IMA Montessori School | Preschool | Kindergarten

The Science Behind the Genius - A Summary

Mon, 20 Apr 2026 13:00:25 GMT

"We must study the child, realize his nature, his needs, his tendencies, and provide for him an environment in which he can live according to them."

MARIA MONTESSORI

Book Summary: Montessori – The Science Behind the Genius

By Angeline Stoll Lillard

A Bridge Between Timeless Philosophy and Modern Research

Angeline Stoll Lillard’s Montessori: The Science Behind the Genius is a landmark work that examines Maria Montessori’s educational philosophy through the lens of modern psychological and neurological research. First published in 2005 and updated in later editions, this book answers an essential question for educators and parents alike: Does the Montessori method actually align with what science says about how children learn best? Spoiler alert—the answer is a resounding yes.

Lillard, a developmental psychologist, breaks down Montessori’s core principles and compares them with current findings in cognitive science. The result is a compelling and thoughtful case for Montessori education as not only intuitive and respectful—but deeply evidence-based.

Lillard organizes the book around eight foundational principles of Montessori education, examining each through scientific research:

1. Movement and Cognition

Montessori classrooms are designed to allow movement—children choose their activities, move around the room, and use their hands to learn. Lillard demonstrates how modern research supports this, showing that movement enhances thinking, memory, and academic performance.

2. Choice

Montessori children are given the freedom to choose their work within a prepared environment. Studies show that giving children choice promotes motivation, engagement, and learning, echoing Montessori's belief in the importance of autonomy.

3. Interest

Montessori materials and lessons are designed to spark a child’s natural interest. Lillard shows that when learning is connected to what genuinely interests a child, retention and comprehension improve—an idea strongly supported by educational psychology.

4. Extrinsic Rewards Are Avoided

Rather than relying on stickers, praise, or grades, Montessori environments encourage intrinsic motivation. Modern research suggests that external rewards can actually diminish motivation and creativity, validating Montessori’s choice to let children find satisfaction in the work itself.

5. Learning From and With Peers

In Montessori classrooms, mixed-age groupings encourage peer learning. Older children model behavior and concepts for younger ones, and younger children are inspired by the older peers around them. Studies confirm that peer learning can be incredibly effective and even more influential than adult instruction in some cases.

6. Learning in Context

Rather than isolating subjects or skills, Montessori integrates them. Math, language, science, and culture are often interwoven into hands-on experiences. Research supports this integrated, real-world learning approach as more meaningful and long-lasting than rote memorization.

7. Teacher as Guide

Montessori educators observe and guide rather than lecture. They prepare the environment and step in when needed, but they respect the child’s process. This child-led model aligns with modern understandings of effective teaching, where relationships, scaffolding, and trust are central to learning.

8. Order in Environment and Mind

The Montessori environment is thoughtfully organized, and this order supports a child’s developing sense of structure and logic. Research in neuroscience shows that environmental order and predictability are key in helping young brains thrive and focus.

Montessori: The Science Behind the Genius is not just for educators—it’s a fantastic resource for parents, administrators, and anyone curious about how children learn best. What makes it especially powerful is that it bridges the gap between a century-old educational philosophy and modern scientific inquiry. It validates Montessori with hard data, while also explaining the “why” behind what happens in a Montessori classroom.

For those already practicing or interested in Montessori, this book reaffirms the profound wisdom in the method. For skeptics, it offers compelling evidence that Montessori is not a passing trend or alternative niche—it is, in many ways, the future of education.

Angeline Stoll Lillard’s book is both a celebration and a challenge. It celebrates Montessori’s vision, showing how ahead of her time she truly was. But it also challenges educators, parents, and policymakers to rethink conventional systems of education in favor of methods that actually work—with the science to back them up.

Montessori versus Reggio

Mon, 06 Apr 2026 13:02:10 GMT

"Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment."

MARIA MONTESSORI

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

Montessori

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

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

Reggio Emilia

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

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

Key Differences

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

In Summary

Reggio Emilia Approach:

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

Montessori Education:

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

Montessori Inspired Language for Discipline

Mon, 23 Mar 2026 13:01:59 GMT

"The greatest gifts we can give our children are the roots of responsibility and the wings of independence."

MARIA MONTESSORI

In a Montessori environment, discipline isn't something done to a child—it’s something developed within the child. The goal is not compliance, but self-regulation. And one of the most powerful tools we have as adults to support this process is the language we use.

In Montessori, discipline is rooted in respect, connection, and clear boundaries. The words we choose can either invite cooperation and understanding, or they can shut down communication and create power struggles. Using intentional, respectful language helps children feel seen and safe—while also reinforcing limits and expectations.

Say what you want them to do instead of what they should not

Children respond better to positive phrasing—clear, constructive directions that tell them what to do, rather than what to stop.

Instead of: “Don't run!”

Try: “You may walk inside. Running is for outside.”

Why it matters: Young children are still developing impulse control. Telling them what not to do doesn't always help them know what to do. Clear, positive directions guide behavior more effectively.

Be clear, calm, and consistent

Montessori educators aim to be firm and kind at the same time. There’s no need to raise your voice or add excessive emotion. A calm, clear tone shows confidence and helps children feel secure—even when being corrected.

Instead of: “How many times do I have to tell you?”

Try: “I see you're having trouble remembering. Let’s try again together.”

Why it matters: When we model emotional regulation, children learn to mirror that behavior. Calm language teaches that boundaries can exist without anger or shame.

Connect before you correct

Children are more likely to cooperate when they feel understood and connected. Start with empathy before redirecting behavior.

Instead of: “You're being too loud. Be quiet!”

Try: “I hear you're excited! Let’s use a quieter voice so we don't disturb others.”

Why it matters: Recognizing a child’s feelings helps them feel validated—and more open to guidance. Connection fosters cooperation.

Offer choices within limits

Offering limited choices gives children a sense of control while still maintaining structure.

Instead of: “Put your shoes on now.”

Try: “Would you like to put your shoes on by yourself, or do you want some help?” or “Do you want to put your shoes on first or your coat?”

Why it matters: Empowering children to make decisions builds independence and decreases resistance. It also helps them feel respected.

Use natural and logical consequences

Montessori discipline focuses on real-world consequences that help children make connections between actions and outcomes.

Instead of: “If you don't clean up, you're going in timeout.”

Try: “When the blocks are put away, we can go for the walk you’d like to take.”

Why it matters: Logical consequences feel fair and make sense to children. They support learning rather than punishment.

Discipline in the Montessori method is not about control—it’s about guidance. It’s about teaching children how to make respectful, responsible choices with the support of caring adults. By using calm, clear, and respectful language, we help children feel safe enough to learn and capable enough to grow. When we change our language, we change the dynamic. We shift from conflict to connection, from correction to collaboration. And in doing so, we model exactly the kind of communication we hope to see in them.

The Importance of Meal Times

Mon, 09 Mar 2026 13:00:52 GMT

"The child who is allowed to choose, prepare, and serve his own food is more likely to develop a sense of respect for the food, the environment, and the people with whom he shares it."

MARIA MONTESSORI

In the Montessori toddler and primary classrooms, mealtimes are more than just a chance to eat—they're a rich, meaningful part of the day that supports independence, social connection, and self-regulation. Whether it's a snack time in a toddler room or a shared lunch among primary-aged children, these moments offer opportunities for growth that extend far beyond nutrition.

A Montessori Lens on Mealtime

Dr. Maria Montessori believed in respecting the whole child, including their physical, emotional, and social needs. In her writings, she observed how children thrive when given the chance to care for themselves and their environment. Mealtimes provide a natural context for this to happen. In a Montessori classroom, food isn't rushed. Instead, it’s approached with mindfulness, routine, and purpose—just like any other work the child does.

Independence in Action

Even the youngest toddlers are encouraged to take part in the meal process—from setting the table to cleaning up afterwards. These tasks build confidence and coordination while reinforcing the idea that they are capable contributors in their community.

