge for the intentional parent, who wants to give thoughtful purchases that will inspire engagement and support development, while also not adding to the clutter in your home!

If we turn to the essential observations that Dr. Maria Montessori made about children, we can use these as a guide to consider what is most useful to give. By viewing children in their planes and sub-planes of development, we see what their needs and interests are at these times, and can choose appealing and developmentally supportive toys, activities and tools for each age.

Infants and Toddlers: 0-3 Years

Perhaps there is no greater leap in development that a human being will make in their entire lives than the changes that occur from birth to age three. The tiny helpless infant becomes an independent and functioning three year old! During this stage of life, parents and caregivers want to particularly support the child's development of their fine and gross motor skills.

Basket of Balls: Choose a variety of three or four balls (3-6 inches in diameter) and put them in a basket just large enough to hold them. The balls can be made of different materials, and have different colors. An infant will reach towards and eventually scoot towards a ball placed in front of them. A crawling baby will chase after the rolling balls. A toddler will practice throwing and kicking the balls outside or in a recreation area.

Set of Wood Blocks: A baby who is sitting can practice putting one block on top of the other. As they develop this skill and interest, they can do this work with more and more blocks. By the time they are three, they will build even more complex structures.

Small Apron and Chef's Hat: One of a toddler's favorite places is in the kitchen! With the appropriate gear, you can signal to them that they are invited to participate in the work of the home. There are a variety of one and two step activities that toddlers can do in the kitchen. A gift such as this one allows them to feel that their efforts and contributions are recognized as important.

The Young Child: 3-6 Years

While a child spends the first three years of their lives developing their movement, they spend the next three years practicing refinement of these acquisitions. They also are now becoming more curious about what is in the world around them. At this age, gifts that allow them to work with their newly acquired fine movement skills and gifts that give them facts about the world are appreciated.

Color Pencil Set: A beautiful set of colored pencils with a special drawing pad make a wonderful gift. Children love having a designated case for their pencils and a specific booklet for storing their pictures. A gift like that elevates their activity and gives it dignity!

Kitchen Set: For this gift, choose a small cutting board, a small strainer, and a crinkle cutter or wavy knife. A young child enjoys contributing to their home, and the kitchen is a wonderful place for their work. These child-sized tools allow them to participate in many food preparation activities.

Nature Guides: These are many nature guides that are appealing to young children - trees, leaves, flowers, insects, reptiles, amphibians, mammals and more. Search for ones that have a large clear picture of the subject, and the name clearly written out (perhaps with supplemental information as well.) At this age, children can best understand the books when they are simple and only have one picture per page.

For any stage of childhood, first consider what you know about a child's abilities and developmental needs. By keeping these mind, you are more likely to find a gift that will continue to appeal to them through this stage of their development. Secondly, it is important to pay attention to who your child is and what their unique interests are at the time. A gift reflects what you know about them and tells them that you see who they are and love them for it!

Let's Talk Lunch

phms1962@gmail.com (Alison Petersen ) — Fri, 08 Nov 2024 18:00:00 GMT

Packing a lunch for your child can feel like a struggle and a task that becomes monotonous. If you're 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 nutritious 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.

Keep 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.

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 Helpers

You probably won’t be surprised to hear us suggest having your children make their own lunches, specifically once they reach kindergarten. 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.

Reality Vs. Fantasy

phms1962@gmail.com (Alison Petersen ) — Fri, 25 Oct 2024 17:15:00 GMT

Reality in the Montessori Classroom

Many parents have noticed that Montessori schools discourage the use of creativity, fantasy and imagination. This is an unfortunate and inaccurate generalization of what Dr. Maria Montessori was actually teaching. Dr. Montessori did not discourage children from engaging in make believe play. During her observations, she saw that children under the age of six preferred "real" over "fantasy" when given the choice. She observes, time after time, that children of this age chose activities such as cleaning, cooking and other practical life activities of fantasy play.

A Montessori Perspective: Reality vs. Fantasy

As Montessorians, we recognize that very young children have a difficult time distinguishing between reality and fantasy, and that blending the two can be confusing. Based on Dr. Montessori's observations, we also know that children in the first plane of development (age birth to six) prefer reality to fantasy. Children are fascinated with the natural world. There is no need to tell a child about unicorns when they are so interested in horses, other animals, plants, and insects. At their age, the real world provides much inspiration and learning for their young minds.

In a Montessori classroom, you will see children preparing snacks and meals with the appropriate kitchen tools opposed to playing in a toy kitchen. Rather than listening to a story with talking animals, they would be presented with stories about real animals or people. This helps the child become independent and capable in the real world around them.

Imagination in the First Plane of Development

Imagination is a natural and normal part of development. However, children in the first plane of development are exploring the real world with their senses and interacting with their environment. Their brains are busy categorizing and finding order in the world. Because of this, it's more developmentally appropriate to give our youngest students real and authentic opportunities. Once they've developed a sense of the real world, usually around the age of six, their their imagination starts to take off.

Imagination in the Second Plane of Development

Dr. Maria Montessori noticed that around the time when a child turns six, there is a unique shift in their way of thinking. She deemed this next stage in the child's life the "second plane of development." During this stage, children are able to distinguish reality from fantasy and have a desire to use their imagination. This plane of development continues to approximately age 12. Dr. Montessori noticed that children are motivated to learn using their imagination during this plane, so in the spirit of following the child, Montessori encouraged children to explore their imaginations by using abstract thought.

For example, during the second plane of development, a guide might share a history lesson and ask the child to imagine themselves in a similar situation. Writing elaborate stories is a common activity at this age. This helps to develop the child's imagination, usually allowing them to find their own place in society through their thoughts and ideas.

