mission-montessori

The Science Behind the Magic: Four More Reasons Montessori Works

Mon, 27 Apr 2026 10:00:31 GMT

In Part One of this series, we began exploring the eight Montessori principles that Dr. Angeline Stoll Lillard examines in her landmark book, Montessori: The Science Behind the Genius. As we saw, what makes these principles so compelling is that Dr. Maria Montessori's intuitions about children were a precursor to what decades of developmental science have since confirmed about how humans actually learn.

In this second and final installment, we pick up where we left off, examining the remaining principles and the research that brings them to life.

Whether you're a parent, an educator, or simply someone curious about what effective learning really looks like, these insights offer a fascinating window into the remarkable alignment between one woman's careful observations over a century ago and the science we have today.

If you haven’t already, be sure to check out the previous four principles:

Movement and Learning Are Deeply Entwined
Choice Improves Both Learning and Well-Being
Children Learn Best When They're Genuinely Interested
Rewards Undermine the Motivation They're Meant to Build

PRINCIPLE FIVE: Children Learn Powerfully from Each Other

When you walk into a Montessori classroom, you’ll notice that children are almost always working near or directly with other children. Peer learning is one of the most effective forms of learning, and Montessori classrooms are deliberately structured to make it a constant.

Much of this learning happens through observation. When a child watches a slightly older classmate work through challenging material, they're absorbing the technique and the possibility. They begin to see what they can do! Peer observation often drives a spontaneous "explosion" of writing or number awareness, spreading through a class (e.g., one child suddenly writing everywhere, then several more following).

The mixed-age grouping in Montessori classrooms amplifies this. Younger children always have a visible horizon of what's coming next. Older children consolidate their own understanding by helping younger ones (which is one of the most effective learning strategies known). And the large, stable class community means children have time to build genuine relationships and observe one another across many contexts over several years.

PRINCIPLE SIX: Meaningful Context Makes Learning Richer and More Lasting

Children remember far more when what they're learning is connected to something real and purposeful.

What the Research Shows

In one study, three-year-olds were asked to memorize lists of items. When the lists were presented as shopping lists for a pretend store, the children remembered twice as many items as those who were simply told to memorize a list.

Montessori education is built on this principle. Practical life activities such as cooking, cleaning, caring for plants and animals teach children that the skills they are learning connect to the real world. The Montessori curriculum is deliberately integrated. Vocabulary develops alongside sensorial exploration. Math concepts are entwined with concrete materials that make abstract ideas visible. Knowledge in one area consistently links to knowledge in others.

This is why Montessori materials are not isolated exercises but part of a spiral curriculum that returns to the same ideas with greater depth and complexity as children grow.

PRINCIPLE SEVEN: How Adults Interact with Children Shapes Everything

The way an adult responds to a child's efforts has effects that ripple far beyond the moment.

What the Research Shows

Carol Dweck's research, now widely cited, demonstrated that a single sentence of feedback can set children on divergent trajectories. Children told "you must be smart" after succeeding at a problem later chose easier tasks, enjoyed them less, and performed worse after encountering difficulty. Children told "you must have worked hard" sought harder challenges, recovered from failure more readily, and improved their performance over time.

The difference is in the delivery of one sentence! The implications are profound for how we talk to children about both their successes and their struggles.

In a Montessori classroom, the adult’s role is carefully defined: to observe, to connect children to materials at the right moment, to step back when a child is productively engaged, and to step in only when something is genuinely unproductive or unsafe. This requires a great deal of precision and restraint. An adult who constantly intervenes, corrects, and directs trains children to look outward for approval. An adult who observes and offers at the right moment helps children learn to look inward.

Consistency and long-term relationships also matter. The multi-age grouping in Montessori means that children spend multiple years with the same adults, building the kind of attachment and trust that research consistently links to stronger learning outcomes and healthier social-emotional development.

PRINCIPLE EIGHT: Order in the Environment Supports Order in the Mind

The Montessori classroom's distinctive aesthetic reflects a deep understanding of how the environment shapes cognition.

What the Research Shows

Research consistently shows that noise, clutter, and unpredictability are cognitively costly for children. When an environment is chaotic, children spend precious mental energy managing uncertainty rather than engaging in learning.

Temporal order matters as much as spatial order. The three-hour uninterrupted work cycle (a hallmark of Montessori classrooms) gives children long enough stretches of focused time to move from initial engagement to deep concentration and, eventually, to the kind of absorbed flow that produces real intellectual development. Frequent interruptions (bells, transitions, whole-class pivots) train children to work in short bursts and to constantly reorient. The three-hour cycle allows children to go deep.

Children in Montessori classrooms are also responsible for maintaining their environment by returning materials to their proper place, caring for plants and classroom spaces, and treating everything with consideration. This care builds the child's relationship to order as something they participate in creating rather than something imposed from the outside.

Even noise levels matter in ways that go beyond comfort.

What the Research Shows

Research cited by Dr. Lillard found that across all ages, noise was one of the most consistently negative influences on cognitive development, partly because it interferes with the auditory discrimination that underpins both reading and vocabulary development. The quiet that characterizes a well-functioning Montessori classroom is the natural result of many children deeply absorbed in their own work.

What makes Dr. Lillard’s work so valuable because it validates the Montessori method and gives the why behind practices that can otherwise seem puzzling from the outside.

There are important reasons why Montessori teachers don't correct every error, why there are no gold stars, why the classroom is so quiet, and why children seem to do the same work over and over. This approach to education is deeply rooted in creating conditions in which children's natural drive to learn can develop as fully as possible!

To learn more, visit our school here in Scottsdale, AZ. And let us know if you would like to borrow a copy of Montessori: The Science Behind the Genius by Dr. Angeline Stoll Lillard! It is one of the most research-grounded books available on Montessori education, and we highly recommend it for anyone who wants to understand the deeper logic of Montessori!

Does Montessori Actually Work? Here's What the Science Says

Mon, 20 Apr 2026 10:01:35 GMT

Montessori education has been in existence for over a century, but does it actually work?

Dr. Angeline Stoll Lillard spent years researching this question, and her book, Montessori: The Science Behind the Genius , is a must-read.

In her book, Dr. Lillard identifies eight principles at the heart of Montessori education. What’s key is that these Montessori principles align with what developmental science tells us about how humans actually learn. The remarkable thing is that Dr. Maria Montessori arrived at most of these insights through careful observation of children, decades before the research existed to corroborate how children learn.

In this two-part blog post, we’ll examine these eight principles and the connected research.

PRINCIPLE ONE: Movement and Learning Are Deeply Entwined

In most traditional classrooms, children are still expected to sit still, as if stillness is a prerequisite for learning. In Montessori, we understand how movement and thinking are intertwined. And research backs this up. Studies have found that physical activity improves cognition, judgment, memory, and social reasoning. Moving the body isn't a break from learning. Rather, the movement is often the learning (and this is even more so for younger children!).

Montessori materials are designed to be touched, carried, sorted, and manipulated. Children working with the knobbed cylinder blocks are actively perceiving, making judgments, and reasoning through their hands. The same is true when children sort fabric squares by texture, shake and compare sound cylinders, or lay out bead bars to represent quantities. Every material helps children integrate their minds and bodies.

Practical life activities take this even further. When children learn to pour, button, fold, or prepare food, they are engaging in organized sequences of purposeful action that develop concentration and executive function skills.

What the Research Shows

A Milwaukee study found that high school students who had previously attended Montessori programs significantly outperformed peers on math and science assessments, subjects that rely heavily on the kind of reasoning that, in Montessori, is first built through hands-on materials.

PRINCIPLE TWO: Choice Improves Both Learning and Well-Being

The freedom to choose is at the heart of Montessori education, but this isn’t just about enjoyment. Having choice measurably affects how well children learn and how they feel about themselves. In a striking series of studies, children aged seven to nine were given anagram puzzles to solve. Those who chose their own category of puzzle solved twice as many as children whose category had been chosen for them, even though the actual puzzles were identical. Those who had a choice also spent far more time voluntarily working on puzzles during free time.

The key finding is that the perception of control (even in small things) activates a fundamentally different relationship to the work. Children who feel in control tend to engage more deeply, persist longer, and take more ownership of their learning.

In a Montessori classroom, children choose their own work throughout the day. Importantly, Dr. Lillard notes that this freedom is always paired with responsibility, and that too many choices can be as demotivating as none. The Montessori environment offers meaningful, bounded choice. Rather than an overwhelming array, each classroom has a selection of purposeful materials designed to match children’s developmental readiness.

Choice and concentration are closely connected, too. When children choose work that genuinely engages them, they're far more likely to reach a deep state of focus, or what psychologists call a “flow state.”

PRINCIPLE THREE: Children Learn Best When They're Genuinely Interested

This sounds obvious, of course! It makes sense that we learn better when we are interested. However, think about this in terms of how classrooms are typically structured. If interest is one of the most powerful drivers of learning, then organizing a school day around a single curriculum delivered to the whole class at once works against almost every child in the room.

Dr. Montessori understood children's interests as biological signals pointing toward what their developing minds most need to engage with at that moment in their lives. These windows of opportunity, or "sensitive periods,” are particular stretches of development during which children are uniquely primed to absorb certain kinds of learning. During these windows, learning that matches the child's inner readiness can be extraordinarily effortless and lasting.

The role of interest is why Montessori materials are designed to be beautiful, engaging, and self-correcting. The sensorial materials, for example, aren't only teaching discrimination of size or color. They are designed to help children become more interested in noticing the world around them. The adult’s role is to observe carefully and offer new lessons at the moment a child's interest is most alive.

PRINCIPLE FOUR: Rewards Undermine the Motivation They're Meant to Build

Offering children external rewards (e.g., stickers, prizes, praise for being smart) for activities they already enjoy reliably reduces their intrinsic motivation to do those things later.

What the Research Shows

Researchers identified preschoolers who loved drawing with markers. They then told one group they would receive a "Good Player Award" for drawing (a fancy certificate with a gold star). Weeks later, the children who had expected the reward used the markers far less than they had before, and half as much as children who had never been offered a reward at all. Expecting a reward had turned something they loved into something they did for a prize. And when the prize was gone, so was much of the pleasure.

Rewards like sticker charts, gold stars, and even grades and honor rolls, shift children’s relationship to learning from "I do this because it interests me" to "I do this to get the reward." When the reward is taken away, children’s inner drive has often already weakened.

In Montessori classrooms, feedback comes through the work itself, which includes many self-correcting materials, so children discover their own errors without external judgment. The goal is to keep children's relationship to learning intrinsic, personal, and durable.

This doesn't mean feedback is absent, though! What matters is the kind of feedback. Research by psychologist Carol Dweck found that praising children for effort (e.g., "you worked really hard on that”) produces dramatically better outcomes than praising ability (e.g., “you’re so smart”). Children praised for effort choose harder challenges, persist longer after failure, and actually improve their performance over time. Children praised for their intelligence begin avoiding challenges, fearing that failure will expose them as not as smart as they were told they were.

In our following blog post, we’ll look at the next four Montessori principles outlined in Dr. Angeline Stoll Lillard’s book, Montessori: The Science Behind the Genius:

Children Learn Powerfully from Each Other
Meaningful Context Makes Learning Richer and More Lasting
How Adults Interact with Children Shapes Everything
Order in the Environment Supports Order in the Mind

In the meantime, schedule a tour here in Scottsdale to see the principles in action! And let us know if you would like to borrow a copy of Montessori: The Science Behind the Genius by Dr. Angeline Stoll Lillard. It is one of the most research-based books on Montessori education, and we recommend it to anyone who wants to understand the deeper logic of Montessori!

When We're the Ones Who Lost It: A Guide for Adults

Mon, 13 Apr 2026 11:01:15 GMT

We often think about how to handle our children's outbursts: when they talk back, get aggressive, or are hurtful. But we don't often give ourselves enough space to process what to do when we, as adults, are the ones to snap.

And we've all had those parenting moments: when we lose our cool, yell, or feel an intense level of frustration. The worst part is when these moments happen right before we drop our child off at school, so we start our day feeling rotten, with no way to make amends.

Sometimes these moments come from (or lead to) a pendulum swing in our parenting approach. Perhaps we've tried to be loving and model gentle parenting principles, but in the process, set weak boundaries or let our child dictate the terms. Then we feel like we need to make up for being too lenient by swinging to the opposite extreme, perhaps shouting, threatening, or imposing harsh consequences. The result? Our children are confused by the inconsistency, and we feel guilty, which sends us swinging back to permissiveness again.

So what do we do?

Be gentle on yourself first.

Even when an outburst feels immense, our worst parenting moments do not define us or our relationship with our children. Parent Coach Nicole Schwarz offers this: "That was a moment in time. Learn what you can from the experience, make changes as needed, and move forward. Don't let one mistake overshadow the positive moments and parenting wins, even if they seem small."

Model making amends.

When we lose our patience, the path forward can be an intentional opportunity to show our children what accountability looks like. Jane Nelson's "Three R's of Recovery" from Positive Discipline offers a simple framework. First, recognize: once you've cooled off, acknowledge your mistake without weaving in blame — something like, "I feel really bad about how I spoke to you. You didn't deserve that." Then, reconcile: offer a genuine, heartfelt apology. And finally, resolve: work together to find a solution, inviting your child into the conversation as a true collaborator. When we model this kind of accountability, our children learn that mistakes are opportunities for growth and connection.

Think about lagging skills.

Dr. Ross Greene, clinical psychologist and author of Raising Human Beings, offers another perspective. He reminds us that children behave in challenging ways because they lack the skills needed, and given the choice, every child would rather do well. This reframe can help us shift from reacting to the behavior to getting curious about what's underneath it.

Get curious instead of reactive.

One way to get curious is to stay calm in challenging moments, simply observe without judgment, and ask (with genuine curiosity and empathy), "What's going on?" Then comes the harder part: actually listening. This is when we tend to want to jump in with advice or steer toward a solution, but it’s much more powerful to genuinely hear what our children have to say. This Empathy Step, as Dr. Greene calls it, is often where the real shift happens because a child who feels truly heard is far more open to collaborating on a solution that works for everyone. Our job isn't always to fix things. Sometimes it's simply to slow down, listen, and trust that our children, when given the space and support, are more capable problem-solvers than we give them credit for.

Consider what unmet needs might be at play.

Psychiatrist Rudolf Dreikurs believed that all behavior has a purpose, and that beneath most challenging moments is an unmet need trying to make itself known. He identified four common "mistaken goals" behind challenging behavior: a bid for attention, a need for power, a hurt looking for acknowledgment, or a quiet kind of giving up. Each carries a coded message worth decoding. A Positive Discipline Mistaken Goal Chart can help, offering a framework to match our emotional reactions to what our children might really need.

Reflect on our own patterns.

Once we've extended some grace to ourselves and reconnected with our children, it's worth taking time to reflect on the bigger picture. Researchers have identified four general parenting approaches: the authoritative parent, who balances warmth with clear, consistent boundaries; the authoritarian parent, who leads with strict rules and expects obedience without much explanation; the permissive parent, who is deeply loving but struggles to hold limits; and the uninvolved parent, who is largely disconnected from their child's emotional and practical needs.

Most of us won't see ourselves perfectly in just one category. And most of us will recognize, with some honesty, that stress, exhaustion, or our own upbringing can pull us toward patterns we don't always feel proud of. The goal is awareness. When we can pause and notice the style we're operating from in a given moment, we have the opportunity to choose something more intentional, and that keeps connection and respect at the center, even on the hard days.

Parenting is a tough job! We are here for support and would be delighted to have you schedule a visit here in Scottsdale, Arizona.

Unifying Words and Their Meanings: The Quiet Genius of Montessori Vocabulary Lessons

Mon, 06 Apr 2026 11:00:47 GMT

Have you ever watched a Montessori teacher give a lesson and thought, "That seemed...very short!”? If so, you may have witnessed a three-period lesson. What looks almost effortlessly simple is actually one of the most carefully designed teaching techniques.

The three-period lesson is the primary way we introduce new vocabulary to young children. We use it constantly for phonetic sounds, geometric shapes, textures, quantities, names of parts of a flower, names of continents, and so much more. Virtually every time children learn a precise new word for something they're experiencing with their senses, we are using a version of this lesson.

Why Vocabulary Needs Its Own Method

Young children are in what Dr. Montessori called a sensitive period for language. This is a window of time when children’s minds are especially primed to absorb new words and refine their understanding of them. It’s important to keep in mind, though, that absorbing a word isn't the same as truly knowing it. Children might hear the word "rough" many times without ever firmly connecting that sound to what their fingers actually feel on a piece of sandpaper.

The three-period lesson closes the understanding gap. It's built on an insight Dr. Maria Montessori borrowed from educator Édouard Séguin. Learning a word happens in stages: first association, then recognition, then recall. Moving through those stages deliberately, with no extra words or distractions to clutter the lesson, gives children's minds the clearest possible path to making a lasting connection.

“Both object and name should strike the child's understanding at the same time — but only the name itself, and not some other word, should be pronounced.”

— Dr. Maria Montessori, The Discovery of the Child

The Simplicity of the Three Stages

Here's how the three-period lesson unfolds. We’ll use a classic example of teaching the words "rough" and "smooth" with our sensorial textured boards.

1. ASSOCIATION — "This is..."

The adult presents the object and names it clearly, with no extra words. The child repeats the word while experiencing the sensation. "This is rough." The child runs their fingers across the surface and repeats: "Rough."

2. RECOGNITION — "Show me..."

After a brief pause, the adult asks the child to identify the object by name. The child simply points or touches, and thus no verbal answer is needed. "Which is smooth? Which is rough?" The child points to each in turn.

3. RECALL — "What is this?"

The adult points to an object, and the child produces the name themselves, demonstrating that the word is now truly theirs. "What is this?" The child touches the surface and answers: "Rough."

The whole lesson might take only two or three minutes, and this brevity is part of what makes it work. A child's attention is fully focused on precise vocabulary acquisition.

What Happens When a Child Gets It Wrong

One of the most quietly radical aspects of the three-period lesson is what happens when a child gets it wrong. If a child points to the wrong texture in the second stage, the adult doesn't correct. We don’t say, "no, try again.” Instead, we just end the activity gently, with the understanding that we will try the lesson again another day.

Dr. Montessori was clear about this approach. A correction at that moment doesn't help a child learn the word. In fact, a correction only reinforces the feeling of having failed. So we simply close the lesson. The child carries no impression of having gotten something wrong, and when we revisit the lesson, the child comes to it fresh.

As Dr. Montessori wrote, an error in the second period is simply a sign that the child "was not at that instant ready for the psychic association.” Nothing is wrong with the child. The teaching hasn’t failed. It just wasn’t the right moment.

After the Lesson: When Words Come Alive

One of the loveliest things to observe after a successful three-period lesson is what children do next. A child who has just learned the words "rough" and "smooth" will often wander the classroom touching things: the edge of a wooden shelf, a piece of fabric, the surface of a stone, and quietly naming the texture to themselves. The words become tools for understanding the world, and they want to use them everywhere.

This spontaneous generalization is exactly what the lesson is designed to spark. The goal is never for children to recite vocabulary on command. Rather, we want to give them language that deepens and sharpens their experience of everything around them.

Trying It at Home

You don't need Montessori materials to use this approach. Any time you want to help a young child connect a precise word to something they're experiencing (the names of spices by smell, the names of fabrics by touch, the names of tools in the garden), the same three-step structure applies. Name it clearly. Ask them to show you. Ask them to tell you. Keep it brief, keep it joyful, and if they get stuck, simply set it aside and try again tomorrow.

The lesson works because it respects how young minds learn. New connections need space, simplicity, and the freedom to form without pressure.

To see this vocabulary tool in action, schedule a visit here in Scottsdale.

Our Montessori Bookshelf: Water Connects Us

Mon, 30 Mar 2026 10:00:02 GMT

Rivers are so important to our human story. They are sources of nourishment, transportation, and connection. We see how children are naturally drawn to water, and rivers offer a powerful way to understand ecology, interdependence, and our place within the natural world.

With this in mind, we want to share some of our favorite books about water, rivers, and watersheds. Through story and illustration, children can trace the journey of a single drop of water, observe how land and water shape one another, and begin to understand how human choices affect the health of our planet.

We’ve grouped the following collection of river and water-focused books by developmental stage. Each title offers language, beauty, and meaningful context for deeper exploration. Whether you are reading with a toddler, a younger elementary child, or an emerging researcher, these books invite wonder, responsibility, and reverence for one of Earth’s most essential elements.

For the Youngest

Hey, Water!

By Antoinette Portis

This picture book takes us on a journey of how water is part of our lives in so many ways: from sprinkler spray to a teardrop trickling. The clean-lined illustrations transition between bird’s-eye views and close-up images. This is a great transition book for toddlers moving from pages with one word labeling a picture to a narrative that connects to daily experience.

A Place for Rain

By Michelle Schaub, Illustrated by Blanca Gómez

A lovely introduction to the concept of rain gardens, this picture book follows a simple story of children witnessing how rain runoff can be transformed from being problematic into something stunning and special for everyone. The sweet, slightly geometric illustrations highlight how even simple actions can have a big impact.

Water Is Water

By Miranda Paul, Illustrated by Jason Chin

Although a picture book about the changing states of water, the lyrical text and charming illustrations make this a delightful and fun-filled page-turner! It’s a great way to introduce young children to the water cycle and the importance of water in our lives.

Water Cycle: For Younger Elementary

Drop: An Adventure through the Water Cycle

By Emily Kate Moon

Bridging between comic style and traditional picture book, the story follows the character, Drop, as she travels through the water cycle. Delightful and engaging, this is a great book for younger elementary children and can serve as an easy-to-access resource for understanding the states of water.

A Drop Around the World

By Barbara Shaw McKinney, Illustrated by Michael S. Maydak

Written in rhyming verse, this story follows Drop from a cloud near Maine around the world and back to Cape Cod Bay. A map inside the cover shows the journey, and emoji-style images accompany the text, linking to more detailed descriptions of the amazing science at each step along Drop’s path.

Watersheds

If the Rivers Run Free

By Andrea Debunk, Illustrated by Nicole Wong

This captivating picture book takes readers through the human story of rivers’ importance in our lives, the mistakes we’ve made, and how we can make things right and help rivers run free again. The rhythm of the text is accentuated by moments of human realization, with bold statements that step out of the rhyming pattern and gently jar us into a sense of action. The illustrations take readers on a journey, too!

One Well: The Story of Water on Earth

By Rochelle Strauss, Illustrated by Rosemary Woods

Through its clear text and lush illustrations, One Well emphasizes the interconnectedness of water on our planet. It offers an array of interesting information that will appeal to children in elementary years, both through narrative text and short snippets overlaid on the images that fill each page. The fact that this picture book has an index is an indicator of how just how much its 32 pages contains!

River Story

By Meredith Hooper, Illustrated by Bee Willey

Rich in realistic content yet engaging and accessible, this lushly illustrated picture book takes readers on a journey from the source of the river to where it empties into the sea.

Watersheds: A Practical Handbook for Healthy Water

By Gregor Gilpin Beck, Illustrations by Clive Dobson

Best for older readers, this book offers helpful and non-technical information about watershed concepts and environmental concerns. This is an excellent resource for older elementary or younger adolescents engaged in ecology research. The illustrations are beautiful, too!

We’d love to hear what you think about these books! You can also download a printable list for the next time you visit your local bookstore or library!

Also, feel free to schedule a visit here in Scottsdale to learn more about how the story of water flows through children’s lives!

How Montessori Makes Long Division Make Sense

Mon, 23 Mar 2026 11:00:25 GMT

For many of us, we remember learning long division as a confusing sequence of steps to memorize and repeat (bring down, divide, multiply, subtract), often without a real sense of why it works. In Montessori classrooms, long division unfolds very differently.

Through the Racks and Tubes material, children get to experience what division actually is.

Two Ways to Divide: Sharing and Grouping

Before introducing the material, we first clarify an important idea: there are two different kinds of division problems in real life.

One asks, “If I share this equally, how much does each person get?” This is partitive division, or division by sharing.

The other asks, “If I make groups of a certain size, how many groups can I make?” This is measurement division, or division by grouping.

The Racks and Tubes material focuses on partitive division. Children physically share quantities equally and discover what one share receives. Materials like the Stamp Game emphasize division of measurement. Together, these approaches give children a complete understanding of division and help them choose the strategy that best fits a given problem.

What Are Racks and Tubes?

At first glance, the material is impressive and a little mysterious. Children are often drawn to the material, both for its beauty and its seeming complexity.

Racks hold test tubes filled with beads, carefully color-coded by place value: units, tens, hundreds, thousands, all the way up to millions. Matching cups hold the dividend (the number being divided). Boards and skittles represent the divisor (the number doing the dividing).

Every detail of the material reinforces place value. Each time children need to make an exchange, they trade in one bead of one category for ten of the next category (e.g. one hundred becomes ten 10’s). This process is visible and incredibly concrete.

This material takes intentional focus. It takes time. And it makes the steps of long division clear.

How Long Division Becomes Concrete

When children solve a division problem with Racks and Tubes, they follow a logical, embodied process:

They build the dividend using the racks and cups.
They represent the divisor with individual figures on boards.
They share beads one at a time, equally, to each part of the divisor.
They stop when sharing is no longer possible and then see what remains from that category.
They then bring down the next category of beads to continue the sharing process.

Each step answers a real question:

What does one unit get?
What happens when we run out?
What do we do with what’s left?

Instead of being told “bring down the next digit,” children literally bring down the next category of beads. When exchanges are needed, they perform them physically by trading beads. Remainders are not mysterious leftovers. They are beads still sitting in the cup.

Long division becomes a story children can follow.

From Material to Abstraction

One of the most beautiful aspects of this work is how naturally it leads into abstraction.

At first, children record only the quotient. Later, they begin recording intermediate remainders. Eventually, they discover that multiplying the quotient by the divisor tells them how much has been used at each step. This is the very heart of the traditional algorithm.

We don’t give abstract shortcuts. Instead we help children discover the pattern. This allows them to own the process.

By the time children are working abstractly on paper, the algorithm already makes sense. It matches what their hands have done again and again.

Why This Matters

The Racks and Tubes material does more than teach division. It teaches:

Deep place value understanding
Logical sequencing
Patience and precision
Trust in one’s own reasoning

Most importantly, it gives children confidence. Division is no longer something done to them. Instead, they can think through the process, step by step, with meaning and understanding.

In Montessori, math is not about getting the answer quickly. It’s about building an understanding of why the process and answer makes sense. And with Racks and Tubes, long division finally does!

Schedule a visit to our classrooms in Scottsdale to see for yourself!

The Power of Presence: How Adults Shape Learning in the Early Years

Mon, 16 Mar 2026 10:00:31 GMT

In Montessori, we often focus on how the environment educates the child, but just as powerful as the physical space is the presence of the adult within it. For children in the first three years of life, adults are not simply caregivers or teachers. We are models of movement, language, emotional regulation, and relationships.

Being present with young children is about being present in a different way.

From Birth to About 14 to 16 Months

Infants are forming their earliest understanding of the world and of themselves. They observe everything! So the adult’s role requires a quiet strength and a deep level of self-awareness.

To be present with infants, we must love without expectation. Infants are not able to return affection in predictable ways, and presence cannot be dependent on feedback or validation. This work requires patience, generosity, and emotional steadiness.

Movement also matters deeply at this stage. Infants study how adults walk, reach, sit, and handle objects. Slow, intentional movement gives children something meaningful to absorb. When adults rush, babies feel it, even if they cannot name it.

Our language, too, must be precise and respectful. Clear enunciation and specific wording help infants build an accurate internal map of their world. Vague language like “that” or “over there” offers little clarity. Instead, we want to name what we see and what we are doing: “I am placing the cup on the table.”

Infants cry as their primary form of communication. Being present means responding without panic or frustration, and making thoughtful decisions even when there are multiple demands on our presence. Emotional regulation in adults becomes a sense of emotional safety for the child.

Dynamic Toddlers

As children grow into toddlers, our presence still needs to be very intentional, yet it also becomes more dynamic.

While toddlers are building independence, they still need deep connection. For adults, this means remaining loving without demanding affection or closeness. Even physical affection requires consent: “Would you like a hug?” or “Do you need some comfort?” Respecting children’s autonomy builds trust and self-awareness.

This stage is full of transitions, especially for children navigating new siblings, new communities, or a growing awareness of others. Sometimes toddlers want to be capable and independent. Then sometimes they want to be cared for like a baby again. Presence means honoring both without pushing the child prematurely in either direction.

Limits are a key expression of presence. Clear, consistent boundaries create structure, and structure supports independence. A few simple rules, maintained calmly and consistently, help children orient themselves in the world.

If power struggles emerge, we can use them as opportunities to reflect on control rather than behavior. If children have tantrums, presence means staying close without escalating. During the height of anger or upset, we may simply ensure safety. When a child moves into sadness or overwhelm, we can offer comfort and reassurance. The goal is not to stop the tantrum, but to support a child through it.

Flexibility is another essential part of presence. Although routines give children a sense of security, rigidity can disconnect us from their real needs. Sometimes the best choice is to go outside, to move, or to shift the plan. When children feel secure, they can adapt, and so can we.

Finally, presence means embracing life alongside children. Young children notice the world with fresh eyes. Weather, seasons, light, and movement all become sources of joy and wonder. When we allow ourselves to feel awe again, children experience validation that life is something rich and meaningful.

Our Inner Work

Being present with young children is demanding, not because of what children require, but because of what we must bring: patience, humility, emotional regulation, and a willingness to slow down.

This work invites us to become more aware of ourselves: our language, our pace, our reactions, and our assumptions. In doing so, we offer children not just care, but a living model of how to be human in relationship with others.

Presence is not perfection. It is mindful attention. And for young children, that attention becomes the foundation upon which everything else is built.

Please visit our school in Scottsdale, AZ, to learn more about how we think about the role of adults in children’s learning environment!

Language Revealed: The Montessori Journey to Understanding Pronouns

Mon, 09 Mar 2026 10:00:19 GMT

When children begin working with pronouns in Montessori, they are not learning something entirely new. Instead, they are bringing to consciousness language they already use every day.

Pronoun work builds slowly and intentionally. It is not about mastering grammar rules, but about understanding how language functions and how meaning is carried when words stand in for one another.

Beginning With Experience, Not Explanation

Montessori pronoun work begins with movement and spoken language, not written grammar.

We start with little oral games to highlight how a pronoun functions, sometimes eliminating the pronoun (“Josie and John and Jack and Josiah are walking around the table.”) and other times emphasizing the pronoun (“They are walking around the table.”). The children love acting out the phrases, sometimes chanting, moving, watching one another, and laughing. Through these physical experiences, they begin to notice that we don’t always use names when we speak. Certain words take the place of a noun, and the meaning is still clear.

At this stage, we don’t offer the term pronoun because we want children to simply experience its function.

From Movement to Sentences

Once children are ready for more structured language work, we introduce them to the Pronoun Grammar Box so they can build and rebuild sentences using color-coded cards for each part of speech. From one sentence to the next, only a few words change as nouns get replaced by pronouns. By comparing sentences, children discover that although the word changes, the sentence still makes sense.

This comparison is essential. Rather than being told what a pronoun is, children see what it does.

We then invite children to add grammar symbols to the sentence (noun, article, adjective, verb, preposition, adverb) until we finally draw attention to the remaining word: “This word is used in place of a noun.”

Only then do we introduce the pronoun symbol: a purple isosceles triangle, the height of the noun symbol.

Montessori Lore: The Pronoun’s Story

There’s a beloved story about the pronoun symbol.

Long ago, the pronoun was shorter and a different color. Wanting to be as important as the noun, it stretched itself taller and taller to reach the same height. As it stretched, its base became smaller and it turned purple from the effort of standing in the noun’s place.

It’s a poetic reminder of what children discover through their work: a pronoun depends on the noun, borrowing its meaning while standing in for it.

Why Pronouns Come Later

Pronouns are more abstract than other parts of speech. To understand a pronoun, children must already have a strong, concrete understanding of the noun.

For this reason, pronouns (along with interjections) are typically introduced later than other grammar symbols, often in the elementary years. Even then, one lesson is not enough.

In Montessori, the real learning happens after the presentation, when we step back and children work independently with the material. The guide’s role is to show how to use the material, not to explain grammar in detail. Understanding emerges through repeated use.

Deepening Understanding Through Play and Exploration

As children grow more confident, the work expands to include:

Transposition games, where pronouns are removed or replaced to explore how meaning changes.
Command cards, which physically isolate pronouns through action.
Personal pronoun charts, introducing first, second, and third person (singular and plural) through storytelling.
The Verb Family, where children explore the close relationship between the verb, adverb, and pronoun.

Children discover that pronouns often work closely with verbs, helping to carry action and meaning through a sentence.

Subtleties Come Later

At first, Montessori avoids getting caught in fine distinctions. Over time, children may explore nuances such as the difference between possessive pronouns (the book is mine) and possessive adjectives (my book).

These discussions often happen later, sometimes with the support of grammar references, once children have a solid foundation.

Language Revealed, Not Taught

Through this carefully layered progression of movement, sentence work, symbols, and exploration, children develop a deep understanding of how words function differently in sentences.

Montessori grammar invites children to discover how language works at their own pace through hands-on exploration. We don’t rush this process. So by the time children are ready to name the pronoun, it’s not a new idea. It’s something they already know.

We invite you to visit our classrooms in Scottsdale to see firsthand the children’s joy of learning!

Sleep as a Skill: A Montessori Reflection for Baby Sleep Day

Mon, 02 Mar 2026 11:01:15 GMT

March 1 marks Baby Sleep Day, so we thought we’d take a moment to reflect on the alignment between Montessori philosophy and modern sleep science.

In Montessori, we focus on independence as a path toward self-sufficiency. This is a gradual, mindful process of becoming capable. For our youngest children, this journey begins with mastery of the most fundamental human needs: eating, toileting, and sleeping.

These areas matter deeply because they are ultimately under a child’s control. No one can make a child eat, use the toilet, or sleep. Our role, then, is not to force outcomes but to remove obstacles. As adults, we can provide thoughtful structure and support children as they develop the skills that build confidence and trust in their own bodies.

Language Shapes Our Intentions

In Montessori, our language reflects our values. For example, we don’t talk about “toilet training.” Instead, we focus on “toilet learning” because children are learning how to care for their bodies within the cultural norms. We are not training behavior. We are supporting development.

The same is true for sleep. Rather than “sleep training,” Montessori invites us to think in terms of supporting independent sleep skills. We help children learn how to settle their bodies, self-soothe, and eventually fall asleep independently, all skills they will rely on for the rest of their lives.

Why Sleep Matters So Much

Research continues to affirm that sleep is foundational. Healthy sleep supports brain development and learning, emotional regulation, physical growth and immune function, and memory and attention.

During sleep, children’s bodies perform essential functions, including muscle growth, tissue repair, protein synthesis, and the release of growth hormones. Deep sleep stages are when the most restorative processes occur.

How Sleep Works

Two systems guide sleep: circadian rhythm and sleep pressure.

Circadian rhythm is the body’s internal 24-hour clock, regulated by light and darkness. When it’s dark, the brain releases melatonin (the sleep hormone). When it’s light, melatonin decreases, and cortisol helps us wake. This is why darkness supports sleep, blue light from screens disrupts it, and consistent bedtimes matter.

Newborns are not born with a mature circadian rhythm. It begins developing around six weeks and becomes more established around three months, which explains why early baby sleep can feel unpredictable.

The other factor is sleep pressure. The longer we’re awake, the stronger the drive to sleep. This pressure builds during the day and resets after a long stretch of rest.

When children miss their sleep window and become overtired, stress hormones (adrenaline and cortisol) kick in, creating that familiar “second wind.” Suddenly, a child who desperately needs sleep seems wired and alert. Understanding sleep pressure helps us time sleep before children tip into exhaustion.

A Montessori Framework for Healthy Sleep

To support both healthy attachment and independence, Montessori encourages clear, loving boundaries. Sleep is no different.

We can focus on four key factors: a prepared sleep environment, predictable and respectful routines, healthy sleep associations, and limits with flexibility.

A Prepared Sleep Environment

Just as we prepare our Montessori classrooms, we want to be intentional about preparing our child’s sleep space at home. Key components include ensuring that the space is:

Dark (blackout curtains help melatonin production)
Quiet and calm
Free of stimulating toys
Slightly cool

A good question to ask ourselves is: Would I easily fall asleep here?

Predictable, Respectful Routines

Children feel secure when they know what comes next. A simple home routine might include:

The final feeding
Putting on pajamas
Toileting/diapering
Tooth brushing
A short story or song
A hug and kiss goodnight

Long baths or extended reading are best before the sleep window, not during it.

Healthy Sleep Associations

Children form associations with the conditions present when they fall asleep. If a child falls asleep being rocked, fed, or held, they will often need that same support during natural night wakings. Instead, we want to place a child in bed drowsy but awake, so they can practice falling asleep independently. Comfort objects, such as a small blanket or stuffed animal, can support this process.

Limits with Flexibility

Sleep needs change as children grow. Consistency matters, but we don’t want to be unnecessarily rigid. It’s important to keep in mind, though, that older children may test boundaries, delay routines, or negotiate endlessly. Calm, consistent follow-through reassures children that the structure is dependable. And just as importantly, adults need support, too! Holding limits is much harder when we are sleep-deprived, so self-care is essential.

Why Independent Sleep Is an Act of Care

Babies naturally cycle through light and deep sleep many times each night. When they wake briefly between cycles, a child who knows how to self-settle can drift back to sleep without distress. Independent sleep skills:

Reduce frequent night wakings
Support early morning sleep
Improve mood and learning
Protect parents’ well-being

Plus, poor sleep in infancy is linked to challenges later in childhood, including difficulties with emotional regulation and health concerns. Supporting sleep early is preventative care.

A Closing Thought for Baby Sleep Day

Supporting sleep is not about forcing independence. It’s about preparing the conditions so independence can emerge naturally, with confidence and trust.

If you’re navigating sleep challenges, please know this: you don’t have to do it alone. Sleep is learned, supported, and refined over time (just like every other human skill!).

We want to honor sleep not as a struggle to overcome, but as a vital rhythm to protect, for both our children and ourselves. If you are interested in learning more, schedule a visit here in Scottsdale today!

The Most Important Montessori Practice You Rarely Hear About

Mon, 23 Feb 2026 11:01:36 GMT

One of the quieter, less visible practices in a Montessori elementary classroom is the Child-Guide conference. You may never see it listed on a schedule or mentioned in a weekly update, yet it plays a profound role in children’s experience at school.

Relationship Comes First

The primary purpose of these conferences is to establish, maintain, and strengthen the relationship between the adult and each child. This focus shifts the dynamic from a teacher looking for faults or scolding about unfinished work. Rather, it’s a collegial conversation that enables children to take an active and engaged role in their own education.

These connective conversations are grounded in relationship-building because when children feel emotionally safe and genuinely respected, they are far more willing to reflect, stretch themselves, and take responsibility for their growth.

Every Child, as Often as They Need

Montessori Guides aim to meet regularly with every child, but what “regularly” looks like can vary based on individual needs. Some children benefit from a longer, more formal conference every few weeks. Others need brief, frequent check-ins, sometimes lasting only a minute or two. These short moments might look like a quick conversation at the beginning of the morning, a gentle pause beside a table, or a quiet walk across the room together. The length of the meeting is not what matters. What is important is the message it sends: “I see you. I know your work. I care about how this is going for you.”

What Happens in a Child-Guide Conference?

While conferences vary based on each individual and the moment, they often include:

The child bringing their learning journal or work (finished and unfinished)
The guide bringing observational records
A shared look at what has been accomplished
Gentle reflection on what still feels unfinished
Planning for what might come next
Scheduling new lessons or presentations
Support with larger projects: breaking them into steps, mapping timelines, imagining the finished product

This collaborative time also provides an opportunity to experiment with new strategies (“Would you like to try creating a prioritized list?”), celebrate successes (“You worked so hard on your presentation! How did it feel to share your work?”), and reflect upon challenges (“It seems like you’ve been feeling a bit stuck in your research project. Tell me more about what is going on.”).

Learning to Define “Finished”

One of the most freeing lessons children learn in Montessori is that not every piece of work must be finished to an adult’s standard. Sometimes children accomplish exactly what they set out to do, and continuing would add nothing meaningful. Other times, interest has naturally ended, and letting go is healthy.

This is not about lowering expectations. It is about honoring children’s internal sense of completion and learning when to release what no longer serves a purpose.

Trusting Children’s Self-Assessment

A cornerstone of these conferences is trust. Guides listen carefully to how children assess their own work and articulate their goals. When an adult truly accepts children’s self-assessment, something powerful happens: children begin to see themselves as capable, thoughtful, and worthy of being taken seriously. Children often receive more from the tone and sentiment of these meetings than from the actual content discussed.

The Whole Child Matters

Because Montessori education is concerned with the whole child, conferences may naturally move beyond academics. A Guide might gently offer support with social dynamics or ask about recent struggles during outdoor time. These moments provide a safe space for children to reflect on their own social, emotional, and physical development, and to recognize that there is a network of support.