Examples include:

Toddlers pouring their own water from a small pitcher
Primary students preparing snack for the class
Using child-sized tools to cut soft fruits or spread butter
Cleaning up with a sponge or wiping down the table

Through these actions, children build important practical life skills that translate into increased autonomy and self-esteem.

Social and Emotional Development

Mealtime is also a time for connection. Children practice grace and courtesy by waiting their turn, using polite language, and engaging in respectful conversation. Sitting down together at the table creates a sense of community and rhythm in the classroom.

These daily rituals:

Encourage peer modeling and cooperation
Provide space for language development through natural conversation
Offer opportunities to express preferences and make choices respectfully

Mealtimes often become a moment of calm in an otherwise active day—allowing children to pause, reflect, and connect.

Respect for the Body and Food

Montessori classrooms emphasize mindful eating. Rather than rushing through meals, children are invited to listen to their bodies—learning when they are hungry, when they are full, and how different foods make them feel.

Children also learn:

To serve themselves appropriate portions
To handle food respectfully
To be involved in food preparation, building appreciation for the process

A note on healthy choices:

Montessori educators often guide children toward making nutritious choices by offering a variety of whole, simple foods—fruits, vegetables, grains, and proteins—presented in an appealing, accessible way. While food is never used as a reward or punishment, children are encouraged to explore a range of healthy options and learn how food supports their growth and energy. This lays the foundation for a lifelong healthy relationship with food, rooted in awareness and respect rather than control or pressure.

Rhythm, Routine, and Regulation

A predictable mealtime routine helps children feel secure and settled. For toddlers especially, knowing that snack or lunch happens at a certain time supports emotional regulation and trust in the environment.

When a child participates in the full cycle—from preparation to clean-up—they gain a sense of responsibility and rhythm that carries through the rest of the day.

In Montessori education, we understand that the smallest moments are often the most powerful. Mealtimes may seem ordinary, but they are rich with opportunities for independence, collaboration, and care. By honoring these daily rituals, we're not just nourishing growing bodies—were cultivating capable, mindful, and connected human beings.

IMA Community: March

Tue, 24 Feb 2026 18:48:27 GMT

March into Learning!

Toddler Independence: Activities for the Home

Mon, 16 Feb 2026 14:00:06 GMT

"Help me to do it by myself."

MARIA MONTESSORI

One of the central tenets of the Montessori philosophy is independence—helping children do things for themselves. Even from a young age, toddlers are naturally drawn to the idea of contributing, making choices, and mastering daily tasks. In a Montessori environment, we honor this drive by creating opportunities for children to participate meaningfully in their world.

But what does that look like at home?

The Montessori View of the Toddler

Maria Montessori referred to the child as a "builder of the man," observing that even the youngest children are capable of far more than we often assume. Toddlers, in particular, are in a sensitive period for order, movement, and language, and they crave real-world, hands-on experiences. The key is not to do things for them, but rather to create a space where they can do things with us—or even on their own.

Why Independence Matters

Encouraging independence builds:

Confidence – Children feel proud when they contribute and achieve small successes.
Motor Skills – Tasks like pouring, sweeping, or buttoning help refine coordination.
Focus and Concentration – When children are deeply engaged in meaningful work, they practice sustaining attention.
Problem-Solving – Independent tasks often come with small challenges, which help toddlers think critically and flexibly.

Practical Life Tasks Toddlers Can Do at Home

Here are age-appropriate, Montessori-aligned tasks that toddlers can participate in:

Self-Care

Brushing hair and teeth with a small mirror and tools they can manage.
Washing hands with a stool and accessible sink setup.
Practicing dressing skills like putting on shoes or zipping a coat.

Care of the Environment

Watering plants with a small pitcher.
Wiping the table with a cloth after meals.
Helping sort or fold laundry (socks and towels are great starters).
Feeding pets (scooping food with supervision).

Meal Preparation

Peeling bananas or mandarin oranges.
Spreading butter or jam with a blunt knife.
Pouring water into a glass from a small pitcher.
Setting the table with child-sized dishes and utensils.

Setting Up the Home Environment

To encourage independence, the environment needs to support the child’s ability to act freely and successfully. A few tips:

Lower hooks for coats and bags at their level.
Accessible shelves with a few choices for toys or books.
Child-sized tools (brooms, pitchers, utensils) that work!
Predictable routines that toddlers can anticipate and participate in.

A Gentle Reminder

Montessori is not about perfection—it's about process. Tasks may take longer, and messes are inevitable, but the long-term benefits of fostering independence far outweigh the temporary chaos. Give your toddler space, offer gentle guidance, and resist the urge to step in too quickly.

With consistency and patience, your child will grow in confidence and capability—right before your eyes.

IMA Community: February

Wed, 11 Feb 2026 17:32:12 GMT

Love is in the Air!

The Myth of Chaos

Mon, 02 Feb 2026 14:00:52 GMT

"The child’s development follows a path of successive stages, each with its own laws. We must respect this development, provide the necessary environment for it, and allow the child to grow naturally."

MARIA MONTESSORI

The Science Behind Structure in the Montessori Environment

In Montessori education, there’s a common misconception that classrooms appear chaotic because children are all engaged in their own individual activities. The sight of children working independently on various tasks can sometimes give the impression that there is no structure or order in a Montessori environment. However, this is far from the truth. The seeming "chaos" in a Montessori classroom is actually a carefully crafted part of the educational design, one that emphasizes individual learning, responsibility, and self-direction.

The Misconception: Montessori Lacks Structure Because Children Do Their Own Thing

In many traditional classrooms, you might see a group of children all participating in the same activity at the same time. Whether it's a group lesson or a guided task, there's often a sense of uniformity. This structure leads to the assumption that "order" in the classroom means all children should be working on the same thing at once.

In contrast, Montessori classrooms look quite different. Children are free to choose their own work, work at their own pace, and pursue activities based on their individual interests. This personalized learning approach, which emphasizes independence and self-direction, can sometimes create the illusion of chaos. Teachers in a Montessori setting are often seen quietly observing children as they engage with materials, rather than directing the entire group in the same direction. However, this freedom is not a sign of disorder or a lack of structure. On the contrary, it is a hallmark of deliberate order in a Montessori classroom, where the goal is not conformity but individual growth, responsibility, and choice.

1. The Freedom to Choose Doesn't Mean Chaos

One of the core principles of Montessori education is that children are given the freedom to choose their activities. While it may seem like everyone is working on something different, there is a deeply structured environment underneath this freedom. The classroom is set up in such a way that each material has a purpose and is available for specific developmental needs. There are designated areas for different activities—practical life, sensorial work, language, mathematics, and cultural studies—which children can explore independently.

The freedom children have to choose their own work encourages engagement, intrinsic motivation, and curiosity. But this freedom is not unbounded or without structure. Montessori teachers guide children in choosing meaningful work, ensuring they understand the proper use of materials, and helping them develop a sense of responsibility and order.

2. Respecting Individual Development

The Montessori method is built on the belief that each child is on their own unique developmental journey. Children progress at different rates and have different interests and strengths. In a traditional classroom, this can sometimes mean that children who are ahead may feel bored or disengaged, while those who are struggling may feel frustrated or left behind. In a Montessori classroom, the ability to choose their own work and move at their own pace allows children to engage in tasks that are developmentally appropriate for them. This individualized approach not only prevents boredom but also encourages self-motivation and personal responsibility. There’s a profound respect for each child’s unique timeline, and while one child may be working on a complex math problem, another might be practicing practical life skills. This individualized learning means that, though the classroom might look like a hive of activity with each child doing something different, it’s actually a highly organized environment that allows for the optimal development of each child.

3. The Role of the Montessori Guide

The role of the Montessori guide is not to direct the children in group activities or to constantly give lessons, but to observe, guide, and support each child’s progress. This teacher role contributes to the sense of order in the classroom, even as children work independently. The guides help create an environment where children can thrive independently, but also provide guidance or support when needed. They might suggest materials to a child who needs a new challenge, offer encouragement when a child is stuck, or guide children in resolving conflicts. This balanced approach ensures that while the classroom appears "free" and "individualized," there is still a high level of guidance and intentional structure.