Using the Language of Encouragement

phms1962@gmail.com (Alison Petersen ) — Fri, 04 Oct 2024 14:58:04 GMT

Importance of Language

The language we use with children is so important. In a Montessori classroom, you will notice the teachers do not overpraise their students. Instead, the teacher will guide the child not to seek external reinforcements. This allows them to build independence and a sense of confidence and self-worth. The way the child is spoken to is carefully phrased.

Try using some of these phrases at home. It might feel awkward, or even silly at first but over time it will become natural. You will notice a change in your child's actions, confidence and self-esteem.

Examples of Montessori Phrases

Instead of jumping in and doing something for the child, instead say "I want you to try, but I am here if you need help."

Instead of saying "Good job!" say "I saw you working hard!"

When a child asks you where something is, pause and ask "Hmm, where could you look for that?"

Instead of saying "Stop running," say "We walk inside our house." Offer an explanation for different situations.

Instead of saying something like "Sit down," say "In our home, we all sit down so that we may enjoy dinner together."

Instead of saying "Stop that," say "Maybe it's time to walk away, you can come back to that when you're ready."

Instead of saying "I am so proud of you," say "You must be so proud of yourself!"

Interested in observing in a Montessori classroom? Schedule a tour with us today!

Montessori 101

phms1962@gmail.com (Alison Petersen ) — Fri, 27 Sep 2024 13:35:27 GMT

What are the basics principles of Montessori education?

As the school year gets into swing, we thought it would be helpful to review some key elements of Montessori education and how what we do supports children’s development.

The Montessori method focuses on children’s important process of constructing themselves into the amazing humans they are becoming. Respect for this process of self-construction, along with a prepared environment that supports the development of self-discipline and freedom within limits, forms an entire system wherein children develop independence, creativity, character, awareness of their own learning style, and skills for self-advocacy.

The Prepared Environment

Dr. Maria Montessori pioneered this understanding of the effect of the environment on human development. In Montessori prepared environments, children benefit from carefully designed spaces that meet their developmental needs at each stage of their lives. The materials in the classrooms offer young people keys to their development. In addition to the beautiful physical environments in Montessori, the prepared environment includes a community of children and trained adults.

Individualized Instruction

We focus on the fact that learning starts with the child. Montessori guides observe children’s interests and abilities and use those observations to create an environment in which children can really flourish. This requires a comprehensive knowledge of child development, keen observation skills, and awareness of how to adjust according to where individual children are in their process of learning and growth.

The Montessori Guide

The Montessori guide needs comprehensive training and a new way of thinking to focus on individualized instruction. An integral part of the Montessori approach is that the guide must respect each child’s process of self-construction and provide opportunities to help children develop their potential. An extended relationship over time in a multi-age classroom enhances the guide’s ability to be effective in this role.

Multi-Age Groupings

While every child works at their own level, younger children learn through the observation of older children and older children reinforce their own learning by helping younger children. Older children also have opportunities to develop leadership skills while serving as role models. Our communities emphasize and encourage cooperation and social responsibility. As children develop social and academic relationships with others of various ages, a strong community develops. The multi-age group allows for natural socialization far beyond what is found in homogenous age grouping.

The Toddler Classroom

Our youngest children are working toward a number of goals of self-sufficiency. In order to learn to make sense of the world toddlers need permission to explore, clear and logical limits, natural and logical consequences, positive role modeling, opportunities to make choices, and consistent procedures and ground rules. During this critical developmental time, children are able to extend their concentration through independent choices, purposeful activities, opportunities for repetition, and time for completion. They also benefit from exposure to grace and courtesy, group experiences, and positive attitudes toward new things. The learning materials in the toddler classroom include extensive language exposure, practical life activities, sensorial exploration, and gross and fine motor development.

The Children’s House Classroom

Designed for children two years nine months to six years old, our Children's House program nurtures children’s individual development while offering them an experiential understanding of the value of interdependence. The classroom community also provides a carefully curated array of choices for individual activities that aid children’s work of self-construction.

The Montessori guide helps children develop their ability to choose freely, sustain focused and concentrated attention, think clearly and constructively, resolve conflicts peacefully, and express themselves through language and the arts. Through the active development of their will and the satisfaction of their authentic needs, children develop self-discipline and become connected in a socially cohesive way.

Areas of activity at the Children’s House level include practical life, sensorial organization, language, mathematics, and cultural subjects. The extensive sets of Montessori materials in each of these areas are designed to appeal to children's deep interest and inspire repeated activity. Because children of this age absorb so much effortlessly, they can take in vast amounts of information and grasp sophisticated relationships and principles wholly and effortlessly.

A Strong Foundation

Our mission is to prepare children for life. All children are naturally curious and love to learn. We support this innate drive by providing environments that meet children’s developmental needs, creating a staff of loving and well-prepared adults, and building a community of families that actively support this mission. We celebrate each child’s individuality and help them discover how they can best contribute to our world and culture. This unique model offers children an incredible gift of independent thinking, self-assurance, inner discipline, and a love of learning.

Interested in observing a Montessori classroom and learning more? Schedule a tour today

Writing Before Reading

phms1962@gmail.com (Alison Petersen ) — Fri, 20 Sep 2024 14:41:41 GMT

Teaching Writing Before Reading

“Writing develops...in the same way as speech, which is also a motor translation of sounds that have been heard. Reading, on the other hand, forms a part of an abstract intellectual culture. It interprets ideas represented by graphic symbols and is acquired only later.”
-Maria Montessori

It Starts with Sounds

Montessori teachers teach children the phonetic sound of each letter before they teach the name of each letter, creating the building blocks of reading. They take this approach because the child is able to absorb sounds easily, without having to memorize the name of each letter.