When Relationships Need Repair

Even in the most thoughtful classrooms, relationships can become strained. What matters is how adults respond. It is never too late for a Guide to sit with a child and say, honestly: “I’ve been thinking about how we’ve been interacting recently, and I’d love to brainstorm with you about what I could do differently.”

When an adult takes responsibility, without demanding the child do the same, something shifts. Trust begins to rebuild. Real dialogue becomes possible.

Children learn from this modeling. In time, after they feel safe, they often step forward to take responsibility themselves.

What Children Are Really Learning

Through these quiet, intentional meetings, children learn that:

their thoughts and feelings matter,
adults can be trusted,
mistakes are part of growth,
reflection leads to independence, and
relationships can be repaired.

And while these conferences may happen quietly in a corner of the classroom, their impact echoes far beyond it. This is true preparation for life.

To learn more about the long-term benefits of Montessori, visit us here in Scottsdale, AZ.

From Sounds to Script: How Montessori Children Learn to Write

Mon, 16 Feb 2026 11:00:03 GMT

In Montessori classrooms, the process of writing begins long before children begin to hold a pencil. We start with rich oral language experiences, exploration of sounds, joyful movement, and a growing awareness that the symbols of written language carry meaning.

By the time children begin the recording process, that is, writing words on a surface, they have already done enormous preparation. They know the sandpaper letters so well that they can trace them blindfolded or “write” them in the air. They have composed countless words using the Moveable Alphabet, experimenting with sounds and meaning long before their hands are ready for conventional writing.

And then… one day… they are ready to put chalk to board.

This is the beginning of a beautiful and empowering journey.

The Materials That Support the Journey

To help children make the transition from forming words with the movable alphabet letters to recording them on a surface, we offer a thoughtfully prepared environment that can include:

Small chalkboards (blank, lined, or squared)
Large wall-mounted chalkboards
Containers of sharpened chalk and half-erasers
A writing supply station with paper in various narrow sizes
Pencils and underlays as needed
Accessible writing surfaces around the room

These materials invite practice without pressure, exploration without permanence, and repetition without fatigue, all of which are essential at this stage of development.

Step One: Writing Words with Chalk

When a child has composed a list of words with the Moveable Alphabet, the guide gently introduces the chalkboard: “Let me show you something you can do with the words on your rug.”

The child brings one word to the table, and the guide may make a point to notice how the letters connect and flow. With a piece of chalk in hand, the child can attempt to write the word on the chalkboard. For many children, this moment is astonishing, as they suddenly realize, “I can write!”

Over the next several days, the child chooses words, writes them, erases them, and writes again. During this time, the child naturally refines:

the direction of writing,
the connection between letters, and
the placement of letters along an invisible horizontal line.

This is joyful, purposeful work. And the chalkboard provides endless opportunities for clean slates!

Step Two: Introducing the Baseline

Once the child is comfortably writing words, we introduce the idea of a baseline, which is the line on which most letters sit.

We use a simple ruler to draw a single line across the chalkboard and explain: “I’m using this line to show where the letters sit.”

The child thus begins to understand that writing follows a structure, including the realization that letters aren’t merely floating symbols but exist in space in predictable ways.

Step Three: Baseline and Waistline

As the child’s control increases, we add a second line: the waistline. This is the space where most lowercase letters rise up to, and introducing it helps children refine the size and placement of their script.

Using pastel chalk, we shade the space between the baseline and waistline, giving a soft visual guide. Over the next several days, the space becomes a little narrower. And then narrower still.

Eventually, the child works confidently on a nine-lined chalkboard, and from there, we transition to paper. Many children around five-and-a-half naturally begin to prefer writing directly on paper rather than returning to the Moveable Alphabet. They have internalized the shapes of letters, the structure of words, and the flow of writing.

It is important to remember: the natural size of children’s script varies. Some begin writing very small, others larger. We follow the child rather than a rigid sequence.

The ultimate goal is simple and elegant: to write confidently on a single line.

What This Work Supports

A child who moves through this sequence with joy and readiness:

develops beautiful, legible handwriting,
gains confidence in written expression, and
understands that writing is a tool for communication.

This is monumental work for a young child. It marks the moment when their mind and hand unite to express their own thoughts. Most importantly, writing unfolds naturally when the groundwork has been laid with care.

Schedule a tour of our school in Scottsdale, AZ, to see how we honor this journey with care and intention.

The Quiet Landing: Why Children Need Time After School

Mon, 09 Feb 2026 11:01:19 GMT

When we pick up our children from school, it’s almost automatic to ask, “How was your day?”

And just as automatically, the answers tend to fall flat: fine, good, okay, or sometimes nothing at all.

As adults, we can probably relate. When someone asks about our day, we don’t always feel like revisiting every detail, especially before we’ve had a chance to rest or reset. For children, this challenge is even greater.

In Montessori environments, children are immersed in experiences that are rich, complex, and often difficult to put into words. How does a young child explain the sensorial experience of carefully carrying each cube of the Pink Tower across the room? Or describe the quiet satisfaction of discovering that ten tens create a hundred square? Or articulate the subtle social negotiations that happen during community lunch?

Even for older children, language often lags behind experience.

Why “How Was Your Day?” Can Feel Like Too Much

As children move into the elementary years, they are also navigating peer relationships that are still very black and white. A single interaction can color their entire perception of the day. So their reports may sound overly simple: someone was mean, someone was nice, the day was bad, the day was good.

But often, the issue isn’t that children don’t want to share. Instead, the timing is off.

Research on children’s nervous systems helps explain why. When children walk out of school, their brains are often still in a state of high alert. Throughout the day they’ve managed noise, social expectations, concentration, corrections, and constant stimulation. Their nervous system hasn’t fully shifted out of “school mode” yet.

So it helps if we remember that we aren’t greeting children in their most rational state.

Those first minutes after pickup are a transition, not a conversation window. When we jump in with questions too quickly, even well-meaning ones, we may unintentionally overwhelm our children’s nervous system, which hasn’t had time to settle.

Connection Before Conversation

In Montessori, we place great importance on transitions. We know children need time to move from one state of being to another, whether that’s arriving at school, moving between activities, or going home at the end of the day.

Instead of starting with questions, we can start with presence.

When we first see our children, a warm greeting that communicates “I’m happy to see you” goes a long way. Some children need a snack. Some need quiet. Some need movement, proximity, or simply space. This is not the moment to gather information. This is the moment to re-establish connection.

When families allow even 10 to 12 minutes of quiet decompression after school, through silence, music, or simply being together, children regulate more quickly. Evening stress decreases, cooperation improves, and children are more likely to talk voluntarily later on.

Rather than interrogating right after school. Try coexisting. This pause is deeply respectful.

When Children Are Ready to Talk

Later, after your child has had time to settle back into your care, you may notice that conversation begins naturally. This is often when children share what mattered most to them, not what we might have thought to ask about.

When you do open the door to conversation, gentle specificity helps. Broad questions like “How was your day?” can feel overwhelming. Instead, try comments that invite reflection without pressure:

“I noticed you seemed really focused when I picked you up.”
“I’m here if you want to tell me about something you worked on today.”
“What felt good about today?”

Just as important as the words is our availability. Putting down the phone, pausing the logistics, and showing with our body language that we are truly listening makes it safer for children to share.

Listening for Timing, Not Just Content

This approach applies across ages. Even adolescents benefit from what some call a “quiet landing” after school. When we honor timing, we’re less likely to walk into the emotional residue of the day and more likely to build cooperation and connection later.

In Montessori, we often say: regulation comes before reflection. Children don’t need us to extract their feelings. They need us to create the conditions where feelings can land safely.

Sometimes that looks like silence. Sometimes it looks like presence. And sometimes, after enough space has been given, it looks like a child finally saying exactly what mattered most.

So the question isn’t just “Do I listen to what my child says?” And instead becomes: “Do I listen for when they’re ready to speak?”

Curious to learn more strategies to support your child during transitions? Set up a time to come visit here in Scottsdale, AZ. We love to connect!

Understanding Equivalence: A Montessori Approach to Math Insight

Mon, 02 Feb 2026 11:00:21 GMT

In Montessori mathematics, we often talk about three key ideas that help children make sense of geometry: congruence, similarity, and equivalence.

Of these, equivalence is the most powerful and the most far-reaching.

Mastering the concept of equivalence lays the foundation for understanding area and volume, supports the Pythagorean theorem, and ultimately prepares children for deeper work with fractions and algebraic thinking.

Children don’t need to have mastered fractions to begin exploring equivalence, but a bit of early fraction work helps them make connections more fluidly. Most importantly, they need time, space, and hands-on materials to discover these relationships for themselves.

What Is Equivalence?

At its heart, equivalence means that two shapes, while different in appearance, occupy the same amount of space. They have equal value in terms of area.

The word itself comes from two Latin roots:

aequus, meaning equal, and
valere, meaning value.

So “equivalent” quite literally means equal in value.

This idea might sound straightforward to us as adults, but for children, it becomes most meaningful through concrete exploration.

A Peek Inside the Montessori Lesson

When introducing equivalence, we begin by laying out geometric insets, first with the pieces in their frames, then outside the frames, which provides experience with how shapes relate through direct manipulation.

We place a large square frame on the table. Then we fit two large rectangles (each of which make up half of the square) inside it. They fill the frame exactly. Next, we remove the rectangles and place two large triangles (again which form halves of the square) into the same square frame. They fill it just as perfectly.

Although the shapes differ, they take up the same amount of space. Each piece is half of the whole. They are equivalent.

Children then compare individual rectangles and triangles, seeing that while the shapes look nothing alike, they still share the same “value” within the whole. This comparison is what allows children to eventually understand that shapes can be broken apart, rearranged, or recombined and yet still hold the same area.

For children who need a more tactile entry point, we offer tracing, cutting, and checking that the two different shapes take up the same amount of space. Children love proving to themselves that different shapes can represent equal areas. It is mathematical reasoning born from their own discoveries.

Exploration: The Heart of the Work

Once the basic idea is introduced, the real learning begins as children explore with different shapes and combinations of shapes. In addition to manipulating the pieces, they can trace, cut, check, rearrange, question, and try again.

This is where true learning happens because humans learn through our hands! Children get to embody abstract concepts. In Montessori education, children learn by doing, not by memorizing.

Introducing Mathematical Symbols

Later, once children are comfortable identifying congruent, similar, and equivalent shapes, we introduce the symbols that represent each concept.

We often begin the lesson with a simple invitation:

Can someone find two congruent figures?

Can someone find two similar figures?

Can someone find two equivalent figures?

After the children place each set on the table, we add the symbols:

The equal sign between two equivalent figures.
The similarity symbol between two similar shapes.
The congruence symbol, a combination of the two, between congruent shapes.

This prepares children to use these symbols in their own booklets, charts, and geometric discoveries. It also helps children see how math is a language and that it can communicate relationships clearly and beautifully.

Why This Work Matters

Equivalence becomes a cornerstone of later mathematical thinking. When children can transform shapes, make comparisons, and see underlying relationships, they build the insight needed to derive formulas for complex shapes or to understand why the Pythagorean theorem works.

Using these materials inspires curiosity, fosters the ability to see relationships, and provides firsthand experience with the logic of the universe. And that is the essence of Montessori math!

Come see for yourself how joyful geometry can be! Visit us here in Scottsdale, AZ.

Elementary Story: How Geometry Got Its Name

Mon, 26 Jan 2026 11:00:36 GMT

In Montessori elementary classrooms, we like to introduce big ideas with big stories. We offer children a sense of wonder first, sort of like an imaginative doorway, so that when they later study formulas, theorems, and proofs, they already feel connected to the human story behind them.

One of these stories is The Story of How Geometry Got Its Name, an introduction to a subject that is far older than the textbooks and protractors we encounter today. In Montessori, Geometry is more than about shapes. It is about human beings solving real problems in the real world.

A Problem as Old as Civilization

To introduce geometry, we take children about five thousand years back in time to the ancient civilization of Egypt. This was a land shaped by the , the longest river in the world. Each year, the Nile flooded its banks as snowmelt poured down from the mountains far to the south. The Egyptians depended on this yearly flood as it left behind rich, dark silt that nourished their crops and made life possible in an otherwise harsh desert.

But the flood created a challenge, too. It washed away the boundary markers that separated one farmer’s field from another. When the waters receded, no one could quite remember where their land began and ended. Arguments ensued. “This corner is mine!” And the fields needed to be measured and marked again.

The First Geometers: The Rope Stretchers

To solve this annual problem, the Egyptians relied on a special group of skilled workers called the Harpedonaptai, or Rope Stretchers. These were early land surveyors who used a knotted rope tied at regular intervals and three weights to create a very particular triangle.

In the classroom, we invite a few children to hold a prepared rope at its large knots, forming that same triangle. As they stretch it out and lay it on the ground, many quickly recognize what the Egyptians had unknowingly created: a scalene right-angled triangle. This shape would later become central to the geometry studied by Greek mathematicians.

The Rope Stretchers used this simple tool to re-establish field boundaries, set right angles, and make sure the land was measured accurately and fairly. Geometry, in its earliest form, served a deeply practical purpose.

From Rope to Pyramid

The Rope Stretchers’ expertise was valued far beyond the farmlands. They also helped lay out the foundations of temples, monuments, and even the Great Pyramid of Giza. The base of the Great Pyramid is a perfect square, which is an astonishing feat of measurement and design. The Pharaoh himself oversaw these measurements, but it was the Rope Stretchers who executed them.

Their work represents one of humanity’s earliest recorded sciences: the careful measuring of the earth.

How Geometry Got Its Name

The name geometry reflects this ancient practice. It comes from two Greek words:

gê — earth

metron — measure

Geometry literally means earth measurement.

The Egyptians did not use the language of right angles, nor did they classify triangles as we do today. Their work was grounded in practical needs. They needed to solve problems, organize land, and create structures that would endure for thousands of years. Yet their discoveries influenced later thinkers like Pythagoras, who likely traveled to Egypt and learned from their methods. Over time, the simple knotted rope inspired a whole discipline devoted to understanding lines, angles, shapes, and the relationships between them.

Why We Tell This Story in Montessori

When Montessori children hear this story, something important happens. Geometry becomes more than a set of rules or vocabulary words. It becomes a human endeavor born from curiosity, necessity, and ingenuity.

This is the heart of Montessori’s cosmic education: helping children see knowledge not as isolated subjects, but as gifts from generations before them. When children pick up a ruler, explore angles with a protractor, or classify triangles in the classroom, they are continuing a legacy that began with those early Rope Stretchers on the banks of the Nile.

Through story, children feel connected to the people who shaped our world and to the problems that inspired great ideas. Schedule a tour today to see how geometry becomes meaningful, purposeful, and alive for our children here in Scottsdale.

What To Do With Disrespect

Mon, 19 Jan 2026 11:01:25 GMT

Few experiences challenge us adults more than feeling disrespected by our children. When a child talks back, shouts hurtful words, or responds with anger, it can strike at the heart of our sense of connection. Yet when we examine these moments more closely, they often reveal something deeper: a child struggling with big feelings and an adult unsure how to respond without escalating the situation.

Montessori education reminds us to look beneath behavior and see the developing child who is still learning emotional regulation, communication, and perspective-taking. Disrespectful words are often less about defiance and more about overwhelm.

When Children Say, “I Hate You”

Children sometimes resort to strong words when they realize they cannot change an adult’s decision. A request to go to a friend’s house or a desire for more independence can quickly turn into an emotional outburst when the answer is “not today.” For many children, especially younger ones, emotions tend to be extreme. They feel that they love a parent when things go their way and hate them when they feel thwarted.

As adults, however, we hear the word hate with its full weight and meaning. Merriam-Webster defines hate as “extreme dislike or antipathy: loathing,” and adults often reserve it for moments of deep hurt. Children do not. They use the word as a blunt tool to express frustration, disappointment, or a sense of powerlessness.

Rather than reacting to the word itself, Montessori-informed parenting encourages us to respond to the feelings beneath the word. A calm acknowledgment, such as “You’re really angry right now,” helps our children feel seen and understood. The goal is not to accept disrespectful language but to model emotional literacy. By naming the emotion instead of punishing the outburst, we can show children that big feelings can be handled with clarity and calm.

When adults overreact to the word hate, children may learn that it is an effective way to provoke a response. When adults remain grounded, children begin to understand that emotions can be expressed without resorting to hurtful language.

When Children Talk Back

Those angry last words, muttered insults, or attempts to reopen a closed discussion (a.k.a. ‘back talk’) are often viewed as the pinnacle of disrespect. For adults, it can feel like a direct challenge to authority. For children, however, back talk usually signals that the situation has reached a boiling point. They are overwhelmed, upset by a limit, or trying to have the final say when they feel powerless.

Some children also learn that persistent pushback can wear down adults’ resolve. If arguing leads to a changed decision even once, children will understandably try again.

One effective approach is simply not to engage. Ignoring back talk while still holding firm to the original limit removes the reward of an emotional reaction. It communicates, “The boundary is set, and I won’t be pulled into a power struggle.”

This is not permissiveness. It is clarity. When adults refuse to escalate, children gradually stop using back talk as a tool. Over time, they experience a powerful model of self-control: an adult who remains peaceful, firm, and grounded even in tense moments.

Allowing a child to have the last word can feel counterintuitive. Yet it often reduces conflict, shortens arguments, and preserves the adult-child connection. It teaches children that relationships do not depend on “winning” but on mutual respect and emotional resilience.

Choosing Connection Over Control

Disrespectful language can trigger a strong emotional response in us as adults. It can feel personal, even when it isn’t meant that way. In heated moments, it can help to pause and ask a simple question:

Is the goal to be right, or is the goal to remain close?

Children need loving boundaries, but they also need adults who can maintain connection even when emotions run high. Responding calmly to disrespect does not mean accepting the behavior. It means addressing the root cause rather than reacting to the symptom.

Montessori parenting encourages adults to guide children with both firmness and grace. We focus on teaching children not only what behavior is expected, but also how to manage the feelings that fuel behavior. When adults model emotional steadiness, children learn by example. And as they grow, relationships deepen rather than fracture.

Over time, the decision to prioritize connection builds trust, strengthens communication, and helps children develop the internal tools needed for respectful interactions.

Visit us here in Scottsdale to see how we help families invest in nurturing long-term relationships!

Creating a Prepared Environment (at Home, too!)

Mon, 12 Jan 2026 11:00:33 GMT

When Dr. Maria Montessori spoke of the prepared environment, she wasn’t just describing a beautiful classroom filled with child-sized furniture and neatly arranged materials. She was describing a space that nourishes the whole person, a place designed to meet children’s developmental needs, spark curiosity, and invite purposeful activity.

A Montessori prepared environment is a place designed for children. And the design deeply respects children’s natural drives, including their sensitive periods for learning, their human tendencies, and their desire to move, explore, and belong. The idea is to create a place where children can feel at home while developing both their inner selves and outer skills.

When thinking about the prepared environment, we consider three essential parts: the adult, the community of children, and the physical environment. Together, they create a living, breathing ecosystem that supports growth, harmony, and joy.

The Adult: The Protector and Connector

Dr. Montessori described the adult as both the preparer and the protector of the child’s world. In the classroom, guides carefully set up the environment, observe the children, and make thoughtful adjustments. At home, parents and caregivers can play a similar role.

We prepare ourselves to see the child with fresh eyes, to notice what they are drawn to, what frustrates them, and what challenges inspire them. We prepare the space to meet their developmental needs and safeguard it by maintaining order, calm, and respect. Most importantly, we protect children’s concentration.

Consider this when your child is deeply focused, whether on pouring water, drawing, or building. Try to pause before stepping in. That moment of absorption is sacred. It is your child constructing their own self.

At Home Examples

Observation before intervention: Your toddler struggles to put on shoes. Instead of jumping in, take a breath and watch. Offer help only if asked, or suggest, “Would you like help, or would you like to try again?”

Protect calm: When your home feels chaotic, try to simplify. Fewer toys, fewer interruptions, and a predictable rhythm of the day can create the peace children need to explore freely.

Reflection

Do I allow my child enough time and space to work things out independently?
How can I simplify our routines or spaces to make daily life calmer for everyone?

The Community of Children: Learning Through Living Together

Montessori environments thrive on the energy of mixed-age communities. Children learn from one another through imitation, conversation, and collaboration. A child who sees another tying a bow or cleaning up a spill is motivated to try it too.

At home, even if there’s only one child, the community still matters. This sense of togetherness can include siblings, cousins, neighbors, or even the larger community through friends at the park, children’s classes, or family gatherings. Through these interactions, children learn cooperation, empathy, patience, and the joy of helping others.

At Home Examples

Siblings as teachers: A five-year-old shows a younger sibling how to water the plants. The older child gains confidence and pride, while the younger feels included and capable.

Community beyond family: Involve your child in simple acts of connection, like dropping off cookies to a neighbor, feeding a friend’s pet, or helping with a family meal. These are all part of the child’s social education.

Reflection

How does my child experience community day to day?
Are there ways to include my child more meaningfully in family routines or community life?

The Physical Environment: A Space That Invites Activity

The physical environment is what most of us picture first, maybe a beautifully ordered space filled with child-sized tools and thoughtfully chosen materials. But Montessori reminds us that the environment is not meant to be decorative. It must be useful and alive.

A true prepared environment offers motives for activity. The materials and tools invite movement, care, and exploration. The space should be free of clutter so that children can see, choose, and act independently. Too many toys or too much decoration can overwhelm rather than inspire.

At Home Examples

Practical independence: Provide a small jug of water and a cloth within reach so your child can pour a drink or wipe a spill without help.

Accessible order: Have hooks at child height for coats, a low shelf for shoes, and one tidy space for toys or books.

Beauty and simplicity: A sense of calm that welcomes your child to explore can be as simple as a small vase with a flower your child arranged, or a few carefully chosen books displayed face-out.

When children have the freedom to act in such an environment, they grow in confidence, coordination, and joy.

Reflection

Does our home invite my child to participate, or does it rely on adults for everything?
What small changes could make our spaces more functional, beautiful, and child-centered?

The Intangible Environment: The Spirit of the Space

Beyond furniture and materials lies something harder to define, yet something children feel deeply. The intangible environment is the emotional and spiritual atmosphere.

It is the feeling of peace that comes from order, kindness, and beauty. It’s the sense of belonging that grows from love and respect. Dr. Montessori wrote that we must “give the best to the youngest.” This means not only lovely things to look at, but a place that feels safe and inviting, a space where mistakes are welcomed as part of learning.

At Home Examples

A small reading nook with a soft blanket and natural light, where your child can rest or read quietly.

Gentle background music or birdsong instead of television noise.

Family rituals, such as a candle lit at dinner, fresh flowers on the table, a kind word shared at bedtime, communicate beauty, reverence, and love.

Reflection

What does the “mood” of our home feel like?
Does it reflect calm, beauty, and respect or is it hurried and overstimulating?
How can we make small changes to bring more peace and warmth into our family’s daily rhythm?

Creating a Place Where Children Can Become

In the end, the prepared environment, whether in a Montessori classroom or your own living room, isn’t about furniture or materials. It’s about meeting children’s developmental needs with respect and love.

Come visit us here in Scottsdale to see how we prepare the environment with care, help children become their best selves, and send the message: “You belong here. You are capable. You are trusted.”

Nurturing the Mathematical Mind

Mon, 05 Jan 2026 11:00:37 GMT

Dr. Maria Montessori often referred to what she called the mathematical mind. She borrowed this term from the philosopher Blaise Pascal, who observed that the human mind is mathematical by nature. Montessori used it to describe the part of the mind that seeks exactitude. We can think of this as the ability to organize, classify, and quantify the world through logical and precise thinking.

Order is foundational to how our minds are built. Alongside order, imagination and abstraction work together to create mental constructs, such as the symbols and systems humans have agreed upon to represent quantities and relationships. These qualities are not gifts bestowed upon a few. They are universal human tendencies.

To think mathematically is natural to every human being. We are all born with the potential to reason, calculate, and find order in our environment. Yet, in traditional education, mathematics is often viewed as difficult or reserved for a select group of “math-minded” people. In Montessori education, we see this misconception as a matter of exposure, not ability.

Children frequently hear numbers spoken or see them printed in books and on signs, but these random experiences rarely connect to the real quantities or relationships that numbers represent. In this way, numbers remain abstract symbols that are memorized but not understood. Yet memory without understanding does not lead to intelligence.

The Montessori approach provides children with rich, sensorial experiences that ground mathematical concepts in reality. The meaningful, hands-on materials allow children to literally construct their understanding. In this way, children can move through a process of concrete experience to abstract computation and understanding.

How Montessori Math Is Organized

The math curriculum in our Children’s House classrooms is organized into six main groups of exercises:

Numbers 1 to 10
The Decimal System
Continuation of Counting
Exploration and Memorization of the Tables
Passage to Abstraction
Fractions

Each of these groups of exercises follows a natural progression that builds upon children’s growing understanding. Beautifully designed materials make abstract concepts concrete and meaningful.

Numbers 1 to 10

A common mistake in more traditional approaches is oversimplifying early math. Teaching numbers 1 to 10 might sound straightforward, but it actually involves integrating several distinct concepts: quantity, symbol, sequence, and one-to-one correspondence.

Montessori materials isolate each of these concepts so that children’s understanding can develop incrementally. After using the red rods to explore and understand the concept of length, children move on to number rods, which match the red rods except for one key aspect: the rods are color-coded in ten alternating blue and red sections to isolate the concept of quantity as a single, tangible entity.

To prepare the mind and the hand for writing, we introduced number symbols with the sandpaper numbers, which children use to trace and for memory games. Then, children begin matching number cards to the red and blue number rods to connect quantity to its symbol. Later, spindle boxes and the numbers and counters materials expand the idea of quantity into sets and introduce zero as an “empty set.”

Finally, playing the number memory game helps children apply their understanding to the real world. Even before formal arithmetic, children also begin to experience the operations of addition, subtraction, multiplication, and division through these materials.

The Decimal System

After mastering numbers 1 through 10, we introduce children to the decimal system. Through exploratory and game-like activities, children discover how quantities are organized hierarchically into units, tens, hundreds, and thousands. The golden bead material makes this concept tangible and deeply satisfying.

Children manipulate these materials to perform the four operations (addition, subtraction, multiplication, and division) concretely. The goal at this point is not accuracy in calculation, but understanding of process and hierarchy. We want children to grasp what happens during the different types of operations. For example, when we add, we combine smaller quantities to get a larger quantity. When we divide, we share or split something evenly. And so forth.

As children gain confidence, they transition to more abstract materials, such as the stamp game and dot game, which help them bridge the gap between hands-on and mental calculation.

Continuation of Counting

The Continuation of Counting exercises expand children’s understanding from 11 to 100 and eventually to 1,000. Using Seguin boards, the colored-bead stair, and bead chains, children practice linear and skip-counting and develop a visual and tactile sense of numerical progression.

This work reinforces the hierarchical structure of the decimal system while providing a sensorial experience of quantity. When children use the bead chains, for example, they see how 1,000 stretches far beyond 100.

We also have lots of counting opportunities within the classroom environments, so that abstract ideas are grounded in daily life. Through this repetition and exploration, children naturally progress from rote counting to true numerical understanding.

Exploration and Memorization of the Tables

After experiencing operations with quantity, children begin to explore and memorize essential math facts, such as the addition, subtraction, multiplication, and division tables.

The work begins concretely, using beads and boards, and progresses to more abstract exercises, such as blank charts, which allow children to test their memory independently.

Here, accuracy becomes the goal, supported by built-in controls of error. Through exploration, children often discover mathematical laws on their own. For instance, often realize that the order of factors doesn’t change the product in multiplication. These discoveries are especially meaningful because they are rooted in experience rather than rote learning.

Passage to Abstraction

At this stage, children begin to internalize mathematical concepts. They merge their understanding of process (from the decimal system) with their memorized math facts.

Materials such as the small bead frame, hierarchy material, and racks and tubes help children work with larger quantities and move naturally toward mental calculation. Here, children’s reasoning transitions from concrete to abstract, from experience to logic.

Fractions

We introduce fractions first as a sensorial exploration of parts of a whole. Later, the fraction materials become tools for mathematical reasoning. Children explore operations with fractions and concepts such as equivalence, preparing them for future work with more complex relationships.

The Beauty of Montessori Mathematics

Through carefully sequenced, hands-on experiences, Montessori mathematics allows each child to build genuine understanding, not just of numbers, but of relationships, order, and logic.

In this way, Montessori education honors the mathematical mind: the natural human drive toward precision, order, and understanding. When children have meaningful mathematical experiences, they also develop clear thinking and problem-solving in all areas of life.

To see more about how we nurture the mathematical mind, schedule a tour here at our school in Scottsdale, AZ.

Why Your Child Interrupts (and What They’re Really Telling You)

Mon, 29 Dec 2025 11:01:19 GMT

We all know that moment: you answer a phone call, a visitor stops by, or you finally sit down to rest. Then your children suddenly need you. They seem to appear out of nowhere: asking questions, demanding attention, or starting a squabble with a sibling.

While these moments can feel frustrating, they actually reveal something important: your child’s deep need for connection and security. When your attention shifts to someone or something else, your child may feel that their access to you (their safe, familiar center) is threatened.

From a Montessori perspective, this isn’t misbehavior. It’s communication. Your child is expressing something along the lines of: “I need to know I still belong, even when you’re busy.”

Laying the Groundwork: Connection Before Independence

The best way to prevent these interruptions isn’t just to set limits but to strengthen connections before they’re tested.

Protect one-on-one time . Create small, predictable moments for each child. They don’t need to be elaborate. Think about the little things, like taking a short walk together, reading a favorite book, or making breakfast side by side. When this time is consistent, your child feels secure in your relationship and will be less likely to compete for your attention.

Be fully present when you can . When you are spending time together, let your phone stay out of reach. This quiet modeling communicates, “When I’m with you, I’m really with you.”

Invite responsibility . Children gain confidence and feel important when they have real contributions at home. Even small tasks, such as helping feed the pet, folding napkins, or assisting a sibling, can help them feel grounded in their role in the family community.

A Practical Montessori-Inspired Strategy

Children thrive when they can predict what will happen next. If phone calls are a recurring challenge, you can prepare your child by practicing in advance.

Choose a calm time to introduce the idea:

“Sometimes I need to talk on the phone. While I do that, you’ll have a special activity to work on until I’m done. Then I’ll come back to you.”
Together, decide what that activity could be (a favorite puzzle, coloring book, or quiet game).
Then practice through role play. Pretend to answer the phone while your child goes to their activity. When the “call” is over, reconnect warmly: “You waited so patiently! Thank you for respecting my phone time.”

During real calls, you can offer gentle physical reassurance (perhaps a quick hug or a touch on the back) without engaging in conversation. This small, wordless connection helps your child feel secure while still learning to wait.

Modeling Respect for Boundaries

Over time, your child learns an important lesson about how love doesn’t disappear when attention shifts. They also learn to respect others’ time and space, an essential social skill that begins in the home environment.

This kind of learning takes repetition and patience. Expect your child to test the limits now and then, especially in the beginning. But each time you calmly follow through, you’re helping your child build emotional independence, self-regulation, and respect for others’ boundaries.

A Gentle Reminder

When we treat our children’s bids for attention as communication rather than interruption, we create opportunities to teach empathy, patience, and mutual respect. These lessons begin with us, through the environment we prepare, the consistency we provide, and the example we set.

Curious to learn more about how we think differently about children’s behavior? Schedule a visit to our school in Scottsdale, AZ. We love to connect!

Keeping Routines While Honoring the Joy of New Experiences

Mon, 22 Dec 2025 11:01:45 GMT

As we prepare for the holiday season, many of us look forward to the joyful energy of visitors, celebrations, and time spent together. Yet even the most welcome changes can shift daily rhythms, affecting children and adults alike.

In Montessori philosophy, routines provide a sense of order and security, essential ingredients for children’s growing independence and emotional well-being. Balancing these familiar structures with the excitement of new experiences can help all of us enjoy the season with greater calm and connection.

Recognizing What Children Communicate

When children’s behavior shifts during times of change, it often reflects their environment. New faces, altered schedules, and fluctuating parental attention can all contribute to feelings of uncertainty. Instead of viewing potential behavior shifts as unwelcome, we can interpret them as valuable communication, essentially our children’s way of expressing a need for stability and reassurance.

One of the most powerful responses we can provide is simple presence. Taking a few moments to sit beside our children, observe their play, or join them in a familiar activity can quickly restore their sense of connection. Even brief, focused attention can help children feel grounded and secure, allowing their natural cooperation and joy to reemerge.

Once children feel calm and connected, they are better able to engage in conversations about upcoming changes. During these connected moments, we can explain that routines (mealtimes, bedtimes, or daily activities) may look different during the holidays. These conversations help children prepare for the adjustments ahead and strengthen their trust in the adults guiding them.

Preparing for Change Together

Taking some simple steps before family gatherings or holidays can help children understand what lies ahead. Children thrive on predictability, so talking about what will remain consistent and what will change reduces anxiety and increases their capacity to adapt.

What routines will stay the same?
What might be different during this time?
Which activities or traditions are most meaningful to us?

Creating a visual calendar or using a whiteboard to map out plans gives children a concrete way to anticipate events. Inviting them to help with small preparations, such as choosing decorations, helping plan meals, or organizing activities, empowers them to feel capable and included.

Finding Joy in Shared Experiences

While routines provide comfort, flexibility also allows us to experience the joy of spontaneity. The holidays offer a wonderful opportunity to create shared moments such as storytelling, baking together, making crafts, or simply taking a walk outdoors. These experiences help build memories that connect generations.

Inviting extended family members to share stories or recollections from past gatherings can also be grounding. Collecting these memories, perhaps in a family scrapbook or memory journal, creates continuity across time and reminds children that they are part of a larger story.

Children and relatives alike often find satisfaction in contributing to family life. Tasks such as preparing vegetables, setting the table, or folding napkins offer children a sense of purpose and belonging. In true Montessori fashion, participation is more valuable than perfection.

Creating New Rhythms with Intention

The holiday season invites us to find balance between the comfort of familiar routines and the excitement of new experiences. By planning thoughtfully, staying flexible, and responding to children’s needs with empathy, we can approach these times with harmony and joy.

In Montessori education, rhythm and order are seen as foundations for growth, while curiosity and discovery fuel the joy of learning. This holiday season, let’s bring this kind of balance into our homes. By honoring both structure and spontaneity, we create an environment where children feel secure, connected, and free to delight in the world around them.

Let us know more about your holiday rituals and rhythms! Once the season settles, come visit our school here in Scottsdale, Arizona.

Valorization: Helping Adolescents Experience Their Own Worth

Mon, 15 Dec 2025 11:00:02 GMT

In Montessori, we recognize that every young person needs to feel they belong, that they are capable, and that they have something of value to contribute to their world. This process of valorization, of coming to know one’s own worth through effort, adaptation, and usefulness, is at the heart of these important human needs.

The Experience of Belonging

Adolescents are entering a new and uncertain territory. They are leaving behind the familiarity of childhood and finding their way in a larger, more complex social world.
What helps them to feel at home? What protects them from feeling lost?

The answer lies in experience. They need the lived understanding that they can adapt, contribute, and make themselves useful. They need the confidence that, no matter the challenge, they have within them the capacity to meet it.

This is not something that can be told to adolescents. Rather, they need to live and earn this through real activity, through purposeful work, and through freedom and responsibility. That lived experience provides valorization, a deep inner experience of usefulness and purpose.

The Roots of Confidence

Valorization is not the result of praise, good grades, or awards. It is the result of work and effort. It is the result of doing something real and discovering that you actually can do it.

We see the beginnings of this process when a toddler insists, “I do it myself.” That same drive for independence grows and transforms over time. In our Montessori environments, we support this process as the young child learns through purposeful activity in a prepared environment, the elementary child tests fairness, justice, and morality in the social world, and the adolescent seeks belonging and contribution through meaningful work in a social context.

At each stage, children are constructing their selves. They are testing the match between their growing capacities and the environment around them. When those conditions are right, when freedom and responsibility coexist, valorization occurs. Young people feel useful. They feel their own worth.

Independence, Normalization, and Adaptation

Dr. Montessori saw human development as a process of self-construction within the particular culture, people, and environment into which a child is born. To thrive, children must adapt to this territory through independence, interaction, and activity.

When the environment welcomes children and allows freedom to move, to choose, and to act, these psychic threads of connection grow strong. Children feel they belong.

But when freedom is restricted, or when the environment doesn’t meet developmental needs, children may feel alienated. They lose that sense of being able to connect and contribute. They begin to feel disconnected in their own world.

Deeply Experienced Usefulness

For the adolescent, valorization comes through work that matters, work that contributes to the life of the community. In Montessori programs, this may take the form of practical projects, environmental stewardship, community building, or social enterprise. But at its heart, it is not about the task itself. It is about the inner experience of usefulness.

When adolescents lead a group project, mentor a younger peer, fix a tool, or tend to animals, they experience themselves as capable and needed. They know they matter.

And once they know this, they are strengthened. They have courage. They are ready for more.

A Lifelong Process

Valorization is not a single event. It is a continuous process that unfolds through every stage of life. We experience it each time we adapt to a new challenge and find that we can meet it. Think about the infant reaching for an object with determination, the preschooler insisting on pouring their own water, the elementary child working through a problem with a friend, and the adolescent finding purpose in meaningful work.

Each is an act of self-construction, a declaration of worth, and a rehearsal for the life of an independent, resilient adult.

Trusting the Process

In Education for a New World , Dr. Montessori said, “We must take a new path, seeking the release of human potentialities.”

That path requires trust. Trust in the child’s inner guide, in the process of development, and in the power of purposeful work.

Valorization is not something we can teach. It is something we must prepare for.
Our role is to create the conditions where valorization can unfold: an environment rich with real responsibility, freedom, and meaningful human connection.

When we do, children come to know, deep within themselves, that they are capable, adaptable, and valuable. They no longer feel out of place in the world. They feel at home within it.

Come to Scottsdale to see how Mission Montessori helps young people feel at home throughout their many stages of development.

The Real Secrets to Raising Readers

Mon, 08 Dec 2025 11:00:22 GMT

In this intense era of screens, our children’s connection to books can feel more elusive. We want our children to love reading, but this hope is often mixed with some frustration. Coaxing, reminding, begging, bribing: these may seem like ways to fix the problem. But they tend not to create a long-term love of reading.

So what are the secrets to getting children to read more books?

In Montessori, we try to look at ourselves first to determine what we can shift within ourselves and in our children’s environment. Here are two helpful questions to ask in this process:

Do we limit our children’s access to electronic entertainment?

Do our children see us reading at home?

These are two of the most powerful secrets to raising children who love to read.

The Role of the Environment and Example Setting

When many of us were growing up, screens weren’t constantly competing for our attention. Television hours were limited, and when friends weren’t around, we often turned to books. Getting lost in a story was both exciting and deeply satisfying.

For many of us, those early experiences shaped not only our imaginations but also our academic lives, as the habit of reading can make schoolwork and later studies easier and more enjoyable.

Today, we face new challenges with our children. Setting limits on screens takes real effort, and finding time to model reading can feel nearly impossible. Yet these two factors—limits and example setting—remain essential.

Boundaries Around Screens

Setting limits isn’t only about how much time children spend with electronic devices, but also where they use them. When devices are used in private spaces, they become part of a child’s daily rhythm in a way that’s hard to monitor and even harder to moderate. Keeping electronics in common areas makes it easier to create balance and accountability.

Of course, sometimes limiting screen use simply doesn’t feel practical. There are times we need quiet. We have housework that needs to get done. We may feel like it’s easier when our children are occupied with an electronic distraction. However, in those moments, it can help to think about our priorities: Would a little more noise or clutter in the living room be worth the trade-off of better balance for our child? Sometimes short-term inconveniences create long-term growth.

Why Limits Matter

Creating limits teaches children far more than when to turn off a screen. It teaches them about moderation, balance, and boundaries, the very skills they’ll need as independent, responsible adults.

When we give in to tantrums or constant demands for entertainment, children learn that persistence in protest leads to results. They are hard-wired to test limits because that's how they find out where those limits are. Our job is to stay steady, calm, and consistent. Children actually find comfort in knowing that the adult is in charge of the boundary.

Read With Them

In addition to setting boundaries for electronic use, another critical step is making reading a part of daily life. If we want our children to read more, a first step is to read to them, even when they’re capable of reading on their own.

For young children, make story time a daily ritual.
For older children, share interesting news articles, recipes, or stories from your day.
Create a quiet, well-lit reading nook in your home.
Designate “screen-free” times in the evening when everyone (adults included!) reads.

When children see us reading, it normalizes the habit. It communicates the message that reading isn’t just for assignments or school, but rather is part of a full, rich life. Children who grow up surrounded by books and readers begin to see reading as something enjoyable and deeply human.

In the end, the “secrets” to raising readers aren’t really secrets at all. They’re about creating an environment that invites curiosity, setting limits that protect attention, and modeling the joy of learning every single day.

Come visit us here in Scottsdale to see how we help make reading a joyful experience for children!