4. The Importance of the Prepared Environment

In a Montessori classroom, much of the "mess" that might appear chaotic is actually a sign that children are actively engaged with the environment. The space is carefully prepared with materials that are accessible and appropriate for the child’s developmental stage. Every material is intentionally placed to invite curiosity and independent exploration. While children are free to choose their own work (within limits), they are taught to respect the space around them. The work cycle in Montessori classrooms includes the responsibility of returning materials to their proper place, cleaning up, and ensuring that the environment remains orderly. In this sense, the classroom may appear 'lived-in' during work time, but it is always part of a broader pattern of learning where children eventually take responsibility for the organization of their environment.

5. Why the Individual Work is Order in Disguise

The true order within a Montessori classroom isn’t always visible in a traditional sense—children aren't sitting in neat rows working on identical tasks. Instead, the order comes from the internal development of each child. The classroom is structured around fostering independence, self-regulation, and respect for the materials and environment. When a child engages in an activity in the Montessori classroom, they are working at their own developmental level, and it’s important that they are given the space to do so without external pressures. The fact that children are working independently, exploring their own interests, and solving problems on their own doesn't signify chaos—it represents natural learning and deep engagement. What appears to be disorder is actually a sign that the children are engaging in meaningful work that is aligned with their developmental needs.

Embracing the “Montessori Hum”

The misconception that Montessori classrooms lack structure because children are each doing their own thing is understandable, but it overlooks the deep structure behind the method. Montessori classrooms may look different from traditional classrooms—more individualized, more active, and sometimes a little messier—but they are highly organized environments where children have the freedom to explore, learn, and develop at their own pace. The "Montessori Hum" of the classroom is not an accident. It’s a deliberate approach to create a learning environment that fosters independence, responsibility, and respect for others. When we understand the Montessori approach as one that respects each child’s individuality and developmental timeline, we can appreciate the beauty of a classroom that can appear chaotic but is, in fact, highly intentional.

Social Benefits of Montessori

Mon, 19 Jan 2026 14:00:35 GMT

"The child who has never learned to work with others will never be able to live in harmony with others."

MARIA MONTESSORI

The Montessori approach, pioneered by Dr. Maria Montessori, emphasizes not just academic achievement but also the social and emotional growth of the child.

Mixed-Age Classrooms Fostering Social Skills

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

Respect for Individual Differences

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

Developing Independence and Responsibility

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

Nurturing Conflict Resolution Skills

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

Community and Global Awareness

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

Cultivating a Love for Learning Together

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

Praise: Celebrating Efforts over Results

Mon, 05 Jan 2026 14:00:13 GMT

"The child’s work is not the same as the adult’s work, but it is work that is suited to the child’s developmental stage. We must always be careful to encourage effort rather than focus solely on the result."

MARIA MONTESSORI

In Montessori education, praise plays an important role, but it is approached in a way that is different from conventional methods. Instead of simply praising children for their outcomes or achievements, Montessori educators focus on acknowledging the effort and process behind a child’s work. This subtle but powerful shift helps children develop a growth mindset, fosters intrinsic motivation, and encourages a lifelong love of learning. Here’s how the Montessori approach to praise celebrates effort over results and why it is so beneficial for children’s development.

1. The Focus on Process, Not Perfection

In traditional education, it is common to praise children for achieving the right answer or completing a task perfectly. However, in a Montessori classroom, the emphasis is placed on the process rather than the result. This is because Montessori educators understand that true learning happens through effort and persistence. When a child is praised for their effort, rather than the end product, they are encouraged to see the value in the journey, not just the destination.

For example, if a child is working on a puzzle, instead of saying, “Good job! You finished it!” a Montessori teacher might say, “I noticed how carefully you looked at the pieces and tried different combinations. That was really thoughtful work.” This kind of praise reinforces that the effort and thought process behind the task are just as valuable—if not more so—than the final product.

2. Encouraging a Growth Mindset

When children are praised for their effort, they internalize the idea that success is the result of hard work, perseverance, and learning from mistakes. This mindset is foundational to the growth mindset, a concept popularized by psychologist Carol Dweck. A growth mindset encourages children to view challenges as opportunities to grow and improve, rather than as obstacles to avoid. By focusing on effort over results, Montessori educators help children understand that intelligence and abilities can be developed through practice and persistence. When children hear praise for their effort, they learn that trying hard, overcoming difficulties, and learning from mistakes is just as important—if not more important—than getting everything right the first time. This reduces the fear of failure and encourages children to take on challenges with confidence.

3. Building Intrinsic Motivation

In Montessori classrooms, praise is not used to create external rewards or a need for validation. Instead, the goal is to cultivate intrinsic motivation, where children engage in activities because they enjoy them, find them interesting, or are proud of the effort they put into their work.

When a child is praised for their effort, they begin to internalize the feeling of accomplishment that comes from hard work. For instance, instead of hearing, "You're so smart for solving that math problem," a child might hear, "I can see you worked really hard on figuring that out. You didn't give up!" This type of praise reinforces the value of persistence, and the child learns to find satisfaction in the process itself, rather than relying on external validation or praise.

4. Avoiding Praise That Creates Pressure

In some traditional educational settings, children are frequently praised for achieving a certain result—whether it’s getting the right answer, completing a task quickly, or performing well in a competition. While this kind of praise may feel good in the short term, it can create undue pressure to keep achieving in the same way, often leading to anxiety, fear of failure, and perfectionism.

In contrast, Montessori educators aim to give praise that is non-judgmental and focuses on the effort and persistence children demonstrate. For example, rather than saying, "You did such a great job—everyone will be so impressed!" the teacher might say, "You kept trying even when it was difficult. That’s a great way to learn!" This helps to relieve pressure and ensures that children do not tie their self-worth to the outcomes they achieve.

5. Praise That Builds Confidence, Not Dependence

By praising effort, children learn to recognize and celebrate their own strengths. They come to understand that success is not about being naturally good at something but about putting in the time and energy required to improve. When praise is focused on effort, children build self-confidence because they know they have the power to shape their learning through dedication and hard work This approach to praise also helps to reduce dependence on external validation. Rather than waiting for someone else to tell them they did a good job, children learn to recognize and appreciate their own growth and progress. They become motivated by an internal desire to improve, rather than the need for validation from others.

6. Praise that Encourages Self-Reflection

Another key aspect of Montessori praise is that it encourages self-reflection. Instead of simply offering generic praise like "Great job," children are often prompted to think about their own experience. Teachers may ask, “How do you feel about your work?” or “What part of the task did you enjoy the most?” This helps children develop an awareness of their own learning process and reflect on their achievements. Self-reflection is an important skill that supports growth and development. By recognizing their own effort, children are able to internalize their accomplishments, which increases their sense of pride and self-esteem. They also become more aware of how they can continue to improve in the future.

7. Celebrating Effort Across All Areas of Development

In Montessori, praise for effort is not limited to academic achievements. The Montessori approach recognizes the importance of fostering a child’s social, emotional, and physical development as well. Whether it’s working together in a group project, showing kindness to a peer, or persevering through a physical challenge, children are praised for their efforts in all areas of development. For example, if a child shows kindness to another, a teacher might say, "I saw you helped your friend when they were feeling sad. That was very caring." This acknowledges the child’s effort to be kind and supportive, which builds emotional intelligence and social responsibility. Similarly, a child who works diligently on an art project might hear, "You really focused on making your art just the way you wanted it. It looks like you put a lot of care into your work!"

In the Montessori classroom, praise is a powerful tool that nurtures a child’s sense of effort, perseverance, and intrinsic motivation. By focusing on the process rather than the result, Montessori educators help children build confidence in their ability to learn, grow, and improve. This approach to praise fosters a love of learning, encourages resilience in the face of challenges, and supports the development of a healthy, growth-oriented mindset. By celebrating effort over results, we are not only helping children succeed in the classroom but also preparing them for a lifetime of learning and personal growth. When children understand that effort leads to progress—and that the journey itself is worth celebrating—they are empowered to take on challenges with curiosity and confidence.

