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How does a parent prepare their child for an unpredictable future? Don’t we all just want to give them every possible advantage? How do we define success in our children’s lives? Is it about being able to provide for oneself or is it finding joy in the work we do? Is it about contributing to our communities or perhaps continuing to learn throughout our lives? Couldn’t it (shouldn’t it) be a little bit of all of those things? Goals We think Montessori is one beautiful way to work toward all of these goals, and we are prepared to make some bold statements: Montessori gives children a strong understanding of basic math and language skills, starting earlier than most methods and using materials that support their development and methods that correlate with current research findings. Building a sense of independence and confidence is a major component of what we do. We know that children of all ages are fully capable of doing more for themselves than they are often given credit for. We have learned to sit back, observe, and assist only when necessary. This allows children to grow in incredible ways, amazing their parents (and frankly, us, too!). Respect for and connection to the earth is built directly into our curriculum, especially in the elementary grades. We know that around age 6, children start to think about where they fit into the bigger picture. We teach them about the universe, our solar system, the beauty of our planet, and the variety of life on it, just at a time when they are seeking those answers. Choice and freedom are important for all human beings. We give both to children because we believe they are capable of knowing what they need and want, and the more practice they have the better they will get at making decisions when we are not there to support them. We value teaching responsibility and time management skills. This goes hand in hand with focus and attentiveness. The ability to make choices about one’s learning must be balanced with accountability; as the children in our classrooms get older, they know there are certain expectations. For example, they may be able to choose the order of their work, but they know that they have to do grammar at some point during a specific time period, even if it’s not their favorite subject. Rather than drilling arbitrary facts into children and forcing them to memorize information that may not serve them in the future, we take a different approach. All children are exposed to a wide variety of basic scientific, geographical, and historical information, and are given extensive opportunities to more deeply explore the topics that they find fascinating. Graduates of Montessori schools go on to be successful in other settings, whether they go on to attend other private schools or their local public schools. They tend to view the world a little more creatively than the rest of us, and their contributions are often felt throughout society. There are many notable public figures that credit their early Montessori education to the successes they experienced later in life. To learn more about some of these people, take a look at this article . Research Montessori-specific research is a fairly new field, but the initial results in recent years are fascinating. One study conducted in Hartford, Connecticut, took a look at preschool students in a public Montessori magnet school. Federal magnet grants are awarded to public schools who commit to special, high-quality educational programming (in this case, Montessori) in an attempt to create a socioeconomically diverse school community within an urban setting. In the study, two groups of preschool-aged children were observed over time: 70 children in the Montessori setting and 71 who were in other settings. While the children tested similarly at the onset of the study, eventually the Montessori children outperformed the others academically, as well as notable increases in their enjoyment of work, social understanding, mastery orientation, and executive function. Subgroups within the study showed some other interesting findings that suggest Montessori education might help close the gaps on certain factors that typically hinder children’s success (such as income and executive functioning). Another study in public Montessori schools in Milwaukee concluded that a Montessori education has long-lasting positive benefits for children. The study also determined that when Montessori-educated children eventually transitioned into more traditional educational settings they were successful and the transition was positive. While there are other great studies out there, we will touch on just one more here . This study took a look at the effects of a high fidelity Montessori environment versus a low fidelity Montessori or conventional classroom environment. Children who learned in a classic Montessori program in which the guides adhered to traditional methods made significantly higher gains during the school year than their counterparts in conventional classrooms or Montessori classrooms that were supplemented with other types of learning materials and methods. Community Montessori schools are also something unexpected: they provide a community for more than just the children. Parents, educators, students, and local community members gather together in support of common goals. They work together, socialize together, and find ways to solve problems together. In our society today, many people have lost the sense of community that is so important to our well being; Montessori schools serve an important function of not just educating children, but giving like-minded adults a way to connect and form meaningful relationships.