It’s Multi-sensorial

The use of the senses with the sandpaper letters and the moveable alphabet enhance the process. They are experiencing each sound and letter audibly, visually and through touch. This ultimately allows the child to grasp the information more quickly.

Learning to Write Naturally Leads into Reading

As the child begins to pick up on the sounds in each letter, letter combinations, and eventually words, they will be able to start reading naturally. Ironically, as a child learns how to write, they are also learning how to read. By working to put letter sounds together, sounding out the letters as they go along, children are starting to write. Maria Montessori herself explains that it is a natural extension of how children learn, First by sound, and eventually after, through memorization. Children do not look at words and try to remember what they are. Their brains are forming sounds and creating words and phrases in their heads.

Montessori vs. Reggio Emilia

phms1962@gmail.com (Alison Petersen ) — Fri, 13 Sep 2024 14:10:47 GMT

What are the differences between Montessori and Reggio Emilia?

Montessori and Reggio Emilia are two popular educational philosophies that emphasized child-centered learning and holistic development. While both approaches share some similarities, there are also key differences between them.

Montessori

Montessori education was developed by Dr. Maria Montessori in the early 20th century. It is based on the belief that children are naturally curious and learn best through self-directed exploration. The Montessori approach emphasizes independence, freedom within limits, and the development of practical life skills. The classroom environment is carefully prepared to foster hands-on learning and provide a wide range of materials that promote sensory experiences, fine motor skills and cognitive development.

In a Montessori classroom, children are encouraged to choose their activities from a variety of self-correcting materials. They can work at their own pace and move freely around the classroom. The role of the Montessori teacher is to guide and observe rather than dictate instructions. The focus is on individualized learning, allowing each child to progress at their own rhythm and interests. Montessori education promotes order, concentration and self-discipline.

Reggio Emilia

The Reggio Emilia approach originated in the town of Reggio Emilia, Italy after World War II. It was developed by Loris Malaguzzi and emphasizes the importance of community, collaboration, and the environment of learning. The approach considers children as competent learners and focuses on their interests, imagination, and creativity. The classroom is often referred to as the "third teacher" alongside the teacher and the environment. In the Reggio Emilia approach, the learning environment is considered a significant tool for learning.

Classrooms are designed to be aesthetically pleasing and filled with natural ilht and open spaces. Children's artwork and projects are prominently displayed, reflecting their ideas and ongoing exploration. Learning the Reggio Emilia approach is project-based and emergent. Teachers act as facilitators, encouraging children to ask questions, investigate, and engage in collaborative problem-solving. Documentation of children's work is emphasized, and parents are actively involved in their child's learning process.

Key Differences

While both Montessori and Reggio Emilia approaches share common principles, they differ in several ways. Montessori education emphasizes individualized learning, self-correction and practical life skills. In contrast, the Reggio Emilia approach focuses on collaborative learning, creativity, and the integration of art into the curriculum. Montessori classrooms typically have a more structured and ordered environment, while Reggio Emilia classrooms embrace a more open and visually stimulating atmosphere. Both methods prioritize child-centered learning, independence and the development of critical thinking. By understanding their differences, parents and educators can make informed choices based on the needs and preferences of their children. Whether one chooses Montessori or the Reggio Emilia approach, both methods aim to create nurturing environments that inspire children to become lifelong learners, explorers and problem solvers.

In Summary

Reggio Emilia Approach

Emphasizes community and collaboration.
Views the learning environment as the "third teacher."
Promotes creativity, imagination and self-expression.
Learning is project-based and emergent.
Teachers act as facilitators and guides.
Documentation of children's work is a central focus.
Parents are actively involved in their child's learning process.
Classrooms are visually stimulating and aesthetically pleasing.

Montessori Education

Focuses on individualized learning.
Emphasizes self-directed exploration and independence.
Development of practical life skills is a priority.
Classroom environment is structured and ordered.
Materials are carefully designed for hands-on learning.
Children can work at their own pace and choose activities freely.
Teachers observe and guide rather than dictate instructions.
Promotes order, concentration and self-discipline.

Tips To Ease Separation Anxiety

phms1962@gmail.com (Alison Petersen ) — Tue, 27 Aug 2024 19:08:17 GMT

The start to a new school year is an exciting, yet stressful time for parents and children. The anticipation of the first day, adjusting to routines, learning expectations and being in a new place all day can be stress inducing for many children. Both parents and children deserve a positive start to the day. Parents need to trust that their child is in the right place.

Before you approach your new school day mornings, start here:

Help your child anticipate change
Give a quick goodbye

Help your child anticipate change.

First, about a week before starting a new school, take your child to the school to visit. Give your child the opportunity to explore the classroom, walk the hallways and play on the playground. It's important they make connections and associate their new learning environment with positivity and possibility.

Give a quick goodbye.

If your child begins to cry as you try to leave the school, you will always feel that you cannot leave the school until he stops crying. Every parent feels this tug, and every teacher is empathetic to that, but that will never happen. Your child will never stop crying if you are still there. They will only stop crying after you have left, which means your presence only prolongs their tears.

Therefore, you must choose positive emotions for both you and your child. Communicate with your body language that school is a safe place and that you are happy your child is there. So often, the most anxiety comes from a self-fulfilling prophecy on behalf of the parent. Then, the child feels Mom’s worry and thinks to himself, “If Mom is scared of leaving me here, there must be something wrong with this place!” Do not let your child pick up these nervous cues from you.

And remain consistent every single day. Your child is trying to understand the way the world works. He’s wondering all the time, How does this work? What do people do? This is why routine makes so much sense to him and why he begins to crave it as such. He can anticipate what comes next, and that pleases him.