Montessori Materials Explained: The Flat Bead Frame

Mon, 01 Dec 2025 11:01:11 GMT

The Flat Bead Frame, also known as the Horizontal Bead Frame or Golden Bead Frame, is one of the most elegant bridges between the concrete and the abstract in the Montessori elementary math curriculum. It allows children to work with very large numbers, up to the hundreds of millions, while continuing to manipulate tangible representations of each place value.

Unlike many elementary materials designed for group exploration, this work is typically done individually (or with a partner), offering quiet moments of concentration and reflection amid the classroom’s collaborative hum.

From the Large Bead Frame to the Flat Bead Frame

At first glance, the Flat Bead Frame looks similar to the Large Bead Frame, but it represents a significant step forward in abstraction. The Large Bead Frame has seven horizontal wires and color-coded beads arranged by the simple, thousands, and millions period, thereby emphasizing the hierarchical nature of the decimal system.

In contrast, the Flat Bead Frame is organized vertically, with nine columns of golden beads, all identical in color, representing units through one hundred millions. The numerical categories are written across the top, and red zeroes are printed along the bottom to highlight the effect of multiplying by powers of ten. The golden color of the beads makes the material more symbolic, signaling that the child is now ready to move away from concrete color coding toward pure quantity and value.

Introducing the Material: Connecting the Known to the New

When introducing this material, we often begin by inviting a child to compare it with the Large Bead Frame. This connection helps the child orient to what is familiar while noticing what is new: the vertical organization, the placement of numbers, the red zeros, and the use of golden beads instead of hierarchical colors.

The child then begins with a simple multiplication problem, like 1,246 × 3. We write the multiplicand on a paper strip and place it beneath the wires so that each digit aligns with its corresponding place value. Using gray number cards or slips of paper for the multiplier, the child then moves the beads to represent each partial product. The process is rhythmic and deliberate: 6 units three times is 18 units (eight units and one ten)… 4 tens three times is 12 tens (four tens and one hundred)… The movement of beads down the frame creates a clear, physical representation of the multiplication process.

Moving Toward Abstraction: Powers of Ten in Action

As the child progresses, the Flat Bead Frame becomes a tool for exploring long multiplication (also called compound multiplication) and multiplication by powers of ten. When the multiplier contains tens, hundreds, or thousands, the child learns to physically shift the multiplicand to the left—mirroring the way zeros are added in written notation. The red zeroes along the base of the frame make this concept immediately visible. What might otherwise be a rote rule (“just add a zero”) becomes an embodied experience of place value and the movement of quantity through hierarchical orders.

A Continuation of Earlier Montessori Work

This material builds on experiences children had with the Bank Game at the primary level, when they would work as a group to exchange quantities of 10 for the next category. On the Flat Bead Frame, however, the work becomes deeply personal and precise. It requires concentration, accuracy, and an understanding of the relationships between categories. These qualities help build the foundation for true mathematical abstraction.

The Mathematical Mind in Motion

Through this work, children reinforce their multiplication facts, internalize the commutative law, and gain confidence in working with large numbers. More importantly, they begin to grasp that mathematics follows a consistent and logical structure, one they can visualize, manipulate, and eventually imagine without the aid of concrete materials.

A Quiet Revelation

The Flat Bead Frame exemplifies Montessori’s belief that “the hand is the instrument of the mind.” As children move the golden beads, their understanding of place value and multiplication deepens. The process of working with the Flat Bead Frame provides children with a conceptual leap from seeing mathematics as a set of operations to recognizing it as a beautifully ordered system.

Visit us in Scottsdale, AZ, to see how what begins as a physical exercise in moving beads becomes, over time, a quiet revelation and a process of mathematical thinking. This is Montessori math at its best!

10 Minutes That Change Everything: The Power of Special Time with Your Child

Mon, 24 Nov 2025 11:00:57 GMT

Our children are particularly sensitive to changes. Whether something as seemingly small as picture day, or as major as a new sibling, our children feel the energetic shift, and we may see resulting (and perhaps frustrating) changes in their behavior.

The irony is that when our children are acting their worst, they need our love the most. A strategy for handling these kinds of challenges is to set aside “Special Time.”

Special Time is a proactive way to strengthen our relationship with our child. During this time, our role is to be fully present, with no distractions or multitasking. No phone, no dishes, no “just a quick text.” We are giving our child undivided attention and pouring in love, delight, appreciation, and a bit of extra enthusiasm.

We choose when it will happen and how long it will last (it works to start with just ten minutes), and our child chooses what you do together. Yes, this is child-led!

Practical Tips

During Special Time, we follow our child’s lead and play whatever they choose. Be sure to play anything they want during this time and commit to the time together. Children love this special time, and they tend to choose the activity we least enjoy! If this is the case, remember it is only for a short duration. Even a short burst of undivided attention helps children feel secure, valued, and deeply connected. And when children feel connected, they are more cooperative with us and each other.

A timer is essential. Why? Because our child may come up with some big, wild, or noisy ideas! Ten minutes of mess or silliness is easier to embrace than an hour. The timer helps us be all-in, and it reassures our child that this time is both precious and reliable.

If you have more than one child, you’ll want to find ways to protect this one-on-one time. Some parents stagger bedtimes or wake-ups. Others enlist a partner, sitter, or neighbor to help. Sometimes screen time is a perfectly reasonable tool for protecting Special Time with another sibling. With just a little creativity, ten minutes really can fit into the rhythms of family life.

How to Begin

Introduce it. Explain that you’ve learned about a new way to spend time together called Special Time. Commit to doing it every day for the next five days, for ten minutes each time.

Announce special time with joy. When it’s time, say, “It’s time for Special Time! I’m setting the timer for ten minutes, and we can do whatever you want!”

Follow their lead. Join their play. If you’re not sure what to do, sit at their level, smile, and stay present. Sometimes your attention is all they need.

End with affection. When the timer rings, wrap up warmly. A hug, high five, or smile is perfect. Follow what feels right for your child.

Why It Matters

Special Time builds trust, connection, and joy. It gives children the message that they are worthy of our time and attention, not just when they need correction or help, but simply for who they are.

From a Montessori perspective, this practice aligns beautifully with the principle of following the child. In Montessori environments, children thrive because adults prepare the space and then step back, allowing the child’s choices to drive the activity. Special Time brings that same spirit into your home. It tells your child: I see you, I delight in you, and your choices matter.

We often talk about independence, but true independence rests on a foundation of strong, loving relationships. By offering these short, intentional moments, we help our children feel secure, valued, and confident in their choices. These qualities then serve our children in all areas of their growth.

Try this today! Set the timer for ten minutes, follow your child, and see what unfolds.

If you want to learn more about how positive relationships boost closeness and cooperation, set up a time to see our school here in Scottsdale, AZ.

Navigating Friendships and Social Challenges: A Montessori Parent’s Guide to Building Resilience and Empathy

Mon, 17 Nov 2025 11:01:09 GMT

The elementary years are full of exciting growth and also fraught with tricky social situations. Children are learning how to communicate kindly and effectively, make and maintain friendships, manage their emotions, and solve problems, all while figuring out their place within a group. It’s no surprise that challenges arise.

As parents and caregivers, our instinct is to protect our children, especially when they come home upset. But how we respond matters. Our children do need to vent, and these moments offer powerful opportunities to teach problem-solving, resilience, and compassion.

Common Challenges

Throughout their childhood, children will face a series of challenges with their peers. As children experiment with language, they also experiment with the impact of their words. Silly “potty talk” might elicit a laugh from peers, but then a more serious curse word might cause upset or concern. This is also the time when children may lash out with more hurtful remarks about culture, religion, or skin color. Friendship struggles are also a regular part of the elementary years and can include feeling left out, lacking a “best friend,” or navigating shifting social groups. On top of all of this, some children struggle more with self-control, which can impact peer relationships. These challenges are not signs of failure. Rather, they are a normal part of learning how to relate to others.

Scenarios & Steps

Imagine your child comes home feeling excluded by a group of friends. After four or five times of seeing your child come home upset, you likely feel frustrated and protective. Should you email the teacher right away or help your child learn to self-advocate? Or perhaps your child is worried about a classmate who has tantrums, sometimes pushes, and disrupts the classroom. When you learn the child has ADHD and is receiving support, you may feel compassion, but you still don’t know how to help your child feel safe.

Both scenarios are different, yet these three easy steps provide a road map for a variety of social situations that may arise: start with empathy, pause before reacting, and then work on skill-building with your child.

Step One: Regulate Our Own Emotions

Children are highly attuned to our feelings. Before acting, it’s best to give ourselves time to process. We sometimes refer to this as the “24-hour rule.” This pause helps us avoid acting out of frustration and gives us space to see the bigger picture.

Step Two: Validate Our Child’s Feelings

Resist the urge to jump straight into fixing. Instead, focus on empathy and validation:

“I’m so sorry that happened.”
“That must have felt really unexpected.”
“How are you feeling right now?”

This kind of acknowledgement lets your child know their emotions are normal and safe to express. It’s important to keep ourselves neutral, though. Our children don’t need us to absorb their emotions. Rather, they need a safe space to feel and express themselves without our emotional reactions.

Step Three: Teach Problem-Solving Skills

Problem-solving is not natural at this age, and our children need us to model and support the process. Here is a simple four-step approach:

Brainstorm : This is when we can work with our child to come up with two to three strategies. This is most effective when we keep the skill we want them to learn in mind (e.g. advocacy, making friends, respecting personal space).

Model : We can show them what the strategy looks like. It helps to use humor, stuffed animals, or even role play to make it engaging.

Practice : We want to give our child time to rehearse, just as one would when practicing a sport. During this practice, we can offer encouragement and feedback.

Plan : With our child, we then choose one strategy to try for a few days. We can help our child track progress and create a “Plan B” if needed.

This approach not only teaches social skills but also builds flexibility, persistence, and confidence.

Applying the Steps

Let’s think about the previous scenarios. In the first example of your child feeling excluded, maybe you decide that advocacy is the key skill. Together, you and your child can brainstorm ways to talk to friends. Then, you can select one strategy, practice it through role-playing, and set a plan to implement it for three days. If it doesn’t work, agree to regroup and try Plan B.

In the second example of your child feeling worried about a classmate’s behavior, it can help to both acknowledge your child’s feelings while also modeling being curious about what might be going on for the classmate. You may identify that a key skill is setting boundaries or communicating with an adult about feeling uncomfortable with the behavior. Again, the process is similar: help your child pick a strategy, practice it, apply it, and then reconnect to see how it worked or if it’s worth trying another approach.

In both situations, it can also help to let your child’s classroom teacher know what is coming up at home. Keep in mind, though, that sometimes our children want to vent to parents and caregivers without their teachers knowing. It helps to communicate with your child, “This sounds like something your teacher should know about. Let’s write an email together.” Or if you want to give the teacher a quiet heads-up, be sure to communicate that your child doesn’t know you are reaching out. This is also a great opportunity to see if your child’s classroom teacher has any recommendations for how to guide your child to respond if the situation arises again.

Educators value timely communication. If challenges arise at school, please notify teachers promptly so they can assist children in resolving the issue in real time, rather than weeks later when the dynamic has already shifted. When schools and families work together, children reap the benefits!

Compassion and the Bigger Picture

It’s natural to feel protective when our children experience social challenges. However, when we approach these situations with compassion rather than blame, our children learn to do the same. The skills our children learn (such as problem-solving, advocacy, and empathy) extend far beyond the classroom. They prepare our children to thrive in diverse communities, workplaces, and future relationships.

Supporting children through peer challenges is not about fixing every problem for them. It’s about guiding them to develop the skills, confidence, and compassion they need to manage relationships independently. We invite you to visit us at our school in Scottsdale, AZ, to see how we help children strengthen their social lives.

Nurturing Persistence and Choice in Children

Mon, 10 Nov 2025 11:01:36 GMT

“If persistence be the true foundation of the will, we nevertheless recognize decision as the act of the will par excellence.”

— Dr. Maria Montessori, Spontaneous Activity in Education

In this quote, Dr. Montessori reminds us that persistence is at the heart of character development. Today, we might call this steadiness and perseverance “grit.”

When children work through obstacles and remain committed to their chosen activity, they are not only building skills. They are forming the very foundation of their will.

Take this typical scene from a Montessori classroom: a four-year-old works with decimal system materials, building four-digit numbers using beads and cards, staying with the activity for an extended period of time, repeating it again and again with intensity and focus. The child gives as much attention to the careful set-up and clean-up as to the work itself.

It’s easy to imagine this young person years later as a hard-working, thoughtful, responsible individual. The four-year-old’s persistence in that moment shapes the future self, strengthening the ability to act with purpose in life.

Decision: The Act of the Will

If persistence is the foundation of the will, decision is the act of the will. And every decision arises from choice. For children, the ability to make choices is essential. Just as movement cannot develop when children are kept immobile, the will cannot develop if children are never given the chance to choose.

Our entire life is a continual exercise of decisions. This ability to choose builds independence. When children cannot make their own decisions (or when they fear making the wrong one), they become dependent on others.

This is why choice is such an important part of the Montessori environment. We strengthen children’s will by continually offering opportunities to decide. The choices don’t have to be large ones. They can be woven gently into the day:

Would you like to carry the tray or the mat?
You may choose any table.
Would you like to put the box or the pencil away first?

Each small decision helps strengthen the will.

Independence Through Choice

Every time children make a decision, they are practicing independence. They are learning to trust themselves instead of depending on the suggestions of others. They decide when to begin and when to finish, when to move and when to pause, when to be quiet and when to speak.

One of our jobs as adults is to ensure that we are giving children opportunities to practice using their will. Just as we don’t keep children motionless when they are learning how to crawl, cruise, walk, or run, we don’t want to impede children’s will when they are learning how to make choices and act upon their environment.

“And yet we do something of the same kind when, in order to educate the child’s ‘will,’ we first of all attempt to annihilate it, or, as we say, ‘break' it, and thus hamper the development of every factor of the will, substituting ourselves for the child in everything.”

— Dr. Maria Montessori, Spontaneous Activity in Education

This is a cautionary reminder for us as adults, as we can all too easily impose our will upon our children. This can happen in overt, overly controlling ways, or it can happen more subtly when adults do things for children rather than allowing them to practice making choices and experiencing consequences.

As Montessori parents and guides, our role is to protect this space for choice. By doing so, we are supporting children’s independence in the present, while also helping them build the persistence, decision-making, and strength of will that will guide them for life.

Curious to see how this works in a classroom? Schedule a tour here in Scottsdale, AZ!

Montessori Materials Explained: Multiplication & Division Bead Boards

Mon, 03 Nov 2025 10:00:18 GMT

For many children, learning the multiplication tables (and their flip-sided partners, division facts) can feel like a tedious rite of passage. However, in Montessori classrooms, we approach math facts in a concrete, hands-on manner that makes the process both engaging and memorable.

Key tools in this process are the multiplication and division bead boards.

The Multiplication Bead Board

This simple wooden board, with its rows of little indentations and bright red beads, allows children to see multiplication patterns and feel the quantities of a number a certain amount of times.

The top of the board features the numerals 1 through 10, which represent the multiplier. A small card slot shows the multiplicand (the number being multiplied). Children move a red marker disk across the top to indicate the multiplier and then carefully count out beads into the columns below.

For example, if the multiplicand is five:

With the marker over “1,” children place five beads, counting aloud: “Five, one time is five.”
When they move the marker to “2,” children place another five beads and count again: “Five, two times is ten.”
With each step, children build the product: bead by bead and column by column.

The process is slow, deliberate, and deeply satisfying. Rather than focusing on memorizing facts, children are able to internalize the structure of multiplication. Soon, they begin to notice patterns (for example, 5x3 makes a rectangle that looks like a 3x5 rectangle flipped on its side), skip-count naturally, and recall products with ease.

This material bridges the concrete and the abstract. Eventually, children record their work in multiplication booklets and then check against a control chart. Through this repetition, math facts transition from hands-on practice to memory, without the pressure or rote drilling that can often frustrate young learners.

Dr. Montessori herself remarked on how children loved this material. She noted that multiplication—something traditionally dreaded—became so enticing that children even asked to take the bead board home!

We often introduce the Multiplication Bead Board around ages five to six, when children are eager to explore patterns in numbers. It provides both a strong foundation for future abstract math, not to mention the joy of discovery that comes when math becomes something tangible and meaningful!

The Unit Division Board

When approached abstractly, division can be a tricky math concept for children to grasp. Unlike addition or multiplication, where patterns are more predictable, division often results in remainders, creating an unpredictability that can be frustrating when only approached abstractly.

In Montessori classrooms, we use the Unit Division Board to provide a more concrete, hands-on way to explore and internalize the process.

This material resembles the Multiplication Bead Board, but with one important difference: along the top of the board, there are indentations for small green peg-like figures (called “skittles”) that look like simplified versions of little people and that represent the divisor. The dividend (the total number to be divided) is shown with green beads, which children carefully distribute across the board. Along the left side are the numerals 1 to 9, showing the quotient.

For example, if the dividend is 18:

With nine skittles across the top, children share out the 18 beads equally. The answer in division is what one gets, so one of the “skittle people” gets two beads (showing that 18 ÷ 9 = 2).
If the divisor changes to six skittles, the same 18 beads can be shared among the three “skittle people,” showing that each one got three beads (18 ÷ 6 = 3).
If divided by four, children will discover that some beads can’t be shared equally. These extra beads—the remainders—become an important part of understanding how division really works.

Through repeated practice with different dividends and divisors, children begin to notice which numbers divide evenly, which don’t, and how multiplication and division are related.

Dr. Montessori emphasized that division is different from the other operations because it reveals limits, remainders, and exceptions. The Unit Division Board makes those discoveries visible. Children see, with their own eyes and hands, that not every number can be divided evenly, an important truth about how numbers behave. The Unit Division Board invites children into that discovery process.

What could feel discouraging instead becomes an exploration, as well as an opportunity to discover patterns, and build a relationship with math that is based on confidence and joy!

We invite you to visit our classrooms here in Scottsdale, AZ, to see how children in Montessori build a positive relationship with math!

Montessori Perspectives on Children’s Social Growth After COVID

Mon, 27 Oct 2025 11:01:08 GMT

Since the pandemic, we can find ourselves carrying new or heightened worries about our children’s social lives. We can have concerns about whether our children “lost time” with peers during critical developmental years. Or maybe it’s worry about shyness, reluctance in groups, or how screen time may have replaced face-to-face play. Even now, long after schools and activities have reopened, it’s common for anxiety to surface: Is my child making enough friends? Are they socially behind?

Why We Feel This Way

The truth is, these concerns are natural. COVID disrupted our social connections, and children being with other children is an important part of childhood. For months (and for some even years), daily opportunities to share space, work through conflict, and experience the joy of play were limited. Add in the reality of increased screen use, the culture of comparison amplified by social media, and children who may show hesitations around groups, and it’s easy to see why we are carrying this extra layer of worry.

What Montessori Reminds Us

Montessori provides us with a helpful perspective: growth is not lost, it is simply unfolding in its own time. Children are incredibly resilient. Social development isn’t a race, and there isn’t one perfect timeline. Just as each child learns to walk or read at their own pace, children find their own paths into friendships and community life.

How We Can Support Children (and Ourselves)

So, what can we do to ease our own (and our children’s) anxiety while supporting their social growth? First, remember that depth of connection matters more than numbers. A child with one or two genuine friendships has a strong foundation. In Montessori classrooms, we often see that meaningful, sustained interactions carry more value than a large peer group.

Second, provide opportunities for natural interaction rather than overscheduling. Time at the park, family gatherings, or small playdates often offer more authentic growth than tightly managed activities. In the classroom, children practice collaboration daily, from sharing materials to working on group projects.

Third, support independence. After COVID, it’s natural to want to step in quickly if our child seems uncomfortable socially. But small moments of trust—like letting our children introduce themselves, ask to join a game, or resolve a conflict—help them build confidence and resilience.

Finally, model calm and social grace. Children absorb how we approach social situations. When they see adults showing openness and curiosity, they are more likely to approach peers with the same ease.

Partnering with Teachers

Your child’s teacher is also a valuable partner. Montessori guides closely observe children’s social interactions and can offer concrete reassurance: “I noticed your child inviting a friend to join her work,” or “He showed patience while sharing materials today.” These insights often show growth that may not be as apparent outside the classroom.

Supporting Social Growth at Home

Simple, practical activities in our children’s lives can make a big difference. Hosting a “work together” playdate, for instance, shifts the focus from entertainment to shared purpose. Children might bake bread, build with blocks, or create art together. These collaborative activities naturally encourage conversation, cooperation, and problem-solving, giving children structured opportunities to navigate relationships.

Practicing grace and courtesy at home also builds confidence. Small role-plays, like asking to join a game or politely declining an invitation, help children learn the social scripts they need. “Can I play with you?” or “No, thank you. I’d like to work alone right now,” are examples that may seem small but make a significant difference when children encounter peers in real settings.

Family game nights are another excellent tool. Cooperative board games, memory games, or card games teach turn-taking, handling winning and losing, and joyful connection. Games provide low-stakes opportunities to practice critical social skills like patience, negotiation, and flexibility.

Finally, spending time in community spaces offers invaluable real-world practice. Visits to the library, farmers’ market, or nature center allow children to engage in everyday interactions, such as greeting a librarian, asking a vendor a question, or navigating shared space with peers. These experiences help children build confidence and fluency in social settings.

Moving Forward with Confidence

It’s understandable to feel anxious about our child’s social life after such a collective disruption. But rest assured: children are not permanently “behind.” With trust, time, and supportive environments, children continue developing the skills of friendship, collaboration, and community.

Montessori reminds us that growth is steady and ongoing. Our role is to provide the space, opportunity, and confidence children need to thrive socially. When we step back and trust the process, we discover that children are, in fact, developing social competence.

Come visit our classroom environments in Scottsdale, AZ, to see how Montessori fosters a lasting sense of confidence and a deep form of belonging.

Montessori Myths: Balancing Teacher Guidance & Exploration

Mon, 20 Oct 2025 11:00:19 GMT

A common misconception about Montessori education is that it is entirely child-led. This couldn’t be further from the truth! Certainly, children feel like they are in the driver’s seat of their education, and that’s by design. Behind the scenes, Montessori-trained teachers are skillfully guiding children through carefully sequenced lessons, ensuring they encounter and master all of the subject areas, strands, and standards they need.

The true gift of Montessori education is that it blends the best of two worlds: direct instruction and hands-on learning. Direct instruction means children receive explicit, structured, teacher-led lessons focused on clear objectives and skill mastery. Hands-on learning, on the other hand, is where children engage deeply with materials and ideas, learning concepts through direct experience rather than passive absorption. This dual approach is always tailored to the needs and readiness of each child. In a way, it’s as if every child has their own individualized education plan and one that is seamlessly built into the Montessori model.

The Power of Hands-On Learning

Montessori classrooms are alive with opportunities for children to learn by doing. Instead of simply listening to a teacher or reading about an idea, children are actively engaged with beautiful materials that invite exploration. They pour, build, count, measure, and experiment, discovering concepts in a way that feels natural and meaningful. Learning is not abstract. It is concrete, tactile, and rooted in experience.

This approach has profound benefits. Children who learn through active engagement develop a deeper understanding because their brains are making strong connections between what they see, touch, and do. They also grow as problem-solvers because they are encouraged to try, adjust, and try again when faced with challenges. The process itself is motivating, which means children stay engaged and joyful in their work. Along the way, they also pick up practical skills they can use in daily life, as well as social skills, due to many of the activities naturally fostering collaboration and cooperation. Because children are learning through experience, the knowledge they gain tends to stick with them, building a lasting foundation.

The Role of Direct Instruction

At the same time, Montessori teachers provide an essential framework through carefully designed lessons. This is not free-for-all learning. Rather, it is a highly structured and intentional process. Teachers give clear, step-by-step presentations that introduce new concepts or skills. These lessons are sequenced in a logical and developmental order, ensuring that children build on what they already know and are ready for what comes next. Even better, these lessons are given one-on-one or to small groups, so the lessons can be tailored to individual children’s learning needs and styles.

During these lessons, children first practice with the teacher’s guidance and support, which allows for immediate feedback and correction. Then, as they gain confidence, they continue working independently, applying what they’ve learned in their own time and in their own way. This direct instruction is especially valuable when children are new to a subject or skill. It provides clarity, reduces confusion, and builds confidence. Over time, the structured approach helps children achieve true mastery and ensures they are well-prepared for more advanced work.

Montessori: The Best of Both Worlds

What makes Montessori unique is the seamless blend of these two approaches. A child might receive a beautifully clear lesson on a new math concept one day and then spend the rest of the week exploring, practicing, and applying that concept with hands-on materials. Teachers provide the roadmap, and then children are given the freedom to travel the path at their own pace, in a way that feels meaningful to them.

This balance allows children to feel ownership of their learning while also benefiting from the expertise and intentionality of their teachers. The result is an education that is joyful, engaging, and deeply effective. Montessori children grow into curious, capable, and confident learners who know both the satisfaction of discovery and the security of guidance.

Montessori education offers the best of both worlds: clear guidance and joyful discovery. See for yourself how this balance supports children’s growth and confidence. Contact us to schedule a tour here in Scottsdale, AZ.

Honoring Indigenous Peoples’ & Columbus Day the Montessori Way

Mon, 13 Oct 2025 11:00:06 GMT

Every October, families and schools across the country face the question of how to approach Indigenous Peoples’ Day and Columbus Day. For many of us, these holidays can bring up complex feelings. Montessori offers us a way to hold that complexity with honesty, balance, and respect for human dignity.

Grounding in Truth and Respect

In Montessori, we first ground ourselves in the big picture. This includes presenting history truthfully, even when it’s uncomfortable. While Christopher Columbus’s voyages were remarkable in their boldness, they also marked the beginning of a period that brought devastating consequences for Indigenous peoples. To honor human dignity, we acknowledge both.

The Human Story of Exploration

Dr. Maria Montessori described the universal human tendencies that drive our development: exploration, orientation, imagination, and communication, among others. Columbus’ journey across the Atlantic can be understood as part of this shared human story of curiosity and discovery. At the same time, we acknowledge that Indigenous peoples had been exercising these same human tendencies for thousands of years, creating thriving civilizations, languages, technologies, and cultures long before Europeans arrived.

Celebrating Indigenous Cultures

Indigenous Peoples’ Day gives us an opportunity to celebrate the beauty, resilience, and contributions of Indigenous communities. Montessori classrooms and families might:

Read stories or legends written by Indigenous authors.
Explore maps that show the many nations that existed (and still exist) across the Americas.
Listen to Indigenous music or learn about traditional art forms.
Reflect on the continued contributions of Indigenous people today, not just in the past.

Gratitude and Reflection

Montessori places great emphasis on gratitude and stewardship. We can invite children to pause and ask: Who lived on this land before us? How can we honor their legacy? How do we show respect for people whose voices may not always be heard? Simple practices like acknowledging the land, offering thanks to the earth, or caring for nature connect to both Montessori principles and Indigenous values.

Developmentally Appropriate Conversations

How we approach these topics will vary by age:

Young children can focus on cultural appreciation through stories, art, music, and food.
Elementary children can begin to discuss colonization and resilience within the context of the story of human interdependence.
Adolescents can dive even deeper, exploring issues of representation, justice, and equity, or even engaging in service projects that support Indigenous communities.

A Balanced Montessori Approach

Montessori encourages us to reframe the conversation: How do we tell the full human story? We honor the courage of exploration while also telling the truth about colonization. We celebrate Indigenous cultures not only as something from the past but as vibrant, living contributions to our present and future.

By approaching these holidays with honesty and reverence, Montessori classrooms and families can help children grow into compassionate global citizens.

Schedule a time to visit our school in Scottsdale, AZ, to see how we support young people who understand that our shared human story is both complex and beautiful.

Human Tendencies: Why Montessori Still Feels So Relevant

Mon, 06 Oct 2025 11:00:36 GMT

When Dr. Maria Montessori was observing children’s development, she wasn’t just focused on how they learn in the classroom. She was curious about the drives, instincts, and patterns that have shaped humans across time.

These human tendencies are the forces that have guided our species since the very beginning, helping us adapt, survive, and thrive. And when we recognize them in children, we can create environments that don’t fight against human nature, but flow with it.

Here’s a closer look at some of these tendencies, and how they show up in both history and our children’s lives.

Orientation

At its root, orientation literally means turning toward the east and the rising sun. For early humans, orientation meant survival through knowing where to find water, food, or shelter, as well as recognizing the stars and using them to navigate.

As adults, we still crave orientation when we move to a new place, start a new job, or even visit an unfamiliar store. We rely on guides, rituals, and familiar touchstones to help us settle.

Children, too, need orientation. The way they’re welcomed on their first day in a classroom, where they put their belongings, what routines they can count on—all of this helps them feel secure. Even a simple “good morning” is a daily act of re-orientation that matters more than we sometimes realize. Children look for orientation in daily rhythms: the bedtime routine, knowing which shelf holds their favorite books, or even how breakfast is served each morning.

Exploration

From the moment we are born, we explore. Infants use their mouths, eyes, and hands. Toddlers climb stairs like they’re scaling mountains. Older children explore through research, imagination, and adventures into both history and science.

Exploration is how humans pushed across continents, learned to farm, crossed oceans, and now even travel into space. Our curiosity never stops. Montessori environments honor this by giving children real opportunities to investigate the world, whether that means calculating the area of the classroom or researching life in the Carboniferous period. We see our children exploring as they turn over rocks in the backyard, take apart a toy to see how it works, or invent new rules for a favorite game.

Order

We all know the relief of an organized kitchen drawer or a well-structured calendar. Order helps us make sense of life. For early humans, ordering the world by figuring out what was safe versus unsafe or edible rather than poisonous ensured survival.

Young children need physical order. Anyone who’s seen a toddler melt down because their bedtime story was read “out of order” or because the blanket wasn’t arranged in just the right way knows this is real. Montessori classrooms respect this sensitive period by offering environments that are consistent and predictable. At home, you may notice your child lining up toy cars, insisting on a particular bedtime ritual, or sorting stuffed animals by size.

By the elementary years, order shifts into the mental realm. Children now want to classify animals, chart types of mountains, or debate the “rules” of their group. They’re learning not just order in things, but order in ideas, logic, and morality. You’ll see this at home when children organize their collections, invent complicated rules for backyard play, or argue passionately about fairness.

Self-Control

Self-control has always been key to survival. Hunters had to move silently. Communities relied on cooperation. Today, self-regulation is one of the biggest predictors of success in school and life.

In Montessori environments, self-control grows naturally: waiting for a material to become available, choosing the right time to speak, or practicing social courtesies. When children find deep concentration in meaningful work, that sense of inner discipline blossoms. We may notice our children waiting patiently to blow out birthday candles, saving allowance for a bigger purchase, or calming themselves after a disagreement with a sibling.

Imagination

Imagination isn’t just for artists. It’s what allowed early humans to picture tools before they were built, imagine migration routes, or dream up stories around a fire.

For children, imagination expands exponentially in the elementary years. Suddenly, they’re not only absorbing the world, they are imagining other worlds. Dinosaurs, outer space, ancient civilizations, atoms…nothing is off-limits! Montessori taps into this by giving children the universe itself as their curriculum. Imagination at home might unfold through elaborate pretend play, story writing, or inventing new games with household objects.

Abstraction

Abstraction is the ability to pull an idea from an experience. Early humans drew symbols on cave walls. Today, we live in a world of abstractions: math, laws, justice, and freedom.

Children naturally move toward abstraction, but only after being fully grounded in hands-on experience. Montessori materials are designed as “materialized abstractions,” allowing children to build concepts with their hands before holding them in their minds. We see children developing abstraction when they begin to understand time (“after lunch,” “in three days”), use symbols in drawing or writing, or play games that rely on imaginary rules.

Activity, Work, Movement, and Experience

Humans are doers. From stone tools to skyscrapers, everything we know about early humans comes from their work. Dr. Montessori believed, echoing Kahlil Gibran, that “work is love made visible.”

For children, work isn’t drudgery. Rather, work is joy. Whether pouring water, building long math equations, or researching volcanoes, children grow through purposeful activity. Movement is not a distraction from learning, but a pathway into it. Children eagerly help bake, sweep, carry groceries, or build forts. This is joyful work that feels both purposeful and fun.

Repetition

Watch a toddler stacking blocks again and again, or a preschooler repeating a pouring exercise 40 times in a row. Repetition for young children is how they achieve a deep sense of mastery.

Older children still repeat, but they do it differently. They elaborate, amplify, and push concepts further: instead of practicing small sums, they’ll dive into giant multiplication problems just for the thrill of it. At home, this shows up when our children want the same story read every night, practice a cartwheel over and over, or endlessly build new versions of the same LEGO design.

Exactness and Self-Perfection

Humans have always needed exactness, whether it was a sharp spear or a stable bridge. Children share this drive. They beam when their handwriting is neat, or when they finally get something just right.

Linked to exactness is the tendency toward self-perfection. Children don’t just want to do it. They want to do it well. You see this tendency in the toddler learning to zip a coat, the elementary child striving to be fair, or the adolescent wrestling with big moral questions. The tendency shows up when our children insist on re-tying their shoelaces until they’re perfectly even, redoing a drawing until it’s just right, or correcting themselves when they mispronounce a new word.

Communication and Belonging

At the heart of it all is our need to connect. Communication, whether through language, art, music, or technology, has always been how we share knowledge and emotions. Belonging is what makes us human, and we create this connection in various ways, joining together in families, tribes, clubs, or communities.

Children live these tendencies out loud. They talk endlessly, write stories, create clubs, and invent games. Classroom and family rituals, shared meals, whispered secrets between siblings or friends help children know they belong.

Why This Matters

These human tendencies remind us that education isn’t about filling children with information. It’s about nurturing what is already inside them.

When Montessori said we should “follow the child,” she wasn’t suggesting we leave them to wander aimlessly. She meant we should pay attention to these deep, universal drives and prepare environments where these drives can manifest in positive ways.

Because when children’s natural tendencies are honored, they don’t just learn. They grow into the kind of humans who can orient themselves in a new world, explore with curiosity, build with order, imagine boldly, and belong with others in peace.

Visit our school here in Scottsdale, AZ, to see how Montessori deeply connects with what it actually means to be human so that children can flourish in beautiful ways!

Our Montessori Bookshelf (and Music Shelf!)

Mon, 29 Sep 2025 11:01:08 GMT

In the Montessori approach, we consider music to be a form of language. As such, we incorporate singing and music into daily life.

So, this month, in addition to sharing some of our favorite books from our bookshelves, we’re also offering songs that complement the books’ content. Whether you read these books aloud to your children or offer them as options for independent exploration and enjoyment, we hope you’ll incorporate a little singing into your family life!

We find music provides a wonderful form of bonding. In fact, several studies confirm that listening to music and singing together can strengthen social bonds.

We have also included a printable list of the book titles to take with you to the local bookstore or library, as well as the song lyrics for when you practice the tunes!

Be sure to also come visit us here in Scottsdale, AZ, to hear (or join in) some melodies!

The Discovery of the Americas: From Prehistory Through the Age of Columbus

By Betsy and Giulio Maestro

History can sometimes be oversimplified for children, however, The Discovery of the Americas shares the many facets of human migration over a span of about twenty thousand years. But thanks to clear writing and illustrations, this complex story is completely accessible and incredibly engaging. For those wanting more details, the authors provide a timeline of dates and additional information at the end of the book. This is a must-read for children and adults!

Accompanying Song : “ Indigenous People's Day – 1492 ”

By Nancy Schimmel

“In 1492 Columbus sailed the ocean blue.

It was a courageous thing to do.

But someone was already here. (Repeat)

The Inuit and Cherokee, the Aztec and Menominee,

Onandoga and the Cree

Columbus sailed across the sea,

but someone was already here.

Columbus knew the world was round.

So he looked for the East while westward bound.

But he didn’t find what he thought he found,

And someone was already here.

The Inuit and Cherokee, the Aztec and Menominee, Onandoga and the Cree

Columbus sailed across the sea, but someone was already here.

It isn’t like it was empty space

The Caribs met him face to face.

Could anyone discover the place

When someone was already here?

The Inuit and Cherokee, the Aztec and Menominee,

Onandoga and the Cree

Columbus sailed across the sea,

but someone was already here.

So tell me who discovered what,

He thought he was in a different spot.

Columbus was lost. The Caribs were not.

They were already here!”

Eat Your Math Homework: Recipes for Hungry Minds

By Ann McCallum, Illustrated by Leeza Hernandez

If you are looking for a fun way to engage children's mathematical minds (and maybe even help them fall in love with math), this book is just what you need! The author uses cooking projects as a way to introduce and explore concepts like the Fibonacci sequence, fractions, tessellations, tangrams, pi, and probability. Based on children’s level of interest, the focus can extend beyond the food preparation into fun and memorable follow-up activities. With tantalizing snippets of information, zany illustrations, and simple recipes, this is a sure-fire way to find something that will satisfy your children!

Accompanying Song : “ The Pi Song ”

By Mitchell Moffit

“3.14159 this is pi, followed by

2653589 circumference over di-ameter

7-9 then 323 o-m-g, can’t you see?

8462643 and now we’re on a spree

38 and 32 now we’re blue, oh who knew!

7 thousand 9 hundred 50 and then 2

88 and 41, so much fun, now a run!

97 16939937 51 - halfway DONE

058 now don’t be late, 209 where’s the wine

7-4 it’s on the floor, then 9-4-4-5-9

230 we gotta go, 78 we can’t wait

1640628, we’re almost near the end keep going

62 we’re getting through, 089-9 on time

8628034 there’s only a few more

8-2 then

5-3

42-11-7-0 and 67

We’re done!

Was that fun?

Learning random digits so that you can brag to your friends”

The Five Sides of Marjorie Rice: How to Discover a Shape

By Amy Alznauer, Illustrated by Anna Bron

This true story is an inspiration for people of all ages! This charming story begins when Marjorie Rice was a young girl fascinated by art and geometry. Woven throughout the fabric of her story, the author provides insights into the history of patterns, tiling pentagons, and the power of being determined. After reading this book, you’ll want to make your own mathematical discoveries! Be sure to also check out the author’s note and tips for discovering a shape at the end of the book.

Accompanying Song : “ The Polygon Song ”

By Peter Weatherall

“na na na na na na

just a boring square

I wish I was a pentagon but

I am just a square

I wish I was a pentagon but

I am just a square

my sides equal four

but if I had one more

then I’d be a pentagon

and not a square

na na na na na na

just a boring square

I wish I was a hexagon but

I am just a square

if I was a hexagon

then I wouldn’t care

My sides would equal six

If they were made of sticks

then I’d be a hexagon

and not a square

I’ve always been a square

and it just isn’t fair

because I’ve wanted more

than sides that equal four

na na na na na na

just a boring square

I wish I was a heptagon but

I am just a square

if I was a heptagon

then I wouldn’t care

My sides would equal seven

and I would be in heaven

if I were a heptagon

and not a square

na na na na na na

just a boring square

I wish I was a octagon but

I am just a square

if I was a octagon

then I wouldn’t care

My sides would equal eight

and that would be just great

if I were an octagon

and not a square

I’ve always been a square

and it just isn’t fair

because I’ve wanted more

than sides that equal four

na na na na na na

just a boring square

I wish I was a nonagon but

I am just a square

if I was a nonagon

then I wouldn’t care

My sides would equal nine

and that would be just fine

if I were an nonagon

and not a square

So you want to have more than four sides

Is it possible?

Anything is possible for Dr. Polygon

Ooh! What are you doing?

Bisecting ze diagonal by ze square root of the hypotenuse!

Please, no, not that!

Aah! You squares are so obtuse! There! All done

Well now I am a decagon

and not a square

now I am a decagon

and very rare

I won’t complain again

‘Cause my sides equal ten

I am a decagon

and not a square

when I was just a square

and I thought it wasn’t fair

so I had surgery

to my geometry

NOW LOOK AT ME!

na na na na na na

not a boring square”

Mailing May

By Michael O. Tunnell, Illustrated by Ted Rand

Based on a true story, this picture book tells the account of a young girl’s desire to visit her grandmother and how her parents found a creative way to afford the train trip. Young readers will be captivated by the realistic illustrations, lively dialogue, and the delight of young May’s perspective as she travels in a train’s mail car with a relative who happened to be a mail carrier.

Accompanying Song : “ Mail Myself to You ”

By Woody Guthrie

“I’m a-gonna wrap myself in paper,

I’m gonna daub myself with glue,

Stick some stamps on top of my head;

I’m gonna mail myself to you.

I’m a-gonna tie me up in a red string,

I’m gonna tie blue ribbons too,

I’m a-gonna climb up in my mailbox,

I’m gonna mail myself to you.

When you see me in your mail box,

Cut the string and let me out;

Wash the glue off of my fingers,

Stick some bubble gum in my mouth.

Take me out of my wrapping paper,

Wash the stamps off of my head;

Pour me full of ice cream sodies,

Put me in my nice warm bed.”