It’s no surprise that we tend to spend more time indoors during the winter than we do during the warmer months. While your kids may have a blast playing outside some of the time, they will inevitably get cold at some point and need to come inside. The good news is that doesn’t mean their experiences with the outdoors needs to stop! Here we share five fun and simple ways to bring nature inside. 1. Snow play for the littlest ones We are full advocates for the Scandinavian saying: “There’s no such thing as bad weather, only bad clothing.” Everyone has their limits, however, and you may not be keen on taking your infant out in sub-freezing temperatures. The solution? Bring a little bit of the white stuff inside for them to explore. This idea is really as simple as it gets, but can provide your baby or toddler with an interesting and enriching experience. Grab a tray, a sturdy bowl, or even a heavy baking dish, and put just a few handfuls of snow inside. Set it on a floor surface that you don’t mind getting a little wet and invite your child to explore. A large bath towel underneath can make the whole experience a little more comfortable for them and make cleanup even easier for you. (In the meantime, you can send older kids outside to try out some of these cool snow experiments .) 2. Plant a few seeds It may not be prime gardening season, but the warmth inside should be enough for this fun activity. Keep in mind the point is just to grow something; don’t worry about producing edible vegetables or gorgeous blooms. Gather a few materials: A container - preferably a small pot with adequate drainage, but anything similar will do Some soil - you can pick up potting soil at your local garden center if the ground outside your house is frozen Seeds! These can really be anything. Perhaps you have some leftover bean seeds from last year’s garden. Maybe you have some dried lentils in your pantry. You could even save a few seeds from that pepper you cut up for dinner. Find a warm, sunny spot in your home and have your child help you plant, water, and observe the seed. You can read books together about plants, research the specific plant you’re growing, or even tie in some math with measurement and data collection. Feeling inspired? This is a great time of year to begin planning your spring garden! Children will love helping to draw out plans and look through seed catalogs. 3. Create natural tablescapes Everyone appreciates a beautiful centerpiece. Why spend money on flowers wrapped in plastic when you can find beauty in your own backyard? On a not-so-chilly day, take a walk with your child and collect beautiful pieces to arrange. Using a vase (or even a mason jar or glass milk bottle), proudly display what you find. Keep an eye out for: Interesting branches (birch and dogwood have unexpected color, but regular brown colored branches are just as pretty!) Evergreen foliage - pine, holly, and other types of shrubs and bushes can give your home a beautiful green look Dried berries and flowers Pinecones Once inside you can add candles, ribbon, or whatever else you have lying around. Ask your kids to come up with ideas, too! 4. Make something for the animals Ice, snow, and frigid temperatures can make finding food difficult for wild animals. Have fun making treats for them while also cultivating a sense of generosity with your children. Remember covering pinecones with peanut butter and birdseed when you were a child? Birds still love them. Try this fun and super simple activity with your own children! Find whatever string or yarn you have and hang them from nearby bushes and trees. Another fun project: pop up a big batch of popcorn, and using a needle and thread, make a long string to hang. This activity is great for older children, and as a bonus they can snack while they create. Looking for more ideas? Check out this site. Wondering whether it’s a good idea to feed the birds? Here’s what the Audubon Society has to say about it. 5. Set up a bird watching station All those bird treats you made together? Put them on double duty: set them up in a spot where your children can see the birds out the window and you can create hours of entertainment. If you happen to have a window that looks out toward trees or bushes, it may just be the perfect spot to try and attract local birds. Set up some bird feeders or homemade bird treats and wait for them to come. Meanwhile, set the scene inside as well. A comfortable chair or pillow on the floor will encourage children to sit and watch. Visit your local library and borrow a few bird-specific field guides to help with identification. Other fun items to leave nearby: a pair of binoculars, a sketch pad and colored pencils, or a journal. Enjoy! What does your family do to appreciate nature during the winter?
The warmth of the holiday season has passed, and the short days and long, cold evenings of winter are upon us. What better time to cuddle up with your kids and read a good book? This month we share some titles that highlight the beauty of the winter season. As always, we think borrowing books from the library or buying second hand are great options, but we provide links in case you want to read more about the books or would like to purchase one online. The Snowy Day by Ezra Jack Keats You’ve likely read this classic before, or at least heard of it. Either way, it’s a great time to remember the joy of young Peter as he reminds us of the magic and wonder that is a snowstorm for a child. From trying to save a snowball in his pocket, to dragging a stick along to make tracks, and even watching the older children as they have a snowball fight, we can all relate to the simple but lovely experience snowfall can be. Frozen Noses by Jan Carr, illustrated by Dorothy Donohue The illustrations in this book are the real star. Prints of collages created with layered colored paper are something different and special from what we see in most children’s picture books. The lyrical text is enchanting, and the story follows three friends (and a dog) as they enjoy playing outside in the winter and coming in to warm up afterward. Stopping By Woods on a Snowy Evening by Robert Frost, illustrated by Susan Jeffers Frost’s poem, which has been loved for generations, is gorgeously illustrated in this version. Children will enjoy spotting the animals in the wintery woods; Jeffers brings the words to life in a