This is also why changing a routine — even in any small way that seems insignificant to you — can be very upsetting to a child. Sneaking in one more hug or one more kiss or a lingering goodbye because you want that will only disrupt your child’s routine and become a setback for the both of you. Maintain a quick goodbye.

Doing things the same way every single time gives your child the deep sense of security he needs to thrive. If your family is experiencing separation anxiety, don’t fight it or be frustrated by it. Lean into the consistency of routine, and trust the results.

When choosing a school for your child you've made the decision to trust the faculty and administration. You have told your child "You're in the right place." It's important each day they feel they are in the right place and have a sense of belonging. And, you should feel that way, too. Because your child does belong, and your child is going to do great.

10 Reasons To Choose A Montessori Education

phms1962@gmail.com (Alison Petersen ) — Fri, 21 Jun 2024 15:15:00 GMT

1.Child-Centered Learning

Montessori education revolves around the child. In these classrooms, children are encouraged to explore, discover, and learn at their own pace. The individualized approach fosters a love for learning, independence, and a deep sense of curiosity.

2. Hands-On Learning Materials

Montessori classrooms are equipped with specially designed, hands-on learning materials that facilitate sensory exploration and skill development. These materials promote concrete understanding, laying a strong foundation for abstract thinking.

3. Development of Independence

One of the cornerstones of Montessori philosophy is the cultivation of independence. Through age-appropriate tasks and responsibilities, children learn to make choices, solve problems, and take ownership of their learning journey.

4. Multi-Age Classrooms

Montessori classrooms typically include children of different ages. This setup allows younger students to learn from older peers, fostering collaboration, leadership skills, and a sense of community. The multi-age dynamic mirrors real-world interactions.

5. Respect for the Child

Montessori educators believe in respecting each child as an individual with unique strengths and interests. This philosophy creates an environment where children feel valued, heard, and understood, contributing to positive self-esteem.

6. Focus on Social and Emotional Development

7. Freedom within Limits

Montessori environments provide children with freedom to choose activities within established limits. This balance allows them to explore their interests while understanding the importance of respect, responsibility, and consideration for others.

8. Prepared Environment

Montessori classrooms are meticulously prepared to meet the developmental needs of the children. Thoughtfully arranged furniture, engaging learning materials, and an aesthetically pleasing atmosphere create an environment conducive to learning and

exploration.

9. Focus on Practical Life Skills

Practical life skills are integrated into the Montessori curriculum, teaching children essential daily tasks such as pouring, buttoning, and cleaning. These activities not only contribute to a child's independence but also enhance fine motor skills and coordination.

10. Lifelong Love for Learning

Perhaps the most profound outcome of a Montessori education is the cultivation of a lifelong love for learning. By instilling a sense of curiosity, self-motivation, and a strong foundation of skills, Montessori education prepares children not just for academic success but for a fulfilling and engaged life.

Montessori education, with its child-centric philosophy, hands-on learning approach, and emphasis on holistic development, offers a compelling choice for parents seeking an enriching educational experience for their children. The principles established by Dr. Maria

Montessori continue to resonate, fostering a love for learning that extends far beyond the classroom and into every aspect of a child's life.

Why Do Montessori Classrooms Use Natural Materials?

phms1962@gmail.com (Alison Petersen ) — Fri, 31 May 2024 16:45:00 GMT

Why do Montessorians believe that all children should be allowed to work with real materials, real picture representations of animals, real glass, wood and metal utensils, instead of the ‘safe’ plastic substitutes?

It is because we strive for children to build their reality of life through real experiences. What could be better than exposing our children to what they will be surrounded by as they grow up? Have you ever thought about that if your child is allowed to handle real-life breakable materials, they will develop the skills needed for care and attention when handling materials? Natural consequences are inherent in a Montessori classroom when items break, and the materials are no longer available to work with. Children love their materials, and with only one-of-a-kind material available, they naturally develop concentration, patience, respect for materials, self-control and precision.

Naturally Sourced Materials Promote Sensorial Exploration

Dr. Maria Montessori emphasized the use of real materials in the classroom. Materials such as brass, wood, wicker, cotton, metal, and glass provide important information to the child. Some warm to the touch and cool with the air. Others are rough and dense. Some are heavy and some are light. Some are durable and some are fragile. These provide a multi-sensorial experience for the child.

The Natural World Is Important for Development

By utilizing materials that come from nature in your child’s belongings, it puts them closer in touch to the real world around them. By doing this, you are encouraging a connection to the earth and the environment.

Natural Materials Last

Plastics fade in color, and their quality is not normally the best. Natural toys made from wood or metal pass the test of time. They are durable, classic, and enduring. Many materials go years in the classroom before needing to be replaced. The child can work with the material with no fear of damage.

Natural is Better for the Environment

Taking care of the environment is at the core of Montessori philosophy. It’s a positive that our materials don’t sit in landfills for years on end. Instead they can be recycled, re-purposed, or they will biodegrade.

Natural Materials Are Beautiful

The prepared environment is an important concept of Montessori learning. Natural materials are beautiful and real, thus making them more attractive and appealing to the child.

They Inspire

Simple and natural materials create opportunities for open-ended work. This allows children to make their own discoveries, test hypotheses, and develop new skills, particularly when the child plays independently.

Interested in observing a Montessori classroom and seeing children work with natural materials? Schedule a tour today!

“The senses, being explorers of the world, open the way to knowledge.”

-Maria Montessori

Is Montessori All Work and No Play?

phms1962@gmail.com (Alison Petersen ) — Fri, 24 May 2024 16:30:00 GMT

You may have heard that Montessori children don't "play"...they "work," but what does that really mean?