Becoming: How Montessori Supports Adolescents

Mon, 22 Sep 2025 11:00:33 GMT

Adolescence. A time when the sentiments of childhood begin to fade and the physical and emotional changes of puberty take hold. A time of dramatic transformation.

Dr. Maria Montessori referred to this stage as the third plane of development, a time when adolescents are no longer satisfied with the protected world of childhood and instead seek something significant, purposeful, and real.

This transition is marked by a profound inner shift. Adolescents begin to separate emotionally from their families and look outward toward society, searching for connection, relevance, and identity. They want to be seen as capable individuals who can live their own lives. There is a deep emotional need to be treated with dignity and to be entrusted with real responsibility.

Dr. Montessori described adolescents as “social newborns.” Having achieved functional and intellectual independence in earlier developmental stages, adolescents now turn toward economic and social independence.

This stage is filled with anticipation and restlessness. Adolescents are asking fundamental questions: How does society work? How do I fit into it? What is my role? These are urgent, developmental inquiries. Adolescents seek to make real contributions and to be recognized for them.

The Drive for Economic Independence

Among the most powerful needs of adolescents is the drive for economic independence. This isn’t just about about earning money. Rather, adolescents are compelled by the desire for worth, agency, and validation. In our society, economic activity is closely tied to adulthood, and young people intuitively understand this. They want to "try on" adulthood by participating in the same world they see shaping the lives around them.

This is a developmental necessity. Adolescents need to:

Act in roles of genuine responsibility
Succeed through their own efforts and merit
Understand the value of time and money
Be respected as individuals with something to offer

Through these experiences, adolescents are able to form themselves through meaningful contributions.

Production and Exchange: The Foundation of Social Life

In Montessori’s vision for adolescence, meaningful work is essential and at the core of adolescents’ learning. This is especially true when adolescents engage in production and exchange, the fundamental human cycle of creating value and sharing it with others.

Whether growing food, making a product, or offering a service, adolescents begin to understand how society functions through work. They see how individuals and groups contribute to a larger system. Effort, collaboration, and mutual need shape our social fabric.

In Montessori adolescent programs, students decide upon and manage small-scale businesses. These are not simulations. They are real ventures serving real community needs.

Through these experiences, young people:

Learn how their efforts impact others
Feel the pride of being needed and useful
Grapple with the complexities of work, money, and time
Develop confidence and a growing sense of purpose

This work forms character and builds a sense of dignity that cannot be taught through lectures or assignments.

Interdependence and the Reality of Society

While independence is essential, it is only part of the picture. The deeper goal of adolescence is to understand and embrace interdependence. We are all connected. No one can do everything alone. Contribution to others is both a privilege and a responsibility.

Through real work, adolescents see this web of connection. They experience firsthand that:

Society functions through collaboration
Each person has a role to play
The success of one is often tied to the success of many

Whether they are preparing meals for the community or adjusting a business plan to meet increased demand, adolescents begin to understand what it means to live with others, not just near them. They see how their actions matter.

Valorization Through Work

At the heart of all of this is something Dr. Montessori called “valorization of the personality.” This is the feeling of being capable, of being recognized as a person of value, of seeing oneself reflected in the eyes of others as someone who contributes meaningfully.

Valorization is the antidote to the uncertainty and fragility that so often characterize adolescence. This is how young people become strong, secure, and self-aware. Through valorization, they begin to understand who they are and how they can serve. Ultimately, this is how adolescents prepare for adult life.

To Become Oneself

The adolescent years are often misunderstood as turbulent or rebellious. But from a Montessori perspective, adolescence is a time of becoming, a time when young people, equipped with growing independence, turn toward society and say, "Let me try. Let me contribute. Let me become who I am meant to be."

In guiding them toward economic independence, meaningful work, and social contribution, we are not only preparing adolescents for the future. We are affirming their worth right now, as capable, valuable, contributing members of the human community.

Schedule a tour here in Scottsdale, AZ, to see how we support young people in this process of becoming!

From Independence to Interdependence

Mon, 15 Sep 2025 11:00:21 GMT

As we help our children learn to navigate the world, we are supporting their journey toward independence. In Montessori, we often emphasize the importance of independence. But did you know that independence isn’t the end goal?!

Our Children’s Journey

Dr. Maria Montessori observed four distinct planes of development, each representing a stage in the human journey toward greater maturity, independence, and ultimately, interdependence. At each stage, children have specific developmental needs and characteristics, and our educational approach evolves to meet them.

A core element of Montessori education is the prepared environment, a carefully designed space that gives children the freedom to move, make choices, and act with purpose. This freedom within limits supports the development of a child’s personality. We become who we are through movement and choice. Independence, then, is not just about being able to do something alone; it is also about being able to do something independently. It’s about becoming oneself.

Yet, as humans, we don’t exist in isolation. We live amongst others, and in order to live effectively in community with others, we must first be able to function independently. Put another way, before we can offer help to others or make ourselves useful, we must first meet our own needs.

First Plane (Birth to Age 6): The Formation of the Individual

From birth, children begin the work of self-construction. During this stage, children are focused on adapting to their immediate environment. Infants and toddlers explore freely using movement and their senses.

This stage is all about gaining functional independence. By the end of this period, children can walk, talk, eat, and care for their bodies. They no longer rely completely on adults for basic needs and are ready to take their place in a social setting. And a Montessori classroom is just the place!

Dr. Montessori referred to this period as the “social embryo,” when children are just beginning to participate in group life and shape their sense of self.

In the classroom, we offer children endless opportunities to gain independence, such as zipping their own jackets, pouring their own water, and preparing a snack. We also provide opportunities to care for others and the environment. Once children master the skill of pouring, they can use it to beautify the classroom by pouring water into a vase for flower arranging. After learning to sweep, they’ll notice a spill and take initiative to clean it up. When a friend needs help with their coat, they’re eager to step in and assist.

Caring for oneself and for others lays the foundation for a life of contribution.

Second Plane (Ages 6–12): Intellectual and Moral Independence

In the second stage of development, the focus shifts from physical to intellectual exploration. Children begin to ask big questions: “Why?” “How?” “What if?” Their imagination and reasoning take center stage, and their curiosity is boundless.

Socially, this is a period of intense peer interaction. Children form close friendships, work collaboratively, and begin sorting out moral questions of right and wrong. Montessori described this as a “practice society,” a safe space where children rehearse the roles and responsibilities of adulthood.

While the first-plane child says, “Help me do it myself,” the second-plane child says, “Help me think for myself.” Their independence becomes more abstract. They’re forming their own ideas, solving problems, and taking responsibility for their learning and behavior.

And in this intellectual and social freedom, we see the seeds of interdependence. Children might notice a peer struggling with a math problem and offer support. Or they might mediate a conflict between friends, using logic and empathy to help everyone feel heard. Their developing independence becomes a tool for service and connection.

Third Plane (Ages 12–18): Social and Economic Independence

In adolescence, the need for independence takes a new form. Teenagers want to understand their role in society and make real contributions to the world. They’re seeking both social and economic independence, and they need real, meaningful work to meet this developmental drive.

Montessori adolescent programs are designed to meet this need. Adolescents might run a small business, grow food, engage in community service, or take on leadership roles. These experiences enable them to apply academic skills in real-world contexts, from writing marketing plans to managing finances and collaborating with others. In doing so, they are learning how to live and work in a complex society.

This is the point at which all earlier experiences of independence converge. Teens apply their knowledge and skills in the service of others. They’re discovering what they can offer the world and who they are becoming in the process.

Outcomes: Maturity, Independence, and Interdependence

Ultimately, Montessori education supports three interconnected outcomes: maturity, independence, and interdependence.

Maturity goes beyond academic achievement. It’s the holistic development of a person capable of making a meaningful contribution to the world. Independence, evolving across each stage of development, is essential to this process. But independence is not the final step. True maturity culminates in interdependence, the natural, collaborative state of human life.

Why This Matters

Every act of independence, from an infant grasping a rattle to a teen managing a group project, is a step toward full participation in human society. These conquests matter.

So, when your toddler insists on putting on their shoes, when your eight-year-old argues about fair rules, or when your teenager wants to solve a conflict without your help, pause . Remember that these are not just frustrating moments. They are signs that your child is on the right path.

Because in Montessori, independence is not the goal. It is the means toward interdependence and a life of meaningful work, mutual respect, and connection to others.

Come visit us here in Scottsdale, AZ, to see independence and interdependence in action!

Unlocking the Power of Language

Mon, 08 Sep 2025 11:00:49 GMT

We all know that reading is much more than just decoding words. When we understand and appreciate the full meaning behind words, phrases, and sentences, reading can transport us in powerful ways.

In our Children’s House classrooms, we support young children’s deeper understanding. One way we do this is through a set of activities called the Function of the Word exercises.

At first glance, these exercises may appear to be grammar lessons, but they serve a distinctly different purpose. They are actually reading activities designed to help children explore how language works and to do so in a joyful, hands-on, and developmentally appropriate way.

Why Do These Exercises Matter?

Children around age 4½ to 5 are in the midst of what Dr. Maria Montessori identified as a Sensitive Period for Language. During this time, they naturally begin experimenting with grammar, word order, and expression. The Function of the Word exercises tap into this innate curiosity by offering playful and engaging opportunities to explore how words function within a sentence.

These lessons are full of movement and drama. When a child reads something like “jump and sing a song” and gets to act it out, they are having fun and actively building the foundation for what we call “total reading.”

Total Reading

We want children to move from decoding into “total reading,” which is when they can comprehend and interpret the meaning of written text, including understanding the author's intent, emotions, and the overall message conveyed. This is when children go beyond basic decoding skills and integrate various components of reading to achieve a holistic understanding.

In essence, total reading is the complete comprehension and interpretation of the thoughts and ideas presented in a written text. It's not just about recognizing the words on the page, but about understanding what those words mean and how they connect to the larger message.

From Words to Sentences: A Natural Progression

The Function of the Word exercises provide children with increasingly longer phrases to read, and eventually lead up to sentences. A sample progression is as follows:

Example exercises of the Noun Family :

1 word (noun): horse
2 words (noun and article): the horse
3 words (noun, article, adjective): the brown horse
Phrase (with conjunction): the brown horse and the spotted cow
Phrase (with preposition): the brown horse and the spotted cow in the pasture

The best part is that as children read these words and phrases, they find the figurines to set up the scene.

Example exercises of the Verb Family:

1 word sentence (verb): gallop
Short sentence (verb and adverb): gallop swiftly

Children love experiencing how verbs bring life to a sentence! They act out the sentences and delight in experimenting with how adverbs change the action.

Through this kind of progression, children begin to understand how words build on each other to create meaning.

Making Language Visual and Hands-On

In Montessori, we also use symbols to represent each part of speech. Using color-coded symbols provides children with a sensorial impression of the different functions of words and how they relate to each other. Children also begin to visually identify syntactical patterns.

Noun : large black triangle
Article : small light blue triangle
Adjective : medium blue triangle
Conjunction : pink bar
Preposition : green crescent
Verb : large red circle
Adverb : small orange circle

Using these symbols, children can build and manipulate sentences. They play games where they switch the order of words to explore how syntax changes meaning. Imagine the giggles when children realize how different “the man on the horse” is from “the horse on the man”!

Oral Language Games

Before reading and symbol work, each function is introduced through spoken games. Here are a few examples you can try at home:

Article Game : Ask your child for “the ball” (a specific one) or “a ball” (any ball). See if they can tell the difference!
Adjective Game : Ask for “the pencil,” but don’t specify which one. Then say, “I meant the red pencil, but I didn’t say red. How did you know?”
Conjunction Game : Name a group of objects using “and,” such as “a spoon, a cup, and a plate.” Play around with omitting the conjunction.
Preposition Game : Use simple commands like, “Put your hands behind your back” or “Put the napkin under your legs.”
Verb and Adverb Game : Give playful commands like “Jump quickly,” “Walk slowly to the door,” or even a three-part task: “Say hello to your teddy bear, hop to the kitchen, and touch the blue chair.”

These games can be fun time-fillers while waiting for others, an appointment, or your turn in line. Plus, they help children internalize the beauty and power of language in meaningful, developmentally aligned ways.

A Joyful Journey Toward Literacy

It’s important to note that in the preschool years, we don’t introduce children to grammatical terms (this comes later in Montessori elementary classrooms!). The goal isn’t to memorize parts of speech, but to explore language playfully and deeply. Through repeated, engaging, and sensorial experiences, children begin to read with understanding, emotion, and appreciation.

Schedule a visit to our school here in Scottsdale, AZ, to see how Montessori provides a true foundation for lifelong literacy.

More Than a Method: Honoring the Legacy of Dr. Maria Montessori

Mon, 01 Sep 2025 11:00:53 GMT

August 31 marked the birthday of Dr. Maria Montessori. Thus, we want to take time to honor the roots of this movement, the visionary contributions of Dr. Montessori herself, and our shared responsibility to carry her legacy forward.

At the heart of Montessori education is a deep respect for human potential. Unlike traditional models that begin with the adult's idea of what a child should learn, the Montessori approach emerged from deep observation and genuine curiosity. Dr. Montessori did not set out to create a new educational system. Rather, she observed children with scientific curiosity and developed an approach in response to their needs.

It’s important to remember that Dr. Montessori was first and foremost a scientist. She was one of the first female physicians in Italy, graduating in 1896 with a specialization in pediatrics and psychiatry. In her medical practice, she encountered children who were often seen as uneducable. However, rather than accept this assumption, Dr. Montessori looked closer.

A Discovery That Changed Everything

In 1900, Dr. Montessori was appointed director of a university program for children with developmental delays. Observing their sensory-seeking behaviors in bleak institutional settings, she began studying how sensory experiences affect cognitive development. She designed hands-on materials and engaged the children in purposeful activity. The results were stunning: children who had been dismissed by society not only improved, but some went on to pass the same standardized exams given to their peers in traditional schools.

Dr. Montessori’s response was not one of self-congratulation. Instead, she challenged the broader education system, asking: If children with significant delays could thrive when given the right environment and tools, why weren’t typically developing children doing better in school?

This question launched a lifetime of work dedicated to understanding and supporting the natural development of all children.

The Birth of the Montessori Method

In 1907, Dr. Montessori opened her first classroom, the Casa dei Bambini, in the working-class neighborhood of San Lorenzo in Rome. Tasked with overseeing daycare for children too young for public school, she began by introducing simple, practical activities, starting with self-care and environmental care. She also provided an array of materials designed to engage children’s hands and minds.

The transformation was extraordinary. Children who had previously been described as wild and unruly became calm, focused, and joyful. They took pride in their appearance and their surroundings. They concentrated for long stretches of time, developed social awareness, and, unprompted, began asking to learn how to read and write.

Dr. Montessori was fascinated by what she called “spontaneous discipline” and the deep love of work she observed in the children. Through observation and experimentation, she continued to refine the materials, the environment, and the adult's role.

Education Rooted in Development

What emerged was a revolutionary approach: an educational philosophy based on the science of human development. Rather than seeing the adult as the source of knowledge and the child as an empty vessel, Dr. Montessori recognized that children come into the world with innate potential and a deep drive to learn.

Montessori education supports this natural unfolding by honoring what Dr. Montessori called human tendencies, such as exploration, orientation, order, communication, work, and repetition, through carefully prepared environments that meet the specific needs of each developmental stage. The adult's role is not to instruct, but to guide, observe, prepare, and support.

This vision of human development extends beyond the individual to a larger understanding of humans as part of a cosmic web of interrelationships. In this interconnected world, every part plays a role in maintaining balance and harmony. Humans have a unique place in this system, and our role requires conscious awareness, humility, and stewardship.

In addition to fostering rich academic growth, Montessori education cultivates mature, adaptive, and compassionate individuals who are capable of making meaningful contributions to our interconnected world.

The Enduring Impact of Montessori’s Vision

Dr. Montessori eventually left her medical practice and professorship to fully devote her life to this work. She lectured around the world, trained teachers, wrote extensively, and advocated for children’s rights. She also always insisted that the focus remain on the children, not on her.

Through decades of scientific observation, experimentation, and cross-cultural study, Dr. Montessori discovered that children, when provided with the right conditions at the right time, flourish. Her insights have stood the test of time. Today, there are approximately 15,000 Montessori schools worldwide, with over 3,000 located in the United States alone.

For over a century, Montessori education has empowered children to reach their full potential—academically, socially, and emotionally. Yet Montessori is not just about individual success. It’s about building a better society.

We know that children are not just preparing for the future. They are the future. By focusing on children’s holistic development, we are supporting a generation of individuals who are more connected to themselves, to one another, and to the planet.

Carrying the Legacy Forward

Dr. Montessori’s vision asks us to do more than remember her birthday. We need to believe in children, observe them closely, and prepare environments that honor their needs. This also means that we, as adults, approach our role with humility and a sense of curiosity. Our job is to accompany children as they create the future.

In this way, Montessori education becomes not just a method, but a movement, one rooted in peace, interdependence, and the full development of the human being.

Thank you for being part of this vision. Together, here in Scottsdale, AZ, we are carrying the Montessori legacy forward, not only by what we teach, but by how we believe in the children before us. Come visit to learn more!

The Power of a Mirror and a Tissue

Mon, 25 Aug 2025 11:00:29 GMT

In their journey toward independence, one of the earliest and most meaningful steps children take is learning to care for themselves. In Montessori, this essential area of development is part of what we call Practical Life, which supports both physical and psychological growth.

A Prepared Environment for Self-Care

Montessori environments are intentionally designed to foster this growth. Everything is made accessible at the child's level: a sink they can reach, a faucet they can operate, and soap measured just right for a small hand. We carefully choose and arrange the materials to promote independence, order, and confidence.

We ensure that activities that may have once been done to children—like washing hands, brushing hair, or putting on a coat—can now be done by children, with increasing skill and pride. These seemingly simple tasks carry profound developmental weight, reinforcing our children’s self-concept and strengthening their ability to function with increasing autonomy.

Learning to Care for the Self: Wiping the Nose

In the Montessori approach, even the simplest daily tasks are viewed as meaningful opportunities for children to build independence and confidence. One such task—often overlooked by adults but deeply empowering for children—is learning how to wipe their own nose.

This Practical Life activity is typically introduced around age one, or when a child enters a Montessori classroom. It is designed not only to support hygiene but also to encourage autonomy, intentional movement, and body care.

This activity can also be introduced at home!

A Prepared Environment for Self-Care

To support this important developmental step, first think about how to carefully prepare the environment:

Set up a small basket or container that holds about 10 tissues, each folded in half. (During cold season, full-size tissues may be used for greater effectiveness.)
Place a small trash can nearby for easy disposal.
Have a mirror, either mounted or resting at the child’s height, to allow your child to observe their own face and movements.
Store extra tissues nearby, either on a grooming table or supply shelf, to support repetition and independence.

This setup encourages children to move freely and participate fully in the process, fostering both confidence and coordination.

Step-by-Step: The Wiping Process

Next, we can model and provide gentle guidance:

Invite your child to come to the mirror.
Help them notice something on their nose and explain the purpose of the activity.
Show the tissues and select one, unfolding it slowly and deliberately.
Invite your child to select and open a tissue.
Face the mirror and demonstrate how to place the tissue so each half forms a “tent” over the nose.
Gently bring the tissue edges together and wipe upward and outward.
Fold the tissue in half, then rotate it and repeat with the other side.
Use the remaining clean section to dab gently under the nose.
Dispose of the tissue in the trash.
Invite your child to have a turn and, if needed, show the mucus on the tissue as a reference.
Encourage repetition with a new tissue if their nose is not yet clean.
Remind your child that they may wipe their nose anytime.
Follow up with handwashing to reinforce cleanliness.

If your child has excessive mucus or needs a more thorough cleaning, you can also use pre-moistened wipes. We typically don’t introduce nose blowing until around age 2.5 to 3 to avoid the risk of ear infections.

When introducing this activity, it is helpful to consider its overarching purposes. First and foremost, learning how to wipe one’s own nose helps support independence and confidence. The process also helps children develop self-awareness and tools for self-care.

We can also highlight certain movements so our children achieve success. In Montessori, we call these “points of interest.” The key points of interest in this activity are:

Watching their own movements in the mirror
Observing the removal of mucus from their face
The folding and unfolding of the tissue
Practicing care not to touch the mouth during wiping

A Foundation for Independence & Self-Awareness

In Montessori, every Practical Life activity serves a deeper purpose. Even wiping the nose becomes a pathway to self-discovery, dignity, and joyful independence. By breaking down the steps and offering repeated, respectful invitations to participate, we give children the tools they need to become gracefully self-aware and independent!

Care of oneself is about far more than hygiene or appearance. These early experiences shape children’s understanding of their place in the world and prepare them to become responsible, confident, and independent human beings.

In Montessori, self-care is not a chore. Rather, it’s a celebration of children’s unfolding independence. Come visit our school to learn more about activities that cultivate children’s capability and self-respect.

Where Learning Grows: The Montessori Approach to Outdoors

Mon, 18 Aug 2025 11:01:15 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.

Gross Motor Development

Find natural structures like logs or balance beams for climbing.
Encourage running, rolling, or playing games in grassy areas.
Create sand or dirt pits for digging and building.

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.

We’d love to share our outdoor spaces with you. Schedule a tour today!

Curiosity Over Commands

Mon, 11 Aug 2025 11:01:07 GMT

Imagine the scene. A young child is trying to get comfortable for a car ride, but nothing seems right. Parents (and maybe even siblings) try to help. However, with each suggestion, the child becomes increasingly upset and overwhelmed.

When we see that our children are getting frustrated, often our immediate response is to offer help, usually in the form of advice: “Try this.” “Do that.” “Just calm down.” While our intentions are good, our children’s responses tend not to be positive. Depending upon the situation, they may get more overwhelmed, respond with resistance, or even shut down.

Advice, even when helpful, isn’t always what’s needed in the moment. What often works better (with children and even adults!) is a different kind of support, one that builds connection and trust, rather than pressure.

The Power of Curiosity Questions

In the Positive Discipline approach, this alternative is known as curiosity questions. Rather than imposing solutions (think of this as “you should” kind of advice), these questions are designed to invite children into the problem-solving process. Curiosity questions shift the dynamic from a command-and-control approach to one of collaboration.

Here are a few examples of curiosity questions:

“What’s happening?”
“What would you like to have happen?”
“How can I help?”

By asking instead of telling, we can give our children space to think, feel, and take ownership. Their brains remain engaged in a calm, reflective state rather than flipping into fight-or-flight mode. Even more importantly, children start to feel capable because their ideas and feelings are valued.

Why This Matters

Moments of frustration or challenge are inevitable. Whether it’s struggling with a seatbelt, navigating friendship dynamics, or facing academic pressures, children need tools to navigate those moments, and we need ways to guide without overwhelming them.

Curiosity questions do more than solve the problem at hand. They:

Build emotional resilience
Strengthen communication skills
Cultivate problem-solving and independence
Foster mutual respect

When we ask questions instead of rushing in with answers, we step out of the pressure to “fix” everything. We create connection instead of conflict.

A Simple Shift

Imagine a different response on that car ride. Instead of “You should move your backpack,” or “Just unbuckle and redo the seatbelt,” or “Take a deep breath and calm down,” what if the question had been, “What’s bothering you back there?” or “What would make things more comfortable?” The child may still have felt upset, but they would have been invited into the solution.

Key Principles

Using curiosity questions effectively, our tone, timing, and intent are critical. Keeping these core principles in mind will help immensely!

Be Genuinely Interested

When we ask questions, we want to make sure we don’t have a hidden agenda. Children are incredibly perceptive and can sense when a question is loaded or when it's a subtle way of getting them to do what we want. Curiosity questions are most powerful when they come from a place of authentic wonder and care. Ask because you want to understand their experience, not because you're trying to control it.

Create a Calm First

When children are in the middle of a meltdown, they aren’t able to process language-based information. If they (or we) are emotionally flooded, focus on calming and connection first. “I can see this is really frustrating. Let’s take a breath. We can talk about it when we’re both ready.” The focus, thus, is first on everyone feeling regulated.

Avoid Accusatory Language

Children are also incredibly sensitive to undertones of blame. Even well-meant questions can come across as judgmental if they're delivered with irritation, sarcasm, or disbelief. Focus on gathering information with empathy and openness. We want to avoid “Why did you…?” if it feels like an interrogation. Thus, it’s best to frame questions to understand.

Listen Actively

When a child answers a curiosity question, they’re offering a glimpse into their inner world. Pause. Make eye contact. Tune in with your full attention. Reflect back what you hear. Ask follow-up questions to deepen understanding. Active listening builds trust and strengthens the relationship. A good go-to question is, “Tell me more about that.”

Be Patient

Children—especially younger ones—often need time to process both the question and their thoughts. Thus, we want to avoid jumping in with another question or suggestion too quickly. Silence can be a powerful part of the process, giving our children time to think and respond.

For the Road Ahead

Curiosity questions are a cornerstone of respectful, connection-based parenting. We’ll face plenty of moments when instinct tells us to jump in and take control. However, sometimes the most empowering thing we can do is to slow down and get curious. With just a few simple questions, we can help our children feel calm, capable, and connected. In the process, we can also remind ourselves that guidance doesn’t always mean having all the answers.

To learn about more examples of effective and respectful guidance, schedule a time to visit our school !

Easing the Transition: A Guide to Starting the School Year

Mon, 04 Aug 2025 11:00:23 GMT

As summer winds down and the school year approaches, our children often experience a mix of emotions from excitement and curiosity to worry and anxiety. Whether your child is returning to familiar routines or stepping into something entirely new, transitions can be challenging for both children and parents.

The good news? With a little forethought and gentle structure, the shift from summer to school can become an opportunity for growth, connection, and calm. The Montessori philosophy reminds us that preparing the environment is key, and that includes preparing our home routines, emotional landscape, and mindset for the change ahead.

Reestablishing Routines

One of the most effective ways to support a smooth transition is to gradually reintroduce routines. Children thrive on consistency and predictability, and reestablishing a gentle rhythm can reduce stress and help everyone feel more grounded.

Sleep Schedules

The shift from late summer nights to early school mornings is often the trickiest. Rather than expecting a sudden adjustment on the first day, we recommend starting 10 to 14 days in advance. Gradually move bedtimes and wake-up times earlier in 15-minute increments. The goal is for your child to wake feeling rested and ready when the school year begins. Pair this adjustment with a calming, age-appropriate bedtime routine to support both physical rest and emotional regulation.

Morning Routines

A consistent and peaceful morning routine can transform the start of the day for the entire family. With a few subtle adjustments, we can also encourage our children to participate in preparing for the day ahead. For example, offer two outfit options for younger children, or encourage older children to choose and lay out their clothes the night before. A visual checklist with steps like getting dressed, eating breakfast, brushing teeth, and packing up can help alleviate the pressure. For added fun and independence, laminate the visual guide and let your child check off each task with a dry-erase marker. Ultimately, it helps practice the morning routine together before school starts, so it feels familiar and low-pressure.

Preparing Lunches and Snacks

Involving children in packing their own lunch fosters independence and gives them a sense of responsibility. Set up a small shelf or refrigerator section with healthy, ready-to-grab options. With a little support, even very young children can help pack their snacks and lunches the night before or as part of the morning routine.

Creating Calm and Order at Home

Designating a special area for school items helps build a sense of order and capability. Low hooks for backpacks, a bin for shoes, and a tidy shelf for lunch bags or outerwear give your child the tools they need to manage their belongings independently.

You can even “practice” coming home before the first day of school. Having your child hang up their backpack, unpack their lunch, and put things away helps establish habits that will carry through the year.

Supporting Emotions

It’s completely normal for children (and us!) to feel a mix of emotions about returning to school, especially when starting somewhere new. The key is to remain open, curious, and validating.

Encourage open conversations about feelings that might be arising. Instead of trying to fix discomfort, try reflective listening: “It sounds like you’re feeling a little nervous about meeting new friends.” We can also model a positive mindset by highlighting joyful aspects of school, such as reconnecting with friends, engaging in favorite activities, or exploring something new.

Another approach is to create rituals to mark the transition, such as an end-of-summer breakfast, a special note tucked into a lunchbox, or a celebration to mark the start of the school year.

Cultivating Connection

Transitions are smoother when children feel supported and connected to their community. If possible, visit the school before the first day, especially if your child is starting something new. Even a walk around the outside of the building can provide helpful familiarity. Coordinating playdates or meetups with classmates can help build or rebuild social bonds. If your child is interested, it can also be fun to explore extracurricular activities that foster a sense of belonging.

Maintaining Wellness and Balance

We do better when we feel better. To help children sustain their energy for the school day, focus on nutritious meals, especially a healthy breakfast that will fuel concentration and energy. To support a healthy balance between screen time, movement, and rest, work with your child to establish technology boundaries and screen limits before the school year starts. This helps children adjust ahead of time to different (and hopefully healthier) habits.

Encouraging Independence and Collaboration

Back-to-school doesn’t have to be something adults “do to” children. When we invite children into the process with genuine collaboration, they begin to feel more in control and more confident. From setting up routines, to preparing meals, to expressing their feelings, children are capable of contributing meaningfully to the process.

The result? A smoother transition, a greater sense of peace, and children who feel ready to step confidently into the school year ahead.

Curious to learn more about supporting children in developing habits that serve them for a lifetime? Visit our school today!

From Impulse to Intention: Raising Capable, Conscious Kids

Mon, 28 Jul 2025 11:00:12 GMT

In our culture, we often think of “will” in terms of willpower—gritting our teeth to do something difficult or pushing ourselves to achieve a goal. But in the Montessori approach, the will is something far more profound. We understand that, rather than being about discipline or determination, the will is the very force that propels children forward in life, guiding them from unconscious action to conscious choice.

In Montessori, supporting the development of the will is a significant part of our work. It is through this development that children become truly independent, capable of acting thoughtfully, responsibly, and with purpose.

What Is the Will?

Dr. Montessori described the will as a universal force of life. Like memory or language, it is part of our cognitive development, something we are born with and must nurture. It isn’t created. It’s cultivated. And like our muscles, the will grows stronger through repeated use and practice.

From birth, children are guided by natural instincts and unconscious drives, which create windows of opportunity in their development. Around age four or four and a half, those internal motivators begin to fade. That’s when the will begins to take over and become the children’s primary internal guide. At this stage, children start to act not just out of impulse, but from conscious decision-making.

The Four Stages of Will Development

Montessori described four stages in the development of the will:

Instinctual behaviors : These are the reflexes of infancy, such as rooting, suckling, grasping, and crying. They are unconscious and essential for survival.

Deliberate actions : Soon, babies begin to act with intention. We see this as they turn their head toward a voice or reach for a toy. These actions, while still not entirely rational, demonstrate a developing sense of cause and effect.

Voluntary actions : As children grow, they begin to make intentional choices, and this is when their will really begins to form. When children choose which snack to eat, which material to use, or whether to carry a tray with two hands, they are practicing using their will.

Conscious actions : Around age four and a half, children’s motivation increasingly comes from within. The choices they make are guided by thought, deliberation, and understanding.

The Role of the Environment

The will develops through experience. This means children’s environment, and how they’re allowed to interact with it, plays a central role.

Montessori classrooms are designed to give children opportunities to make real choices and experience natural consequences. This freedom, within clear boundaries, helps children learn how to act with purpose and to reflect on their actions.

By giving children appropriate levels of choice—“Would you like to carry the tray or the underlay?” “Do you want to walk by yourself or hold my hand?”—we offer them chances to practice decision-making in manageable ways. And every time children make a choice, they are exercising their will.

Balancing Impulse and Inhibition

Dr. Montessori also spoke of two fundamental forces in all of us: impulse and inhibition. Young children are often driven by impulse, an intense curiosity to act, explore, and move. That being said, they must also learn how to regulate those impulses.

The will is what helps children find balance. It allows them to move from reacting to choosing. In a well-prepared environment, children develop the capacity to think, “I want to do this…but should I?”

This balance supports their formation of character. We don’t want children to become compliant. Instead, we want them to develop their internal strength to persist, overcome challenges, and act with integrity. Today, we might call this “grit,” but over a century ago, Dr. Montessori recognized it as the outcome of a well-developed will.

Obedience: A Natural Outcome

Montessori’s approach to discipline is often misunderstood. In many traditional systems, obedience is demanded early, sometimes before the child is developmentally capable of giving it. But Montessori believed that internal discipline is a choice, and a well-developed will must support that choice.

She described three stages of obedience:

Children cannot obey : They do not yet have the control or skills to carry out a request.

Children can obey sometimes : As abilities grow, children can follow directions, but not consistently.

Children choose to obey joyfully : They align their will with the will of trusted adults out of love, respect, and understanding.

At this highest level, obedience isn’t about power or fear. Rather, it’s about harmony and mutual respect. But to reach it, children must first be allowed to develop their own will.

Why It Matters

The development of the will is not about producing obedient children or compliant workers. It’s about raising thoughtful, capable individuals who understand themselves, make choices with care, and live harmoniously within a community.

The Montessori approach offers something radically different: an environment where children can grow into themselves with dignity, strength, and self-direction. Schedule a tour to learn more!

Little Hands, Big Purpose: The Power of Practical Life

Mon, 21 Jul 2025 11:00:41 GMT

In our daily lives, we undertake numerous tasks to care for our homes, loved ones, and ourselves. As adults, we often move through these routines without much thought: washing the dishes, setting the table, tidying up a room. But for young children, these moments hold incredible fascination. They yearn to participate in practical matters and delight in doing meaningful work alongside the adults they admire.

In the Montessori approach, we refer to these tasks as Practical Life activities. Whether it’s dressing themselves, wiping a spill, or watering a plant, these activities help children connect to the world around them. They offer a gentle introduction to cultural norms and everyday responsibilities while also supporting the development of internal motivation, intellect, and body coordination.

Two Purposes: One External, One Internal

Every Practical Life activity serves two important purposes. The first is external and easily visible: when children wash a table, the table becomes clean. The second purpose is internal and perhaps even more meaningful: children grow in confidence, independence, and a sense of belonging.

When children are invited to participate in purposeful work, they feel like important contributors to their family or classroom community. Learning to meet their own needs — such as dressing, feeding themselves, or cleaning up — helps them develop a sense of competence and pride. Over time, these small but significant experiences lay the foundation for future independence and responsibility. By the time children become young adults, they are well-prepared to care for themselves, plan for their future, and contribute meaningfully to the world around them.

Preparing the Environment for Success

In Montessori classrooms, Practical Life activities are intentionally prepared and beautifully presented to support children’s independence. The sink is at children’s height. The soap dispenser holds just enough soap for a single wash. Every tool has a place, and children learn how to use and return each one with care.

This thoughtful preparation allows children to take on tasks that might previously have been done for them. Now, they can do it for themselves, and in doing so, they begin to see themselves as capable and responsible individuals.

Even our youngest children can begin participating in daily routines through collaboration. For infants, we might say, “I’m going to put on your shirt. Let’s slide your arm through the sleeve,” giving them the opportunity to feel involved in the process. As they grow, children begin to imitate the adults around them and eventually take on tasks in their own unique way. This process isn’t always linear — some days, more support is needed. On those days, we can offer gentle encouragement, saying, “Let’s do this together,” while still honoring our children’s role in the task.

Caring for the Environment

In addition to self-care, children in Montessori environments are given many opportunities to care for their surroundings. From watering plants to sweeping floors, these real and purposeful activities help children feel connected to their community.

Success in this area depends on a well-prepared environment. Child-sized tools and meaningful work allow the child to make a visible impact. If the plants are dry, the children water them. If a table is dirty, children scrub it. These aren’t pretend tasks — they are real contributions, and children know it.

Supporting Practical Life at Home

Parents often ask how they can support Practical Life work at home. The good news is that it doesn’t require elaborate preparation. A few intentional routines and accessible materials go a long way.

A basket in the room for laundry, a drawer with placemats and utensils for setting the table, or shelves with toys that are easy to return to their place — these simple choices allow children to take ownership of their environment.

When creating Practical Life opportunities at home, consider these guiding questions:

Will this activity help develop independence and coordination?
Can it be done independently?
What skills are needed?
Does it allow for repetition?
Is it culturally appropriate and necessary?
Is it beautiful?
Is the material child-sized?
Is it logical and safe?

The Joy of Purposeful Work

As children learn to care for themselves and their environment, they come to understand what is essential. They begin to internalize procedures, take pride in doing things “all by myself,” and discover just how capable they are.

Children naturally pour their attention into meaningful work. They experience deep satisfaction not only in the outcome but in the process itself. Through Practical Life, they develop a strong sense of belonging and the confidence to grow into their fullest, most independent selves. Come visit our school to see this for yourself!

Feeling Heard: The Practice of Active Listening

Mon, 14 Jul 2025 11:00:22 GMT

Have you had the experience of your child exploding in frustration when you try to answer a question? This can manifest in different ways. When you try to answer, your child may react or even shout, "Stop interrupting me!" This can feel baffling, especially if we don’t seem to be interrupting at all. Your child asks a question. You answer.

Looking Behind the Behavior

Children often communicate in ways that reveal deeper needs. Their words can be loud, reactive, or difficult to interpret. But often, it is not the content of our response that causes tension—it’s the speed, the timing, and the presence behind it.

In many cases, we are already forming our responses before a child finishes speaking. This habit, while unintentional, can make our children feel unseen or unheard. What they may need instead is a thoughtful pause—space between the question and our reply. This kind of mindful interaction can be especially meaningful in moments of stress or conflict.

Space for Ideas to Breathe

We use a similar approach in Montessori classrooms. As adults, we strive to pause after someone speaks. This space allows ideas to breathe and encourages deeper listening. Over time, as we practice this technique, we become more aware of body language, emotional tone, and unspoken cues. We learn to listen with the intention of understanding, not just responding.

In both classrooms and homes, this practice of active listening can significantly shift the tone of relationships. Active listening involves pausing, tuning in, and reflecting back what the speaker has expressed. It communicates, “I hear you. I understand what you’re feeling.” This doesn’t mean we need to agree with every statement, but rather we are validating the speaker’s emotions and experiences.

Active Listening in Action

When we respond with active listening, our children often become calmer and more open to cooperation. For example, if your child asks, “Can I watch a movie?” rather than offering an immediate yes or no, we might pause and say, “It sounds like you’d really like to watch something. I understand how fun that can be. I’m not willing to do that today because we already had a movie night last night.” Your child might not like the response, but when we practice active listening, children tend to be calmer and less prone to react emotionally. The boundary remains firm, but your child’s feelings are acknowledged.

In more emotionally charged moments, active listening can also help de-escalate conflict. For example, if your child yells, “I hate you!” a simple response, such as “It sounds like you’re really angry with me,” can validate their emotions and help your child identify feelings that may seem complicated or hard to name. On calmer days, we can allow our children to explore even more deeply by asking follow-up questions, such as, “Is there more?” This can lead to an even deeper connection and emotional awareness.

Deeper, More Cooperative Relationships

Children, like all people, want to feel heard. When we slow down, listen with intention, and respond with empathy, relationships deepen. The result is not only fewer emotional outbursts but also more goodwill, cooperation, and mutual respect. Active listening becomes more than a communication tool. It becomes a way of honoring each other’s humanity.

To experience active listening in action and see its impact on our children, schedule a tour to visit our school!

More Than a Method: Montessori's Vision for Humanity

Mon, 07 Jul 2025 11:00:41 GMT

At the heart of Montessori education is a deep respect for human potential. The core of Montessori philosophy and practice originated when Dr. Maria Montessori, as part of her medical school training, worked with children who had developmental delays. Dr. Montessori observed that the children needed something different, so she provided them with materials and an environment that truly supported their development. The result? The children demonstrated remarkable growth. This discovery has forever changed our understanding of learning and the human experience.

A Scientific Lens on Human Nature

Dr. Montessori approached children and human development as a scientist. Through her observations, she recognized that humans possess innate, universal characteristics and follow predictable patterns of development. At our core, we are a species designed to learn, to adapt, and to grow.

By observing children through the lens of human development, Dr. Montessori identified specific stages of growth, which we now call the Planes of Development, and a set of Human Tendencies that drive learning and adaptation from birth to maturity. These tendencies are not random. They are evolutionary forces that guide humans to meet their needs and fulfill their potential.

Education That Aligns With Nature

Montessori education is structured around supporting these stages and tendencies. Instead of imposing learning, we respect and reinforce the natural unfolding of each child’s abilities. Montessori learning environments are carefully prepared to meet developmental needs, and the adult’s role shifts from teacher to someone who serves as an aide to life. This means adults serve as guides who observe, prepare, and support rather than direct.

A Cosmic Perspective

Montessori’s vision of human development goes beyond the individual. She saw human beings as part of a cosmic web of interrelationships. In this interconnected system, each part plays a role in maintaining balance and harmony. Humans have a special place in this system, not only because of our capacity to adapt but because of our consciousness of that very role.

With this perspective, we recognize that education must also cultivate humility, wonder, and stewardship —qualities that enable us to live responsibly within this complex, interdependent world. In this context, education is not just about achieving success; it’s about supporting the growth of mature, adaptive, and aware human beings.