way that allows children to better visualize the narrator’s journey. There is something uniquely enchanting and timeless about walking through a dark, chilly, winter wood. White Snow Bright Snow by Alvin Tresselt, illustrated by Roger Duvoisin White Snow Bright Snow won the Caldecott Medal in 1948. The extraordinary thing about this book is that is delights readers in following along with a town’s very ordinary routine. From the moments before winter, in which different people can tell a storm is coming, to the way a town looks buried in snow, and finally the way it melts away into spring, children will enjoy seeing the book’s characters and their experiences. Animals in Winter by Henrietta Bancroft, illustrated by Helen K. Davie This sweet nonfiction book teaches children about the different adaptations animals have to survive colder weather. Some birds and butterflies migrate, some animals hibernate, some store food ahead of winter. Some animals do not prepare at all but find ways to survive in the semi-barren landscape. Diagrams and illustrations bring the information to life. The Big Snow by Berta and Elmer Hader The animals in this story are well attuned to signs that tell them the seasons are changing and a storm is coming. Another winner of the Caldecott Medal, the story introduces readers to many different animals in the woods, and shows how the deep snow after a storm affects their ability to find food. Two kind and generous humans make sure they have enough to make it through the winter. Owl Moon by Jane Yolen, illustrated by John Schoenherr Yet another winner of the Caldecott Medal (1988), Yolen has created a tale that embodies the magic of spending time outdoors at night in the winter. A child and their father go owling, trekking deep into the woods in complete silence in search of owls. While this is the child’s first time doing so, they have heard about these walks from their older brothers and know they must stay silent and march on through the frigid air. At a certain point, the father calls out to the owls, and the pair are rewarded with an amazing encounter. The Story of Snow: The Science of Winter’s Wonder by Jon Nelson, photographs by Mark Cassino This book explains the formation of snowflakes in a way that is simple enough for children to understand, but factual and informative. Photographs of magnified snowflakes allow children to see the unique geometric shapes they can take. Nelson explains the different forms snowflakes can take, and how temperature and cloud moisture content affect these formations. When This World Was New by D. H. Figueredo, illustrated by Enrique O. Sanchez One boy and his family leave behind their warm island home to live in New York. One of the many worrisome differences between his former home and his new one is the climate. A great story about the challenges immigrants face, the author uses the changing seasons to illustrate concepts in a way that young children can understand. Stone Fox by John Reynolds Gardiner, illustrated by Greg Hargreaves Young Willy lives with his grandfather on a farm. When he overhears that his grandfather is sick and in danger of losing the farm, he decides to enter into the local dog sled race. He hopes to use the prize money to save the farm. Willy loves his dog Searchlight, but the two are inexperienced and face up against local racing legend Stone Fox. This book is best for children ages 8 and older; one of the characters dies, which might be too upsetting for younger readers.
You know Montessori classrooms are different than most. You’ve heard the rumors: children run around doing whatever they please. It’s all play and no work. Or perhaps you’ve heard the opposite: our structures are so rigid we stifle creativity and natural childhood behavior. What’s it really like? We can practically guarantee that once you step inside a classroom for yourself, sit quietly in a corner, and observe the children and adults at work, your impressions will be transformed. We encourage parents to do so whenever possible; the children are used to visitors and we have tips on how your presence can be unobtrusive to them but informative for you. We hope you’ll scheduled a visit soon if you’ve never been, or even if it’s just been a while. In the meantime, this post will give you some idea of what you might see in a typical, high fidelity Montessori classroom. Arrival From the moment they step in the door, expectations are different for Montessori children, even as young as our toddlers. Children are responsible for hanging their own bags and coats on hooks. They learn to change their own shoes, with most classrooms requiring that children wear either slippers or a special pair of shoes designated for indoor school use only. This is done in part to keep our classrooms clean, but also to give children a sense that their classroom feels more comfortable and home-like. Guides greet students upon their arrival. They often make a point of shaking a child’s hand, looking them in the eye, and saying their name along with a friendly hello. By doing this, we are intentionally modeling polite human interactions. Before long, the children learn how to greet us back, and they are even able to apply this skill outside of school. The Work Period Also called the morning work cycle, this period of time is a hallmark of the Montessori approach. We believe that children need a longer stretch of time to involve themselves deeply in independent work, so we honor this need by providing an uninterrupted block of time each morning. How much time? That depends on the age of the child. Typically, for children ages 3 and up, the work period is three hours long. It’s not quite so long for younger children, and older children may have a second work period in the afternoon. During this time children work independently while guides give small group or independent lessons. Sometimes it may appear that a child is playing, and while that is true, certain types of play are critical to learning. It is also important to note that Dr. Montessori developed her educational materials to appeal to children, so what may look like a simple puzzle could actually be a manipulative biology diagram. What looks like pretty colored beads are, in fact, tools for exploring complex mathematical concepts. Montessori children are able to make a lot of choices during this time. We allow freedom