Conflict Resolution

Mon, 22 Dec 2025 14:00:29 GMT

"Whoever seeks a new path to guide humanity to a higher level must look to the child as to a new teacher who brings a new light. As such we have come to know him and as such we venerate him."

MARIA MONTESSORI

Conflict Resolution in the Montessori Primary Classroom:

Empowering Children with Communication Tools

Conflict is a natural part of human interaction, especially in environments where young children are learning to socialize, share, and collaborate. In a Montessori Primary classroom (ages 3–6), conflict resolution is not only about resolving disputes but also about empowering children to understand and manage their emotions, communicate effectively, and find peaceful solutions independently. Dr. Maria Montessori believed that children are capable of resolving conflicts on their own if given the right tools and guidance. Here’s how conflict resolution is approached in a Montessori Primary classroom, with an emphasis on communication skills and fostering independence.

Creating a Peaceful Environment

The foundation of conflict resolution in a Montessori classroom starts with the environment itself. A peaceful, prepared environment that promotes respect, order, and calmness allows children to feel safe and secure. Montessori classrooms are designed to encourage cooperation and respectful communication, so children are already immersed in an atmosphere that values peaceful interactions.

A key element in the Montessori philosophy is the idea of respect for others. This means that every child, whether interacting with peers or adults, is encouraged to respect personal boundaries, emotions, and ideas. By modeling peaceful behavior and creating an environment that emphasizes respect, children learn to navigate conflicts in a calm and thoughtful way.

Teaching Communication Skills

In the Montessori classroom, children are given the tools they need to communicate effectively. This is vital when it comes to conflict resolution. From a very early age, children are encouraged to express their thoughts and feelings clearly, which helps them resolve disagreements peacefully and respectfully.

Here are some communication tools children are encouraged to use in the Montessori Primary classroom:

Using "I" Statements : Children are taught to express their feelings and needs using "I" statements, such as “ I feel upset when you touch my work .” or “ I need some space. ” This focuses on expressing personal feelings and needs without blaming or accusing others, which is essential for constructive conflict resolution.
Active Listening : Montessori classrooms emphasize the importance of listening to understand, not just to respond. When a conflict arises, children are encouraged to listen to each other’s perspectives without interrupting. This helps children feel heard and validated, which is a key component in resolving conflicts.
Calm and Clear Language : Children are prompted to use calm, clear language during conflicts. The adults in the room model this by speaking calmly and respectfully, even during moments of frustration or disagreement. Children learn by observing how to express themselves calmly, even in emotionally charged situations.

These communication strategies (like “I” statements, active listening, waiting turns to speak) are introduced through Grace and Courtesy lessons. This links conflict resolution to the wider Montessori curriculum.

Conflict Resolution Strategies

The guide’s role is to model respectful communication consistently. The adult’s calm presence—showing neutrality, patience, and fairness—is essential for children to internalize conflict resolution skills. While teachers are always available to model for the children, a key part of the Montessori approach is to encourage independent conflict resolution when possible. Children are not immediately intervened upon when conflicts arise. Instead, they are given the time and space to try resolving the conflict on their own, with adult support only when necessary. This encourages children to take ownership of their feelings and actions.

Here are some strategies used in Montessori classrooms to help children resolve conflicts:

Encouraging Dialogue : When a conflict arises, children are encouraged to talk to each other to find a solution. The teacher may guide the children by asking open-ended questions like, “ What happened? ” or “ How do you think we can solve this problem? ” This prompts the children to reflect on their actions and work together to find a peaceful resolution.
Guiding Through the Process : If the conflict escalates or the children are unable to find a solution independently, the teacher steps in as a mediator. However, instead of simply solving the problem for them, the teacher asks guiding questions that help the children come to their own conclusions. This fosters critical thinking, problem-solving, and emotional regulation.
Role-Playing and Practice : To build confidence in conflict resolution, children often engage in role-playing activities where they practice resolving hypothetical conflicts. This could include practicing sharing, taking turns, or expressing feelings. Role-playing helps children build social skills and prepares them to handle real-life conflicts more effectively.
Elaborating on Needs and Feelings : Instead of simply saying “ They're being mean ,” children are encouraged to elaborate on what they need or don't like in the situation. For example, a child might say, “ I don't like it when you touch my work ,” rather than labeling the other child as “mean.” This helps children focus on the specific behavior that is causing the issue, allowing for more effective communication and problem-solving. By articulating what they need or want—whether it's a turn with a toy, personal space, or an apology—children learn to express their feelings in a way that is clear and constructive.

Promoting Empathy and Emotional Intelligence

Conflict resolution is not just about finding a solution—it’s also about understanding the emotions of others and developing empathy. In the Montessori Primary classroom, emotional intelligence is an essential part of the curriculum. Teachers guide children in recognizing and naming their emotions, as well as the emotions of others.

Empathy is also fostered by helping children see things from another person’s perspective. For example, a child might be asked, “ How do you think your friend feels when that happens? ” This helps children develop a deeper understanding of the emotions of those around them, making it easier to find resolutions that consider everyone’s needs and feelings.

In the Montessori Primary classroom, conflict resolution is an integral part of the learning process. By teaching children how to communicate effectively, listen actively, and work through conflicts independently, Montessori education empowers children to take ownership of their social interactions. With the right tools and guidance, children develop the emotional intelligence, empathy, and problem-solving skills they need to navigate the world around them peacefully and respectfully. Through this process, conflicts become valuable learning experiences that help children grow into thoughtful, self-confident individuals.

IMA Community: December

Wed, 03 Dec 2025 18:03:39 GMT

Snow Much to Celebrate!

Preparing a Montessori Bookshelf

Mon, 01 Dec 2025 14:00:13 GMT

"The child who has access to books and is encouraged to read will be able to find answers to his questions and develop a love for learning."

MARIA MONTESSORI

A Montessori-inspired bookshelf is not just a place to store books; it’s a thoughtfully designed space that promotes a child’s independence, fosters a love for reading, and supports their development. When setting up a bookshelf for toddlers and primary-aged children, it’s essential to consider the types of books you include, how they’re displayed, and the environment you’re creating.

Here’s a guide on how to create a Montessori-inspired bookshelf and why the selection of books—especially real, non-fantastical ones—is crucial for young children.

1. Display Books at the Child’s Level

In Montessori classrooms, everything is designed with the child in mind. This is also true for a Montessori-inspired bookshelf. Instead of placing books on high shelves, set the bookshelf at the child’s eye level, allowing them to independently choose books without adult help. The idea is to give children autonomy in their learning and exploration.

Bookshelves should be low enough so toddlers can reach the books easily, fostering independence and encouraging a habit of self-directed learning. Opt for sturdy, open shelving or a unit with low, wide compartments where the child can easily view the covers of the books. This not only supports independence but also helps children understand the concept of organization.

2. Organize Books by Theme, Size, and Interest

Another hallmark of Montessori environments is order. To help children easily navigate their bookshelf, arrange the books by theme (such as animals, nature, people, seasons, etc.) or by size. This method allows children to naturally understand categories and concepts, promoting their logical thinking skills.

For toddlers, it’s also helpful to organize books by familiar themes (animals, everyday life, simple stories) to help them make sense of the world around them. As children grow older, you can shift to thematic or subject-based organization that aligns with their developing interests.

Ensure that the books are easily accessible, ideally placed in a way that encourages children to take the initiative to put the books back after use. For example, displaying books with their covers facing out helps children recognize the titles and choose the book they want based on the image, which can help build excitement around reading.

3. Choose Books with Real-Life Content Over Fantasy

One of the fundamental principles of the Montessori philosophy is that children thrive when they interact with real, tangible objects. This is why it's so important to include books that reflect the real world. Montessori educators believe that exposure to reality fosters a child’s sense of order, logic, and clarity, which are essential for their cognitive development.