We know that for many who are unfamiliar with Montessori, using the term “work” in the early childhood

classroom can be a bit off putting. When a child is engaged in an activity in our classrooms, we say not to

interrupt the child’s “work” rather than using words such as “activity” or “play.” You may hear a guide telling

students to “choose their work” or if they want to “work alone or with a friend.” There is a purpose behind

this. Dr. Maria Montessori loved the word she used to describe the learning process - work . She believed

that the word “work” accurately conveyed and showed respect towards the effort that a child puts into

expanding their mind and spirit. The word “play” by comparison seemed dismissive of this greatness. She

writes:

"It is certain that the child’s attitude towards work represents a vital instinct; for without work his personality cannot organise itself and deviates from the normal lines of its construction. Man builds himself

through working. Nothing can take the place of work, neither physical well-being nor affection, and,

on the other hand, deviations cannot be corrected by either punishment or example."

In Montessori, we believe that the children are working hard to absorb everything around them. It is

important that adults recognize this immense effort and show the child respect so that they can explore

their environment and build a foundation for life. Children take pride in their work and accomplishments in

our classrooms, and we are sure to acknowledge their efforts and avoid using words such as “play” as they

can be dismissive.

Is There Room For Playtime?

Don’t worry...we promise that Montessori education leaves time for fun, playtime, and imagination. Dr. Maria Montessori noticed that children prefer learning about the real world around them before anything else, particularly during the first six years of life. She found that children gravitated towards working with real food rather than playing with a pretend kitchen. Children want to have a concrete understanding of the world around them. This is why the materials in Montessori classrooms are based in reality, the natural world, and practical life.

Children have the time to play with peers and explore their imagination during playground time. We find that most children enjoy playing house, or other games that are modeled from their own life experiences. This is what they are naturally curious about. In Montessori, we do encourage families to limit exposure to “fantasy.” Fantasy is different to imagination, especially to children younger than age six. Fantasy can include things like fairies, mermaids, superheroes, etc.

“The young child cannot distinguish well between the real and the imaginary, between things that are possible and things that are merely ! made up " ” – Dr Montessori, Times Education Supplement, 1919

To a child, the real world is full of awe and wonder. In our classrooms, we read books about frogs, planets, ocean animals, flowers, insects, and we encourage the same in the home, but ultimately, the choice is yours!

Interested in observing children working in a Montessori classroom? Schedule a tour today!

Social Benefits of A Montessori Education

phms1962@gmail.com (Alison Petersen ) — Fri, 17 May 2024 18:24:05 GMT

The Montessori approach, pioneered by Dr. Maria Montessori over 100 years ago, emphasizes not just academic achievement but also the social and emotional growth of the child. Montessori is known for creating independent, self-sufficient and intrinsically motivated children. However, being independent does not mean a child is socially isolated or lacks social opportunities.

In the Montessori classroom, you will notice that social development takes place in many forms. Some of these include:

Mixed-Age Classrooms

One distinctive feature of Montessori classrooms is the presence of mixed-age groups. Children are not confined to interacting solely with peers of the same age, allowing them to develop essential social skills such as cooperation, empathy, and leadership. Older students often serve as role models and mentors, while younger ones benefit from observing and learning from their more experienced peers.

Respect for Individual Differences

Montessori education recognizes and celebrates the unique qualities of each child. The emphasis on individualized learning allows children to progress at their own pace, fostering a sense of self-worth and acceptance. This approach cultivates an environment where differences are not only tolerated but embraced, promoting a culture of inclusivity and respect.

Developing Independence and Responsibility

Montessori classrooms are designed to encourage independence and personal responsibility. Children are empowered to make choices about their learning, manage their time, and take care of their environment. These responsibilities contribute to the development of a strong work ethic and a sense of accountability, both of which are crucial in social settings.

Nurturing Conflict Resolution Skills

In a Montessori setting, conflict is viewed as an opportunity for growth rather than a problem to be avoided. Children are taught and guided in resolving conflicts peacefully, promoting effective communication and negotiation skills. Learning how to express feelings, listen actively, and find mutually beneficial solutions equips Montessori graduates with essential tools for navigating social interactions in the future.

Community and Global Awareness

Montessori education extends beyond the classroom walls, encouraging children to explore and understand their broader community and the world. Through projects, discussions, and cultural studies, students develop a global perspective and an appreciation for diversity. This awareness fosters a sense of responsibility toward others and a commitment to making positive contributions to society.

Cultivating a Love for Learning Together

Montessori classrooms promote a love for learning that is collaborative and cooperative. Children engage in group activities, discussions, and projects, fostering a sense of shared enthusiasm for discovery. This collaborative learning environment sets the stage for the development of strong social bonds and a lifelong love for learning in a community setting.

The social benefits of Montessori education ripple far beyond the classroom, shaping individuals who are not only academically adept but also compassionate, collaborative, and socially conscious.

Interested in observing a Montessori classroom? Schedule a tour today.

Montessori At Home

phms1962@gmail.com (Alison Petersen ) — Fri, 10 May 2024 14:08:46 GMT

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

phms1962@gmail.com (Alison Petersen ) — Fri, 03 May 2024 14:16:42 GMT

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.

Montessori vs. Daycare: What Is The Difference?

phms1962@gmail.com (Alison Petersen ) — Fri, 26 Apr 2024 15:04:59 GMT

Many families rely on childcare while their children are young. Figuring out the best place to drop your little one off every day is a big decision. Parents want to ensure their child spends their days safe, comfortable, and happy, and under the watchful eye of well-trained and competent adults.