of movement: that is, they may sit where they like, stand and walk around the room if their bodies require a break, and use the restroom safely without needing an adult’s permission. We provide a range of seating options as well. Some children prefer to work alone or with others, some like to sit at a table or on the floor. Adults appreciate having choices while they work, and we believe children should be afforded the same respect. What types of work might you see? You may be surprised to see even very young children working on the following subjects: Math Language Biology Geography Practical life skills Sensory refinement (up to age 6) Geometry Socializing Montessori education takes the perspective that we must nurture the whole child. This is a popular concept with parents and teachers across a wide variety of settings, but Montessori schools have structures built into their programs that allow for deeper exploration and support of the social self. The aspects of choice are one way we support children’s social development. Rather than assigning seats or requiring children to work alone or in pairings that are predetermined by adults, we generally let children choose if they would rather work independently or cooperatively, and with whom they would like to work. That being said, in any group of people, some personalities work well together, while others do not; we help guide children to differentiate between what makes a positive complementary work partner for them, and what constitutes a fun (and perhaps silly) friendship that can be developed outside the work period. As children grow older, they begin to place a stronger emphasis on friendships. The process of figuring out what healthy friendships should look and feel like is a major work of children in the elementary years. Attachments form, and children come to rely on the company of one another. Of course, another reality of these years is that all children will face social conflict at some point or another. One benefit of a Montessori environment is that the guides are able to set aside time and space to help children navigate conflict. We teach mediation strategies, inclusivity, and conflict resolution. We are able to assist children both proactively and reactively. We often use stories to teach children important lessons about social skills. Role play is another tool used in classrooms when negative patterns begin to form; when children are able to have fun and remove themselves personally from an experience, they can learn positive approaches to resolving common dilemmas. The Guide’s Role Another often surprising element of the Montessori classroom is the role our guides take. To begin with, they are typically referred to as guides, rather than teachers, as we believe the name is a far better descriptor of the task. Instead of feeding children a stream of information we expect them to internalize, we lay a path before them, open the door, and give them the tools to explore and learn. In the primary years (ages 3-6), lessons are usually given individually. This allows the guide to give their full attention to the child before them, and to honor their individual needs. In the elementary years, lessons are typically given to small groups of children, honoring their developmental desire to work alongside their peers. Another delicate task of the Montessori guide is to know when to step in and assist a child, and when to stand back and allow them to find a solution themselves. Generally speaking, we tend to take the latter approach. We believe that children are capable of much more than we often give them credit for, and given the opportunity, they will rise to the occasion. This approach helps build resilience and confidence. Lastly, the guide’s job is to observe. We watch the children in our care to learn which skills they have mastered, which they are progressing in, and which they may require additional support with. Though we may not always intervene, we notice what they are doing, both academically and socially. We take copious notes to inform our practice, record their progress, and to share our findings with parents. Montessori guides don’t consider themselves the center of the classroom. We are merely there to support the learning of the children. Still curious? Good! Call us today to schedule a time to observe. See a Montessori classroom in action for yourself. We know it will be an amazing experience.
Have you ever wondered how Montessori guides teach children about language? Parents are often astounded when they observe children learning to read at a young age in our schools. What’s the secret? There’s no secret - we’re happy to share our methods! Read on to learn more about our approach, how we align our teaching with a child’snatural development, and what the progression looks like as children get older. Early Language Activities Children’s language development begins long before they enter the classroom. Dr. Montessori asserted that children from birth to age 6 were in the age of the absorbent mind . During this time they are able to learn language simply by living around others who are using language. Montessori classrooms incorporate both spoken and written language into the environment to further enrich this early learning. In our primary classrooms we teach children songs and poems so that they may hear and experience language in a fun and playful way that appeals to them. We encourage parents to do the same! Share poems from your childhood with your children and discover new ones together. Sing your favorite songs from when you were little, or enjoy kid-friendly tunes from musicians such as Raffi or Tom Chapin. Montessori guides introduce children to as much vocabulary as possible in their early years. This may start with naming objects around the classroom, but will also expand toward specialized nomenclature. Children learn the names of the continents, plant and animal names, and specific terms that apply to areas of interest. These vocabulary words are spoken and shown in written form. Writing As you may have guessed, writing starts earlier in Montessori classrooms than in many other settings. Consider the goal of writing: to visually communicate one’s ideas with others using standardized symbols. This is actually separate from the ability to hold a pencil and form strings of letters, words, and sentences on a piece of