In the first plane of development (ages 0-6), children are in the process of absorbing information from their environment at an astonishing rate. During this period, children do not yet have the ability to distinguish between fantasy and reality. Their minds are focused on absorbing the concrete world around them, and they take in everything as real, without the ability to filter out fantasy from reality. This means that if children are exposed to books that feature magical creatures, imaginary worlds, or fantastical elements, they may internalize these as reality rather than fiction. This can confuse their understanding of the world and hinder the development of clear, logical thinking.

Books with real-life content—such as those about animals, nature, people, and everyday life—help children build a solid understanding of the world. These books should be visually rich, showing children real images or accurate depictions of the world around them, rather than imaginative or fantastical ones. Real-life books, especially those with photographs or authentic illustrations, can enhance a child’s ability to connect with their environment and learn in a concrete way.

As children progress into later stages of development, they will naturally begin to develop the cognitive abilities needed to understand the difference between fantasy and reality. However, in the first plane of development, it’s important to ground their experiences in real, tangible concepts that they can fully comprehend and relate to.

4. Focus on Real Characters

In addition to the real-world content, the characters in the books should also be grounded in reality. Choose books that depict real human experiences, cultures, and emotions. For example, books that showcase real people, both children and adults, help children understand themselves and others, fostering empathy and social awareness.

Characters in books should be positive role models, showing children how to navigate relationships, express emotions, and solve problems. Avoid books with unrealistic characters or exaggerated portrayals, which might confuse children or lead to misconceptions about human behavior and interactions.

5. Include a Variety of Books to Match Developmental Stages

Montessori emphasizes a child’s developmental readiness. As toddlers and primary-aged children grow, their cognitive and emotional needs change, so it’s important to offer a range of books that reflect this growth.

For toddlers, choose simple, sturdy board books with clear images, large fonts, and simple stories that engage the senses and build vocabulary. As they progress into the primary years (ages 3-6), you can introduce slightly more complex picture books and early readers, focusing on stories that mirror real-life experiences and relationships. These books will encourage children to continue developing their language skills, understanding of the world, and ability to relate to others.

6. Rotate Books to Keep Engagement High

One of the keys to maintaining a child's interest in reading is variety. Regularly rotating books on the shelf ensures that the child always has new material to explore. You don't need to overwhelm the child with too many options at once—just a few books that are relevant to their current interests, developmental needs, and growth stages. This can help keep the bookshelf from becoming cluttered, and it encourages the child to engage with each book more deeply.

7. Make the Reading Area Cozy and Inviting

The environment plays a big role in a child’s desire to engage with books. Create a cozy reading nook in the classroom or home where children feel comfortable exploring books. This space could include soft seating, pillows, or rugs to make it inviting. The child’s bookshelf should be a part of this welcoming space, enhancing the experience and promoting regular engagement with books.

Creating a Montessori-inspired bookshelf for toddlers and primary-aged children is not just about providing access to books, but about creating an environment that fosters independence, curiosity, and a love for learning. By carefully selecting books that reflect real-life experiences, displaying them at the child’s level, and ensuring that the environment is organized and inviting, you're not only supporting the child’s intellectual development but also nurturing their emotional growth. Books about the real world and real characters help children connect to their environment in meaningful ways, laying the foundation for their continued exploration and understanding of the world around them.

The Sensorial and Math Connection

Mon, 17 Nov 2025 14:00:17 GMT

"The mathematical mind is a mind which is especially interested in mathematics. Instead of finding mathematics idiotic and absurd, it finds them interesting and absorbing. It is a fact that most of the children in our Montessori Schools do achieve great enthusiasm in doing mathematics. It is the preparation of their minds which enables them to derive this pleasure."

MARIA MONTESSORI

In a Montessori Primary classroom (ages 3–6), the Sensorial and Math materials are deeply interconnected. Dr. Maria Montessori believed that children learn best through hands-on experiences, and the Sensorial materials serve as a foundation for later mathematical understanding. These materials refine the senses and prepare the child’s mind for logical thinking, classification, and problem-solving—all essential skills for mathematical learning.

Sensorial Materials: The Foundation for Mathematical Thinking

Sensorial materials are designed to help children refine their ability to perceive and categorize the world around them. Through activities that isolate specific senses—such as sight, touch, sound, and weight—children develop discrimination, order, and an awareness of patterns. These same skills are necessary for understanding mathematical concepts.

Key Sensorial materials that lay the groundwork for mathematical thinking include:

Pink Tower – Develops size discrimination, visual-spatial awareness, and an early understanding of sequencing, which translates to concepts of measurement and scale in math. The dimensions of the Pink Tower cubes also correspond to the values of the cubes found in the Bead Chains, reinforcing the concept of cubing and powers of numbers. Additionally, the Pink Tower consists of ten cubes, mirroring the base-ten decimal system that is later explored in math.
Brown Stair – Reinforces the concept of gradation in width, helping children grasp comparative concepts such as bigger/smaller and wider/thinner, which are later applied to measurement and geometry.
Red Rods – Introduces length discrimination and the foundation for number sequencing and linear measurement. With ten rods, this material also subtly prepares the child for an understanding of the base-ten system.
Cylinder Blocks and Knobless Cylinders – Encourages grading and pattern recognition, which later translate into concepts of volume, size, and logical sequencing.
Binomial and Trinomial Cubes – While initially used as a sensorial puzzle, these materials lay the groundwork for algebraic concepts by demonstrating mathematical patterns visually and physically.
Constructive Triangles – Introduce children to the concept that all geometric shapes can be constructed from triangles. This work is a precursor to understanding geometric principles, area, and even algebraic relationships in later years.
Geometry Cabinet – Helps children classify shapes and recognize geometric patterns, linking directly to early geometric and algebraic thinking.
Geometric Solids – Build upon experiences with the Pink Tower and Brown Stair, solidifying three-dimensional shape recognition and spatial awareness.

Transitioning from Sensorial to Math Materials

Once children have developed their ability to categorize, compare, and recognize patterns, they transition into more abstract mathematical concepts using the Montessori Math materials. Many of these materials mirror Sensorial materials in form and function, creating a seamless progression from concrete experiences to abstract mathematical understanding.

Numeration and Quantity

The Number Rods resemble the Red Rods but introduce the concept of numbers and quantity.
The Spindle Box builds on the concept of grouping and reinforces quantity recognition and counting.
The Cards and Counters provide a visual representation of even and odd numbers, reinforcing early numeracy skills.

Decimal System and Place Value

Many Sensorial materials, including the Pink Tower and Red Rods, are structured in tens, laying a natural foundation for the base-ten decimal system used in mathematics.
The Golden Bead Material introduces the decimal system in a tangible way, mirroring the concept of volume from Sensorial materials like the cubes and cylinders.
The Stamp Game and Bead Frames allow children to transition from concrete counting to abstract place value operations.

Chains and Linear Counting

The Short and Long Bead Chains provide a hands-on way for children to explore skip counting and multiplication concepts. By counting and visually seeing the progression of numbers, children develop a deep understanding of number sequencing and multiples. These chains connect directly to early algebra by demonstrating squared and cubed numbers in a tangible form, which links back to Sensorial materials like the Pink Tower and Binomial Cube.
The Hundred Chain and Thousand Chain allow children to experience linear counting on a grand scale, reinforcing place value, number order, and the concept of squaring and cubing numbers.

Fractions

Fraction Circles are linked directly to early sensorial materials, such as the Constructive Triangles and Geometric Solids, as they encourage children to explore parts of a whole. The precision and pattern recognition gained through the Constructive Triangles enable children to better grasp fractions and their relationships, forming the basis for an intuitive understanding of measurement.

Elementary Geometry and Measurement Materials

As children progress to the Elementary Montessori levels (ages 6–12), the foundational work done in the Primary classroom with Sensorial materials continues to evolve with more advanced Geometry and Measurement materials.