Daycare is the obvious choice for many folks…that is, until they become aware of other options.

If you’re reading this article, it’s likely you are one of those parents who is trying to figure out the best possible placement for your child. Allow us to highlight five key differences between a typical daycare center and a Montessori school.

An Emphasis on Education

Montessori goes beyond the reaches of a typical daycare facility. While daycares focus on watching and caring for children, Montessori schools do this and more by creating an environment focused on children’s learning.

We believe education starts at birth. Children’s days should be filled with play, as that is how they learn, but we create space for them to play in ways that enrich their development.

We don’t fill our classroom with whatever toys look fun; we carefully prepare an environment with materials that have been developed after careful scientific observation and used for over 100 successful years. These materials are still games and toys from the perspective of the child, but they tend to have much different effects on them from a learning perspective.

A Natural Environment

Most daycare environments are filled with bright colors, plastic toys, and maybe even a cartoon character or two.

Montessori environments eschew any type of commercialism or characters. They utilize natural materials like wood, plant fibers, and even glass. Natural tones are favored over bright and loud colors, and soft and natural lighting is evident.

Montessori classrooms intentionally bring the natural world inside, with plants, found objects, and pets. Children are directly involved with the care of living things in the classroom.

Montessori Trained Educators

The training of a Montessori educator goes far beyond the training of a typical daycare worker. To care for young children, both must meet certain requirements such as first aid training, passing a background check, and some knowledge of working with children.

Montessori educators, however, continue far beyond the basics. Most have college degrees, with many obtaining advanced degrees. They have completed rigorous Montessori credential training, which includes comprehensive instruction on child development, intensive lessons to help them present Montessori materials correctly, work in Montessori philosophy, and so much more.

We encourage you to ask your local daycare facility about their teacher training requirements and compare them to Montessori requirements while you explore your options.

A Sense of Community

When your child is enrolled at a Montessori school, it’s so much more than a place to drop them off each morning. The whole family is welcomed as a part of the school community, and special events and traditions work to solidify this sense of community.

Montessori parents are often eager to connect with one another; we all seem to have a sense that a strong community contributes greatly to the wellbeing of our children. It’s helpful to have other parents to ask questions, hear about experiences, and even socialize with.

Montessori schools are also unique in that we welcome parents into the classroom. In fact, we encourage regular observation. The children are used to adults sitting quietly in a corner of the room, so the practice is unobtrusive, and really gives adults a clear picture of the type of work we do. Many parents walk away from observations in awe of the engagement of the children and the depth of the work/play they show.

Interested in seeing a Montessori classroom in action? Call us to set up an appointment today. We welcome you to observe the uniqueness of Montessori.

Effective Methods To Limit Screen Time For Children

phms1962@gmail.com (Alison Petersen ) — Fri, 19 Apr 2024 18:12:43 GMT

We live in a digital world with screens at our fingertips every minute of the day. Children are growing up in a society where technology is at its most advanced and improving at a rapid pace. Technology is part of our daily life, whether we like it or not.

The Montessori Method was founded over 100 years ago before technology was developed. Dr. Maria Montessori observed children in their natural environment and was a strong advocate for young children moving. Through movement they learn not only about their surroundings but also about their own bodies capabilities. Through observations Dr. Maria Montessori noted:

“When there is motor and physical activity, you can see a more important kind of education, a kind of education that takes the force of life into account… If we do not take [this] into account, we miss the best part of education.” – Maria Montessori

So even though Montessori does not advocate for screen time, how do we apply it today living in a digital world where screens are all around us and children are becoming more immersed?

Set An Example

This is, without a doubt, the best and easiest way to motivate your children to play independently or get outside. Children mirror what they see more than they pay attention to what you’re telling them to do. That means, if they see you binge-watching your favorite shows, they’re going to take cues from you. In as much as watching your weekly shows may be your way of defusing, try not to watch them with your children around at least – this helps you set a good example that they can follow.

Spend Time Outside

Find moments to bring your own daily life outdoors. Spring is a great time to move family dinners to the patio. On a weekend afternoon, plan a picnic in the backyard. A picnic doesn’t have to be an exhaustive affair, either. Simply ask the children to set the table on a blanket on the grass rather than the dining table.

Encourage Independent Play

It is likely that screen time comes into play when you need a few minute to get something done, or just some time to recalibrate. What if there was a way to achieve this without encouraging more screen time? You'll be happy to know there is, and it's called independent play.

Promoting independence is a key component of Montessori, in a large part, because it allows the children to feel respected, capable and content. One of the best ways to encourage independence is through play. If children feel comfortable and confident playing on their own, they will also feel capable of completing other tasks on their own.

Implement A Routine

Some parents find it beneficial to encourage independent play daily at the same time. You can choose to do this just before or after nap time with toddlers, or just after breakfast with slightly older children. Encourage the children to play outside after dinner. A routine that works for your family is the best routine to implement and adhere to. Children will quickly learn the routine and look forward to indepdent play and spending time outside.

Why Is Nature Important In Montessori?

phms1962@gmail.com (Alison Petersen ) — Fri, 12 Apr 2024 15:56:38 GMT

“The land is where our roots are, the children must be taught to feel and live in harmony with the Earth.”

-Dr. Maria Montessori

Spending time in nature is a fully integrated sensory experience. Watching the sunlight bounce off of trees as they sway in the wind, smelling the plants and flowers around you, hearing the leaves crunch under your feet, feeling the cold dirt in your hands, and sometimes even tasting the fresh vegetables or herbs from a garden. Engaging with nature grounds us and reminds us of our connection to the environment. Nature provides a powerful tool for nurturing young minds.