The Power of Adaptation

Humans are uniquely capable of adapting to a vast range of environments and social conditions. We have been able to move beyond survival and, in the process, have become creative, intelligent, and intentional in our adaptation. From birth, children adapt and evolve through interaction with their surroundings. Through their senses, hands, minds, and relationships, children construct themselves and their understanding of the world.

Dr. Montessori identified key characteristics that support this adaptation. Humans have a long childhood, noteworthy for the development of our hands, intelligence, imagination, and social interdependence. These capacities are guided by the Human Tendencies, which not only move development forward but also shape who we become.

The Human Tendencies

These universal tendencies include the drive to:

Orient to the environment
Explore the unknown
Order and make sense of the world
Abstract and think symbolically
Imagine possibilities
Calculate and reason
Work to shape and adapt the environment
Repeat and strive for precision
Perfect oneself through effort
Communicate and associate with others

These tendencies are innate, universal, lifelong, and evolutionary in nature. They cannot be eliminated, but they can be supported—or thwarted. When blocked, children will still try to meet their needs, often in less productive or more disruptive ways.

Observation and the Role of Adults

To truly support a child’s development, we observe with care to determine if children’s tendencies are being honored or obstructed. As Montessori-trained guides, we strive to look beneath behavior and recognize what drives it. This observational practice shifts our understanding of children and deepens our respect for their developmental process.

Dr. Montessori’s work challenges traditional views of education. Instead of seeing adults as the agents of growth, Dr. Montessori emphasized that children are self-constructing beings. Education should not be about imposing knowledge but about intentionally supporting the natural process of development.

Education as an Aid to Life

Ultimately, we believe that education should serve as a vital component of life itself. When we align learning environments with the science of human development, supporting children’s creative process of adaptation, we open the door to profound potential.

Montessori education offers not only a method but a visionary framework rooted in observation, science, and deep reverence for what it means to be human. It calls us to see children not as empty vessels, but as beings full of possibility, ready to become mature, capable, and compassionate citizens of the world.

We invite you to visit our school to see how Montessori environments support the potential of our young people!

Montessori’s Living Curriculum: Biology in the Classroom & Beyond

Mon, 30 Jun 2025 11:00:25 GMT

What is biology? At its root, the word comes from the Greek bios, meaning "life," and logos, meaning "word" or "reason." In short, biology is the study of life. In Montessori elementary classrooms, however, biology is more than a science subject—it’s a gateway to wonder, connection, and understanding our place in the larger story of life on Earth.

A Living Subject in a Living Curriculum

Dr. Maria Montessori saw biology as essential to what she called Cosmic Education—a curriculum designed to help children in the second plane of development (ages 6 to 12) see how everything in the universe is interconnected. In this context, biology is not just about memorizing facts. It’s about discovering how plants, animals, water, minerals, and even the air work together in a grand collaboration. Through this lens, we can discover how each species has a cosmic task—a unique role in sustaining life on Earth.

Plants, for example, draw minerals and water from the soil, but they also protect that soil from erosion and help purify the air. Animals depend on plants for food and, in turn, help pollinate, fertilize, and spread seeds. Each element takes what it needs and gives something back. In a Montessori classroom, children explore these ideas deeply, not just as scientific facts, but as part of a moral and ecological awareness.

The Importance of Real Experiences

Montessori elementary children are imaginative, curious, and developing a strong sense of morality. They want to understand how things work and why they matter. That’s why biology in Montessori isn’t taught from a textbook—it’s brought to life through real experiences and thoughtful exploration.

Whenever possible, we begin biology lessons with real specimens. A single seed, a fallen leaf, or a live plant offers more opportunities for engagement and connection than a picture ever could. Children are encouraged to observe, touch, ask questions, and form hypotheses. We may use sketches and charts to aid understanding, but hands-on exploration always comes first.

Children examine the parts of a flower, experiment with how different leaves respond to light, or observe how water travels through a stem. Along the way, they learn the functional anatomy of plants and animals, explore systems of classification, and begin to understand adaptation and evolution.

Moral Considerations in Science

Because elementary-age children are developing a sense of right and wrong, we take care to present biology with sensitivity and respect. We don’t cut living plants carelessly or keep animals for the sake of experimentation. Instead, we invite questions: Is it right to dissect a flower? What happens when we keep a bird in a cage? How does using pesticides affect bees and flowers?

These questions encourage children to develop empathy, a sense of stewardship, and a respect for life. It’s not just about learning how living things function—it’s about understanding our responsibility within the web of life.

A Dual Environment: Classroom and Nature

One of the most important aspects of biology in Montessori is that it happens in two environments: the classroom and the natural world. Children study parts of a plant in class, then go outside to identify those parts in a garden or forest. They may observe a classroom pet or bees coming to planter boxes, then learn about insect behavior and classification. This dual environment deepens understanding and builds connection.

When in Kodaikanal, India, Dr. Montessori experienced how elementary children learned by exploring hills, forests, and fields. While not every school is surrounded by nature, the beauty of biology is that it’s everywhere–a patch of grass, a few fallen leaves, or the cracks in a sidewalk where something green is growing.

How Families Can Support a Love of Biology and Nature

As parents and caregivers, we are our children’s most important guide to the natural world. And the good news is, we don’t need to be a biology expert to nurture a deep love of life sciences. Here are some simple ways we can provide support:

Go outside often . Whether it’s a walk around the neighborhood, a hike in the woods, or just time in the backyard, give children plenty of opportunities to observe and wonder.
Make collections . Children love collecting things—leaves, rocks, feathers, shells. Encourage this instinct, and use it as a way to ask questions and spark further research.
Model curiosity . If your child asks why some plants grow in the shade or why certain animals come out at night, don’t feel pressured to have the answer. Say, “I wonder that too. Let’s find out together.”
Create a nature journal . Encourage children to draw, label, and write about what they see in nature. This can be as formal or informal as they like. The goal is to create a habit of observation.
Ask big questions . Children love the extraordinary. Ask them what they think about camouflage, desert survival, or why birds migrate. Their imagination and reasoning will shine.
Use your interests . If you love gardening, birdwatching, or hiking, share that with the children in your life. Even your casual observations can spark their own questions and investigations.

From Biology to Ecology

As Montessori children grow in their biological studies, they naturally move toward ecology—the study of how all living and nonliving parts of the world interact. This final synthesis reinforces their understanding that they are part of something bigger, something intricate and beautiful.

Ultimately, biology in Montessori is about more than life sciences—it’s about living fully, attentively, and respectfully in the world. With a nurturing classroom, a natural world to explore, and the guidance of engaged adults, our children can grow up with a profound sense of connection, wonder, and care for the Earth.

Schedule a time to visit the school to experience how we cultivate a love for living things and an interconnected way of thinking about the world.

Wonder and Words: How Montessori Builds Language Through Biology

Mon, 23 Jun 2025 11:00:50 GMT

In our primary classrooms, science is woven into children’s experience. Children are driven by wonder, and our classrooms nurture this natural curiosity. From the moment they step into the learning environment, children’s natural curiosity leads them to explore the living world around them.

In Montessori, we support children making sense of what they are absorbing through their senses by offering a powerful tool — language. As children effortlessly absorb new vocabulary, they also use new words to organize their thinking.

Why Start Biology So Young?

Between the ages of two and six, children reach the peak of their sensory and language development. They are in a sensitive period for absorbing vocabulary, categorizing objects, and forming meaningful connections between words and their experiences.

Biology in a Montessori classroom isn’t about memorizing facts. It’s about building a relationship with life—plants, animals, and the systems that support them. Through language-rich, hands-on experiences, children develop both a scientific mindset and a deep appreciation for the natural world.

The Foundation: Observation and Vocabulary

Everything begins with observation. Through their senses and experiences with specially designed sensorial materials, children develop the ability to notice minute details, such as leaf shapes, flower structures, and animal features. Once children have had numerous experiences, we provide language to describe sensorial qualities and scientific details.

We don’t flood children with information; instead, we provide just enough vocabulary to unlock further exploration. These words become tools for thinking and communicating.

Botany: Language Rooted in Nature

Plants are all around us, and in the Children’s House, they’re part of daily life. Whether watering classroom plants, taking a nature walk, or tending to outdoor gardens, children encounter a diverse range of botanical specimens.

When in the pre-reading stage, we provide children with activities such as:

Matching real leaves to wooden shapes in the Leaf Cabinet
Learning the names of parts of plants, flowers, and leaves
Classifying plants: wildflowers, trees, desert plants, and more

Once they are reading, children begin:

Labeling the parts of plants with cards
Creating booklets and plant care guides
Using three-part cards and definition booklets to solidify vocabulary

Zoology: Speaking the Language of Animals

Animals captivate children—and provide rich opportunities for expanding language. From feeding a classroom fish to identifying birds at a feeder, children develop vocabulary through real-world encounters.

Pre-readers engage with activities such as:

Sorting animals by category (mammals, birds, amphibians, etc.)
Sequencing the life cycles of insects or frogs
Learning the external parts of animals through picture cards

Our young readers then begin:

Matching pictures and labels
Reading or creating definition booklets
Solving riddle games, such as “Who am I?” based on animal traits
Engaging in word study (e.g. animal homes, male/female/young, collective nouns)

More Than Words: Cultivating Curiosity and Connection

In Montessori, the goal isn’t to create little encyclopedias—it’s to nurture lifelong learners. When a child asks about a bug or leaf we don’t recognize, the best response isn’t an answer—it’s a shared investigation.

As adults, we might say: “I’m not sure what it is, but let’s look it up together.” This approach models curiosity, critical thinking, and the joy of discovery.

These language extensions in biology offer powerful tools for children by encouraging observation and reflection, fostering an emotional connection to living things, providing a framework for organizing experiences, and helping children develop precise vocabulary to express what they see.

Montessori biology connects wonder and words, and equips children with the tools to explore and care for their world with confidence and respect.

Looking for ways to bring this home?

Go on a nature walk and label what you see
Set up a small plant care station for your child
Use picture books to explore animal life cycles
Keep a journal of new plants and animals your child encounters

We also love to share what we do, so please contact us to schedule a tour and see biology come to life for young children!

Our Montessori Bookshelf: Wonders of the Natural World

Mon, 16 Jun 2025 11:01:07 GMT

In Montessori, we recognize the importance of children being immersed in the wonders of the natural world. We want nature to be an integral part of daily life, rich in experiences that awaken curiosity and inspire awe.

Whether it’s watching ants march across a sidewalk, wondering at the shape of a cloud, or marveling at a tree's branches reaching across the sky, nature has a way of capturing children’s imaginations. Our goal is to help them see the natural world not just as a backdrop for play, but as a living, breathing system of which they are a part.

Children are often drawn to books that reflect the magic they sense outdoors. To support that connection, we’re sharing some of our favorite nature-based book series—beautifully written and illustrated titles that encourage exploration, observation, and a lifelong relationship with the natural world.

Over & Under Books

By Kate Messner with art by Christopher Silas Neal

These picture books will appeal to the youngest children, while also serving as an invitation for older children to explore. With illustrations that open windows to how we perceive the natural world, the books offer readers a glimpse into what we can discover if we look a little more closely. Whether we lift our gaze or peer deep down into the depths, there are wonders waiting to be revealed. The storyline of each book takes us on a child’s journey, with the security of a loving adult as a companion.

Messner, a former teacher, also includes descriptions of each animal at the end of the book, as well as additional resources for those who want to learn more about the ecosystem she has highlighted. Depending upon upcoming excursions or current interests, you and your child can explore the following titles:

Up in the Garden and Down in the Dirt

Over and Under the Canyon

Over and Under the Pond

Over and Under the Rainforest

Over and Under the Snow

Over and Under the Waves

Over and Under the Wetland

A …. Is …. Series

By Dianna Aston, Illustrated by Sylvia Long

One of the many beautiful features of these picture books is that they can be as simple or as complex as the reader prefers. For our youngest children, it’s easy enough to read the short poetic sentences written in lovely script across the page. For those who want more details, we can delve into fascinating facts and labeled illustrations. The detailed paintings share the splendor of the natural world as well as biological information that captures the imagination. Each of these titles is an invitation to awe:

A Beetle Is Shy

A Butterfly Is Patient

An Egg Is Quiet

A Nest Is Noisy

A Rock Is Lively

A Seed Is Sleepy

Mary Holland Books

The photographs in Mary Holland’s books bring us close up to the animal world. Crisp and full of detail, each page is immersive, both visually and factually. The books that focus on particular aspects of animals (ears, eyes, legs, etc.) weave together rich information with engaging commentary and questions (“Can you do that?” -or- “Can you find…?”).

The books that detail a particular animal, such as Ferdinand Fox’s First Summer and Otis the Owl, take us on a seasonal journey through the lens of that animal’s life. Each title also ends with activities, called “For Creative Minds,” for further exploration. Animal lovers will lose themselves in these books!

With over 15 books to choose from, this collection can provide days and weeks of exploration. For those who really fall in love with this series, it’s worth investing in Naturally Curious Day by Day: A Photographic Field Guide and Daily Visit to the Forests, Fields, and Wetlands of Eastern North America, which offers information about the natural world for each day of the year.

Holland’s picture book titles include:

Animal Ears

Animal Eyes

Animal Homes

Animal Legs

Animal Mouths

Animal Myths

Animal Noses

Animal Skins

Animal Tails

Animal Tracks and Traces

The Beavers' Busy Year

Ferdinand Fox’s First Summer

Otis the Owl

What’s Inside?

Yodel the Yearling

Rothman’s “Anatomy” Books

Written and Illustrated by Julia Rothman

Perhaps more suited for older readers, these books are a treasure trove of information. Easy enough to flip through to discover captivating details, and well worth moving through the thematic chapters, the pages offer sweet illustrations, short descriptions, labeled anatomy, and much more.

Rothman’s delightful drawings offer just enough detail without being too much, making them accessible yet engaging. If anything, these books are a great introduction to what nature journaling can be! If children are inspired to try their hand at nature journaling, Claire Walker Leslie’s books, especially Keeping a Nature Journal: Deepen Your Connection with the Natural World All Around You, can be another wonderful option to explore with your child!

The five Rothman “Anatomy” books are:

Food Anatomy: The Curious Parts & Pieces of our Edible World

Wildlife Anatomy: The Curious Lives & Features of Wild Animals Around the World

Farm Anatomy: The Curious Parts & Pieces of Country Life

Nature Anatomy: The Curious Parts & Pieces of the Natural World

Ocean Anatomy: The Curious Parts & Pieces of the World Under the Sea

Whether they’re flipping through pages while curled up on the couch or stepping outside to explore with new eyes, these texts and illustrations can help children cultivate a lasting relationship with nature. We hope these books offer a meaningful bridge between your child and the natural world—one that inspires closer observation, deeper questions, and joyful discovery.

In Montessori, we believe that fostering a love for the natural world lays the foundation for stewardship, empathy, and wonder. These books are just a starting point—an invitation to see more, learn more, and care more about the life that surrounds us every day. Please reach out to let us know what you think of these books or to recommend others. Happy reading, and happy exploring!

A Different Kind of Homework: A Montessori-Inspired Summer

Mon, 09 Jun 2025 11:00:19 GMT

With its change of pace, summer can be a lovely time to branch out into different kinds of family adventures. Even though school isn’t in session, learning doesn’t need to end! In Montessori, however, we believe summer is a time not for worksheets and drills, but for wonder, exploration, and deep connection with the natural world.

As adults, we can offer invitations to exploration. For inspiration, we are offering this list of meaningful, joyful, and skill-building experiences designed to awaken the senses, ignite curiosity, and nourish the spirit.

Here is our "Summer Homework List" that reflects Montessori values of independence, care for the environment, and learning through doing. Consider this a summer challenge! How many can your family tackle during these upcoming months?!

Explore the Great Outdoors ��

Climb a hill or mountain.

Hike a section of a trail.

Walk, bike, or skate along a bike path or greenway.

Canoe or raft down a local river.

Spend extended time walking quietly through the woodlands.

Climb a tree and observe the world from a new perspective.

Play and splash in a summer rainstorm.

Learn to Navigate and Survive in Nature ��

Learn to use a compass and a map to find your way.

Pitch a tent, build a fire, and cook a meal outdoors.

Go on a night hike with a flashlight and listen for nocturnal life.

Use Your Hands to Build and Discover ��

Make sandcastles on the beach or mud pies in the yard.

Build a fort or lean-to in the woods.

Spend hours making dams and bridges in streams.

Dig for worms.

Try catching frogs and fireflies.

Experiment with different designs for kites or paper airplanes.

Connect with the Cosmos ��

Learn to identify a few constellations and find the North Star.

Discover where north, south, east, and west are in relation to your home.

Watch the Perseid meteor shower in August.

Observe and Create ��

Build a birdhouse.

Learn to whittle a stick.

Identify local birds by sight and sound.

Learn the names of the trees around your home.

Blow bubbles and observe patterns with wind direction and speed.

Create a scavenger hunt in the yard.

Collect, Record, and Reflect ��

Start a small home museum: shells, rocks, feathers, or postcards of natural wonders.

Collect and paint rocks.

Create a sculpture or design with found objects.

Keep a Nature Journal with drawings, leaf rubbings, and observations.

Lie in the grass and observe the clouds.

Grow and Gather ��

Care for your own tomato plant.

Plant and tend a vegetable garden.

Gather locally grown foods and create a picnic.

Pick fresh berries—and bake a pie!

Why It Matters ��

Summer is an excellent time to consider what experiences will nourish our children’s love of life! With that in mind, let’s trade pencils for pinecones, screens for stargazing, and worksheets for wildflowers. This is the kind of homework children will remember, and that will support deep growth and learning.

Children thrive when they experience real-world learning, especially when it involves movement, observation, problem-solving, and connection. Plus, these summer suggestions awaken the senses, promote independence, and help children feel rooted in their environment.

If you are interested in learning more about how Montessori keeps this spirit of discovery alive all year, please be in touch. We love to share what we do!

Creating Community in Montessori Toddler Environments

Thu, 29 May 2025 11:00:34 GMT

In Montessori education, we emphasize community, not just as an abstract concept, but as a lived daily experience. From the very beginning of life, we emphasize carefully prepared environments that foster a deep sense of belonging and connection.

What Is Community?

The word community comes from the Latin communis , meaning “common, public, general, or shared by all or many.” In addition to shared space, in Montessori, we also think about community as a shared sense of meaning, values, and connection.

At its core, community begins with the most fundamental human group: the family. Families form children’s first social experience and the first place where values, culture, and expectations are passed down. This bond has helped humans survive and thrive throughout history.

Partnering with Families

In the Montessori approach, we honor and respect each family's unique values, striving to foster strong home-school relationships. Our partnership with families is a mutual journey—one in which the adult caregivers at school and home come together with a shared purpose: to nurture children’s natural growth.

Building the Toddler Community

We design our learning environments—both indoors and outdoors—to meet each child where they are, providing just the right level of challenge, comfort, and beauty. In creating community, we focus on essential, concrete elements like people, space, and materials, while also attending to intangible aspects that provide a profound sense of order.

The People : The adults—both the lead guide and trained assistants—focus on personal and professional preparation. Their role is not to direct the child but to support their natural development with presence, purpose, and peacefulness.

The Space : The physical environment must be appropriately sized, thoughtfully arranged, and aesthetically pleasing. If it’s too large, children can feel lost or overstimulated. If it’s too small, they may feel crowded and unsettled. We design every detail—from the furniture to the flow of the day—with intention.

The Materials : Everything in the classroom is purposeful, developmentally appropriate, and in harmony with Montessori principles. We carefully select materials to support children’s movement, independence, concentration, and sense of order.

Profound Order : A true Montessori community also relies on an invisible but essential structure: the order that underlies everything. Children have a fundamental need for order, especially during the first six years of life when they are in their sensitive period for order.

External order—seen in routines, consistent expectations, and a well-organized space—helps children form inner order, which is the foundation of emotional regulation, concentration, and autonomy.

If children do not experience order in their lives, they must expend energy trying to create it—energy that should instead be used for self-construction. That is why order must exist not just in the physical environment, but also in the adults’ behavior and in the flow of the day. A sense of control, predictability, and respect enables toddlers to flourish as they begin to form their personalities.

The Role of the Prepared Adult

As we create and cultivate our learning communities, we also recognize the significance of our role as adults in creating a community where toddlers feel safe, supported, and free to grow.

While we play a critical role in creating and maintaining a beautiful environment, we also recognize that it belongs to the children for their growth and development. To ensure that we support this development, we strive to master the art of observation, which enables us to identify what children need to aid their growth. With a deep understanding of the purpose of every material in the classroom, we can then connect children to meaningful work through intentional and respectful presentations.

We also practice humility, recognizing that children are often more in tune with their needs than we are. Our work with toddlers requires us to respect each child’s human potential, even when behavior is challenging, and to love unconditionally, accepting children for who they are, not who we want them to be. This practice means that we regularly reflect on our own work, always striving to improve so that we can better serve the children.

A Living, Breathing Community

Creating a Montessori community for toddlers is both an art and a science that requires intentional environments, well-prepared adults, and a deep respect for children’s developmental journey.

At its heart, the Montessori Toddler Community is a shared space where children learn how to be in the world—together. It is here they first experience what it means to belong, to contribute, and to grow with others.

Schedule a visit to see what an intentionally designed community looks like in action!

Montessori Materials Explained: The Fundamental Needs Charts

Mon, 26 May 2025 11:00:35 GMT

Exploring Human Connection: The Fundamental Needs Charts in Montessori

In the Montessori elementary classroom, we support children’s natural curiosity about what it means to be human. One of the tools we use for this exploration is the Fundamental Needs Charts, which illustrate the universal needs that connect all people, past and present.

Understanding Our Shared Humanity

The purpose of these charts is to help children recognize their own needs and see how human beings across time and cultures have worked to fulfill them. Through this, children begin to develop a deeper awareness of their place in history and the common threads that unite all people.

There are two charts that children use first as an overview and then as a tool for research.

The first chart provides a broad overview of fundamental needs, divided into material needs (food, shelter, clothing, defense, transportation) and spiritual needs (art, music, religion, communication).
The second chart focuses specifically on the human need for food, a concept that even the youngest elementary students can appreciate!

Unlike traditional text-heavy resources, these charts rely on visual representations, which makes them accessible to younger elementary children. The charts also provide a visual model of how to organize an investigation into ancient civilizations and cultures.

A Framework for Exploration

Elementary-aged children are naturally curious about how things work and why people live the way they do. The Fundamental Needs Charts provide a structured way to study history and culture, allowing children to ask meaningful questions:

How did different civilizations meet their needs for food and shelter?
How did people create art, music, and systems of belief?
What innovations, like the wheel, changed the way humans lived?
Are spiritual needs as essential as physical ones for survival?

These questions encourage children to think critically and compare cultures in a way that fosters both curiosity and respect for diversity.

From Concrete to Abstract Thinking

At first, children relate to physical needs like food and warmth because they have personally experienced hunger or cold. They also begin to grasp more abstract concepts, such as the role of art, music, and communication in human development.

We introduce the first chart through conversation:

What did you have for breakfast this morning?
How did you get to school? Did you wear a seat belt?
Why did you choose the clothes you have on today?
What do you plan to do this weekend?

We often write little slips with students’ answers. Then, we display the first chart and, together with the children, figure out how to put the different answers into the different categories. Children love this personal connection to the material, and the process lays the stage for how information can be organized thematically.

Encouraging Independent Research

The Fundamental Needs Charts do not present every possible human need–this is intentional. Instead, they provide a model that encourages children to create their own charts based on their research. This process deepens their understanding and allows them to make connections between cultures in a meaningful way.

Younger children often love making “needs” collages from magazine pictures or even charts of their own personal “fundamental needs” such as “What I Eat.” Sometimes, children may make booklets or write a story or report about a particular aspect of the chart, such as “How We Get to School” or foods that come from fish or foods that are flowers! Or they may make a chart with all the different ways human beings transport themselves, or about human houses. The possibilities are endless!

As they continue their studies, older children transition to The History Question Charts, which rely more on text and research. These allow for a more detailed examination of historical patterns, further reinforcing the idea that history is a story of human beings working to meet their needs.

Education for Peace

Dr. Maria Montessori believed that education should help children see themselves as part of a larger human family. By studying the universal needs that all people share, children develop a sense of human solidarity through space and time. They learn that while cultures may differ in their approaches, our fundamental needs unite us all.

This understanding fosters empathy, respect, and a sense of interconnectedness—essential components of education for peace. The Fundamental Needs of Human Beings Charts are more than just learning tools; they are a gateway to understanding human history, culture, and identity.

Visit our classrooms to see how our learning activities help young people become interconnected citizens!

Practical Life Has Purpose!

Mon, 19 May 2025 11:00:56 GMT

The Purposes of Practical Life in Montessori

In a Montessori classroom, practical life activities play a foundational role in supporting children’s development, independence, and connection to their environment. Because children are actively absorbing and adapting to the world around them, everything we offer in practical life serves a developmental need.

Supporting Independence

One of the primary goals of practical life is to nurture children’s functional independence—the ability to care for oneself and the environment and interact meaningfully within a community. The first plane of development (0 to 6 years) is marked by a strong drive for independence, with children eager to do things for themselves.

By the time a child enters the Children’s House (approximately ages 2.5 to 6), they have already made strides toward independence. However, they still require an environment that allows them to refine their skills. In the world, children generally encounter a number of obstacles to their independence:

Household processes (e.g., cleaning dishes in the dishwasher) may be hidden or too complex.
Tools are adult-sized and difficult for small hands to use.
Movements happen too quickly for children to absorb (e.g., tying a shoe).

The Montessori environment addresses these barriers by providing:

Child-sized tools for daily activities, such as preparing food and caring for the classroom.
A clear, ordered sequence of movements that children can observe and repeat.
The freedom to practice skills at their own pace, allowing them to move from passive observers to active participants.

Supporting the Sensitive Period for Movement

We also recognize that young children are in a critical period for refining their control and coordination. So practical life activities are designed to help children refine their movements in purposeful ways, directing children’s attention and energy toward focused, intentional actions. Walking on the line of an ellipse develops balance and control. Pouring water from a basin to a bucket refines precision. Carrying a tray teaches careful, measured movements.

One of the most challenging yet essential aspects of movement is control. It takes effort to stop pouring just before a cup overflows or use only a small drop of polish when shining an object. By engaging in these exercises, children strengthen their willpower and gradually master their own actions.

Supporting the Sensitive Period for Order

Children in the first plane of development have an innate need for external order, which is reflected in their surroundings and daily routines. Montessori environments support this in a variety of ways.

We ensure that activities have a logical sequence of steps so as children learn new concepts, they can also rely on the sequencing.

Materials are placed in a specific order on the shelves, moving left to right and top to bottom so children begin to internalize the same patterning we use for reading as they work through the easier and most concrete activities to the most challenging and abstract.

Montessori activities are color-coded. For the youngest children this means that all of the items for something like window washing will have the same color which helps children keep the set together. As children get older the color-coding is designed to help them grasp concepts like place value in math or parts of speech in language.

Once children internalize these structures, they gain confidence and independence, allowing them to complete tasks from start to finish without adult intervention.

Assisting with Cultural Adaptation

Practical life activities reflect real-world tasks that children observe in their daily lives. Children are naturally drawn to meaningful work—they want to help, imitate, and participate. For example, in Dr. Montessori’s early observations in San Lorenzo, she saw that children were fascinated by the gardener and the custodian, eagerly following and watching their work. Children see adults doing marvelous activities, and children want to learn the skills to participate! Through practical life activities, children engage in culturally relevant tasks that allow them to feel like valuable members of their community.

Supporting Orientation

Orientation is a fundamental human tendency—we all seek to understand our surroundings and how to function within them. Practical life exercises help children orient to the Montessori classroom by introducing essential routines. For example, we take the time to teach children things that might otherwise be taken for granted, such as:

How to carry a chair properly.
How to greet a friend.
How to roll and unroll a work rug.
How to ask for help.

By taking time to demonstrate these tasks, we show respect for the child and provide the knowledge they need to act confidently in their space.

Supporting the Development of Concentration

Practical life activities serve as a gateway to deep concentration. The freedom to choose and repeat exercises allows children to follow their intrinsic motivation and work toward self-perfection.

When children reach deep concentration, they experience:

Joy and a sense of fulfillment.
An increased connection to others.
A natural reduction in undesirable behaviors.

The ability to repeat an activity for as long as needed also supports children’s sensitive period for order and mastery. This is why practical life often serves as the first point of engagement for children in the Montessori classroom.

Supporting the Development of the Will

Practical life exercises help children develop willpower and self-control by bridging the gap between impulse and deliberate action.

At first, children act on instinct, but through repeated exercises, they learn to:

Act consciously and voluntarily.
Perfect their actions through self-correction.
Develop grace, courtesy, and social awareness.

Whether through learning how to clean up a spill or preparing snack to share with others, children learn to control their impulses and consider the needs of others.

Dr. Montessori beautifully summarized this transformation in The Discovery of the Child:

“The grace and dignity of their behavior and the ease of their movements are the corollaries to what they have gained through their own patient and laborious efforts. In a word, they are ‘self-controlled,’ and to the extent that they are thus controlled, they are free from the control of others.”

Practical life is far more than just pouring, scrubbing, and folding—it is the foundation for independence, concentration, order, and social development. These carefully designed activities help children orient to their world, refine their movements, and develop the willpower to act with purpose.

By embracing practical life, we give children the tools to engage meaningfully with their environment, take ownership of their learning, and ultimately, become confident, self-sufficient individuals. Contact us to schedule a tour so you can see how young children use practical life activities in powerful ways!

Mother and Newborn: A Deep Early Connection

Mon, 12 May 2025 11:00:22 GMT

The moments immediately after birth mark the beginning of a new yet deeply connected relationship between mother and infant. Though they are now separate beings, their bond remains intensely intertwined in a symbiotic relationship—one that nurtures, sustains, and supports both.

The word "symbiosis" originates from the Ancient Greek "σύν" (together) and "βίωσις" (living), beautifully encapsulating this critical early period where mother and baby live in close, mutual dependence. During this time, each provides something essential to the other, fostering survival, emotional security, and a foundation for lifelong attachment.

The Newborn’s Dependence on the Mother

Human infants enter the world in a state of immense dependency. Due to the evolutionary growth of the brain, babies are born before they reach full developmental maturity—an adaptation necessary to ensure a safe passage through the birth canal. This means that, unlike many other species, a human newborn requires continuous care and support in order to thrive. Infants’ nervous systems, movement, and even digestion are still developing outside the womb, making maternal presence essential for their adaptation to life beyond the confines of their prenatal environment.

The Mother’s Need for the Newborn

While the newborn’s need for the mother is evident, the mother’s need for her infant is just as profound. After birth, a mother’s body requires the baby’s presence to complete the physiological transition of childbirth.

Skin-to-skin contact and immediate breastfeeding trigger the release of oxytocin, which aids in contracting the uterus, expelling the placenta, and reducing the risk of postpartum hemorrhage. Additionally, prolactin, another key hormone stimulated through breastfeeding, deepens maternal attachment and fosters the nurturing instinct. As Ashley Montagu explains in her book, Touching:

“Psychologically, this intensification serves further to consolidate the symbiotic bond between herself and her child. In this bonding between mother and child, the first few minutes after birth are important. This is the beginning of that time when mother and baby are literally getting in touch with one another.”

This early connection is not just physical—it is deeply emotional. The mother’s body, heart, and mind undergo a transformation, developing an instinctive responsiveness to her baby’s needs. The mutual dependency between mother and child is what makes this period so unique and essential.

The Newborn’s Transition: Finding Security in the Familiar

Emerging into the external world is a dramatic shift for newborns. The womb was a place of warmth, movement, and constant sound—their mother’s heartbeat, breath, and voice. Birth catapults them into an unfamiliar space filled with new sensations, but certain elements can help bridge this transition. When held close, newborns find comfort in their mother’s scent, heartbeat, and voice—familiar reference points that reassure and provide continuity between the prenatal and postnatal worlds.

Meeting the Newborn’s Five Immediate Needs

Newborns enter life with five fundamental needs that ensure their smooth adaptation:

Direct contact with the mother
Adherence to biological rhythms
Temporal, physical, and social order
Space for unhindered vision and movement
Opportunities to explore with all the senses

These needs are met through three essential aspects of the mother-child relationship: holding , handling , and feeding .

Holding: The First Experience of Love

Holding, especially skin-to-skin contact, is crucial in the moments and weeks after birth. Being held provides the newborn with reassurance and an immediate sense of belonging. As Montagu describes in Touching:

“It is through body contact with the mother that the child makes its first contact with the world, through which he is enfolded in a new dimension of experience, the experience of the world of the other.”

Through touch, infants absorb the warmth, rhythm, and security of their mothers. This experience lays the foundation for trust, emotional stability, and future social bonds.

Handling: Loving, Intentional Care

Every interaction—bathing, changing, dressing—provides an opportunity for meaningful communication. Handling should be done with love and respect, fostering collaboration between caregiver and infant. When approached with attentiveness and predictability, these routine interactions create security and help the baby integrate into the social world with confidence.

Feeding: A Relationship Beyond Nutrition

Feeding, particularly breastfeeding, is not just about nourishment—it is about connection. The act of nursing stimulates hormones in both mother and baby, supporting digestive development, immune function, and emotional bonding. In fact, as the baby nurses, twenty different gastrointestinal hormones are released in the mother and infant, which stimulates the growth of the baby’s intestines and increases calorie absorption.

How feeding happens also matters. Even though newborns need guidance, we want to allow them to initiate suckling, as this reinforces their autonomy and natural rhythms. This early dynamic of mutual responsiveness creates a foundation of trust—ensuring children feel safe, heard, and secure in their ability to have their needs met.

The Lasting Impact of the Symbiotic Period

The symbiotic period, spanning approximately six to eight weeks, is foundational in shaping the infants’ perception of the world. Babies who experience warmth, responsiveness, and consistency in these early weeks develop an intrinsic trust in their environment. Likewise, through this deep connection, the mother gains confidence in her role and solidifies her bond with her child.

The profound mutual dependence of the symbiotic period is not just about survival—it is about building a relationship of love, trust, and security that serves as the blueprint for infants’ future interactions. By embracing this period with intention, awareness, and tenderness, both mother and baby emerge from it transformed—ready to take on the next stages of growth, hand in hand.

In Montessori, we are intentional about how we support each stage of development. Contact us to learn more!

A New Role: Adults in Montessori Adolescent Programs

Mon, 05 May 2025 11:00:13 GMT

Adolescents are in a new stage of development. So, how can the adults in their lives adapt? In Montessori adolescent programs, we open our hearts and minds to what is really happening for adolescents in their growth toward adulthood.

We have enormous respect for adolescents and the growth that happens during this stage of life. In many ways, the early adolescent years are parallel to the first years of life. Adolescents are newly emerging adults. They are newborns, and just like newborns, they are gaining a great deal of learning, brain integration, and social/emotional equilibrium.

Because what happens during adolescence impacts how our future adults will adapt and contribute to the broader society in adulthood, we are careful to model what it means to be an adult. We work to provide guidance and structure while respecting adolescents’ journey of self-construction. This stage of development is a period of reorganization, and we have the unique opportunity to positively influence and support this transformation.

The Montessori Adolescent Environment

Montessori adolescent programs vary in structure but typically include:

Plans of study and work
Different forms of social organization
Micro-economy programs
Work with nature and the land

Within these activities, adults serve multiple roles in different settings, such as in the kitchen, through work on the land, in business operations, and more. However, it is essential to remember that the Montessori learning environment belongs to our adolescents. As such, we must ensure students develop concentration and independence through meaningful activities in an attractive and stimulating environment.

Creating this prepared environment is a vital piece of the adult’s work! So we work to uphold the following characteristics.

Designed for self-construction : Adolescents need an environment where their personal development takes priority over just producing a finished product. Whether running a microeconomy business or working on the land, we remember that the product isn’t the primary concern; rather, it’s the adolescent’s development and their self-construction.

Developmentally appropriate : Activities and experiences should align with where adolescents are in their growth so as to ensure engagement and relevance.

Supportive of human tendencies : We want the environment to support human tendencies, like orientation, order, association, and exploration, in a way that evolves with students’ age and maturity. This means the space and the work will look different based on what our students experienced during their elementary years!

Includes materials/activities that provide appropriate challenges and opportunities for independence : Adolescents need access to tools, technology, creative outlets, and real-world applications of their learning, from garden tools to spreadsheets, from theatrical production materials to forms of publication.

Provides Beauty and Order : While adolescents may not always maintain order, a well-organized and aesthetically pleasing environment still impacts their development and identity formation. Although adolescents experience organization as a convenience, order is necessary to operate in a microcosm of society and when you need to get things done, like cooking a meal for a group.

Ensures Isolation of difficulty : We need to observe to know if our adolescents can use the tools at their disposal and also to plan for what lessons they need to be successful. Adolescents don’t want to be incompetent. They also don’t want to be ordered about by an adult. They need our side-by-side support.

Is Scaled in Size : We want workspaces should be adaptable to accommodate the diverse physical and developmental needs of adolescents. Scaling still matters at this level because adolescents can be very different from each other in their development.
Offers Limited materials : Too much choice can be overwhelming, yet the material needs to be obtainable when the task requires it. We intentionally ensure there isn’t one of everything for everyone because research shows adolescents are more productive when working with a partner.

Encourages Care (of self, others, and the environment) : This is a beautiful thread in all of Montessori. As our young people approach adulthood, we support them in learning how to take of themselves so that they then have the capacity to take care of people around them and then their community and their planet. Encouraging adolescents to care for themselves, their community, and the world around them fosters responsibility and empathy.

The Essential Role of the Adult

Adults are an essential part of the prepared environment, acting as facilitators of human development. Our primary responsibilities include:

Creating Conditions for Growth : Providing experiences that develop social responsibility, justice, and dignity.

Modeling Respect and Civility : Demonstrating respect for people, living things, community spaces, and social norms.

Fostering Engagement : Encouraging participation through invitations to work, short presentations, and meaningful activities.

Encouraging Self-Construction : Allowing adolescents to take ownership of their learning while the adult remains in the background, blending into the work alongside them.

The Power of Observation and Patience

A fundamental role of the adult is to create conditions that naturally engage adolescents. This requires stepping back from unnecessary praise and criticism and allowing students to recognize their own successes and errors. Learning comes from experience, and we see mistakes as valuable opportunities for growth.

Adults must also develop strong observation skills, practicing patience as adolescents navigate their developmental process. Our role is to guide, not dictate, allowing adolescents to take ownership of their education.

Ultimately, we must be aware of and sensitive to adolescents' developmental needs and characteristics. We respect their potential and understand adolescents’ need to function in a social context and their drive to become independent young adults.

Side-by-Side Work

One of the most effective tools for fostering independence is working alongside adolescents. This allows them to:

Observe real work in action
Understand their role within a community
Feel valued for their contributions

The process begins with adults modeling tasks, ensuring students understand the necessary skills, tools, safety rules, and quality expectations. Gradually, responsibility shifts to the adolescent, allowing them to take ownership while we observe from a distance. Older students can take on leadership roles, further developing their skills and sense of responsibility.

Preparation of the Adult

The role of adults in a Montessori adolescent program is built on teamwork, respect, and humility. Adults must collaborate effectively, ensuring that the program serves the community of adolescents rather than personal agendas. By fostering a respectful and engaging learning environment, adults empower adolescents to become independent, confident, and socially responsible individuals.

Facilitating adolescent development is a significant challenge requiring deep preparation. Montessori adults must be willing to evolve, accept change, and continually refine their approach based on observation and feedback. Montessori education is powerful for this age group because the adults are constantly exploring how to creatively meet adolescents’ needs, from designing the learning environment to preparing themselves to support these emerging young adults.

Curious to learn more about how Montessori supports stages of development in our young people? Schedule a tour!

Cosmic Education

Mon, 28 Apr 2025 11:00:23 GMT

Elementary-aged children have an innate desire to learn about the universe, the world, places, people, and how they interact. They yearn to understand why and how. They are eager to understand not only the culture in which they live but also make sense of the magnitude of cultures (human and non-human) that make up the entire world and, indeed, the entire cosmos.

Dr. Maria Montessori developed Cosmic Education as a guiding framework for children in the second plane of development (ages 6 to 12). Comic Education is designed to nurture their reasoning minds and imagination while fostering a sense of interconnectedness and wonder.

The Philosophy of Cosmic Education

Dr. Montessori described Cosmic Education as an approach that offers children a vision of the universe and its order and a way to understand how all things are interrelated.

“If the idea of the universe be presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder... his intelligence becomes whole and complete because of the vision of the whole that has been presented to him.”

– Dr. Maria Montessori

To Educate the Human Potential

Rather than teaching isolated subjects, Cosmic Education presents an integrated curriculum where history, science, geography, language, and math are interwoven into a grand narrative. This holistic approach helps children see themselves as part of both a larger human story and the natural world.

The Scope of Cosmic Education

Unlike traditional curricula focused on skills, facts, and assessments, Cosmic Education prioritizes deep exploration. As Montessori educators, we recognize that we are guides who plant seeds of interest, knowing that these seeds may germinate later in life. We encourage children to pursue knowledge freely, follow their curiosity, and make connections across disciplines.