Geometric Solids (Primary to Elementary): In Primary, children explore the three-dimensional shapes with Geometric Solids, developing their understanding of volume and spatial awareness. In Elementary, this material is expanded upon with Geometric Solids Construction Sets, where children can manipulate the solids and explore their properties. This transition from the abstract to the more tangible forms deepens the understanding of geometry.
Area and Perimeter Materials : In the Elementary years, children move on to measuring areas and perimeters of different geometric shapes. This work builds on the concepts introduced by the Constructive Triangles in the Primary classroom, where children can physically see how various shapes are created and measure their dimensions. These experiences prepare them for the practical application of geometry as they explore real-world measurements and properties of shapes.

By working with Sensorial materials before moving into Math materials, children develop a concrete understanding of mathematical relationships rather than relying solely on rote memorization. The transition from manipulating physical objects to abstract problem-solving is smooth because the foundational concepts are already internalized through hands-on experiences. Montessori classrooms emphasize the idea that mathematics is not just about numbers. It's about patterns, relationships, and logical thinking. Sensorial materials prepare the child’s mind for this exploration, making math a natural extension of their early experiences.

The strong connection between Sensorial and Math materials in the Montessori Primary classroom ensures that children develop a deep, intuitive understanding of mathematical concepts. By engaging their senses first, children build confidence and curiosity, making abstract math more accessible and meaningful. This thoughtful progression from concrete experiences to abstract reasoning is a hallmark of Montessori education, fostering a lifelong appreciation for mathematics.

Food Preparation

Mon, 10 Nov 2025 14:00:16 GMT

"The child is capable of much more than we think."

MARIA MONTESSORI

Food preparation is a fundamental part of the Montessori curriculum, helping young children develop independence, coordination, and a deeper connection with their environment. In a Montessori classroom, food preparation activities provide rich sensory experiences and practical life skills that build confidence and responsibility.

The Importance of Food Preparation in Montessori

In our Montessori classrooms, children engage in real, purposeful work. Food preparation is more than just making a snack—it provides opportunities to develop fine motor skills through slicing, peeling, pouring, and spreading. Following step-by-step tasks enhances concentration and focus, while the ability to prepare their own snacks and meals fosters independence. Exposure to a variety of fresh foods encourages healthy eating habits, and working together to prepare and serve food helps build social skills. Additionally, cleaning up after themselves instills a sense of responsibility and care for their environment.

Food Preparation Materials in the Montessori Classroom

Food preparation works are designed to match the child’s developing coordination, attention span, and level of independence. Common works in the toddler and primary environments include:

1. Washing and Peeling

Washing fruits and vegetables in a small basin of water.
Peeling a banana and slicing it with a safe, child-friendly knife.

2. Scooping, Spreading, and Mixing

Scooping yogurt into a bowl.
Spreading butter, jam, or cream cheese onto crackers or bread using a dull spreader.
Mixing ingredients for simple recipes like fruit salad or yogurt parfaits.

3. Pouring and Transferring

Pouring water or juice from a small pitcher into a cup.
Using tongs to transfer fruit pieces from a bowl to a plate.

4. Slicing and Chopping

Slicing soft foods like bananas, strawberries, or cucumbers with a wavy chopper.
Using a child-safe knife to cut apples, cucumbers, or cheese.
Chopping herbs with scissors to add to simple dishes.

5. Juicing and Measuring

Juicing oranges or lemons with a hand juicer.
Measuring flour, sugar, or grains using small measuring cups.
Stirring ingredients together for a batter or dough.

6. Baking and Cooking

Preparing simple, no-bake recipes like granola or energy balls.
Baking muffins, desserts or bread.

7. Setting the Table, Serving, and Cleaning Up

Placing plates, cups, and napkins on the table.
Setting up snack trays and offering food to classmates.
Serving water or tea to guests in a prepared, graceful manner.
Wiping the table and sweeping small spills.

Creating a Prepared Environment for Food Preparation

Montessori food preparation activities require a well-organized and child-friendly setup. Providing accessible tools, such as child-sized kitchen utensils like knives, peelers, pitchers, and bowls, allows children to work independently. Prepared work areas with all necessary materials ensure that children can choose and complete an activity with ease. Safety considerations, including demonstrating proper handling and offering supervision when needed, help maintain a secure environment. Encouraging clean-up is also essential, as having small cleaning tools available allows children to take responsibility for wiping spills and washing dishes after preparing food.

Benefits of Children Engaged in Food Preparation Work

Food preparation in a Montessori classroom offers a rich array of developmental benefits that go far beyond fostering independence and coordination.

As children engage in tasks like peeling, slicing, and plating, they naturally practice logical sequencing by following steps in a meaningful order. These activities strengthen executive functioning skills such as planning ahead, remembering procedures, and maintaining attention to detail.
Fine motor development is supported through precise hand movements required for pouring, slicing, and peeling, while math readiness emerges through counting, measuring, and portioning.
Language flourishes as children name foods, utensils, and actions, expanding vocabulary through real-world context.
Social-emotional skills are nurtured through opportunities for turn-taking, offering food, and serving others, cultivating grace, courtesy, and empathy.
Central to all of this is the link Montessori observed between purposeful, hands-on work and the development of concentration and normalization—children who prepare food often reach a calm, focused state and experience a sense of order. This work is made accessible through carefully prepared environments with low shelves, child-sized trays, and tools designed for small hands, empowering children to work independently and with control.

Food preparation is not just about nourishment; it is a meaningful connection to culture, family, and community. It builds lasting confidence as children see themselves as capable contributors to daily life.

Montessori Approach to Nighttime Toileting

Mon, 03 Nov 2025 14:00:49 GMT

"Never help a child with a task at which he feels he can succeed."

MARIA MONTESSORI

Montessori Approach to Night Time Toileting

In a Montessori toddler community, we trust deeply in the child’s natural desire for independence—including in toileting. Once a child has transitioned out of diapers during the day, we encourage consistency by remaining out of diapers at night as well. While nighttime dryness may take longer to develop, returning to diapers or pull-ups can create confusion for the child and send mixed messages about their capabilities.

Respecting the Child’s Readiness

Nighttime toileting is a highly individualized process. Dryness during the night depends on neurological maturity and the brain’s developing connections related to toileting. Every child reaches this milestone in their own time. Our role is not to rush, but to observe, support, and trust the natural progression.

Consistency Builds Confidence

Montessori environments thrive on order, routine, and respect for the child’s inner drive to master new skills. Once a child begins wearing underwear, it’s important to continue—both day and night. This consistent message—" You are capable "—reinforces self-trust and body awareness. Switching back and forth between diapers and underwear can interrupt the learning process and create uncertainty.

Nighttime toileting doesn’t require pressure or urgency, but it does benefit from a calm, predictable approach. When we allow children to experience this process without over-prompting or shaming, we foster autonomy and real independence.

Supporting the Process at Home

Here are some Montessori-aligned strategies to support your child through night time toileting in a respectful, prepared, and developmentally appropriate way:

Prepare the Environment for Independence

A thoughtfully prepared environment helps the child navigate night time toileting confidently and safely:

Use a nightlight to softly illuminate the path to the toilet.
Keep extra pajamas, underwear, and sheets within reach.
Provide step stools for the toilet and sink.
Use a toilet seat insert if needed for stability.
Offer a reachable dirty laundry basket for soiled clothes.
Provide a small basket of simple cleaning supplies (e.g., cloths) to support clean-up beyond toilet paper.
Remove any obstacles or hazards to ensure safe access during the night.

Use Thoughtful Prompting (Then Fade It Out)

Prompting is encouraged at first—but with the goal of independence:

Begin with a clear expectation: " It's time to use the toilet before bed. " (Not optional.)
Later, transition to a gentle question: “ Do you need to use the toilet before bed? ”
Gradually, fade prompts entirely as the child builds the habit and awareness themselves.

Avoid Shaming or Pressure

Accidents are part of learning and should be handled with compassion and neutrality. Avoid using words like “accident” or expressing disappointment. Instead, simply state the fact:

“ You peed/soiled. Let’s help you get dry and comfortable. ”
This keeps the focus on care and problem-solving, not blame or embarrassment.

Involve the Child in Clean-Up

Encouraging children to participate in changing clothes or bedding helps build responsibility and ownership in a respectful way. This practical life activity supports independence and reinforces the child’s competence without shame.