Nature and natural materials are central to Montessori education, rooted in the principle of caring for the environment. There is an inherent order, harmony, and beauty in nature that is reflected in the Montessori philosophy. A primary way Montessori integrates nature is through the use of natural materials. This includes wooden materials, natural fabrics, wicker baskets, metal utensils, and glass vessels to name a few. Not only do these natural materials provide children with an integrated sensorial experience, but they also encourage a connection to the environment by putting children in touch with the real world in their everyday activities.

In addition to prioritizing natural materials in the classroom, Montessori also emphasizes the value of teaching children to care for plants and animals. All of our Montessori classrooms include houseplants in which the children care for. Our community at Pincushion Hill Montessori School features a vegetable and flower garden which is a special outdoor space where the children come together to plant, tend, and reap the benefits of their hard work.

The children are responsible for watering the garden, weeding, planting seeds and and composting. Through the experience of caring for the plants and animals in the garden, children learn the connection between the earth and their food as well as respect for the smallest of creatures. Waiting for a garden to grow instills patience and responsibility in young children who are eager to see their seeds transform into food. You may be surprised to find the variety of tasks children are both excited to and capable of performing when it comes to caring for the natural world.

Whether at home or in the classroom, there are numerous benefits to integrating nature into your child’s day. Here are a few of our favorite ways:

Take a nature walk , with the intention of noticing or collecting elements like leaves, rocks, flowers, and other things that catch your child’s attention
Give your child a small houseplant to care for , teaching them the responsibility of checking on the leaves and soil to ensure the plant has enough light and water
Add a bird feeder to your outdoor space and invite your child to participate in filling the seed and watching for different types of birds to visit
Visit a botanical garden or zoo to explore plants and animals that you do not regularly see at home
Teach your child how to keep a nature journal where they draw pictures of what they notice in nature

Interested in seeing our outdoor gardens? Call today to schedule a visit.

Why Grace and Courtesy Is Part Of The Montessori Curriculum

phms1962@gmail.com (Alison Petersen ) — Wed, 03 Apr 2024 16:59:34 GMT

Grace and Courtesy

If you are just beginning to learn about Montessori education, you've probably heard the phrase grace and courtesy. You may be wondering why we go out of our way to identify it as something special. Simply put, grace and courtesy is all about helping children to understand polite social norms.

As a Montessori school, we understand that even very young children are capable of much more than is traditionally expected of them. For example, you might picture a preschool classroom in which children are running around or shouting loudly if they are excited. After all, children of 3 or 4 years of age can't be expected to have mastered such behaviors yet, right?

If you were to observe children of the same age in a Montessori classroom, this would not be the case. Just as with any other skill, Montessori children are taught how to behave appropriately. This is not to say that they are never allowed to run around and be loud, outdoor playtime is a perfectly suitable environment for those behaviors. They have simply learned that the classroom is an environment dedicated to learning and concentration, and they must do their part.

Modeling

Grace and courtesy starts with intentional modeling. Guides are very careful about how they behave in front of the children. When interacting with one another, or when interacting with a child, they are always thinking about showing the children what they hope to see mirrored.

If the guide expects the children not to shout across the classroom, she will not do so herself. When managing a classroom full of children this can be challenging at times, but we understand that the children are always watching us and learning from our behaviors.

Adults in a Montessori school are always very careful not to interrupt a child's work. They have a deep respect for the child's autonomy, but they are also aware of the power of their modeling. When adults refuse to interrupt a child's work, the children learn the importance of doing the same.

Lessons

Aside from modeling, Montessori guides give lessons to explicitly teacher grace and courtesy. They will show the child step by step how a certain behavior or activity is done. Here are just a few of these types of lessons a child might receive:

How to greet one another
How to welcome a visitor
How to to get a teacher's attention without interrupting
How to listen in a conversation
How to walk carefully around the classroom
How to follow directions
How to resolve a social conflict
How to unobtrusively observe another's work
How to hold a door for someone
How to use polite words such as a phrase, thank you, excuse me, etc.

Curious to see grace and courtesy practiced in the classroom? Schedule a tour today!

Art for Self-Expression

phms1962@gmail.com (Alison Petersen ) — Wed, 28 Feb 2024 15:21:46 GMT

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.

Independence: The Foundation of Freedom

phms1962@gmail.com (Alison Petersen ) — Fri, 09 Feb 2024 19:16:20 GMT

Montessori Supports Independence So Children Can Be Free

In order to be truly free, we need to be able to make our own choices, which means having the skills and abilities to then act upon our choices. Without independence, we can't truly be free.

As children's independence grow, so does their opportunity for freedom. They have more choices available and more to consider. The freedom children experience in our prepared learning environments is directly related to their independence. Over multiple years in their classrooms, children feel like masters of their environment and younger children look up to them as if they have superpowers.

In order for children to develop this freedom and independence, we make sure that the following opportunities are present in our classrooms:

To Choice Their Own Activity

Even at a young age, children have ideas of what they want and don't want to do. This independence will only increase when children have opportunities to make decisions. In Montessori classrooms, we provide opportunities to make choices, but it is not a free-for-all!

The classroom is set up with a variety of activities designed to meet developmental needs. Children are free to choose any material they have been shown or that they have the ability to do. Thus, children must have the skill before being able to choose.

To build this ability to make choice, we start by offering children choices about very simple things. When an activity has two parts, we might ask: "Would you like to carry the box or the tray?" Then we give another opportunity to make a choice: "Lovely! You may carry the try to the table you choose."

Over time children develop the ability to make increasingly more complex choices and they build the skills that allow them more options in their learning environment.