paper. Once a child has a basic understanding of most of the letter sounds, they begin to use a material called the moveable alphabet. Exactly what it sounds like, the moveable alphabet is a box containing sorted wooden letters. Children lay the letters out to write words, and eventually sentences. At this stage we do not expect children to conform to conventional spelling, but rather we allow what is often referred to as inventive spelling. “I love my mom” may look like “I luv mi mom”. Montessori classrooms use many materials to help children strengthen their finger muscles in preparation for the physical act of handwriting beginning at age 3, or arguably even earlier. Our experience has taught us that children are ready to express themselves in writing before they are ready to start writing in the traditional sense. That pencil-to-paper writing usually starts in kindergarten, though it varies with individual children. Reading One beautiful material that you have likely seen is called the sandpaper letters. The letters are used to teach both reading and writing. It’s important to note that when Montessori guides begin teaching children about letters, our focus is on the sounds the letters make and not so much their names. This means we do not teach the alphabet song, because knowing the names of letters isn’t really helpful in learning how to read. That’s not to say there is no value in such learning; it will certainly come in handy when learning to alphabetize, or when talking about letters when they are a bit older. We just want parents to know that if you want to continue the work we do in our classrooms, consider using a letter’s most commonly used sound when referring to it. An example: when a Montessori child learns to spell cat, they will say, “k-ah-t” rather than “see-ay-tee”. Object boxes are used to help children learn to read as well. A box labeled with the letter p may contain tiny toy versions of a pig, pot, pin, etc. Eventually, children are able to match the objects with label cards. Much of our reading work is done while teaching children other subjects. For example, if they are learning about mammals, they will read lots of text at their level about mammals. There are also special series of books used by many Montessorians, including Miss Rhonda’s Readers (created by a Montessori guide) and Bob Books. Guides typically prefer that families not use these same books at home. Young children are often able to memorize text, and if they have been exposed to the same books at home and school, it can be difficult for guides to have an accurate observation of the child’s true decoding skills. Check with your child’s guide if you’re curious or would like some advice on what books to read at home. Card materials are also used as children progress, allowing guides to help children isolate specific sounds and blends. One series of cards/lessons may focus on the various ways to make a long a sound. One color of cards displays words containing ai , another will contain ay , and yet another will teach children about words with the silent e . Word Study This area of study includes a wide variety of skills and begins once a child has begun to read; some of the earlier lessons are given during the final (kindergarten) year of primary, but many are given during the first two years of lower elementary. The guide will give the child a lesson teaching the skill. In the days and weeks following, children practice the skill independently using special card materials. The skills include: Classification Alphabetizing Compound words Synonyms Antonyms Prefixes Suffixes Grammar Grammar is taught early and in what we call a spiraling curriculum; that is, we circle back on the same content as the child gets older, building on previous knowledge and giving more depth to their understanding. Parts of speech are taught in a very specific order, and each one has a corresponding symbol that children use in many activities. Beginning in the final year of primary, children typically learn about nouns, articles, and verbs, as well as their corresponding symbols. This helps them to understand the core parts of our sentences and gives them an introduction to grammar in a way that appeals to them. Sometime during that final year in primary or the first year of lower elementary, children are introduced to grammar through what we call the function of words . Traditionally, a model of a farm, complete with animals, is used to guide children through the process. Again, they begin by learning that nouns are naming words, and they name each animal and feature of the farm. They then go on to learn the corresponding articles, followed by all other parts of speech, including adjectives, verbs, adverbs, pronouns, conjunctions, prepositions, and interjections. Once a child has learned the functions of words, they will move on to the Montessori grammar command cards. Knowing that children learn by doing, these cards give children specific directions to physically follow so that they may experience the words for themselves. Another classic Montessori activity involves the use of colored wooden grammar boxes. Children use cards to recreate sentences, word by word, and sort the words by various parts of speech. There are many extensions to grammar work that Montessori children enjoy. Some will write their own sentences and use colored pencils to label each word with its corresponding grammar symbol. Others enjoy using grammar strips: a material that shows a series of grammar symbols which students must use a guide to write a sentence with that particular pattern. Sentence Analysis Going beyond grammar, elementary-aged children learn to analyze sentences. This begins simply with subjects, verbs, direct, and indirect objects. As children get older and have a better grasp on language, the work extends considerably. Children in upper elementary classes learn about complex sentence structures. This includes structures like predicate adjectives and nominatives, attributive adjectives, various types of phrases and clauses, and many more. For seasoned Montessori parents: did you learn anything new from this article? New families: what do you find the most interesting, or what do you still have questions about? As always, we believe in the power of observation, and we invite you all to schedule a time to sit and observe in one of our classrooms.