Use Cloth Training Pants or Underwear

Once the child is in underwear, avoid returning to diapers or pull-ups. Cloth training pants can be helpful—they absorb some moisture but still allow the child to feel wetness, which is important for body awareness and learning.

Trust the Process

Nighttime dryness is a developmental milestone, not a training goal. What’s needed most is patience, trust, and consistency. Children internalize routines and expectations when we offer calm guidance, a prepared environment, and emotional safety.

In Montessori, we view independence as a series of small steps, each one building on the last. Nighttime toileting is one of those steps. By respecting the child’s pace and maintaining consistency, we help nurture not only a new skill—but a deep and lasting confidence in their own abilities.

IMA Community: November

Thu, 30 Oct 2025 14:39:04 GMT

Gratitude and Growth

The Power of Choice

Mon, 27 Oct 2025 13:00:18 GMT

"The child who has never learned to choose has never learned to be free."

MARIA MONTESSORI

The Power of Giving Choices to Children in the Montessori Classroom

In the Montessori classroom, giving children the power to make choices is a fundamental aspect of their learning experience. This practice not only fosters independence but also cultivates critical thinking, responsibility, and intrinsic motivation. Research consistently shows that when children are given the opportunity to make decisions, they develop essential life skills that support long-term growth and well-being.

Why Are Choices Important?

The Montessori philosophy emphasizes that children are naturally driven to learn when their environment supports autonomy. By allowing children to choose their activities, materials, and even the sequence of their tasks, they become active participants in their learning journey. This freedom encourages self-direction, enhances engagement, and nurtures a sense of ownership over their accomplishments.

Research Supporting the Power of Choice

Studies have shown that offering children choices significantly impacts their development:

Increased Motivation: Research by Deci and Ryan (2000) highlights that autonomy—being able to make choices—fosters intrinsic motivation, leading to deeper engagement and better learning outcomes.
Enhanced Problem-Solving Skills: According to a study published in Developmental Psychology, children who are given opportunities to make decisions develop stronger executive functioning skills, such as planning and problem-solving.
Improved Emotional Regulation: Providing children with meaningful choices helps them develop a sense of control, reducing feelings of frustration and enhancing emotional resilience.

How the Montessori Classroom Embraces Choice

In a Montessori environment, the carefully prepared classroom empowers children to choose from a variety of purposeful activities. For example:

Children decide whether they want to engage in language work, math exercises, or practical life activities.
They select materials that align with their current developmental interests and skill levels.
Teachers act as guides, observing and supporting each child’s choices without unnecessary interference.

The Balance Between Freedom and Limits

While choice is central to Montessori education, it operates within well-defined boundaries. Children are encouraged to choose activities that are appropriate for their developmental stage and that respect the classroom community. This balance ensures children experience both independence and structure, promoting a healthy sense of responsibility.

By empowering children with the freedom to choose, the Montessori classroom nurtures confident, capable learners. When children feel trusted to make decisions, they develop essential life skills that extend far beyond the classroom, preparing them to thrive in an ever-changing world.

Language in the Toddler Community

Mon, 20 Oct 2025 13:01:40 GMT

"The more the child is absorbed in the world around him, the more he will be able to give expression to the things he has learned."

MARIA MONTESSORI

Language development is a key focus in the Montessori toddler classroom, where rich conversation, purposeful materials, and thoughtful activities create an environment that nurtures communication skills. During the toddler years, children experience what Dr. Maria Montessori called the “sensitive period for language” — a time when their minds are especially receptive to building vocabulary, speech patterns, and social communication.

The Montessori Approach to Language Progression

In Montessori, language development unfolds naturally through exposure, interaction, and exploration. The environment is designed to immerse children in meaningful experiences, fostering both spoken and early literacy skills. Importantly, every lesson and interaction is a language lesson. Whether through practical life work, sensorial exploration, or cultural lessons, children are constantly absorbing, practicing, and refining their communication.

Key Materials and Activities for Language Development

Real Objects and Replicas

Toddlers are first introduced to precise vocabulary through real, tangible objects such as fruit, hairbrushes, or baking tools. As they progress, replicas (scaled-down models of animals, insects, vehicles, etc.) are added. Both serve the purpose of enriching language, but replicas introduce the skill of abstraction, preparing children to move from the concrete world toward more symbolic and representational thinking.

Classified Cards and Matching Activities

Cards play a central role in Montessori language work. Children begin with exact matching — pairing an object with an identical card — and later move to similar matching, such as pairing a real apple with a card showing an illustration of an apple. This gradual progression supports the development of abstraction.

Cards can also stand alone as lessons, representing objects, landmarks, cultural artifacts, or even things children cannot directly encounter in their daily environment. In this way, cards support vocabulary growth, cultural knowledge, and abstract thinking simultaneously.

Books and Storytelling

Books in the Montessori classroom are carefully chosen for their rich language, realistic illustrations, and meaningful content. Reading aloud strengthens vocabulary, nurtures listening skills, and fosters a love for storytelling. Books also offer children opportunities to:

Connect with people beyond the “here and now.”
Encounter endless imaginative possibilities.
Develop an aesthetic appreciation for illustrations.
Experience peace, satisfaction, and emotional balance through stories.
Explore perspectives and experiences they may not have in real life.
In this way, books enrich not only language development but also emotional, spiritual, and cultural growth.

Rhythmic Language

Songs, rhymes, and poems are powerful tools for language development. Through rhythm and repetition, toddlers learn pronunciation, sentence structure, and the musicality of language. These activities also bring joy and movement into the classroom, making language practice lively and memorable.

Conversation and Social Interaction

Montessori guides model clear, respectful language in every interaction. They describe activities, guide children through tasks, and engage in dialogue with intention. Just as importantly, guides ask thoughtful questions, inviting children to think, respond, and build conversational confidence. This practice encourages both verbal expression and active listening.

Language in All Areas of the Classroom

Language work is not limited to a single shelf or subject. Every lesson, whether in practical life or psycho-sensory motor, is also a language lesson. When a child follows a sequence of instructions, names geometric solids, or learns vocabulary related to geography, they are developing language alongside other skills.

The Impact of a Language-Rich Environment

By immersing toddlers in an environment filled with conversation, rhythmic language, books, real and representational objects, and cultural materials, Montessori classrooms create a strong foundation for communication. This natural, hands-on approach empowers children to express themselves confidently, fosters independence, and prepares them for future literacy success.

Notably, during the sensitive period for language, children also have a remarkable ability to absorb more than one language. With the right exposure, toddlers can naturally build fluency in multiple languages. Verbal expression, in turn, grows out of their increasing independence and confidence—key outcomes of the Montessori approach.

IMA Community: October

Tue, 14 Oct 2025 17:51:33 GMT

Autumn Adventures Await!

The Stamp Game

Mon, 06 Oct 2025 13:01:25 GMT

"Mathematics is the most precise of the sciences, and it is capable of developing the human mind to the highest degree."

MARIA MONTESSORI

In the Montessori primary classroom, the Stamp Game is a remarkable material designed to help children grasp fundamental math concepts through hands-on learning. This ingenious tool bridges the gap between concrete and abstract mathematical thinking, making it a vital resource for children aged 4 to 7.

What is the Stamp Game?

The Stamp Game is introduced after much practice with the famous Golden Beads . Although the stamps allow the child to manipulate a concrete material, they are a step towards abstract operations as the stamps now represent a category. The Stamp Game is a set of small tiles or "stamps," each marked with a number (1, 10, 100, or 1000) and color-coded to correspond with the Montessori decimal system. Green represents units (1), blue signifies tens (10), red denotes hundreds (100), and green (again) signifies thousands (1000). This clear visual distinction allows children to organize numbers easily while reinforcing place value concepts. As previously done with the Golden Bead material, the Stamp Game provides opportunities for the children to practice "exchanging." We use this term in the Montessori classroom for carrying or borrowing.

How is the Stamp Game Used?