At its core, Cosmic Education is centered around key themes:

Natural Laws: The universe follows natural laws, from gravity to the water cycle, which children observe and study. Human societies also create laws to maintain order and cooperation.

Work & Contributions : Everything in nature and human civilization has a role to play. From the work of bees pollinating plants to the contributions of scientists and artists, children see how each element of the universe is purposeful.

Interdependencies & Relationships : All systems in the universe, from ecosystems to human economies, are interconnected. Montessori education highlights these relationships to foster understanding and responsibility.

Love, Appreciation, & Gratitude : Cosmic Education nurtures a sense of reverence for the universe, whether through scientific discovery or historical narratives.

The Great Stories: A Foundation for Learning

Cosmic Education is introduced through the Great Stories, a series of imaginative, inspiring tales we share with wonder and reference. These stories not only provide a tantalizing glimpse into the marvels of the universe, they also provide a framework for deeper study. In order to bring significant concepts to life, Montessori elementary guides appeal to students’ imagination through allegory, metaphor, beautiful language, charts, and dramatic demonstrations.

The Great Stories include:

The Creation of the Universe (“God with No Hands”) – An awe-inspiring story about the origins of the universe, the formation of galaxies, and the forces that shape our world.

The Coming of Life – A journey through the evolutionary changes of life on Earth that culminates in an introduction to the fascinating Timeline of Life.

The Story of Humans – Explores the unique intellectual and creative capacities of human beings, emphasizing imagination and innovation.

The Story of Communication in Signs/The Story of Our Alphabet Story – Traces the development of written language, from ancient symbols to modern alphabets.

The Story of Our Numerals – Highlights how mathematics is another kind of human language and introduces the power of math to bring order and exactness, including how math has allowed humans to meet their needs in different ways.

These stories captivate children’s imaginations, prompting further exploration of subjects like physics, chemistry, history, and biology. They provide a unifying theme that integrates all areas of study, reinforcing the idea that learning is not fragmented but part of a cohesive whole.

Outcomes of Cosmic Education

Dr. Montessori’s vision of education extends beyond academics; it is about shaping compassionate, knowledgeable, and socially responsible individuals. She believed that understanding our place in the cosmos fosters humility, gratitude, and a commitment to improving the world.

Through Cosmic Education, children develop:

A sense of purpose, recognizing that their work and actions contribute to the greater whole.

An organized and analytical mind, capable of seeing patterns and relationships in complex information.

A deep appreciation for humanity and nature, encouraging them to become responsible stewards of the Earth.

A lifelong love of learning, driven by curiosity rather than external rewards.

Nurturing wonder, critical thinking, and interconnected understanding lays the foundation for a lifetime of meaningful learning and engagement with the world. Ultimately, Montessori’s Cosmic Education is more than a curriculum—it is a philosophy that empowers children to view themselves as active participants in the ongoing story of the universe. The best way to learn about Cosmic Education is to come see it in action! Schedule a tour today!

Tattling vs. Telling: A Montessori Approach

Mon, 21 Apr 2025 15:48:19 GMT

How often have our little ones run up to us to spill forth their grievances about other children? Sometimes, these reports are about broken rules. Sometimes, they are about hurt feelings. Sometimes, they may even be attempts to get others “in trouble.”

In these moments, we have a split second to determine how best to respond. And our response matters!

Underlying Issues

When children come to an adult to tattle, typically they are trying to figure out the rules, both explicit and implicit, as well as how those rules are enforced. Which rules are critical? Which rules can be bent or broken? When should someone intervene?

Although those “tattle” moments can feel annoying, it can help to remember that there are probably a dozen or more other times when they didn't come to an adult. Coming for help can be because they reached the point of enough is enough. In this case, the "tattling" is really a plea for help.

We can remember that children are in the process of creating their value system, and this is especially so for elementary-aged children who have a heightened sense of justice and are often acutely attuned to what is or isn’t fair.

Children who are regularly tattling, are usually those who need support with figuring out the intricacies of rules and which are the most important. Children who have clarity about this are more likely to just remind a sibling or classmate about the rule.

If we reframe how we think about a tattler, we can see that child as asking for affirmation or clarification, or even just a clear understanding of the consequences of breaking a rule.

Reframing Our Response

If we reframe tattling as a request for help, our response can shift accordingly: "It sounds like you really need some help with this. What can I do to help?" Or "I hear that you are feeling very frustrated with Jackie. Let's go talk to her.”

It’s important that we don’t just dismiss children by telling them to go work it out on their own. The reason they have come to you is for some help.

That being said, if children are seeking retribution or punishment for another, we have a good opportunity to help guide them through another approach. Maybe the two children aren't getting along for some reason and they need some support to repair their relationship.

A Step-by-Step Approach

First, take a moment to try to determine the intention behind the tattling. One way to slow down the process is to make an observation and restate the concern: “So you are upset that…” or “You are concerned about…”
We also want to acknowledge children’s feelings and need for help: “Theo, it sounds like you need some help resolving this with Tristan. Let’s go talk to him together.”
We can then facilitate a structured conversation between the children. For the most success, we want to ensure the conversation happens in a calm, neutral setting. Then we can encourage each child to express their concerns: “Theo, can you explain to Tristan what happened that upset you?”
It helps to remind both children to truly listen to each other and to ask the listener to repeat what they heard in their own words: “Tristan, what did you hear Theo say?”
In this process, we can help explore the root of the issue and see if there were any triggers that led to the unwanted behavior: “So I wonder what happened prior to Tristan throwing a stick at you. What could have caused him to want to do that?”
It’s important to allow both children to express their perspectives and repeat back what they heard.
We can also encourage the children to think critically about their motivations to guide everyone toward a resolution. Try questions like:

“What do you think I should do here?”
“What do you think should happen next?”
“What would help resolve this?”

In asking these kinds of questions, we are helping children consider their own motivations as well as how to make amends. This can help bring to light if they are seeking punishment or truly need help resolving the issue.

Children are also very sensitive to whether we are maintaining adult neutrality. Even if one child seems “more guilty,” we want to avoid taking sides so that the process is focused on understanding, communication, and relationship repair.

Helping Children Distinguish Between Tattling and Telling

Over time, we ultimately want children to build the skills to independently resolve conflicts, uphold expectations, and know when to get help for serious issues. As children develop trust in the fact that adults can be counted on to help as they form their own value systems, we can introduce them to the difference between tattling and telling.

What is Telling?

Reporting serious concerns (safety, harm, or bullying).

Seeking help when there is a genuine need for an adult’s intervention.

Example: “Someone is hurt,” or “I saw something dangerous.”

What is Tattling?

Seeking attention.

Trying to get someone in trouble.

Reporting minor issues that could be resolved independently.

Example: “She took my pencil!”

Feel free to download this visual guide to use as a discussion tool with children. It’s important to acknowledge that children often struggle to distinguish between tattling and telling. But with support, time, and intentionality, children can learn! They may even want to add to the list as they experience different instances of tattling or telling.

We want children to learn that safety and well-being are priorities while also empowering them to be able to problem-solve when issues arise. The goal is for children to recognize when an issue requires an adult’s help and how they can take responsibility in social situations. As adults, we can model empathy and accountability in this process.

We also invite you to visit our school to see Montessori conflict resolution strategies in action!

When at Wit’s End

Mon, 14 Apr 2025 11:00:07 GMT

Our children are hard-wired to test boundaries. They do this while simultaneously wanting assurance that they are accepted and belong. While this tendency may try our patience, it helps to remember that children just want to know that we can maintain both limits and connection.

Over the years, we’ve found four key approaches that, when used in parallel, can help re-establish relationships, provide clarity of expectations and routines, and help children feel understood and valued.

Mistaken Goals

Often, our children act out when their needs are not being met in some way. If we can understand what our children are trying to achieve through their behavior, we can address these underlying needs. The Positive Discipline model identifies how many behaviors stem from four mistaken goals: the desire for attention, the need for power, the hunger for revenge, and the assumption of inadequacy.

If children’s goal is attention, the coded message behind the behavior is "notice me" or "involve me usefully.” If the need is power, their behavior conveys that they need meaningful ways to contribute. If children are trying to get revenge, they are communicating they are hurting or need their feelings validated. When their goal is assumed inadequacy, expressed by giving up or wanting to be left alone, the message behind their behavior is a need for others to believe in their capability and show them small steps toward success.

We tend to have emotional responses when our children misbehave, and those feelings are the key to breaking the code of behavior. We recommend using this Positive Discipline Mistaken Goal chart . Use the first column to identify how we feel when faced with the behavior. The subsequent columns (such as how we tend to react and our child’s response) help hone in on the possible mistaken goal. Then, the chart also helps identify the possible beliefs behind the behavior, how adults may contrive, the underlying message, and proactive and empowering responses to shift the behavior.

Pausing and remembering that misbehavior is a form of communication can help us respond to our children in more supportive ways.

Playful Parenting

Play allows children to process and make sense of their lives. They need play, and as Lawrence J. Cohen, PhD, so eloquently explains in his book, Playful Parenting, children need the adults in their lives to play, too. Even though we may not feel like playing, by engaging in this way, we can create more closeness, cooperation, and confidence in our children.

When there is a particularly tricky situation that keeps arising–perhaps bedtime, getting out of the house, sharing with a sibling, or something else–using a “playful parenting” model can help. To do this, first, briefly discuss the challenge together during a relaxed time when everyone is in a good mood. This conversation should be non-judgmental and focused more on making observations. For example, “I’ve noticed that when it’s time to leave for school, you seem to get really stuck, and then I get angry because we will be late. Have you noticed that?” This can be a time for your child to share their perspective, too.

Then, with your child, try acting out the scenario in different ways: when everything goes well, when everything falls apart, with a new approach, etc. It’s also super enlightening and fun to try reversing roles. Have your child be the adult, and you be your child. Not only does this lighten the mood about a friction-causing moment, it can also provide both parties some insight into the other’s perspective. Plus, this playful approach strengthens the bond you have with your child.

Special Time

Another way to proactively cultivate a positive relationship is by scheduling “special time.” Our children need our undivided attention, yet so often, as parents, we are pulled in many directions. One way to address this is to commit to having five to ten minutes of one-on-one time with each child. Let your children know that this is when you will be with them one-on-one and 100%. If you have more than one child, each gets to choose what you both do together during that time, and it’s important to schedule separate one-on-one time with each.

Be sure to play anything they want during this time and commit to the time together. Children love this special time, and be forewarned, they tend to choose the activity we least enjoy! If this is the case, remember it is only for a short duration. Use a timer and stay committed to having the time each day. This undivided attention helps children feel secure and connected. The result? They are more cooperative with us and each other.

Let Routines Rule

If struggles arise around particular times of day (bedtime, mealtime, transitions, getting ready for school, etc.), shifting to a visual schedule can really help. The key is to collaborate (again during a relaxed time when everyone is in a good mood) with your child to create a visual schedule of what needs to happen during these typically challenging times of the day. For example, if bedtime is tough, brainstorm together about all the steps: brushing teeth, bath time, pajamas, picking out clothes for the next day, storytime, etc. Then together, you can create images, either by drawing them or taking photos of your child doing each step.

This visual schedule can be a checklist that is laminated so your child can use a dry-erase marker to check off each item they have completed, or pictures can be attached with velcro so they are movable (which allows room for the order to be changed if your child can reorder the flow of events). The idea behind this is to give children a sense of control and to also take the focus off of us reminding them of the next steps. When our children hear us giving constant reminders about what to do next, they can easily slip into resistance mode. Plus, by providing information through the visual sense (not just the auditory sense), a visual schedule helps children understand more concretely and remember the expected structure and sequence.

We’d love to hear how these techniques work for you! Parenting can be an emotionally exhausting experience. One of the gifts of these strategies is that they can also help you reconnect to the joy of raising these amazing (and challenging) beings! Also, let us know if you’d like to schedule a time to come visit in person. We love sharing insights and ideas about supporting children!

Unlocking the Magic of Language: Montessori Sentence Analysis

Mon, 07 Apr 2025 11:00:10 GMT

Did you know that the word "grammar" evolved from "glamour"? This linguistic connection reflects an ancient association between language and enchantment. When we introduce Montessori's sentence analysis work, we offer more than just a lesson—we present an enchanting gift!

We regularly witness children falling in love with language as they uncover its patterns and structures. At the elementary level, children possess a reasoning mind, an active imagination, and a deep need for communication. The Montessori sentence analysis activities appeal to these characteristics, helping children connect as they creatively discover the underlying patterns of our language.

Why Do We Teach Sentence Analysis in the Elementary?

Children are natural pattern seekers. They love to identify and understand structures in the world around them, including language.
We want them to fall in love with language. By engaging in hands-on grammar work, children develop an appreciation for the beauty of sentence construction.
Sentence analysis provides clarity. Understanding sentence structure helps children write with greater precision and confidence.
Analysis leads to synthesis. When children break down sentences, they gain the tools to build more complex and meaningful expression in their own writing.

What Sentence Analysis Involves

The elementary sentence analysis materials introduce a set of symbols (that correlate to what children have experienced with the Montessori grammar boxes and the symbols for parts of speech), along with color-coded arrows with questions on one side and grammatical names on the other.

When breaking apart the parts of the sentence, children first identify what brings the sentence to life: the verb (predicate). To identify the subject of the sentence, children ask the questions from one of the arrows emanating out from the action: Who is it that? What is it? By answering those questions, the children are able to determine the subject.

Let’s use a very simple sentence as an example: Josie jumped. The children first identify the action: jumped. They can underline this word in red and then can cut it out or tear it out in order to be able to place the word on the red predicate circle. Then they use the black arrows to answer the question: Who is it that jumped? Josie!

The subject emanates out from the predicate, reflecting standard English sentence structure. We then directly teach other sections of the sentence like direct and indirect objects. For example, Raphael planted a tree for his mom.

Once we introduce adverbials, children take off independently, excitedly creating long sentences by answering the different questions on the arrows. We also explore attributives, compound subjects and compound predicates, and even compound direct and indirect objects.

We introduce this work early in the elementary years, beginning with simple sentences and progressing to compound and complex sentences. Children first learn to analyze and name the parts of a simple sentence before moving on to more complex structures. However, because simple sentences are rare in authentic texts, once children are confident with the structure of a simple sentence, we quickly move to varied sentence types.

Children can write their own sentences on paper strips or rolls of paper (like adding machine rolls). Using this kind of paper encourages students to create longer, continuous sentences, reinforcing their understanding of sentence expansion and modification. The questions on the arrow guide children in both creating sentences and analyzing the parts of sentences. The focus is not on achieving 100% correctness but on engaging in the activity and thinking critically about sentence structure.

Where Do They Go From Here?

Children love to play with sentence analysis work! They might challenge themselves to create the longest compound sentence possible, or they might try to include all the adverbial phrases in one sentence.

To deepen their understanding, children can analyze sentences from various sources: their own writing, newspaper or magazines, read-aloud books, graphic novels, non-fiction texts, teacher-created sentences, and sentences from classmates. They love to create sentences for each other to analyze. Plus, student-generated sentences provide organic opportunities for individualized teaching moments.

Montessori sentence analysis serves as a gateway to advanced writing and grammar exploration. As children progress, they refine their understanding of sentence construction, enhancing both their reading comprehension and their ability to write with clarity and sophistication. Ultimately, children internalize essential rules of grammatical construction just by experimenting with creating, deconstructing, and sometimes even reconstructing sentences.

By engaging deeply with sentence analysis, children develop a lifelong appreciation for the structure and beauty of our language–the glamour of grammar! If you are interested in seeing how this gift continues to unfold as children grow through the Montessori program, contact us to schedule a tour!

Our Montessori Bookshelf: Autism Awareness

Mon, 31 Mar 2025 11:00:11 GMT

We are committed to building communities based on understanding, acceptance, and support. So, in honor of Autism Awareness Month, which is observed every April, we are sharing some of our favorite books with themes of understanding autism and appreciating neurodiversity.

We hope that in exploring these books together, you and your children can help dispel myths and misconceptions about autism, foster a more inclusive society, and recognize the unique strengths that neurodiverse individuals can offer.

Ali's Gifts: A Family's Experience of Autism Spectrum Disorder

By Livvy Tune

Told from an older sister’s perspective, this story highlights the importance of a family focusing on how to understand a child’s experience of autism (rather than worrying about what other people think). The book provides a lovely journey from the initial upset of people asking, “What’s wrong with your brother?” to celebrating uniqueness.

Amazing Me: A Kids Guide to Understanding Autism

By McKenzie Schneider, Illustrated by Sydney Saathoff

This book can be a good resource for a younger elementary-age child who is just learning about what it means to be a person with autism. The clear descriptions and examples of what autism means for the main character, Alex (who can be seen as either a boy or girl, depending upon the reader’s perspective), can also serve as a helpful reference for if and when issues arise (e.g. making friends, sensory overwhelm, etc.) and also for celebrating strengths!

Autism and Me: An Empowering Guide with 35 Exercises, Quizzes, and Activities!

By Katie Cook

When older children are ready to learn more about autism (either as someone who has autism or as someone who wants to be supportive), this is a great go-to guide. Full of real-life examples, interactive activities, and easily digestible information, this is a must-have positive and empowering resource. The book is mostly text, with a few illustrations and decorative elements woven in.

The Boy with Big, Big Feelings

By Britney Winn Lee, Illustrated by Jacob Souva

Written in rhyme, this picture book shows how some children might feel things more intensely. A boy’s emotions are illustrated in colorful swaths coming out of him in different situations. Eventually, by connecting with a girl who also has big feelings, the boy feels more secure about expressing his emotions, which helps others, too. Although not specifically about autism, this story can be a way to explore sensory sensitivities and big reactions to seemingly small issues.

He’s Not Naughty! A Children’s Guide to Autism

By Deborah Brownson, Illustrated by Ben Mason

This is a good resource for elementary-aged children who want to better understand autism. The pages are filled with text that feels handwritten and bold images that help make the point. Although the book feels like a stream of conscious sharing about autism, it actually starts with a table of contents, which can be helpful for referencing particular aspects of ASD (like making friends, smells, or routines). At first glance, the book feels overwhelming, but it can serve as a helpful reference for children with autism and their friends and family.

The Girl Who Thought in Pictures: The Story of Dr. Temple Grandin

By Julia Finley Mosca, Illustrated by Daniel Rieley

Told in rhyming verses, this true story chronicles the life of a girl who was diagnosed with autism, struggled at school, but then who (thanks to supportive, understanding adults) went on to not only achieve incredible academic success but also to revolutionize how farms could be more compassionately designed for animals. The end of the book includes a note from Temple Grandin, tidbits and fun facts from the author’s interview with her, a well-designed timeline of Temple Grandin’s life, a thorough written overview of her life, and resources for further information.

Masterpiece

By Alexandra Hoffman, Illustrated by Beatriz Mello

Samuel, the main character, is obsessed with blue and creates a picture with all the shades of blue for a class project. The gift of this book isn’t necessarily the storyline or illustrations, though. Rather it masterfully tells a simple story that normalizes being a person with autism. From arm flapping, to wearing headphones, to needing the teacher to quietly connect about expectations, Samuel’s uniqueness is just gently woven into what the reader experiences.

My Brother Charlie

By Holly Robinson Pete and Ryan Elizabeth Pete, Illustrated by Shane W. Evans

This sweet, simple, and profound picture book is a must-have. The narrator tells her story and experience of her twin brother having autism. This true story is both instructive and heartwarming and includes a lovely explanation at the end about how to be supportive of those with autism.

Uniquely Wired: A Story about Autism and Its Gifts

By Julia Cook, Illustrated by Anita DuFalla

Although slightly visually busy, this picture book really conveys the experience of living with autism. A young boy shares his unique perspective on the world and gives easily digestible explanations for behaviors that can seem off-putting at times.

Wonderfully Wired Brains: An Introduction to the World of Neurodiversity

By Louise Gooding, Illustrated by Ruth Burrows

This is a super cool resource for children during their elementary years, as it answers all the questions about how our brains work and how brains can work in different ways! It’s easy to flip through and find fascinating facts or to use the table of contents to hone in on a particular form of neurodiversity. The book is rich in content but also very easily digestible, with small chunks of text and colorful graph ics and illustrations.

We hope you enjoy these books as much as we have! Here is a printable copy of the list of books . We also would love to have you come to the school for a tour. Contact us to set up a visit!

Stages of Development Series: Maturity

Mon, 24 Mar 2025 11:00:09 GMT

This is the final post of a series focusing on each of the four stages (or planes) of development: birth through age six, ages six to twelve, ages twelve to eighteen, and ages eighteen to twenty-four. Montessori pedagogy calls for a big picture perspective that incorporates the fundamental principles of human development at each stage of development and how we can best provide for a developing young person in each stage.

A Path Toward Maturity and Contribution to Society

The journey of human development, as envisioned by Dr. Maria Montessori, is marked by four distinct planes. Each plane represents a different phase in an individual's growth, and the fourth plane, spanning from 18 to 24 years of age, is no exception. This phase, which Montessori refers to as Maturity, signals the culmination of psychological and physical growth and paves the way for young adults to step into the world as a fully formed individuals capable of significant contributions to society.

Characteristics of the Fourth Plane

The fourth plane represents a time when individuals reach the height of their development and begin to assume their role in society. Unlike the earlier planes, the psychological changes during this period are less dramatic and more internal, and the focus shifts to understanding oneself and the world beyond one’s immediate needs. Whereas the body completes its physical maturation, the mind embarks on the task of understanding how it can contribute to humanity.

In The Four Planes of Education, Dr. Montessori writes, “The individual should be the man who knows how to make his own choice of action having passed to perfection the preceding phases. He should be as a live spark and aware of the open gate to the potentialities of prospective human life and of his own possibilities and responsibilities” (p. 15). This encapsulates the essence of the fourth plane— young adults’ newfound ability to make independent choices while being aware of their potential impact on society.

In this stage, individuals are not merely focused on themselves but are also learning to engage with the world beyond their personal ego. The question that arises is not “Who am I?” but “What can I do?” This shift from self-centeredness to a broader, more collective view of life signifies the maturity that defines the fourth plane.

Conquest of Independence

One of the key aspects of the fourth plane is the conquest of independence, particularly economic independence. This phase marks a time when individuals strive to become self-sufficient within the larger society. Young adults move beyond the dependency of childhood and adolescence, assuming more responsibility for their own life, finances, and future.

This is a period when a personal mission begins to take shape. Young adults start to solidify their goals, whether academic, professional, or personal, and work toward them with a growing sense of purpose. Dr. Montessori believed that achieving economic independence was crucial, as it not only provides the means to live but also fosters a sense of autonomy and responsibility.

Observable Examples of Development

Physically, by the fourth plane, development is largely complete. The dramatic growth spurts of the previous stages have slowed, and young adults now have full mastery over their body. Health is typically stable, and there is an overall sense of well-being.

Much like the second plane, the fourth plane is also conducive to intellectual pursuits, particularly those that lead to specialization in areas essential for a future career. This is when our young adults are honing skills that will serve them in the professional world, whether through higher education, apprenticeships, or other forms of specialized learning.

The fourth plane is also a time when individuals, having developed a solid understanding of themselves, are ready to take on more significant intellectual and social responsibilities. This is when they truly start asking the big questions, such as, “How can I contribute to the world?” It is at this stage that young adults embark on the exploration of their "cosmic task," a concept Montessori introduced in the second plane, which refers to the idea that every individual has a unique role to play in the larger story of humanity.

The Role of the Supportive Environment

With significant internal growth happening during the fourth plane, the role of the external environment remains crucial. A supportive environment during the preceding planes can have a profound effect on how individuals move through this stage. If our young adults have been nurtured in an environment that promotes autonomy, responsibility, and respect for their capacity to make choices, they are more likely to enter adulthood with the skills and mindset necessary to thrive in society.

To prepare for their careers during this time, many young adults pursue higher education, either through university studies or vocational training. Alternatively, they may enter the workforce, beginning to take on professional roles that contribute to society. This is also a time when many young adults leave the family home and start families of their own, further solidifying their place in the world as independent adults.

Dr. Montessori, unfortunately, did not have the opportunity to explore this phase in depth. However, we can imagine a world where every individual has been given the best possible environment throughout the previous planes of development. In such a world, adults who emerge from the fourth plane are equipped not only with the knowledge and skills to succeed but also with a profound sense of responsibility toward the greater good.

An Enlightened Society

The ideal outcome of the fourth plane is individuals who not only seek personal success but also work toward the welfare of humankind. Young adults who have passed through the earlier planes of development with the support of nurturing environments can enter society with a strong social conscience, eager to contribute to the collective well-being of humanity. They see the interconnectedness of all people and seek ways to address societal issues and contribute to the common good.

Imagine a world in which all young adults, having been guided through the previous developmental stages, emerge from the fourth plane ready to play their roles in society—not only as self-sufficient individuals but as enlightened members of a larger human community. This vision encapsulates the Montessori ideal: a world where everyone has the potential to contribute meaningfully to the advancement of humanity as a whole.

The fourth plane of development is not merely a time for self-discovery but a time for self-realization and societal contribution. Young adults, secure in their independence, prepare to engage with the world in ways that transcend personal goals, focusing instead on broader responsibilities. By fostering an environment that nurtures growth and independence, we set the stage for a society composed of individuals capable of making meaningful contributions to humanity’s collective well-being.

Curious to see how attention to the characteristics and needs of earlier stages of development can support an enlightened society? Schedule a tour today!

Stages of Development Series: Adolescence

Mon, 17 Mar 2025 11:00:10 GMT

This post is the third installment in our series exploring four stages of human development from a Montessori perspective. The Montessori approach takes a holistic view of growth, recognizing the unique needs of young people at every stage—birth to age six, six to twelve, twelve to eighteen, and eighteen to twenty-four—and adapts learning environments to support natural development at each stage. By understanding these key phases, we can better nurture young individuals as they progress on their journey to maturity.

Adolescence (Age Twelve to Eighteen)

Adolescence is often seen as a turbulent stage in life, sometimes even labeled as dysfunctional or something to endure. However, Dr. Maria Montessori viewed this vital period of human development as a time in our lives that deserves respect and understanding.

In Montessori education, adolescence is honored as a time of transition, a phase of development that, in many ways, mirrors the first six years of life. Just as the early years are marked by rapid transformation and the shaping of the individual, adolescence marks the transformation from childhood into adulthood.

Adolescent Development

The third plane of development, which typically begins at age twelve and continues through the teenage years, is one of significant physical, emotional, and social transformation. This period is characterized by the onset of puberty, hormonal changes, and dramatic physical shifts.

Adolescents, much like children in the first plane of development, experience rapid change, but this time it is in preparation for adulthood and potential child-rearing. As a result, adolescents require more sleep and are more susceptible to health issues (e.g. acne, depression, and eating disorders).

A key focus during this stage is the conquest of social and economic independence. Humans on the journey to adulthood need to function in social organizations, which requires intellectual and social skills. Adolescents also need to experience how economic interdependency works and they want to learn about different roles in economic systems. To do so, they need the awareness and skills to contribute in meaningful ways.

Social engagement is how we function as humans. Economic contribution and interdependency is how we meet our needs. Adolescents are no longer passive observers of society; instead, they strive to become active participants and contributors. Like during the first plane, adolescents learn best through hands-on experiences that benefit society, which reinforces their desire to contribute in meaningful ways.

Adolescents as Social Newborns

Dr. Montessori often referred to early adolescence as the "newborn" stage of adulthood, highlighting the vulnerability and transformation that adolescents undergo. This period of rapid physical and emotional development mirrors the developmental intensity of the first years of life. Adolescents are not just growing in terms of physical stature but also in terms of emotional and social maturity.

Much like a newborn, adolescents are learning how to navigate the complexities of the world around them. They are developing a sense of self and finding their place in society. The challenge of the third plane is to help them build this self-confidence and self-worth, while guiding them through the emotional turbulence that often accompanies this stage.

Holistic Development: Physical, Emotional, and Social Growth

Montessori's approach to adolescence is deeply holistic. We emphasize the importance of addressing the adolescent's physical, emotional, and social needs, recognizing that these areas are interconnected and cannot be separated in the developmental process.

Physical Development

Adolescents undergo significant physical changes during this time, including hormonal fluctuations and rapid growth. Brain development continues with an oversupply of gray matter and pruning of neural pathways, which influences behavior and learning capacity.

Key physical needs include:

Engaging in physical activity and hands-on work
Maintaining a healthy diet
Ensuring adequate sleep

Emotional and Psychological Development

Adolescents experience strong emotional swings and are highly self-conscious. They are forming their identities and are very aware of peer perceptions. Balancing these emotions and navigating their evolving sense of self can be challenging.

Emotional needs include:

Opportunities to build confidence and independence
Safe yet challenging environments
Support in self-expression and identity formation

Social Development

Social connections become increasingly important during adolescence. Adolescents seek peer approval and loyalty and often engage in risk-taking behaviors as they establish their place within their social circles. They learn best through collaboration and social interaction.

Social needs include:

Opportunities for collaboration with peers
Mentorship from adults
Meaningful and relevant social engagement

Moral and Intellectual Development

Dr. Montessori emphasized the adolescent’s sensitivity to issues of justice and personal dignity. This stage is a critical time for developing a strong sense of fairness and the desire to contribute meaningfully to society. As they mature, adolescents begin to understand the value of their contributions to the world around them.

Though their intellectual development might seem secondary due to emotional upheavals, it remains essential. As their brains undergo significant rewiring and neural pruning, adolescents still benefit from intellectual opportunities and challenges, as well as strong moral foundations.

The Role of Work and Contribution

Just as it was in earlier planes of development, work remains a vital aspect of adolescence. Adolescents have a strong desire to contribute to society and have their efforts recognized. Through work and activity, adolescents bolster their self-esteem and gain a sense of accomplishment.

The educational model proposed by Dr. Montessori focuses on land-based work and cooperative community living, which provide ways for adolescents to engage in meaningful activities. This model supports adolescents’ physical well-being, fosters social development, and prepares them for economic independence. Through hands-on work, adolescents not only contribute to their immediate communities but also develop a sense of responsibility and understanding of the value of work.

Supporting Adolescents Through Their Development

To meet the developmental needs of adolescents, we need to offer supportive environments. Dr. Montessori envisioned a community where adolescents could live and work together, gaining both physical and emotional nourishment. Providing opportunities for physical activity, collaboration, and self-expression helps adolescents develop into confident, capable adults.

Adolescents need both freedom and guidance. While they push away from adults as they seek independence, they still require boundaries, structure, and mentorship. Adults play a critical role in supporting adolescents as they navigate this transformative stage.

Understanding adolescence through the Montessori lens allows us to appreciate this period as one of profound transformation. By honoring the physical, emotional, social, and moral development of adolescents, we can provide them with the support they need to transition confidently into adulthood. With a holistic approach that integrates meaningful work, opportunities for self-expression, and guidance from adults, adolescents can be empowered to become the capable, interdependent adults society needs. Visit our school today to learn more!

Stages of Development Series: Childhood

Mon, 10 Mar 2025 11:00:12 GMT

Understanding human development at each stage is crucial to fostering optimal growth. This belief forms the foundation of Montessori education, which is deeply rooted in the developmental needs of children.

This post is the second in a series that explores the four stages of human development: birth through age six, ages six to twelve, ages twelve to eighteen, and ages eighteen to twenty-four. Each of these stages, or planes of development, comes with unique needs and capacities, and understanding them allows us to better support children in their educational journey.

Childhood (Age Six to Twelve)

Unlike the dramatic changes seen in infancy and adolescence, the second plane of development (ages six to twelve) is often viewed as a period of relative stability. This phase serves as a critical time for children to build upon their early experiences while preparing for the transitions that will come in adolescence. Despite its importance, this period is sometimes overlooked in society, but it is essential for the development of social, intellectual, and emotional skills that will serve as a foundation for later life.

Key Characteristics of Elementary Children

At the core of this stage are several observable characteristics.

Physical Sturdiness and Stability

Children in this stage experience a steady period of physical growth. They lose their primary teeth and gain adult teeth. Their skin loses its baby softness. Their hair even gets coarser and darker. Their body becomes leaner and stronger, with the soft, rounded contours of early childhood giving way to a more defined physical form. Despite these changes, growth slows down compared to the rapid pace of the first plane. This time also brings greater stability in health and coordination.

Reasoning and Abstraction

While children in the first plane absorb information effortlessly and even unconsciously, the second plane is marked by a growing capacity for reason and abstraction. No longer content with simply absorbing facts, children seek to understand the underlying causes of things. They begin to ask “why” questions and develop the ability to think logically and critically about the world around them. Their imagination flourishes and they love being able to transcend time and space, mentally traveling through history or exploring possible futures.

Conquest of Independence

This is a time when children transition from sensorimotor learning to becoming intellectual explorers. The intellectual independence they gain during this phase fuels their studies of mathematics, history, geography, art, and music. Montessori classrooms provide opportunities for children to explore these subjects with the motto: “Don’t tell me. I’ll figure it out myself.” Their journey toward independence extends beyond the academic to include a growing capacity for social reasoning and moral judgment.

The Herd Instinct and Socialization

One of the defining features of children in the second plane is their social nature. Children at this age exhibit a strong "herd instinct"—the need to belong to a group and collaborate with peers. They begin forming micro-societies and creating their own rules, roles, and expectations. These experiences allow them to practice social interactions and develop their conscience. It’s worth noting that as adult-directed activities (e.g. afterschool sports and classes) increase, children have fewer opportunities to work out social dynamics independently.

Moral Development and a Sense of Fairness

As elementary-age children seek independence, they also begin to develop a sense of morality. Children at this stage are sensitive to fairness and justice, and are likely to voice concerns when they perceive inconsistencies. This is when we frequently hear, “It’s not fair!” This stage is about the exploration of right and wrong and the ability to question rules and authority. The drama that unfolds in the classroom is often part of this process, as children navigate the complexities of social rules and develop their moral code.

A Fascination with the Extraordinary

Second plane children are drawn to the extraordinary, whether in the form of superheroes, mythical creatures, or fascinating civilizations. Their imagination is sparked by the idea of powers beyond the ordinary, and they are eager to explore cultures and histories that seem larger than life. This fascination with the exceptional provides them an avenue for exploring concepts of heroism, strength, and the human condition.

A Supportive, Community-Based Learning Environment

In a Montessori classroom, children are encouraged to work both independently and in groups. As such, the prepared environment of the second plane is designed to foster collaboration while allowing space for individual exploration. Group activities allow children to develop their social skills, negotiate rules, and practice taking on different roles within a community. Through these experiences, they are able to form their own moral code and develop their identity in relation to the group.

Children in this stage also have a thirst for knowledge that goes beyond what is available in the classroom. Montessori education encourages “Going Out” experiences—trips beyond the school to explore the wider world. These excursions allow children to engage with real-world problems, develop planning and execution skills, and build a deeper understanding of the subjects they are studying. Through these experiences, children come to see themselves as active participants in the world around them.

Montessori referred to the educational experience in the second plane as "cosmic education." In this phase, children are introduced to the universe as a whole, with an emphasis on the interconnectedness of all life. The Montessori curriculum for this stage revolves around the Five Great Lessons, which invite children into discovering more about the universe, the formation of the earth, the coming of plants and animals, the arrival of humans, and the development of written language and numbers. From these lessons, all areas of study—botany, geography, history, zoology, language, and more—emerge, inspiring awe and gratitude for the universe and humankind’s place within it.

Support from Home and Community

While second plane children are eager to explore beyond the family and classroom, they still require the strong support of their home, school, and peer group. Social activities become increasingly important, as group work provides them with the opportunity to practice collaboration, moral judgment, and self-expression. A strong, supportive environment—both at home and at school—helps children navigate this important stage in their development.

Curious to see how a school environment can meet the needs of six- to twelve-year-olds while inspiring deep learning? Schedule a tour of our classrooms!

Stages of Development Series: Infancy

Mon, 03 Mar 2025 11:00:03 GMT

Imagine education from a fresh perspective—one that sees children not as empty vessels waiting to be filled but as whole individuals embarking on a lifelong journey of self-formation. From the moment of birth, children are driven by powerful internal forces that guide their growth and help them adapt to their unique time, place, and culture. This remarkable ability to evolve and adapt is a defining trait of our human species.

The Montessori approach to education is built upon this profound understanding of human development. Dr. Maria Montessori dedicated her life's work to observing how children grow and change over time, identifying key developmental stages that shape their path to maturity. Through her scientific observations, she identified four distinct planes of development, each with its own unique characteristics and needs.

In this four-part blog series, we’ll explore each of these four stages—birth to age six, six to twelve, twelve to eighteen, and eighteen to twenty-four—unpacking how Montessori education adapts to support children’s evolving needs at every phase of growth. By understanding these developmental stages, we can better support young people on their journey to becoming capable, independent, and fulfilled individuals.

Infancy (Birth to Age Six)

The first plane of development is an extraordinary period of psychological and physical growth. Newborns enter the world entirely dependent, unable to move or communicate. Yet, within just six years, they are walking, talking, and asserting their independence with intellect and will.

Characteristics of the First Six Years

During this transformative stage, children require ample sleep to support their rapid development. However, when they are awake, their curiosity knows no bounds. They explore their surroundings with boundless energy, using their senses to touch, smell, taste, hear, and examine everything in their environment.

Conquest of Independence

One of the primary goals during this stage is achieving functional independence. Children are eager to take care of their own needs and are naturally inclined to observe and imitate the actions of adults. The mantra of children at this stage is: “Help me do it myself!”

Sensitive Periods

Children in the first plane experience sensitive periods—windows of opportunity when they are uniquely receptive to acquiring essential skills.

Movement : Young children need movement to develop brain-body integration.

Order : They crave order to make sense of their surroundings, learning what happens and how objects are used.

Language Acquisition : This is a critical period for language development, during which children absorb words and speech patterns effortlessly.

These sensitivities drive children’s development, shaping their understanding of the world.

Observable Milestones

One of the most profound achievements in this phase is the acquisition of spoken language. Talking to newborns, for example, stimulates vocal cord development, and astonishingly, their vocal cords vibrate when adults speak to them. From being essentially mute at birth, toddlers can have a vocabulary of around 200 words by age two and an impressive 10,000 words by the end of this phase. This makes it essential to provide a language-rich environment during these formative years.

Physically, this period is one of monumental growth. Children progress from being immobile to sitting, crawling, walking, speaking, and independently eating. As adults, we must be mindful about supporting rather than hindering this development. We want to offer rather than limit growth opportunities for our children!

The Sub-Planes: Ages 0 to 3 and Ages 3 to 6

The first plane of development can be divided into two distinct sub-phases:

Ages 0 to 3 : Children’s development is largely unconscious, driven by innate forces. During this phase, children absorb the world around them and do so without any filters. It’s important during this time that adults respect children’s natural developmental path without imposing external motivations.

Ages 3 to 6 : During these years, children become more consciously aware of their actions and motivations. This is when we see the emergence of children’s willpower and the powerful drive to classify and understand their environment. Children become more conscious learners.

As they grow, children naturally identify patterns, similarities, and differences based on their experiences. They construct their understanding of the world from scratch, and active experiences in their environment play a crucial role in shaping their cognitive development.

Social Development in the First Plane

During their first three years, children form strong bonds with their primary caregivers and family, finding comfort in a small social circle. They prefer solitary exploration and engage in parallel play.

By age three, children seek a broader social experience beyond the family. They require opportunities to interact with peers and engage in community life, which fosters independence and social development.

Creating a Supportive Environment

Providing the right environment is crucial to supporting children during their early years. Key elements of an optimal environment include:

A Secure Home : A safe and loving home helps children build trust and confidence in the world around them.

Freedom to Explore : Children need space and opportunities to move and explore safely, both indoors and outdoors.

Language Exposure : A rich linguistic environment helps children build vocabulary and develop confidence in self-expression.

Participation in Daily Life : Involvement in practical life activities helps children develop independence and a sense of belonging.

Cultural Experiences : Exposure to family traditions, rituals, and cultural practices helps children adapt to their culture and understand their place within it.

As children develop over the course of this stage of life, they also benefit from being part of a social community and, in the process, learn valuable lessons about cooperation, sharing, and responsibility.

By understanding the characteristics and needs of the first plane of development, we can create environments that nurture children’s natural growth, independence, and exploration. We invite you to visit our school to see for yourself how a prepared environment can meet the needs of our youngest children!

Mathematical Foundations

Mon, 24 Feb 2025 11:00:13 GMT

Whether we embrace math or not, humans have a tendency to think in patterns, quantify, and make logical connections. Some even say we have a mathematical mind! Young children also have this innate ability and inclination, so in Montessori, we take advantage of this propensity for mathematical thinking and offer learning experiences that provide an in-depth understanding of math even at a young age.

Organized into six general groups, the mathematical exercises in the Children’s House span from a foundational understanding of the numbers one to ten, to working with very large numbers and place value within our decimal system, to internalizing number facts, and even early work with fractions!