To Work Without Interruption

Once children choose an activity, they are free to do it for as long as they like without anyone else (adult or child) interfering with their work. In this way, we protect children's focus and concentration. As a bonus, because the materials are self-correcting, children don't need an adult for validation.

The adults in Montessori classrooms work to protect children who are actively engaged in purposeful activity from interruption (even if this a three-year-old washing a table and water is pouring off the table.) If children get interrupted a lot, their concentration becomes broken which can result in them not wanting to take risks or engage with challenging learning material.

The experience of being interrupted can happen a lot to children. They try to start doing something and someone comes along and stops them or finishes it for them. Yet children need to be able to deeply dive into activity in order to develop concentration and focus.

To Move Freely

Unlike in traditional environments where children move together along the same path (this half hour is story time, this is math time, etc), Montessori children have the freedom to work at their own pace. To facilitate this, our schedule is specially designed to offer large blocks of uninterrupted time so children have the freedom to spend the time they need on the activities they choose.

Working with learning materials is how children are developing themselves. They need time to reflect and integrate what they are learning. Therefore, children also need to be able to repeat an action as often and as long as they would like to do so. When children are new to Montessori classrooms, we sometimes need to let them know about the opportunity to work at their own pace and rhythm by reminding them, "You can do this for as long as you like!"

Limits

In order to support this foundation of freedom, Montessori classrooms have a few basic limits that support independence. In addition to ensuring that children aren't distracted or interrupted in their work, we help children learn that materials can only be taken off the shelf and must be returned to their proper place on the shelf. These basic rules are clear social signals to children as to when a material is available for use: when a material is on the shelf it is available, and when the material is not on the shelf, it is not available.

Development of Independence & Freedom

As children gain skills and abilities, their independence increases and so do their choices. Activities are available and ready for use so that children are not dependent upon anyone to get things for them. Children can choose where they do their work. The lessons we offer are designed to provide just enough information for children to continue the activity independently. We offer these liberties in harmony with children's skills, abilities, and level of independence so they can experience a variety of freedoms in their learning community.

Curious about how this all works? Schedule a tour to see how independence and freedom are interconnected!

Toileting: The Montessori Way

phms1962@gmail.com (Alison Petersen ) — Tue, 23 Jan 2024 15:40:25 GMT

The toilet learning process for young children takes time but doesn't have to feel daunting. Here are some key aspects of toileting the Montessori way.

As parents we quickly learn that children have control over three things: eating, sleeping and toileting. Rather than engage in power struggles, however, we can help children develop the skills they need to manage and gain mastery over these essential aspects of life .

In Montessori learning communities, young children learn how to prepare snack, fall asleep with assistance, and dress themselves. In addition, they learn how to control their sphincter and stay dry. This process, which we call "toilet learning" or "toilet awareness" takes time, yet it is a vital part of becoming independent.

Because we are helping children with an important aspect of their independence, we try to avoid the terminology "toilet training." After all, we aren't training our children like we might train a dog! Rather we are helping children feel the success of becoming fully independent as they become masters of their own functions.

The process takes time but doesn't have to feel daunting. Here are some key aspects of toileting the Montessori way.

Establish Body Awareness

Toilet awareness starts at birth. From the earliest day of life, we talk to our infants about what is happening as we change their diapers. We might say "Your diaper is wet from urine," or "I am wiping your poop off your bottom."

To help our infants become aware of being wet or soiled, it's best to use cloth diapers. Disposable diapers are very effective and wicking away moisture, which leads to children not connecting the act of eliminating pee with the feeling of being wet. As children shift into toddlerhood, they can begin to wear cloth underwear.

Useful phrases:

"Does your diaper feel wet or dry? Is there poop in your diaper?"
"Your underpants feel so heavy! You must have had a lot of pee come out."

Collaborate

When a child is wet, we help them to the bathroom and collaborate with changing out of their wet underwear. We allow them to sit on hte toilet to see if any urine is left that can be pushed or released into the toilet. Then once they have on dry underwear, they return to their activity.

Children need to be involved in the toileting and changing process. They can assist in getting the clean underwear or diaper and putting any soiled items in their appropriate place. This gives children the feeling of some power or control in what is happening.

Useful phrases:

"You can hold your shirt up while I pull down your pants."
"You can open the Velcro on this side of your diaper and I'll open the Velcro on that side."
"I'll have a turn to wipe your bottom and then you can have a turn."

No Tricks or Treats

We offer the toilet, but we never force children to sit on the toilet. We also avoid asking children if they would like to sit on the toilet. There is a happy middle in which we suggest that they sit on the toilet or let them know it is time to sit on the toilet. Ultimately, we trust that children will incorporate this part of daily life into their routine. Young children love the consistency of routines, so we ensure, from the very beginning, that toileting is a regular part of the day .

Bribing, reward charts and punishments may have short-term results, but do not work for the long-term goal of helping children develop independence, self-assurance, and mastery of this essential part of their humanity. We allow children the time to be successful. Rather than scolding or over-congratulation, we know that children will learn through experience and feel proud of their accomplishments.

Useful phrases:

"It's time to sit on the toilet."
"You peed in the toilet. You did it all by yourself."

Respect the Process

Often when adults change children it is all done so quickly that children aren't aware of their bodily functions. Rather than rushing, we take time to explain what is happening and offer opportunities for collaboration.

It's showing the utmost respect to children when we help them learn how to do something for themselves. When children able to respond to their body's needs, they are one step to closer to being fully functioning, independent young people.

The Role of the Montessori Teacher

Mon, 27 Nov 2023 16:55:02 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.

The Benefits of Multi-age Grouping

Wed, 25 Oct 2023 15:45:52 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 Planes of Development

Wed, 27 Sep 2023 15:35:22 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.

pincushion

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