Numbers 1 to 10

Although learning the numbers 1 to 10 sounds simple, it actually involves the integration of several distinct concepts. The beauty of the Montessori materials is that they isolate each separate concept so that children’s understanding grows in progressive steps. This first group of exercises in the Children’s House aims to teach the names, symbols, quantities, and sequence for the numbers 1 through 10.

The youngest children first use the number rods, which are color-coded with alternating red and blue sections to designate the quantities of one through ten. As children work with the number rods, they solidify the concept of quantity as a single entity while also practicing one-to-one correspondence.

The sandpaper numbers help children learn the symbolic representation of numbers. After children master the sandpaper numbers and can easily identify numerals, we help them connect the number cards with the corresponding number rods. Additional materials–like the spindle boxes, cards and counters, and the memory game–help children progress from understanding quantity as a single entity to grasping how quantity can be a set.

Throughout this progression, we offer experiential exercises to help children learn the concepts of addition, subtraction, multiplication, and division. At this stage, we don’t provide the vocabulary but rather give an impression of the concept of each operation.

The Decimal System

Once children have mastered the numbers 1 to 10 activities, they are ready to begin exercises with the golden beads. Because there are never more than nine in a given place value, and children already know the quantities and the symbols, they are ready to learn the hierarchy of units, tens, hundreds, and thousands.

As children set up the golden beads, the primary decimal system materials, they learn how to think through the process of each operation and the concepts of calculation. Are they putting quantities together or taking them apart and recounting the categories?

The decimal system work gives children knowledge of the mathematical processes and solidifies their understanding of the mechanics of the decimal system. We focus on helping children understand the process of each operation. We aren’t looking for the right answer. We want the child to understand the operations and what adding, multiplying, dividing, or subtracting means.

After children understand the operations with the golden beads, we offer other materials, such as the stamp game and dot game, to help them move away from a very concrete toward a more symbolic representation of the quantities. We offer word problems at the end of this series, which help verify whether children understand each operation's process.

Continuation of Counting

Through this group of exercises, children learn the name, symbol, and quantity of the numbers from 11 to 100, and consolidate linear counting up to 1,000. The work starts with the teen boards (11 through 19) and tens boards (20 to 100). We also introduce the colored bead stair, which gives a color-coded sensorial representation for quantities of one through ten, a pattern replicated throughout the Montessori math materials.

With the golden beads, children experience the difference between 100 and 1,000, by weight and geometrical representation. In continuation of counting, children lay out the bead chains and see the dramatic linear difference between 100 and 1,000. Children also use the bead chains to practice skip counting, which lays the foundation for further studies in multiplication.

We also make sure there is lots of counting in the classroom! Children can be taught to count by rote, but mental maturity helps them take the leap from rote counting to understanding quantities represented by numbers.

Exploration and Memorization of the Tables

Through a variety of materials–the addition strip board, addition snake game, subtraction strip board, subtraction snake game, multiplication bead board, bead bars, and unit division board–children have lots and lots of practice with the essential math facts. This concrete exploration establishes a visual understanding of what something like 5 x 6 looks like and helps children establish early neural pathways for memorizing these math facts.

After children use different forms of bead material to practice, they move into more abstract representations of quantity and eventually even use blank charts to test their memory.

All of the repetition in this exploration phase leads to memorization as children become aware of which combinations they know and which they don’t know. Eventually, after a lot of practice and repetition, children realize that it is faster to do the calculations mentally rather than with the materials.

As children reach the end of their primary years, they want to be more efficient. At precisely this point, they are ready to begin the last group of exercises, called the passage to abstraction.

Passage to Abstraction

In the exercises for passage to abstraction, children connect the skills and concepts from the previous strands of learning, and their knowledge base shifts from understanding the concepts experientially to understanding them logically.

With the small bead frame, children revisit the process of addition and subtraction. With the wooden hierarchy material, children get a sensorial and symbolic introduction to the quantities ten thousand, one hundred thousand, and one million. This material also prepares children for the large bead frame and experiencing the multiplication of large numbers with a single-digit multiplier. The racks and tubes material allows children to begin dividing with larger divisors and dividends. With all of this concrete experience working with larger quantities, children are well on their path to abstraction.

Fractions

The final material in the mathematical progression is fractions. In the Children’s House, we have already helped the youngest children explore fractions sensorially. They return to this material from a mathematical perspective to understand quantities smaller than one unit. In addition, children begin simple operations with the fraction material and start to explore the equivalence of fractions.

In the Children’s House, the progression we use for all of these exercises helps children deeply solidify their mathematical understanding. We first ensure children have strong concrete experiences, followed by more symbolic representations. After children associate the concrete and the abstract, we offer lots of activities for practice, repetition, and verification.

In the process, we support children’s growth in classification, comparison, and reasoning. We invite you to come see children’s mathematical minds in action. Schedule a tour today!

Who Owns the Problem?

Mon, 17 Feb 2025 11:00:04 GMT

Most of us have had the experience of a child walking into the room and proclaiming, with exasperation and desperation, “I’m bored!” Without even thinking, we begin to offer suggestions.

Despite our best intentions, this situation tends to not end well. Our brilliant ideas are often quickly refuted. We feel frustrated. Our children haven’t engaged. And we’ve missed an opportunity to help our children take responsibility.

What Does it Mean to “Own the Problem”?

It helps to think proactively about how to respond when our children face problems, choices, or situations. These aren’t necessarily the big issues, but rather daily moments that can help our children learn important coping skills that will be crucial in their lives.

At its core, figuring out who owns the problem is about determining whether we or our children are the ones who are primarily responsible for addressing an issue. For example, when our children forget to bring something to school (a coat, gym shoes, snack, etc.), it’s their problem to own and solve because they are directly impacted. Plus, they are also capable of problem-solving (e.g. borrowing a coat, talking to their teacher, asking if there is any food they can have for a snack).

Owning the problem helps children take more responsibility and learn from their mistakes. Whereas, if we rush to their rescue and bring anything that was left at home, our children learn that remembering to bring essential items isn’t really important because we take care of covering for them.

The Challenges

However, watching our children struggle can be heart-wrenching. We don’t like to see our children upset, in pain, or even frustrated. Often, without even thinking, we jump in and try to protect our children from whatever problem, conflict, or challenge they are experiencing.

In addition to this urge to rescue, we may also experience time constraints, diminishing patience, worry about how others will perceive the situation, doubts about our children’s capability, and even pushback from our children.

It may seem faster to tie our children’s shoes or clean their messy room than to wait for them to do it themselves. We may worry that our children won’t meet expectations with a school project or that teachers, other parents, or extended family members will judge the results if we don’t help. Or maybe we aren’t sure that our children will make the “right” decision or if our children are mature or skilled enough to handle a situation. We may even feel guilty about allowing our children to face the natural consequences of their actions, even though it’s a necessary part of learning.

The Value

All problems have owners. Being thoughtful about who owns the problem helps create a clear boundary between guiding our children and taking over their challenges, which is crucial for raising independent, confident, and capable individuals. If we take the time to think ahead about specific (and even recurring) situations, we can be prepared to empower our children to take ownership of the challenges they face, rather than automatically intervening.

It’s also important to remember that if we regularly take ownership of our children’s problems, we are inadvertently teaching our children that they are not capable. The result? Our children grow more needy and dependent on (and sometimes even more demanding of) adults.

If our children own the problem, we can let them handle the problem and provide support as necessary. This is a growth opportunity for us and our children!

Steps to Take

The next time our children express frustration or emotion in response to a problem they own, we can try a simple, three-step response.

Tell them what we see

When our children approach us, consider using detective skills to determine what emotion is at play. “It looks like you don’t know what to do right now,” or “It looks like you are disappointed,” or “It looks like you are feeling sad.” This simple first step provides acknowledgment and helps children accept that their feelings are normal and acceptable. For younger children, this also helps them learn to identify different emotions.

In addition to validating our children’s feelings, active listening shows empathy and helps us avoid jumping to solutions. For example, if the upset is about an interaction with a friend, we can try saying something like, “That sounds really frustrating. Tell me more about what happened."

Ask them what they can do

Next, we can act as a coach rather than trying to provide solutions. This requires listening closely to determine the root cause of their problem and helping them come up with a solution (without doing it for them).

For example, if facing the “I’m bored” statement, we can ask questions, “What do you think you could do on your own so that you would feel busy?” Even if they respond by saying, “I don’t know,” we can continue to focus on their ability to think through possibilities. Sometimes, even just replying with something like, “make believe you know,” grants them permission to use their imagination.

Additional types of questions to have mentally prepared can include:

“What do you think you could do to fix this?”

“How do you think _____ might react if you explain?”

“What’s the first step you could take?”

Offer to help if appropriate

Once our children have come up with a solution to their problem, we can offer to help without taking over and implementing the solution for them.

Sometimes our children might need support with generating ideas. It’s okay to brainstorm together, which is different than trying to come up with solutions for them. If we do offer brainstorming support, it’s important to let our children choose the best course of action. For example, if the problem revolves around forgetting to bring something to school, we can help with some scaffolding, “Let’s think of ways you have remembered to bring your instrument for band. What’s one technique you’ve used before that worked well?”

We can also offer support by providing access to tools or resources. For example, if the struggle involves organization, we can offer to provide a calendar or checklist and teach our children how to use this tool rather than organizing their assignments or chores for them. Role-playing can also sometimes help children practice the solution they’ve identified.

Ultimately, we want to set clear exceptions by letting our children know what is expected and giving them the responsibility to follow through. Asking what their plan is is a great way to shift the focus to their ability to solve the problem. The best part is that the more often we allow our children to solve their own problems, the more capable they become.

Are you curious to learn more about supporting children’s emerging sense of responsibility? Come visit our school!

An Explosion in Language Development

Mon, 10 Feb 2025 11:00:02 GMT

Almost 120 years ago, when Dr. Maria Montessori created the first Children’s Houses in the slums of Rome, she saw a curious phenomenon. Young children, who not that long before had been considered street urchins, developed a sense of pride in their work and soon were eager to read and write. In fact, Dr. Montessori tells a story about how the children and their parents begged her to teach them writing and reading, despite the fact that, at the time society didn’t think that children under six were capable of this type of learning.

Then Dr. Montessori did what she did so well: she observed the children, she identified what skills they needed, and she provided opportunities for the children to develop. The result? Dr. Montessori saw what she described as an “explosion” into writing and reading.

In Montessori, we support children’s progression (and “explosion”!) in three aspects of language development: spoken language, written expression, and interpretive reading.

Spoken Language

Because spoken language is the foundation for all work in the language area, we offer rich, full, and beautiful language for young children through a variety of activities to cultivate conversation skills. Our enrichment of vocabulary exercises focus directly on expanding children’s receptive vocabularies and cultivating children’s experience and intelligence. As we engage children in language games, we also help increase their listening skills as well as their comprehension. As part of spoken language development, we also take the time to listen to children’s own spontaneous efforts of expression, so that they gain confidence in speaking and feel that their thoughts have meaning.

Written Expression

The act of writing consists of two separate elements: composing and recording. Composing is the mental work–thinking about what to say. Recording is the physical aspect of writing. In the Children’s House, we prepare these two elements separately by offering exercises to prepare the hand for recording and exercises to prepare the mind for composing. Writing is having a known thought that goes from sound to symbol, a process that is much easier than the process of reading.

Because the development of the hand takes longer than the development of the mind, we use a material called the movable alphabet as a way for children to compose words before their hands are ready to write. The movable alphabet is a box containing the letters of the alphabet, essentially the building blocks of all the sounds in our language.

Interpretive Reading

In Montessori environments, unlike many traditional settings, reading is introduced after writing because the process of reading is cognitively more difficult. Writing is essentially an expression of thought. When we write something, we know what we are writing. When we read something, we don’t know what the author was communicating so we have to take the symbols, match sounds to them, blend them together, and then attach meaning to them. This is much harder to do.

While the hand needs to be prepared for writing, the eye must be prepared for reading. This includes being able to follow a left to right, top to bottom progression across the page. In addition, the eye must recognize that the symbols in our language are lines creating a shape. So we have lots of activities with the geometry cabinet, as well as other sensorial materials, to prepare children for this visual discrimination. We also use the sandpaper letters to introduce the phonemes of language through three senses: tactile, visual, and auditory. Through games with the sandpaper letters, children get to practice the trace of the letter through gross motor movement of the whole arm and hand, see the shape, and associate the letter sound with its shape and their own movement.

Once children progress from reading words (mostly nouns), to reading phrases and finally sentences and paragraphs, we offer activities to highlight how different words have different functions. These exercises also highlight the syntax or order of words (e.g. adjectives tend to come before the noun they are describing). Another set of exercises, called reading analysis, highlights the role or the order of parts of a sentence. In the process of understanding the components of our language, children are better able to interpret what the author is writing.

The Pattern of Human Language Development

The progression that young children go through – spoken language to written expression to interpretive reading – follows the pattern of early human language development. Early humans began with spoken language, then advanced into forms of writing (think of the first cave paintings and picture writing), and later moved into reading as a way to interpret the thoughts of others. How amazing that our young children do the same in a matter of years from birth to age six!

One of the joys of the Montessori learning environment is how language learning is woven into all aspects of the children’s experience. When we present dusting, for example, we model a left to right, top to bottom pattern, which prepares the eye for tracking words on a page. When children use sensorial touch tablets and the rough and smooth boards, they develop lightness of touch and a relaxed hand necessary for writing. Every time children grasp a knob of the knobbed cylinders, they prepare their hand for holding a writing instrument.

Through the sound game, children become aware of the fact that words are made of sounds and they begin to identify all of the sounds in a word and place them in order. Through the sandpaper letters and sandpaper phonograms, children associate the sounds of our language with their symbols. This is exciting work for the children because not only can they see the isolated symbols, but they can touch them, too! Through the moveable alphabet, children are able to write their thoughts even before their hand is ready to control a pencil.

The genius of the Montessori approach is that it breaks down individual skills and abilities so that children can practice them in isolation. So by the time children have mastered these individual skills, they seem to spontaneously know how to write or know how to read.

Once this explosion into writing and reading has occurred, then children are excited to refine their writing and access worlds of knowledge through reading. A new journey of discovery and learning begins.

We invite you to visit the school to learn more about the “explosion” in language development and the joyous journey that unfolds!

The Three R’s of Recovery: A Positive Discipline Approach to Mistakes

Mon, 03 Feb 2025 11:00:04 GMT

Do you ever feel annoyed by throw-away apologies? So often, our children pick up the habit of tossing out “I’m sorry” like a used tissue. Completely overused, the expression begins to feel devoid of worth. They speak the words, but it seems like they don’t actually feel a sense of remorse or regret, much less a desire to make amends.

In Montessori, we don’t insist that children apologize, especially right at the tail end of a heated moment. For goodness' sake, think about when we, as adults, are tired or hungry or stressed and make a snarky comment. We’re not usually feeling particularly sorry – more like ticked off and cranky! Later, after we’ve had time to take some deep breaths, or perhaps tend to low blood sugar, we often feel a deep sense of regret and desire to make things right.

Because our children tend to replicate what they see in us, it helps if we decide to first make sure we aren’t just using “sorry” as an easy way out. To really model a different approach, it helps to use the framework of the “Three R’s of Recovery” from Positive Discipline.

The Three R’s of Recovery

When we make mistakes, we have an opportunity to make amends and even learn from the experience. In Jane Nelson’s Positive Discipline work, the “Three R’s of Recovery” offer steps to follow after calming down. The first R stands for recognize , and with this, we verbally acknowledge our mistake and take responsibility for our actions. To do this effectively, we must also be sure to keep any hint of blame out of the picture.

So if we’ve snapped at our children and later cooled off, we might say something like, “I feel really bad about when I snapped at you. You don’t deserve to be treated that way.” Notice that these statements don’t weave in any know-it-all finger-wagging about things they did to push our buttons. Rather than blaming, we take responsibility for the choice we made in the moment.

Next, we can reconcile by apologizing. This can be as simple as just saying, “I’m sorry.” When we’ve really taken responsibility, the reconciliation comes from a genuine and heartfelt place. And children are so forgiving and understanding. Perhaps we could learn a few things from them in this regard!

Finally, the third R is for when we resolve the problem. At this point, we work together to find a respectful solution. After taking responsibility and reconciling, everyone often feels open and willing to collaborate. If the time isn’t right for a brainstorming session, it’s important to set and stick to a later date for problem-solving. When allowed to share ideas in a safe, respectful forum, children often can help come up with incredibly creative solutions.

The Benefits

When we try putting the “Three R’s of Recovery” into practice, our children are often able to be more mindful after their less-than-ideal moments. Our mistakes become less about what we did wrong and more about the kind of people we want to be.

Because mistakes are an opportunity to learn and grow, our relationships with our children often grow stronger as we practice recognizing, reconciling, and resolving together. Mutual respect increases, and trust in each other becomes stronger.

The Positive Discipline approach dovetails nicely with Montessori principles and practice. We’d love for you to visit our school to learn more. Contact us to schedule a tour!

Montessori and Real-World Learning: The Value of Micro-Economies in Adolescent Programs

Mon, 27 Jan 2025 11:00:07 GMT

Our adolescents are on the road to adulthood. Physically and psychically, they are no longer children. However, they are not yet adults. They are in between. As a result, adolescents are deeply interested in what adulthood means and strongly desire to figure out their part in society.

One thing everyone knows about adulthood is that adults work and (mostly) pay their bills. Of course, this is not all that adults do. We have roles to play in society. We have passions. We have tasks. We have hobbies. All of that contributes to the roles we play in an economic system. Although money is involved, economics is ultimately about our web of interdependence. Every one of us depends upon the work of others.

To try to understand their future roles, adolescents observe adults and are curious about how to make their way as adults do. Although our adolescents may not outwardly show this interest, they are watching us. They want to be brought into side-by-side work and are keenly interested in gaining economic independence.

What is Economics (from a Montessori perspective)?

Economics is how people interact with value, and in particular the production, distribution, and consumption of services and goods. Economic independence allows individuals to make some contribution of value to society. By producing something useful and exchanging it for something else, we are drawn together in a web of connection.

In Montessori adolescent programs, we provide adolescents with opportunities to grow food, build useful items, or share services of their choosing. They then experience someone purchasing what they have produced, allowing them to buy other goods and services with the money they have earned. Through experiences of production and exchange, adolescents get to practice living humanity’s interdependence. They begin to develop an economic personality and a sense of self-worth and dignity.

Micro-Economies as a Form of Production and Exchange

To provide real-life learning on adolescents’ road to independence, Montessori students get to develop and run micro-economies, which are small-scale businesses within the school community. These micro-economies help adolescents learn practical skills (like budgeting, planning, customer service, and teamwork), foster creativity and problem-solving, and encourage responsibility and accountability.

Micro-economies are a way for adolescents to practice production and exchange through activities like running a small farm and selling produce, creating seasonal crafts or baking goods to sell, or providing child care for school events. The work of adolescents can be seen as a microcosm of society because the production and exchange activities they undertake help illustrate the necessity of a division of labor.

Money and Morality

As a community, adolescents create rules around their micro-economies. Because adolescents have a sensitivity for justice, they are very interested in exploring money and its morality. As a result, they often grapple with questions like:

What is a fair price to charge?

Should we include our labor when pricing?

How can we do this ethically?

How should we treat our customers? Our suppliers?

How do we want to use our money to express our beliefs and values?

In figuring out the role money plays in their micro-economies, adolescents also practice bookkeeping, how to make projections, and when to invest money in community efforts. They can explore what percentage to keep to invest in their own economy and how much they can afford to give to others.

Developing Micro-Economies

As adolescents develop their small businesses, they must also explore the scale of their production and exchange. In doing so, we help them consider if the work is immediate, proportionate, and appropriate.

For example, a micro-economy should respond to the needs of the group and the place. If students return to school in the fall and the fields are full of food, they must figure out how to deal with the abundance of the harvest. The work also needs to fit the group of students' size and ability while also being grounded in the community rather than being manufactured or artificial.

Thus, adolescents need to consider what goods and services their community needs and whether they can meet them. For example, adolescents can determine if families can more easily attend school events if child care is provided, if coffee service would be a hit during morning drop-off, or if a farm stand or marketplace could offer goods that help families and their busy lives.

Long-Term Benefits

By offering opportunities for adolescents to participate in all the aspects of the production and exchange cycle–from creation to sale–each individual can find a multitude of ways to engage and learn new skills, apply interests, and contribute to the economic well-being of their community.

In addition, through meaningful production and exchange, adolescents build empathy and a service-oriented mindset. The experience of collaboratively creating and implementing micro-economies fosters a sense of purpose and belonging. Ultimately, this work prepares our young people to become active, contributing members of their communities.

By supporting these activities in a morally grounded way, we help our adolescents experience valorization. They realize they have something to offer and are initiated into an economic system that unites people. At the age when adolescents are starting their journey to adulthood, what could be more fundamental?

Really, though, it’s most powerful to see how Montessori offers real-world learning! We invite you to schedule a tour to learn more about how Montessori prepares our young people for a positive future.

Why do Montessori Classrooms Have Long, Uninterrupted Work Periods?

Mon, 20 Jan 2025 11:00:07 GMT

The Montessori method of education was born from Dr. Montessori's scientific observations as she explored how to support children’s optimum development. In her studies, Dr. Montessori found that children need a block of uninterrupted time to go through cycles of focus and consolidation. Children two and a half and older need at least three hours to move through rhythms of focus. Often, the most growth and meaningful work happens toward the end of a three-hour block of time.

The Flow State

We can think about this in terms of the current-day understanding of what it means to get into a flow state. Sometimes, people describe a flow state as “being in the zone.” It’s when we are so immersed in and focused on what we are doing that a sense of time and our surroundings disappears.

This concept of “flow” was introduced in the 1970s by Mihaly Csikszentmihalyi, a psychologist whose studies of happiness and creativity led to his articulation of this highly focused mental state conducive to creativity and productivity. When Csikszentmihalyi’s grandchildren started going to a Montessori school, he was delighted to see how Montessori learning environments allowed young children to achieve this state of flow.

Long Uninterrupted Periods of Time

In order to get into their state of flow, children need about a three-hour block of uninterrupted time. Therefore, we have designed school and classroom schedules so that children can benefit from an interrupted morning work cycle.

Part of the morning routine involves children having enough time to greet their peers and go through their transition process without being rushed as they enter the classroom environment. When children are ready and in the classroom, the teachers (also known as guides) can focus on giving lesson presentations and supporting children as they start their day.

During the work cycle, children are engaged in a variety of activities–some they choose, some the adult guides them toward, and some individual or small group lessons. This opportunity to make choices of activities that have personal meaning and engagement provides several cognitive, emotional, and social benefits.

Benefits of the Work Cycle

When children can focus without interruption or externally driven transitions to another activity, they experience deep concentration. With all of the competing distractions in our world, this extended time to settle into their tasks and explore without pressure allows children to develop the “mental muscles” to sustain their focus.

Neuroscience shows that deep focus activates the prefrontal cortex, the brain area responsible for executive functions like planning, decision-making, and problem-solving. When frequent interruptions happen, the prefrontal cortex can’t engage fully, leading to fragmented thinking. Basically, when interruptions occur, the brain must reset and reorient itself, which can significantly impair learning and problem-solving. Plus, we know it takes time to transition into a focused state mentally, and shorter periods don’t allow this natural process to unfold.

Deep focus enhances memory retention, comprehension, and problem-solving skills. When children aren’t stressed by racing against a clock or knowing they will be pulled out of an engaging activity, they develop a more relaxed and open mindset. This mindset helps children retain their learning, approach challenges confidently, and solve problems more effectively. Children who concentrate deeply are also more likely to feel a sense of calm and satisfaction, which helps them manage their emotions more effectively.

In summary, Montessori’s uninterrupted work periods allow children to fully utilize their cognitive resources, making the learning process more efficient and satisfying.

Work Periods in Action

In her book, The Absorbent Mind , Dr. Montessori wrote about the profound benefits of deep concentration. She also observed that when children are allowed to work without interruption, they often become calmer, more focused, and more confident.

The list of benefits goes on and on! From promoting responsibility and time management to strengthening intrinsic motivation and curiosity, long, uninterrupted work periods have broad implications for children’s success as lifelong learners.

The teacher also plays a vital role in observing and supporting children during these work cycles so that children can be guided into healthy challenges, new learning, and necessary practice. Children learn that with the freedoms of this uninterrupted time, there are also clear boundaries and expectations. Thanks to the calm, respectful atmosphere of Montessori learning communities, work periods tend to have an ordered, busy hum.

Are you curious about the multifaceted benefits of long, uninterrupted work periods? We would love to have you visit and see them in action. Reach out today to schedule a time to observe.

Montessori Explained: Handwashing as a Learning Activity

Mon, 13 Jan 2025 11:00:06 GMT

Why do Montessori classrooms have a hand washing basin and pitcher when children can just access the sink? Isn’t this an antiquated experience?

To answer these questions, it helps to step back and explore why young children are drawn to an elaborate hand-washing process, the benefits of breaking down a series of steps, and what children are really accomplishing through the experience.

Practical life exercises provide the foundation for Montessori early childhood programs. These practical life experiences are foundational and significant for young children’s development. Yet they often don’t receive the appreciation they deserve, especially with the many academic benefits of the Montessori sensorial, math, and language materials.

To understand the value of practical life activities, we must understand the nature of young children, which Dr. Montessori did over 100 years ago.

Why Practical Life?

The exercises of practical life began to serve a practical need. Dr. Montessori had responsibility for children who were being destructive in a building in the slums of Rome. The proprietors needed to take care of the building, yet the children were unkept and out of control.

As a doctor, Dr. Montessori knew the importance of hygiene in preventing illness. So, one of the first things she did was provide water basins and cakes of soap. Then, Dr. Montessori showed the children how to wash their hands and faces.

What happened was unexpected. Once the children washed their hands and faces, they didn’t stop. They kept washing long after their hands were clean.

Dr. Montessori said the children repeated the activity as if driven by an imperceptible force. Instead of stopping them, like adults are apt to do, Dr. Montessori watched. She wanted to see what would happen. With her curiosity, patience, and powers of scientific observation, Dr. Montessori observed a need that went way beyond washing hands. From these practical beginnings came a very significant discovery for Dr. Montessori.

A Deeper Purpose

Dr. Montessori discovered the fundamental difference between work as the adult experiences it and work as the child experiences it. While work for the adult brings on fatigue, work for the young child is energizing. This is because children under age six are in a period of self-construction. They are developing their intelligence, memory, language, will, and movement.

Young children are motivated to interact with their environment to develop these essential aspects of themselves. Their goal is self-construction! Adults often don’t recognize this vital urge young children have to work. So typically, adults stop children from doing something because the action seems too tiring, too complicated, too messy, or because it will be more efficient and faster for adults to do it themselves.

But something deep within is propelling young children to this kind of activity. So, in our prepared environments, we offer motives of activity that will match children’s developmental needs. One of these essential experiences is hand washing.

The Benefits of Hand Washing as an Activity

In addition to the typical handwashing at a sink, Montessori toddler and primary classrooms also include a hand washing station with an apron, a basin and pitcher, soap, hand and drying towels, a bucket, and sometimes even a nail brush or hand lotion when appropriate.

We break down each step of washing hands: wetting our hands, washing with soap, rinsing, drying our hands, cleaning the wash area, drying the area, and restocking any necessary supplies.

In the process of filling a pitcher with the appropriate amount of water, pouring the water into a basin, and emptying the basin into a bucket to take back to the sink, children practice crucial gross motor skills that help them with equilibrium and crossing their midline.

As they learn how to get the fronts and back of each hand wet and lather each finger, their palms, the backs of their hands, and their wrists, they refine their visual motor coordination and fine motor skills.

The hand-washing exercise also helps children develop a sense of order through a logical sequence of activities. Practicing this sequencing lays the foundation for children’s future ability to handle sequences that aren’t as logical, especially as they move into work with mathematical and language materials.

A Love for the Process

Young children love this care of self activity, which involves being able to access and use water in a purposeful way. They can often be found repeating the process over and over. Children can also become very focused on the drying process and show remarkable attention to detail as they take care to wipe up any drips or spills.

As children master these steps, we introduce additional challenges, like using a nailbrush to clean nails or applying lotion when their hands are clean and dry.

The process is lovely to observe, and we invite you to schedule a visit to see how hand washing helps children with the vital process of self-construction!

Supporting Children's Social Lives

Mon, 06 Jan 2025 22:08:46 GMT

We’ve all experienced it. Those days when our children come home feeling the sting of a recess exclusion, a series of slights from a friend, or some other social discontent. They unload their hurt onto us, and we feel heavy with the weight of their pain.

Childhood is a time of profound social development. Our children are navigating their social lives, and learning how to handle social struggles is a process that can ultimately build resilience, empathy, and problem-solving skills. Social challenges are a normal and essential part of childhood development. But that doesn’t make the process any easier (especially for us as parents!).

Letting the Process Unfold

When our children come to us and unload their latest story of social exclusion, teasing, or friendship drama, it is important to make sure they feel heard. This means our job is to reflect back what we hear in an empathetic way, while also acknowledging any hurt or complex feelings. In practice, this may sound something like, “Wow, it sounds like you were feeling really hurt when your friend stormed away from you during the game at recess.” Our children need to know that they can vent and that we will listen.

Avoid Getting Too Involved

We are hard-wired to want to shield our children from pain. As a result, instead of just listening and acknowledging, we can tend to hold onto our children’s hurt feelings and may even feel compelled to intervene.

Unfortunately, our intention to alleviate the pain can often have unintended consequences. Sometimes, our intervention may be that we regularly check in with our children about the social dynamic. For example, the next day asking, “How did it go with your friend during the game at recess today?” We don’t realize that our children have often moved on from the previous day’s hurt. Childhood friendships and social interactions ebb and flow multiple times a day.

But when we keep harking back to hurt, we inadvertently do what psychologist Michael Thompson calls “interviewing for pain.” In doing so, we refocus our children’s experience on one incident they have likely mostly forgotten. Each day, when we ask again about that friendship or social interaction, our children either realize that this topic really gets our attention and/or begin to think of themselves as victims.

Support Problem Solving

Instead of “interviewing for pain,” we can ask questions that support our children’s problem-solving skills. So, after acknowledging the hurt feelings when our children first share them, we can plant some problem-solving seeds, “I wonder how you are going to handle a situation like this in the future.” Or, if we are really concerned about our child’s emotional or physical safety, we can check in about what they need, “This seems like a serious situation. Do you feel like this is something that needs to be communicated to your teacher? How can I support you in getting some help?”

Non-interference doesn’t mean neglect or ignoring something serious. Instead, we are focusing on encouraging our children to talk about their feelings without solving the problem for them, offering perspective or guidance only when asked, and observing from a distance unless safety is at risk.

If we recognize red flags (such as ongoing bullying or harmful behaviors), we can step in thoughtfully by collaborating with our children to find solutions, which may include consulting with teachers or counselors if necessary. Ideally, this is done with our children’s awareness so they aren’t blindsided by others knowing what they shared with us, especially if they thought they were sharing it in confidence.

A Developmental Necessity

Ultimately, our children learn to navigate the complexities of human relationships through their own experiences. The ups and downs of social interactions are opportunities for growth in emotional resilience, conflict resolution skills, understanding social boundaries, empathy, problem-solving, and independence and confidence.

Think about the many benefits. Social setbacks, such as disagreements or feelings of exclusion, help children cope with disappointment and bounce back. Arguments and misunderstandings teach children how to resolve conflicts constructively. Through trial and error, our children learn to negotiate, apologize, and compromise—skills essential for healthy relationships throughout life. They learn about boundaries and how we all impact each other in different ways, leading to insights into different perspectives and feelings.

Social challenges push children to think creatively about how to navigate tricky situations. Each successful navigation of a social challenge reinforces our children’s belief in their ability to handle similar situations in the future. This builds self-esteem and independence and helps our children realize they don’t always need an adult to solve their problems.

By stepping back and allowing children to experience and work through these situations on their own, we give our children the space to develop essential life skills. The key is to provide a supportive environment where children feel safe to share their feelings and seek advice.

A Foundation for the Future

Rest assured, our children have an amazing ability to learn and grow from social experiences. By not interfering in our children’s social lives, we show a tremendous act of love that empowers them to build the skills they’ll need for lifelong social success.

Remember, childhood social interactions lay the foundation for future relationships in school, work, and personal life. Navigating these early challenges helps children develop teamwork, compromise, and emotional intelligence skills that will benefit them throughout their lives. Our children need us to let the process unfold, avoid getting involved, and support their problem-solving. In doing so, we are sending our children an important message that we believe in them and their ability to handle challenges.

Interested in learning more? Schedule a visit to see how our classrooms support healthy social learning.

Our Montessori Dictionary

Mon, 30 Dec 2024 11:00:05 GMT

We recognize that Montessori education can have some lingo that might need a little explanation. So in this Montessori Dictionary post, we’re going to focus on a few terms (some familiar, some perhaps not so familiar) that apply to both the early childhood years and beyond.

When possible, we’ve included some quotes from Dr. Maria Montessori and we encourage you to take a look at her work. Dr. Montessori was a woman well before her time and her books, such as From Childhood to Adolescence and To Educate the Human Potential, can be a source of insight and inspiration!

Grace and Courtesy

Grace and courtesy is an essential aspect of Montessori environments and supports children as they develop social relationships. Grace is how we move through the space around us, and courtesy is how we treat each other.

In the Montessori primary classroom, grace and courtesy is considered one of the areas of practical life. For example, adults give lessons on how to interrupt, how to accept an offering, how to offer help, or how to introduce oneself. These lessons are offered in small groups and the technique used is role-playing. Little social scenarios are acted out and provide a model for behavior that is situational. Like all other learning activities, grace and courtesy lessons are practiced and repeated. They provide a respectful way of learning expectations and aiding social skills before they are needed.

Grace and courtesy is never offered as a form of punishment or correction. We make sure children don’t experience embarrassment by being corrected by adults on the spot, as this makes children feel disrespected and not safe. Dr. Montessori reminds us of this in The Secret of Childhood: “I have come to appreciate the fact that children have a deep sense of personal dignity. Adults, as a rule, have no concept of how easily they are wounded and oppressed.” In time, if we offer these grace and courtesy lessons, and give children a safe place to practice, children will eventually perform these skills independently.

Human Tendencies

Human tendencies are unconscious, universal drives that support our adaptation to our particular time and place. All humans are born with innate needs and drives and are wired to adapt to their environment. The human tendencies – to orient, explore, order, abstract, imagine, calculate, work, be exact and repeat, perfect oneself, and communicate and associate with others – help aid this adaptation.

Dr. Montessori alluded to human tendencies when she wrote about the inner drive she observed in children and how this drive helps individuals construct themselves to develop into maturity: “Their behavior led us to become aware of a fundamental truth, namely that the child works for his own inner development and not to reach an exterior aim and that when he has done this work he has not really developed a special ability but he has developed something in himself.”

Prepared Environment

The Montessori environment is carefully prepared so that children can satisfy their human tendencies and thus develop to their fullest potential. The prepared environment takes into consideration what children need at their particular stage of growth, and as individuals on their own trajectory of development. The prepared environment consists of the physical and psychic aspects of the environment, of which the adult is a key part.

Through interactions in a prepared environment, children can construct who they are as human beings. As they go through this process of self-construction in their environment, children learn, grow, adapt, and create. The prepared environment is part of the triad of the child, the environment, and the adult, all of which are interconnected components.

Sensitive Periods/Sensitivities

Dr. Montessori was first and foremost a scientist and she was interested in what was happening prior to observable signs of human development. She was curious about what was going on in the mind before the skill manifested itself. For example, she wanted to know what was happening during the many months prior to children speaking their first word.

Without the high-tech tools that neuropsychologists and psychologists now have to measure brain activity, Dr. Montessori had to rely upon observation. She watched children, took notes, and made charts about what they did. As a result, she discovered that a particular object or aspect of the environment would have an irresistible draw for children. This attraction would last for some time. Children would keep going back to the same activity or element of the environment and would be continually drawn to it. Then the day would come when it held no more interest and something new would be attractive.

Dr. Montessori observed this phenomenon over and over again, which led her to believe that there must be something innate in children that was driving this interest. Building upon the work of biologists, Dr. Montessori adopted the term, sensitive period, to describe transitory periods of psychic development. Beyond the Montessori world, sensitive periods are now referred to as critical periods or windows of opportunity.

What does a school look like that focuses first on grace and courtesy, human tendencies, a prepared environment, and sensitive periods? Schedule a tour to see for yourself!

What Do We Do About Discipline?

Mon, 23 Dec 2024 11:00:04 GMT

We often get asked the question, “How do you handle discipline issues?” We love this question because in Montessori we think about discipline from a different lens.

We start by being curious because misbehavior is a form of communication. Children want to do well and do the right thing. So what are they trying to tell us when they misbehave?

Unmet Physical Needs

Children often misbehave due to unmet needs. At a very basic, physical level, this might be due to being hungry, tired, or overstimulated. So we look at children’s environment and what could change to better support those needs. Perhaps the problem is due to missing their sleep window and being overtired? Or maybe there’s a need for a more protein-packed breakfast so as to not fall apart mid-morning. It might be that a room full of people is causing too much sensory input and a little time in a quieter space or fresh air is just what’s needed.

Unmet Emotional Needs

Other times children might have unmet emotional needs. Dr. Jane Nelson provides an excellent overview of unmet needs in her Positive Discipline work. Positive Discipline aligns well with Montessori because both are based in teaching children respect, responsibility, and problem-solving skills.

In Positive Discipline, Dr. Nelson outlines unmet emotional needs and categorizes these as four mistaken goals. The essence of Positive Discipline is that children develop behaviors in response to feeling disconnected or powerless in certain situations, so they unconsciously use four strategies to try to get their needs met. Unfortunately, these strategies tend to backfire because the behavior isn’t effective! So our goal is to support children in learning new ways to meet their needs.

Mistaken Goal #1: Attention

The first mistaken goal is attention. We see this when children show behaviors like whining, interrupting, or causing disruptions of some sort. They are seeking attention but can’t yet distinguish between positive attention and negative attention. So when adults respond with annoyance, irritation, or even by giving in, we are inadvertently reinforcing the attention-seeking behavior and children’s underlying belief that they only belong when they have our attention (even if our attention is based on frustration!).

A way to help children meet this need is to offer positive attention, encouragement, and connection at times when they aren’t showing misbehavior. Another proactive approach is to find engaging and meaningful tasks for children to do, which helps provide them with a sense of belonging and connection.

Mistaken Goal #2: Power

When we, as adults, feel angry or challenged in response to children’s behavior, that’s usually a sign that the mistaken goal is one of power-seeking. This kind of behavior can quickly escalate into power struggles, defiance, or even other ways to exert control such as through tantrums or arguing. When children have an unmet goal of power, they have an underlying belief that they can belong only when they are in control or when they can prove that no one can boss them around.

We can support children who have this unmet need by practicing collaborative problem-solving during times when things are already going well. In the moment of challenge, we can avoid power struggles by offering limited choices in a firm but kind way.

Mistaken Goal #3: Revenge

One of the more confusing forms of misbehavior is when children do things that seem intended to hurt others, such as hitting, name-calling, and other destructive actions. When acting this way children are demonstrating that they don’t feel loved so they will hurt others as they feel hurt. What’s tricky is that this behavior often leads to others feeling hurt and wanting to either distance themselves or retaliate.

In order to address this mistaken goal, we need to focus on repairing the relationship and over time addressing the underlying hurt. Empathy and restorative practices help in the process of healing emotional wounds. This mistaken goal requires us to get genuinely curious without any form of accusation or disapproval.

Mistaken Goal #4: Assumed Inadequacy

When children give up easily, withdraw, avoid challenges, or refuse to try, they may be operating under the belief that they belong only by convincing others not to expect anything from them. Our reactions may include feeling helpless, giving up, or even taking over tasks our children were expected to do.

An alternative approach is to encourage small steps toward success and to focus on effort over outcomes. Over time, by breaking up tasks into smaller, manageable parts, and providing side-by-side support without taking over and doing the task for them, we can help children develop more confidence and belief in their abilities.

Shifting our Thinking

So when thinking about misbehavior, we shift our approach to first consider what physical and emotional needs children are trying to communicate. Then we focus on long-term solutions while practicing kindness and firmness. Consistent encouragement, respectful communication, and proactive planning help us address what might typically be seen as “discipline issues” so we can guide children toward healthier behaviors. Part of this includes helping children begin to understand their own needs, learn how to communicate respectfully and establish healthy habits and boundaries.

Do you want to learn more about how school can nurture children’s emotional well-being and their sense of belonging? Schedule a tour to see how we create environments of mutual respect and cooperation!

A Sprinkling of Holiday Ideas

Mon, 16 Dec 2024 11:00:05 GMT

We have seen how children feel more grounded and cooperative when they have a role to play. Thus, whenever possible, it’s helpful to find little (and sometimes big!) ways for children to help with holiday preparations. Children’s active participation helps them develop important life skills and also helps them better adapt to changes in holiday rhythms and routines.

We wanted to share a few ideas on incorporating Montessori principles into holiday celebrations and time with family this holiday season. Above all, we advocate for keeping the holiday season calm and joyful! So, we offer this sprinkling of options during a time when we have a lot going on in our lives and with our families. If even one can help sweeten your time together, fabulous!

Children’s participation can take a variety of forms. Choosing meaningful activities that don’t cause more stress and strain is important. Here are a few of our favorites!

Holiday Decorating

If your family enjoys decorating, consider creating a child-sized decoration station, perhaps with a small tree or table at your child’s height. They can practice hanging ornaments, placing candles, arranging decorations, and generally having a hand in creating their own festive space. Of course, if it feels right, they can also add to the general household decorations!

Gift Wrapping

When preparing gifts for family and friends, consider setting up a simple wrapping station with materials appropriate to your child’s age and abilities. They can help tape, cut paper, add ribbon, decorate tags, or even add colorful scribbles to butcher or white paper. Child-decorated wrapping paper tends to be a family favorite! Plus, the skills involved with wrapping encourage fine motor development! Older children might appreciate step-by-step instructions on measuring the wrapping paper, folding it around a gift, and taping it securely. The youngest ones might appreciate a simple process of placing items into fabric gift bags and tightening the drawstrings.

Baking and Cooking

Allowing children to participate in creating, baking, and decorating holiday treats often provides a huge sense of pride and accomplishment. There are all sorts of simple, manageable steps in this process, from pouring remeasured ingredients into a bowl, to kneading dough, to using cookie cutters, to adding icing or sprinkles. It’s nice to have child-sized tools like small spatulas, whisks, and rolling pins whenever possible.

Setting the Holiday Table

Children can also help create or select a centerpiece for the table. If possible, they can even use natural or found items. A little collecting walk may uncover natural beauties, like pine branches or pinecones. Table-setting is a big part of the Montessori experience, so placing utensils, napkins, and dishes is a natural way to involve children in getting ready for guests or a meal! Children like learning the correct placement of each item, and table setting is a great opportunity to reinforce counting and one-to-one correspondence.

We recommend modeling for younger children how to carry one item at a time, for example, making multiple trips to get one fork and then the next. Once children learn this process, they can be quite independent and thus can stay focused and busy as they go back and forth. If time is of the essence, an adult can bring a tray of forks to the table for children to place at each setting. Older children prefer to find more efficient ways to manage the process!

Making Handmade Gifts or Donation Decisions

We can help our children learn about the importance of giving and gratitude by involving them in decisions about charitable giving or donations. They can help pick out toys or clothes or assist in preparing gift baskets for families in need. We can also support our children in making handmade gifts, which can foster their creativity and thoughtfulness. Depending upon the intricacy of the process, handmade gifts can range from simple crafts like beaded jewelry or friendship bracelets to hand-drawn cards or framed artwork to homemade ornaments or decorations created from clay or salt dough. Ultimately, the goal is to encourage generosity and thoughtfulness while giving children a sense of accomplishment in gift-giving.

Simple, Predictable, and Calm

Young children are especially sensitive to routines and changes to routines, so whatever you choose to do, remember to manage holiday overwhelm by keeping activities simple, maintaining predictable routines, and cultivating a calm space.

By involving children in holiday preparations, we can create meaningful memories and promote independence, responsibility, and creativity. Plus, children appreciate hands-on experiences and real-world activities.

Schedule a tour if you’d like to learn more about how we cultivate these skills at our school!

Materials Spotlight: The Wooden Hierarchical Material

Mon, 09 Dec 2024 22:56:59 GMT

The Wooden Hierarchical Material takes up a great deal of space in our primary and elementary classrooms, and for good reason! This key math material helps children understand the hierarchy of numbers and physically represents units through millions.

The Concrete Material

The Wooden Hierarchical Material comprises cubes, prisms, and squares that vary in size and color according to the different place values they represent. Units are green. Tens are blue. Hundreds are red. This pattern continues throughout the families or categories, so unit thousands are also green, ten thousands are blue, hundred thousands are red, and then unit millions are green. Units are represented as cubes, tens as prisms (or a line of ten units), and hundreds as squares (constructed from ten tens side-by-side). Due to this repeated pattern that is reinforced through shape and color-coding, children can visualize the structure of our decimal system.

The Presentation to Children

When we present the Wooden Hierarchical Material, we first connect with other math materials children have used, like the golden beads and the stamp game. In this way, children can build upon their prior knowledge of place value and how 10 of one category are exchanged for one of the next category (e.g. ten units become one ten).

The material is constructed to reinforce the relationship between base-ten numbers in concrete form. As we place the blue ten bar to the left of the small green unit, we remind children how when ten units get together, they make a ten. We also point to the little green marks on the bar and use the unit to count that ten of the units make up the ten bar. Young children love double-checking this correspondence!

We repeat this process to show how ten of the blue ten bars correspond to the ten sections on the red hundred square. Then how when 10 hundreds get together, they make a thousand. When we place the green thousand cube to the left of the red square, we leave some extra space between them because we are starting a new family (or category). This green thousand cube is units of thousands, and we can continue the process with tens of thousands and hundreds of thousands. Children love getting to the green unit of the millions cube and often want to try to imagine or represent ten million, hundred million, and beyond!

The Many Benefits

Because children can physically explore how ten of the thousand cubes make a line that represents 10,000, just like ten of the unit cubes make a line that represents a 10, they develop a strong understanding of the hierarchical value of numbers and their position in the decimal system. Similarly, they can experience how ten 10,000s make up a 100,000, and ten 100,000s make a million! This physical manipulation helps them better grasp abstract mathematical concepts, such as the process of exchanging, exponential growth, and the concept of powers of ten.

As children develop their number sense, the Wooden Hierarchical Material strengthens their understanding of large numbers. The repetitive and visual nature of the material helps solidify children’s mental image of numbers and place values, making future math concepts easier to grasp.

Children’s Continued Work

When children are first introduced to the Wooden Hierarchical Material, we often play games, asking volunteers to show particular items (e.g., “Can someone show me the 10,000?"). In this way, we activate children’s reasoning minds and draw their attention to connections within the material. Once we ensure that the quantities and names are clear, children often like to explore the material further by considering what comes next after one million, making a connection to geometry (point, line, plane/square), measuring, and even labeling the material with the numeric symbols and written names for the different quantities. Children love to quiz each other as they place the cards showing “one million” or “1,000,000” on the correct item.

Montessori in Practice

This work is great fun for our oldest primary children and youngest elementary students. They love to lay out the materials, explore the relationships, and label the quantities with numeral cards. Children develop an intrinsic love for mathematics in this self-directed learning and discovery process.

The Wooden Hierarchical Material is one of many ways Montessori education helps children develop a deep, intuitive understanding of numbers, place value, and mathematical relationships.

Visit our school to learn more about how Montessori supports strong math skills!

Materials Spotlight: The Grammar Boxes

Mon, 30 Sep 2024 11:00:01 GMT

One of the best parts of a Montessori education is that learning is so much fun! We provide hands-on activities and experiences that engage children’s hearts and minds and help them grasp abstract concepts and master complicated skills.

For example, when we introduce grammar in elementary, we use the Grammar Boxes, a set of materials that involve reading, interpretation, acting, art, movement, pattern-finding, and even poetry. The result is that grammar becomes an experiential and joyful process that children get to play with and even embody. Grammar work in Montessori elementary classrooms is also a group activity, which our gregarious elementary-aged children absolutely love.

The Materials

The Grammar Boxes comprise an array of colorful materials that easily take up a whole shelf in the classroom. Like so many Montessori materials, they use color coding to help children establish stronger neural pathways to identify parts of speech and their function in sentences.

Each of the eight grammar boxes has one large compartment that holds cards with sets of phrases and sentences, as well as smaller compartments for one-word cards. The cards are different colors for each part of speech: article (tan), noun (black), adjective (brown), verb (red), preposition (green), adverb (orange), pronoun (purple), conjunction (pink), interjection (yellow).

Children experience the name, symbol, and function of each part of speech in a multi-sensorial way, maximizing their opportunity to acquire real and deep understanding.

The Activity

We start with little games to introduce the part of speech. For example, we provide commands, like skip, run, hide, hum, and so on, to experience the role the verb plays. Next, we select the grammar box and filler box to match the part of speech. Children fill the grammar box with the various cards, and then they choose one of the sentence cards and read the sentence. Using the one-word cards, they build the sentence by looking through the smaller compartments in the grammar box to find each word.

In the preposition grammar box, one of the sentences states, “Lay the pen with the pencil.” When children look for each of the words, they will find that “pen” and “pencil” are on black cards because they are nouns. “Lay” is on a red card because it is a verb. “The” is on a tan card because it is an article. The new type of word – “with” – is a preposition. Children build the sentence and then act it out.

The next sentence on the card is exactly the same except for one variation. “With” changes to “behind” so the sentence reads “Lay the pen behind the pencil.” So children keep the constructed sentence but just change the one card. They act out the sentence again, experiencing how changing the preposition changes the sentence in a certain way. The final sentence on the card reads “Lay the pen beside the pencil.” This acting out and playing around with what happens when one-word changes provides a sensorial experience of the parts of speech.

We also share key phrases that highlight the function of the part of speech. For example, when working with pronouns, we’ll state, “This kind of word stands in place of a noun.” The children come to appreciate how words do important work just like they do. As a result, they experience an inspired interest in the functions performed by different words.

Continued Exploration

Once children have mastered this first step, the Grammar Box materials offer multiple forms of follow-up to promote deeper understanding.

Symbolizing

We link each part of speech with a color-coded symbol. For example, nouns are represented by black triangles and verbs by red circles. Children love to “symbolize” the grammar box sentences, as well as sentences they have written or even sentences from books. This practice is essentially an early form of sentence diagramming and children begin to notice visual patterns in the structure of sentences.

Quizzing

We can also play a little game to quiz children on the parts of speech and their functions. One form of this is to cover all the smaller, labeled compartments with color-coded paper. We might prompt the children, “What is the name of the word that told you the action?” They’ll call out “verb!” And we reveal (or they will check) the answer by removing the red slip.

Transposing

When we move words around in a sentence or phrase, the meaning may remain essentially the same, change dramatically, or be lost entirely! So, with the grammar box cards, we play around with shifting the order of the words in the constructed sentences and phrases. This highlights the importance of word order in our language and also opens up some creative thinking about poetic phrases (which often enlivens the imagination of young poets!).

Reading Commands

Children also love using the command cards that accompany each grammar box. These cards encourage dramatic interpretation and build reading comprehension. Children interpret nuances as they explore gradations in vocabulary and eventually even how subtle shifts in vocabulary can impact meaning or interpretation.

Extensions

After children learn key grammar language and concepts via the Grammar Boxes, we initiate a deeper study into classifications within each part of speech. For example, a study of the verb moves to an examination of the differences between action and linking verbs, a study of voice and mood, and an exploration of the tenses.

Extension work also includes more complex and detailed written work, a study of synonyms, further exploration of ideas presented in the introductory work, and research related to the parts of speech and the history of our language.

Elementary children love the extraordinary, the peculiar, and the unusual. Carefully selected words in the Grammar Boxes help spark this fascination, drawing the children into a study of the science of their language.

Although work with the Grammar Boxes helps children learn about and understand the functions of the different parts of speech, the lessons also demand a great deal of active and physical expression and thus support children’s powers of expression.

This is what “reading comprehension” really is. We can observe the quality and sophistication of children’s understanding by the precision with which each child carries out the actions required by any particular grammar box text.

The Importance of Grammar

A good grasp of grammar empowers us to communicate and interpret others’ communication with greater clarity and understanding. Thus, our goal is to help each child wield their language with accuracy and power. Grammar work in elementary invites a rich vocabulary and fosters an expansive use of our language in all of its expressions.

Grammar work is an exciting, fun, and intellectually stimulating activity in Montessori classrooms. Schedule a tour today to experience this in person!

Grammar the Montessori (Fun) Way!

Mon, 23 Sep 2024 11:00:04 GMT

The study of words, grammar, is all about understanding how words function and how they relate to each other in a sentence. In essence, grammar represents the rules that we use, either consciously or unconsciously, as we speak and write. And in Montessori classrooms, grammar is incredibly fun!

In early childhood, children effortlessly absorb the language(s) in their environment, including the grammatical conventions people around them use. So in our primary classrooms, we first offer a series of games to introduce children to the functions of words.

The Games

The games provide a sensorial experience of the function of each part of speech. For example, when we invite children to the “article game,” we play around with asking for items using either the article “the” or “a” depending upon if we are thinking of a definite object (like the laundry basket) or an indefinite one (like a red pencil, which could be any of the red pencils in the classroom).

Or with the “preposition game,” we give commands using prepositions (words that show relationship) such as: “Put your hands on your stomach.” “Put your hands under the chair.” “Put your hands behind your back.” Each time we only change the preposition, so that children experience what happens when we change that one word.

Children also love the “verb game” and the “adverb game” because they get to engage in all sorts of actions that can get more and more complex depending upon the series of commands from “run” and “skip” to “walk loudly” or “tiptoe angrily” to multi-step requests like “Walk to a friend. Say hello to the friend. Come back to me. Tell me the friend’s name.”

Our primary children consider these games to be delightful and often request them again and again!

A “Feel” for Language

Eventually, children in our primary classrooms move on to grammar-based activities that involve a great deal of reading. Using little paper slips and objects, we present a variation of the grammar games that isolate the different parts of speech and help children intuit the patterns in our language. We write words and phrases on the paper slips, children read them, and label different objects or items in the classroom. We also begin introducing symbols for each part of speech.

For example, by the time children have learned about nouns, articles, and adjectives, we can introduce conjunctions as words that connect. We can write little slips for individual objects (“a green pencil,” “a red pencil,” “a pink pencil”). The children collect those pencils and we connect them with a pink ribbon. We also highlight the word that connects each of the objects (“and”) by writing it in red. Finally, we add each of the symbols that represent each part of speech.

Because children of this age are very tuned into syntax, they quickly develop a “feel” for how words are used in sentences. A great example of this is how young children might say, “I runned as quickly as I could.” Just through experience, they are able to identify how past tense is formed by adding “ed” to the verb. All that is needed next are opportunities to learn about how some words don’t follow that particular rule.

Systematic Study

In the elementary years, we embark on a systematic study of the different types of rules, such as those that direct the formation of the past tense. In addition to learning about suffixes (such as “ed”) that affect tense, elementary students learn about auxiliary verbs and even study the mood and voice of verbs. The children also discover that our irregular verbs have a historical origin. In fact, many of the seeming inconsistencies of our language have a fascinating historical story!

For that reason, whenever possible in elementary, we link grammar to history. The word grammar, for example, comes from the ancient Greek term grammatike tekhne, which means “art of letters.”

As we embark on “the art of letters,” our elementary children dive into several disciplines, including morphology (the structure of words), syntax (the arrangement of words), phonology (the pronunciation of words), semantics (the meaning of words), and etymology (the history of words). We distill these disciplines into three main areas: word study, parts of speech, and sentence analysis.

The Grammar Boxes

In next week’s blog, we’ll highlight a deeper exploration of how one material, the beloved Grammar Boxes, connects these key areas of study. In addition to helping children understand how words have a function to perform and how the sequence of words and surrounding words determine the function, the Grammar Boxes also support the study of words and lay the foundation for sentence analysis.

Our grammar lessons and presentations are quite lively and involve a great deal of activity. We’d love to have you schedule a visit to come see this grammar work in action!

Keeping the Big Picture in Mind

Mon, 16 Sep 2024 11:00:06 GMT

As parents, we want the best for our children. It hurts when they encounter setbacks or challenges. When they experience frustration or failure, we want to fix things so they don’t suffer.

Lessons Learned

However, physical and even emotional discomfort is a significant part of how we grow and learn. In fact, mistakes and failures have a number of benefits including an increase in self-confidence, creative thinking, problem-solving, and patience.

When children learn that they can overcome obstacles, they build self-confidence and are more willing to challenge themselves in new activities. In addition, when children can experiment and have room for error, they can explore and create new approaches, which leads to flexibility and expansive thinking.

Success requires time and continuous effort. When children aren’t afraid of failure, they understand that progressing isn’t always a straight line. Rather than being afraid and giving up when faced with difficulties, children are more willing to take a circuitous route, try different directions, or experiment with diverse options. This process also helps children develop logical thinking skills and the ability to solve problems confidently.

Home-School Partnership

So that our children can reap these benefits, it helps if we stay in communication about challenges that may arise. Whether social, emotional, academic, or intellectual, it’s inevitable that our children will experience some level of difficulty at some point in their school years. Our hope is that we can work as partners to identify any challenges or areas of discomfort, and also provide the structure, freedom, patience, and confidence to allow kids the opportunity to struggle.

In Montessori, we are well-trained to observe children, balancing both a deep awareness of developmental milestones and the knowledge that individual children have their own pace and trajectory as they develop as young humans. We recognize that some children may need additional support and we also want to make sure we aren’t rushing in too soon to rescue them, which can lead to a decrease in self-confidence and resilience.

A partnership between home and school means that we ask you to trust the process while also staying in dialogue with us about your hopes and fears for your child. Conversely, we commit to communicating what we observe about your child’s progress and areas for growth.

Over the many years of schooling and parenting, we’ve found that an investment in longer-term learning and growth necessitates tolerance for some shorter-term disappointment.

Communication Road Map

Good communication is the heart of positive partnerships! To that end, we offer some tips for cultivating and maintaining this long-term relationship in support of your child(ren). First and foremost, we rely upon timely communication and yet also want to respect everyone’s busy lives. If something comes up, please don’t hesitate to reach out to us to share what is on your mind. We want to better understand what your child is experiencing or any concerns you have.

We also ask that you consider a big-picture perspective. If your child complains about something bad happening, take a deep breath and acknowledge that they might need to let off some steam or just feel some big emotions. Listen without judgment and reflect back on what you hear. Once they are done, you can ask if they want some help solving the problem or communicating with someone at school.

It helps to think about how to set the stage for your child to be their own self-advocate. If they want help, you can offer to brainstorm solutions, draft an email together, or even role-play how to handle the situation differently. Often, though, our children just need to let out their upset or frustration so they can move on with their day. They need us, as parents, to be a safe place to vent.

When or if you do contact the school, please let us know if your child is aware that you are sharing your concerns or observations so we can approach the situation with the utmost respect and care.

It’s also important to remember that as adults, we are constantly modeling for our children. Approaching even challenging circumstances with thoughtfulness, care, and goodwill shows our children how they can tackle tough situations with grace.

Long-Term Goals

When we talk about what we want for our children, we often discover some common themes. We want our children to be adaptable, kind, and hard-working. We want them to be creative and confident in their own abilities. We want them to be self-reliant and independent, while also collaborating with others and learning from those with different perspectives. We want them to live peaceful lives, celebrate present moments, and have a sense of purpose.

While we don’t want to see our children struggle, one of the most important things we can offer them is the chance to confront and work through challenges. We commit to being your partner in this process. Please schedule a visit to the school , observe the classrooms, and connect with us about how we can work together!

Our Montessori Bookshelf: In Honor of Grandparents Day

Mon, 09 Sep 2024 11:00:03 GMT

Grandparents (and “grandfriends”) are such valuable parts of our children’s lives. In honor of Grandparents Day (September 8) and the desire to use the whole month to do “grand” things, we’re sharing our favorite picture books that highlight the value of connection between grandparents and their grandchildren.

We hope your children and their grandparents can perhaps share some time together, or at the very least that your children can read these books with you and reflect upon what they value about their grandparents. Maybe after reading these stories, grandparents and grandchildren can share and create their own stories together!

Berry Song

by Michaela Goade

With mystical illustrations that are also grounded in botanical bounty, this book shares the joy of a child’s connection with her grandmother and weaves it together with the power of sharing traditional ways of honoring the land and its gifts. After responsibly harvesting food together, the child and her grandmother cook and feast and share. And the seasons change and the story continues as the girl takes her little sister’s hand to begin the process again. The extensive author’s notes are also incredibly powerful and worth savoring.

Drawn Together

by Minh Lê, Illustrated by Dan Santat

“Sometimes you don’t need words to find common ground.” This book perfectly illustrates this tagline. The story even starts without words, just images in the comic or graphic novel style of getting dropped off at his grandfather’s house. We see all the ways they don’t connect and yet when the boy decides to pull out some paper and draw, the grandfather gets his sketchbook. A whole new world opens up between them, and the narrator begins to use words to share the experiences of grandfather and grandson. The illustrations both show contrasting generational and cultural experiences and how a shared love for drawing can bridge a divide.

I Love Saturdays y Domingos

by Alma Flor Ada, Illustrated by Elivia Savadier

Two sets of grandparents offer two very different sets of cultural experiences, which are lovingly depicted in this story of how a young girl appreciates her Saturdays and Sundays. With Spanish carefully woven throughout the storyline, especially to show the contrast between Saturdays y Domingos (and Sundays), we encounter the joy and delight of different traditions and daily routines. By the end of the book, the two sides of the family come together for the girls’ birthday and demonstrate the significance of togetherness.

Kiyoshi's Walk

by Mark Karlins, Illustrated by Nicole Wong

In addition to being a lovely portrayal of how a wise, quiet grandfather helps his grandson discover his own answers to his questions, this book is an excellent introduction to haiku. The story begins with Kiyoshi watching his poet grandfather compose a haiku and wondering aloud where poems come from. His question leads grandfather and grandson on a neighborhood exploration full of wonder, connection, new poems, new questions, and ultimately profound insights.

Nana in the City

by Lauren Castillo

A Caldecott Honor book, the story begins with a young boy coming to visit his Nana in the city. He finds the place too loud, busy, and scary, so his Nana promises to show him how wonderful the city can be. While he sleeps, she knits him a red cape for him to wear and feel brave during their excursion throughout the city. With a newfound perspective, he is able to see the extraordinary and why his Nana wants to be there (and how he can look forward to visiting again!).

The Ocean Calls: A Haenyeo Mermaid Story

by Tina M. Cho, Illustrated by Jess X. Snow

With a stunning use of color, The Ocean Calls reminds us of the power of patience and how traditions are passed from one generation to the next. Dayeon longs to be a treasure-hunting mermaid like her grandma, yet also holds deep fear from a previous experience in the ocean. Her “what if” questions are calmed by her grandmother’s calm presence and reminder about haenyeo tradition. Although subtle, the book also visually shares the power of a community of women serving as support.

Time for Bed, Old House

by Janet Costa Bates, Illustrated by AG Ford

It can be a treat to sleepover at a grandparent’s house, but it can also be scary, too. So Isaac’s grandfather takes a different approach, leading Isaac on a tour through the house to “put it to bed.” They move slowly and quietly. They dim the lights. They draw the blinds. And they check on all the sounds. The cozy illustrations make you feel right at home and some include a perspective that makes it feel like you are in the room, too. The best part is how the story shows the arc of how Isaac takes ownership of the process and as a result, feels safe and secure.

The Truth About Grandparents

by Elina Ellis

If you are your children are in the mood for some fun-loving frolic, this book is just what you need! The child narrator introduces their “really old” grandparents (plus their “wrinkly faces” and “funny teeth”). While the words on the page state one thing that the narrator has heard about old people, the illustrations show the child’s experience sharing adventures and all sorts of fun with their grandparents. Full of zest and joy, this book can’t help but bring out some smiles (and maybe even some ideas of fun things to do together!).

When Lola Visits

by Michelle Sterling, Illustrated by Aaron Asis

With simple illustrations, the story focuses on the scents of summer, including all the smells and experiences that are part of a grandmother’s summer stay. The repeating refrain of “summer smells like” weaves together a whimsical, wispy nostalgia, while also showing how different traditions “like kalamansi pie and fireworks on the Fourth of July” can come together in powerful ways for young children. The book also brings together the contrasting feelings that can arise when the beauty of summer ends and the promise of a new school year begins.

Where Are You From?

by Yamile Saied Méndez, Illustrated by Jamie Kim

This is a perfect book for when children feel stumped by the question, “Where are you from?” The main character asks her Abuelo. What he shares is both beautiful and inspiring, reminding his granddaughter, and perhaps all of us, of the places and ancestors who are so much a part of who we are. But this expansive answer doesn’t satisfy his granddaughter who wants to know where she is really from. His answer captures the essence of who she is and where she is from and establishes the power of personal love and ancestral connection.

We hope you enjoy these books as much as we have! Here is a printable copy of the list of books. We also love to have grandparents and grandfriends come to the school for a tour. Contact us to set up a visit!

Montessori 101

Mon, 02 Sep 2024 11:00:01 GMT

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 or Infant Community

Our youngest children are working toward a number of goals of self-sufficiency. In order to learn to make sense of the world, infants and 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 Community include extensive language exposure, practical life activities, sensorial exploration, and gross and fine motor development.

The Children’s House or Primary

Designed for children two and a half to six years old, our primary 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.

The Elementary Program

The Montessori philosophy continues in elementary and provides an unparalleled opportunity for growth in this new period of life. Children of this age have immense powers of imagination and creativity and are trying to understand themselves as social beings. The elementary environment provides an appropriate balance of freedom and responsibility and an expansive curriculum to support children’s curiosity and problem-solving so as to prepare them for the challenges of the future. The elementary program encourages a mature sense of justice and fairness, reinforces oral and written communication, provides cyclical experiences in all academic content and skills, and fosters the development of imagination and creativity.

The curriculum expands the sense of order that was nourished in the early childhood environment to study the order of the universe. Life is interrelated. Lessons dovetail between such subjects as geology, botany, history, language, math, and geometry. One of the goals of the program is to inspire children to explore ideas and interconnections, while also developing an understanding of their individual learning styles, needs, and goals. The Montessori interdisciplinary approach to elementary education supports children as they view the world, and even the universe, with a continued and intense sense of wonder.

The Adolescent Program

This program provides opportunities for adolescents to gain self-knowledge, belong to an accepting community, and learn to be adaptable while empowering them with academic competence and a vision for their own future. In all academic subjects, students do personal and group work integrated by overarching themes. The focus is on asking large questions, researching, interpreting, and connecting all of the disciplines.

Adolescent students apply and integrate all subjects through hands-on work that is connected to their greater community. They engage in elements of work on the land as an economic enterprise through the care of plants and animals, the maintenance of simple machines, and the understanding of land use. They also participate in local internships, class businesses, and community service. Because creative and physical expression is key during this stage of development, we offer adolescents multiple ways to explore different forms of self-expression. The adolescent program is designed to usher healthy, self-confident, well-prepared young adolescents into the next phase of their development.

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. Schedule a tour to learn more!

Materials Spotlight: The History Question Charts

Mon, 26 Aug 2024 11:00:03 GMT

In Montessori elementary classrooms we offer key lessons that unlock doors to exploration and learning. One of these fundamental materials is the History Question Charts. Although they seem relatively simple, the History Question Charts inspire deep thinking about the land and culture of different people, offer children scaffolding for building their research and essay writing skills, and lead to a variety of creative explorations.

Designed in collaboration with Dutch historians Professor Romein-Vershoor and her husband Jan Romein (who were famous for promoting the publication of The Diary of Anne Frank), the History Question Charts serve as a compelling guide for children’s explorations and research into the past.

The History Question Charts

The five color-coded charts each provide a set of questions focused on a broad topic relevant to any civilization. Under each question is space for children to collect their responses. The charts also have additional blank sections for questions children might think of on their own.

The green chart explores overarching themes of the natural world. Children use this chart to explore the terrain, flora, climate, and fauna, how and where water was found, and how, when, why, and from where humans and fauna came to the area.

The brown chart focuses on human activities and encourages children to explore how humans use the land, decorate possessions, dress, and eat. In addition, the chart includes questions about tools and techniques, construction of buildings and for what purpose, and general production.

The gold chart highlights intellectual and spiritual achievements through questions about the people’s language for speaking and writing, the number system, art and music, religious beliefs literature, and sciences. This chart also explores holidays, rituals, and ceremonies, as well as how people decorate themselves and why.

The orange chart is centered on how humans live their daily lives, asking questions about the care and education of children, form(s) of government, social structures of groups, forms of trade, cultural games, the administration of justice, roles of family members, and care of the sick and poor.

The blue chart explores relationships within the group and with other groups, including interactions with “foreigners,” if groups engage in wars, travel, exploration, or migration, and how trade and interactions with others happened and with what outcomes.

Research Skills

There are multiple ways children can use charts to engage in research and learning. They can focus on one or two questions or use a selection of questions drawn from a combination of charts. Sometimes, focusing on one chart can lead to an in-depth investigation of a particular aspect of a culture or place.

The charts are often sized so that children can use index cards to compile their answers to the questions and then place the index cards on the blank spaces below each question. To scaffold this work, we can also provide pre-made color-coded cards with answers to questions about a particular time and place (e.g. Ancient Egypt) so that children can get a sense of the type of information they can glean through researching the questions.

As children become more adept at taking notes from their research, the charts provide a way to organize the information into paragraphs and even multi-paragraph essays about a culture. If children use index cards to take their notes, they can begin to organize the information to provide the structure of a paragraph or essay. Because the charts provide a visual form of organization, they help children experience a more concrete approach to constructing their written work. Often through the experience of using the History Question Charts to compile and organize their research, children discover that composing essays is easier than they may have initially thought!

Follow-Up Explorations

As children use the History Question Charts, their investigations often inspire all sorts of follow-up activities. Sometimes children extend their study of different civilizations or cultures by setting up a trip to a museum, trying out some ethnic cooking, or inviting an expert to the class for a Q&A. Children also love re-creating a culture’s art or representing aspects of what they’ve learned through a craft or display. Sometimes children like to create a series of pictures with written captions that can be assembled into a booklet or presented in the form of a timeline. Those with a more dramatic bent may create short skits or plays to perform for their peers.

Although the initial presentation of the History Question Charts is relatively brief, this material offers the potential for ongoing, in-depth work as children investigate different civilizations. We invite you to schedule a tour to come see how this material leads to a delightful appreciation of history!

A Healthy Relationship with Work

Mon, 19 Aug 2024 11:00:02 GMT

As adults, our relationship with work is rather complicated. We pay others who have more expertise, more time, or more willingness to do work that we don’t know or want to do. We invent machines to work for us. We often aim for expediency and efficiency. We value our non-working time, like vacations, personal time, and leisure. We think about retiring early. Recently in history, there has also been a notion that we should find work that is the most fulfilling, makes use of our gifts, and follows through on our passions.

The Value of Work

However, the truth is that we, as humans, need to work to thrive. Often we find a sense of purpose, meaning, and connection through work. Those who have retired know how it feels to drop out of the social organization of productive human activity and perhaps wonder about contributing to the community, group, or society.

We establish our identity through work and, in the process, contribute to a complex web of interdependent activities we share with others. We provide service to others, and this gives us a sense of belonging. What we do to accomplish our purpose in life is our work.

“Joy, feeling one's own value, being appreciated and loved by others, feeling useful and capable of production are all factors of enormous value for the human soul.” – Dr. Maria Montessori, From Childhood to Adolescence

Purposeful Work

Appreciating the varied types of work we do in our lives to care for ourselves, to care for others, and to care for our environment, is not something we are particularly practiced at doing in our culture. Yet in Montessori, we prioritize these three pillars: care of self, care of others, and care of our surroundings. We recognize that children gain deep satisfaction through work that has purpose. They want to feel and be useful!

Work that is purposeful or meaningful comes from an internal drive, while also being connected to the environment and to others, which leads to a sense of responsibility. For our youngest children, this can be as simple as noticing that laundry needs to be folded or that snack needs to be prepared and then wanting to play a role in getting that work done. Older children may feel compelled to share their research or discoveries with classmates.

Adult Work vs. Children’s Work

In her observations of children, Dr. Maria Montessori began to see how the work of adults differs from the work of children. While adults work to minimize effort and make our external environment better meet our needs, children use their environment to develop their internal capacities. Because children’s work is their own development and self-construction, their work doesn’t follow the same patterns, look the same, or have the same outward manifestations as adult work.

More often than not, adults do not recognize children’s work for what it is, which can result in a kind of conflict between adults and children. Often adults try to keep children away from any adult work because children can seem to get in the way.

According to Dr. Montessori, this is primarily due to the complexities created by modern life. There was a time in human history when children’s need to self-construct through their own activities was more naturally and easily met by just being around as adults worked to secure food, build shelters, or make tools. This work was more immediate, concrete, and apparent. Children could observe, explore, imitate, and little by little participate in adult work.

But the work of modern humans is more complex and abstract, making adults’ work more inaccessible to children and thus making the presence of children often an interruption, distraction, or nuisance. As a result, children are often separated from the everyday work of adult life.

The Importance of Self-Construction

By nature, children are compelled to do work that ensures their own development. Children’s work is the work of self-construction. Often this work even feels like play!

In Montessori, we recognize the fact that children are forming who they will become as adults. Thus to fully support children’s work of self-construction, we offer children purposeful activities so they can learn how to contribute meaningfully to their communities. Our youngest children slice fruits and vegetables that are served for snack. They arrange flowers to make the classroom more beautiful. They sweep the floor and wipe the tables. As children get older they take on more responsibilities, from taking care of dishes to answering the phone, to running class meetings to organizing trips.

Beyond caring for themselves, each other, and the environment, we also help children develop a healthy relationship with intellectual challenges. Because the purpose is self-construction, rather than external rewards, children love to lean into learning. They see mistakes as opportunities for growth. They want to gain mastery. They delight in self-improvement.

Montessori children grow into adults who understand the value of work in its many forms. To see how this happens, come visit our school! We love to share what we do.

Back to School in Five Steps

Mon, 12 Aug 2024 11:00:02 GMT

We hope you are enjoying this last stretch of summer! As the school year approaches, we wanted to suggest some ways you can help your child (and yourself!) prepare for the transition back to school.

Encourage Mealtime Independence

Food preparation and meals are important parts of our daily lives. At school, children will be involved with preparing food, setting the tables, pouring water to drink, and cleaning up after themselves.

So we recommend practicing this at home! Children can be part of preparing the table and then clearing the dirty dishes after the meal. We recommend having a clear routine for cleaning up, which can include putting dirty dishes in the sink, dishwasher, or a dish tub after eating. We also encourage the use of regular cups and glasses for meals and snacks, saving a water bottle for when in the car or on walks. Younger children can be encouraged to use silverware to feed themselves. By eating family style meals sitting at the table together, you can also model and practice good table manners.

Older children can be involved with setting the menu for meals and even helping with grocery shopping. They can start to map out what they want to pack for lunch and be part of the process of getting their food ready in containers and everything into their lunch box. This also helps children have ownership and buy-in about what they are eating.

We also recommend that your child have food containers that are easy to open and close. Going to the store and having your child try opening different kinds of containers is a great way to find some that work well!

Think About What to Wear

Because younger children are becoming independent with their dressing and undressing, it helps for them to practice these skills at home. Even young toddlers are capable of doing quite a lot of taking off and putting on different items, and they love to do things for themselves. We recommend giving your child the time and encouragement to do things for themselves, including taking shoes off, pulling pants up, unzipping jackets, and so on. Choosing clothing and shoes that are easy for your child to put on and take off is a big help for the transition to school.

Older children can gather their belongings to make sure they have everything ready for the first day of school (and every subsequent day!). They can check the weather to determine appropriate outerwear and shoes, practice setting out their clothes the night before, and prep items needed for after-school activities.

Prepare a Goodbye Routine

To be ready for the first days of school, we recommend preparing your child (and yourself) for what drop-off will look and feel like. It can be helpful to drive by the school and casually notice with your child(ren) where drop-off will happen. As adults, the more clear we are about the routine, the more secure our children will feel.

Short and sweet transitions are key. The longer we linger the harder it is for our children to recalibrate and settle into the classroom. To that end, figure out your goodbye process ahead of time. Perhaps it is one hug and two kisses, plus a wave goodbye. Whatever you decide, stick with it. Our children are hard-wired to test our limits and they will want to figure out if they can negotiate two hugs and a wave goodbye then more hugs. However, if that negotiation is successful, they actually feel less secure because then they can’t rely upon a predetermined plan.

To help ensure the goodbye plan is a success, practice! While at home and when everyone is in a great mood, suggest a game of pretending you are doing drop-off at school. Remember (or create) the goodbye routine and then act it out together! Take turns being the adult and the child (children love getting to be the adult). Playacting is a fun way to work through what can be a stressful few moments.

By establishing clear and firm routines, we help our children develop trust and confidence. If we feel hesitant or unsure, our children absorb those feelings. So we want to exude assuredness!

Adjust Schedules

If our children have been staying up later during the long days of summer, it helps to gradually shift bedtimes and establish a consistent routine. Rushed mornings tend to be more difficult, so putting some additional effort into getting enough sleep and having plenty of time in the morning can really help the transition back to school.

Although earlier mornings can be tough, children do so much better when they can get to school with enough time to settle in. We recommend trying to come on the early side of the arrival window so that children aren’t overwhelmed by the hustle and bustle of last-minute or late arrivals. Coming late can also mean that they miss out on some of the benefits of the Montessori work cycle.

We recommend a gradual transition to the school year schedule. If children have been going to bed later, start easing into a bedtime that is earlier by using 15-minute increments over a series of days. Easing into the new schedule is more helpful than just hoping for the best on the first day of school.

Check-In

We all tend to feel more secure when we feel prepared. To that end, we recommend reviewing the handbook , checking supply lists, labeling your child’s items, and asking us any clarifying questions! It can also be nice to reach out with a friendly email to your child’s guide(s) to touch base about the best way to communicate with each other.

As always, please let us know if you need anything or have any questions. If you are curious to see more about how we help children transition into Montessori, schedule a visit!

Why Try? The Impact of Screen Time

Mon, 05 Aug 2024 11:00:02 GMT

Let’s face it. Parenting is hard. And frankly, things seem so much easier when our children are occupied with an iPad, phone, or similar device. Plus, they need skills for the digital world. And that’s how kids connect today, right?

So much pulls us toward more tech time for our children. But is this really what is best for their development? A study from August 2023 found that screen time for one-year-olds leads to developmental delays in communication and problem-solving when the children are aged two and four.

The impact continues as our children get older. Jonathan Haidt explains the high costs of a phone-based childhood in his book The Anxious Generation—How The Great Rewiring Of Childhood Is Causing An Epidemic Of Mental Illness. The first section of the book outlines the decline in teen mental health and well-being since the smartphone took over our lives. Haidt argues that this new technology, along with parental overprotection, has shifted our children’s lives from play-based experiences to an unprecedented state of fragmentation, disconnection, and even deprivation.

It’s interesting to hear children’s thoughts on this topic, too. When asked, kids are pretty self-aware of the impact screen time has on their lives. They speak about how they can be disconnected from others when they are on their devices and how getting outside actually helps them feel better. Young people also recognize that screen time can lead to crankiness, headaches, and even not-great sleep. They can identify “video game brain” and how hard it is to come out of that state. Young people are self-aware enough to notice how it’s easy to fall into an expectation that screen time will soothe a bad day but that in reality, it doesn’t and how taking a walk would be so much better.

Families whose children participated in Screen-Free Week from May 6 to 12 shared some lovely results. During that week, their children were kinder, better able to regulate their emotions, and more present in what they were doing. Children reported reading more, spending more time with their family, and reveling in being outside.

So what do we do? Our lives are so intertwined with technology that breaking already established habits can seem insurmountable.

One first step is to be open with our children. For younger children, this can be as simple as setting limits and stating that things will be changing. Our little ones rely upon us to set the routine. They will test us, of course, because they need to know if we are going to hold true to a limit. But the process is pretty straightforward: decide to limit screen time and stick with the plan.

Our older children will appreciate some genuine conversation, which means also listening to their thoughts and concerns. When they feel heard and their opinions valued, young people can be pretty open to hearing adults’ perspectives. Through thoughtful conversation, we can explore options for reducing screen time. The next step is to try it out. Treat the process as a collaborative experiment, with the intent to come back together and discuss what worked and what was challenging.

If moving toward less screen time seems daunting, also remember that we can call upon our community! Make a commitment with other families and find ways to support each other. Publicly state your intent and goals. Share successes and challenges. Plan screen-free playdates and organize experience-based outings.

Our children deserve the best we can offer them during these crucial developmental periods of early childhood and adolescence. Yes, giving them an iPad or phone, letting them watch videos, or giving in to another online game can give us a little respite, but are these choices really serving our children well?

For additional support and resources, visit:

The Anxious Generation

Screen-Free Week

Screen Time Action Network

Please also feel free to contact us. At our school, we prioritize a play-based childhood and are happy to share more about what we do!

The Role of the Montessori Teacher

Wed, 15 Nov 2023 15:55:02 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

Sun, 15 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

Fri, 15 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.

mission-montessori

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PRINCIPLE FIVE: Children Learn Powerfully from Each Other

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PRINCIPLE EIGHT: Order in the Environment Supports Order in the Mind

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PRINCIPLE FOUR: Rewards Undermine the Motivation They're Meant to Build

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So what do we do?

Be gentle on yourself first.

Model making amends.

Think about lagging skills.

Get curious instead of reactive.

Consider what unmet needs might be at play.

Reflect on our own patterns.

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