The Stamp Game is versatile and can be used for addition, subtraction, multiplication, and division. Here's a brief overview of how each operation works:

Addition: Children combine stamps to form sums, visually stacking values by place. This method emphasizes carrying over digits in a tangible way.
Subtraction: By physically removing stamps, children develop a concrete understanding of borrowing and regrouping.
Multiplication: Children build groups of stamps, reinforcing the concept that multiplication is repeated addition.
Division: Using the stamps to distribute quantities equally makes division accessible and clear.

The Stamp Game's strength lies in its ability to offer a tactile and visual representation of mathematical concepts. Children manipulate the materials themselves, encouraging independence and active learning. This multi-sensory approach deepens understanding and lays a strong foundation for future abstract thinking. The work with the Stamp Game is the first time in our Montessori environment where mathematical equations are written on paper.

The Stamp Game is a cornerstone of Montessori math education, promoting deep comprehension of essential arithmetic concepts. By empowering children to explore math through tangible materials, the Stamp Game nurtures both their confidence and curiosity, making learning an engaging and enjoyable experience.

Feeding Their Drive

Mon, 29 Sep 2025 13:00:16 GMT

"The child’s hunger for knowledge is a natural instinct; we must feed it with opportunity, not with information."

MARIA MONTESSORI

Nurturing Internal Motivation Through the Montessori Environment

One of the most powerful aspects of the Montessori method is its focus on nurturing a child’s internal drive — their natural desire to explore, learn, and succeed. Unlike traditional approaches that rely on rewards, praise, or competition, Montessori environments are intentionally designed to foster intrinsic motivation, helping children find joy in the learning process itself.

Understanding Internal Motivation

Internal motivation refers to the inner desire to engage in an activity for personal satisfaction rather than for external rewards. Research shows that when individuals are intrinsically motivated, they are more persistent, creative, and engaged. For children, this internal drive thrives when they feel autonomy, competence, and purpose in what they do.

How the Montessori Environment Supports Intrinsic Motivation

The Montessori method is built around key elements that encourage a child’s internal drive:

Freedom of Choice Montessori classrooms allow children to choose their activities based on their interests. This sense of control fuels curiosity and commitment, as children naturally gravitate toward tasks that spark their engagement.
Purposeful Work Montessori materials are thoughtfully designed to be hands-on and self-correcting, giving children immediate feedback. This allows them to experience the satisfaction of problem-solving and mastering new skills on their own — a powerful motivator.
Emphasis on Process Over Results Rather than focusing solely on outcomes, Montessori environments celebrate effort, progress, and exploration. This encourages children to embrace challenges and see mistakes as part of the learning journey.
A Calm, Focused Atmosphere The peaceful and organized Montessori environment promotes concentration and mindfulness. Children are encouraged to take their time, follow their interests, and complete tasks at their own pace, fostering deeper engagement.
Independence and Responsibility By caring for their classroom space, preparing their own snacks, or choosing their learning activities, children develop a sense of ownership and pride in their achievements — reinforcing their inner motivation.

The Lasting Impact

When children are driven by internal motivation, they become confident, self-directed learners who are eager to take on new challenges. This foundational mindset not only supports academic success but also fosters resilience, creativity, and a lifelong love of learning. By nurturing a child’s natural curiosity, and empowering them to explore with purpose, the Montessori environment helps children experience what Montessori called the ‘joy of work’—discovering that the greatest reward lies within their own growth.

The Montessori Classroom: Designed with Science

Mon, 22 Sep 2025 17:15:01 GMT

"The environment itself will teach the child."

MARIA MONTESSORI

The Nature of the Montessori Classroom: A Design Based on Science and Observation

The Montessori classroom is unlike traditional classrooms in many ways. Its unique design, organization, and approach to learning are all grounded in a deep understanding of child development and an emphasis on scientific observation. Developed by Dr. Maria Montessori, an Italian physician and educator, the Montessori method focuses on creating an environment that nurtures the natural curiosity, independence, and growth of children. In this blog post, we’ll explore how the Montessori classroom is thoughtfully designed, rooted in scientific principles, and shaped by ongoing observation of the child. Dr. Montessori’s scientific background as a physician was essential to the development of her method. She brought the rigor of the scientific method—careful observation, experimentation, and continuous refinement—to the study of child development. In this sense, the Montessori classroom is itself a laboratory for learning, designed through evidence rather than tradition.

The Montessori Classroom as a Learning Laboratory

At its core, the Montessori classroom is a dynamic space where children can explore, experiment, and learn at their own pace. The environment is intentionally crafted to foster independence and a love for learning. But what truly sets it apart is the scientific approach that guides every aspect of the design. The classroom isn’t just a space for children to be taught—it’s a space where learning happens through interaction, observation, and hands-on experience.

Observation-Driven Design

Dr. Montessori believed that observation is the key to understanding a child’s developmental needs, strengths, and interests. Teachers (known as "guides" or "directresses") in Montessori classrooms spend a significant amount of time observing their students, learning how they interact with the environment, and tailoring their approach based on these observations. This process is fundamental to the success of the Montessori method because it allows educators to respond to the individual needs of each child, rather than imposing a one-size-fits-all curriculum.

The classroom itself is designed to reflect these observations. Children’s work and play are meant to be self-directed, with a variety of activities and materials available to engage their curiosity. Rather than following a rigid lesson plan, the Montessori guide adapts the environment based on what the child is ready to explore. For example, if a child shows an interest in nature, the classroom might provide materials related to plants, animals, and the outdoors. If a child struggles with a particular task, the teacher will carefully observe and may adjust the environment to help them succeed.

The Prepared Environment

The concept of the "prepared environment" is central to the Montessori method. This environment is carefully structured to promote independence, freedom of choice, and self-discipline. The key elements of a Montessori classroom include:

Accessible Materials: Every material in a Montessori classroom is chosen to support a specific developmental skill, from practical life tasks to sensory exploration to mathematical concepts. The materials are carefully arranged at child height, allowing children to freely access them without relying on an adult. This encourages independence and decision-making.
Order and Simplicity: The classroom is designed to be clean, orderly, and uncluttered. A well-ordered environment promotes concentration and focus, helping children understand the relationship between cause and effect. Montessori believed that a cluttered environment could overwhelm a child and disrupt their natural ability to learn.
Freedom of Movement: The Montessori classroom is flexible, allowing children to move around the space freely. This freedom is important because it aligns with the natural way children learn—through physical movement and interaction with their surroundings. Children are encouraged to choose their own work, which means they engage more deeply with tasks and develop a sense of responsibility and ownership.
Mixed-Age Groupings: Montessori classrooms typically include children from an age span of 3 years, creating a community where older children can mentor younger ones. This encourages collaboration, social skills, and peer learning, while also allowing each child to progress at their own pace. Research supports that mixed-age classrooms foster positive social behavior, emotional development, and academic growth.

Scientific Principles Behind the Design

Montessori’s approach to education is grounded in her understanding of child development, which was deeply influenced by contemporary research in psychology, neuroscience, and education. Here are some key scientific principles that influence the design of the Montessori classroom:

Sensitive Periods: Montessori observed that children go through specific "sensitive periods" in their development, times when they are particularly receptive to learning certain skills. For example, young children are especially sensitive to language development, while older children may be more focused on abstract thinking and problem-solving. The Montessori classroom is designed to provide materials and activities that align with these sensitive periods, allowing children to fully absorb knowledge in the most natural way possible.
Intrinsic Motivation: Research in developmental psychology shows that children are more motivated to learn when they have the freedom to choose their own activities and work at their own pace. Montessori classrooms are structured to nurture intrinsic motivation—encouraging children to engage with tasks for the sake of enjoyment and mastery, rather than external rewards like grades or praise.
Concrete to Abstract Learning: Montessori believed that children learn best by first engaging with concrete materials and hands-on experiences. For example, in the Montessori math curriculum, children may begin by manipulating physical objects (such as beads or blocks) to understand mathematical concepts before moving on to abstract representations like numbers or equations. This aligns with cognitive developmental theories that emphasize the importance of sensory exploration in early learning.
Child-Centered Learning: The Montessori method is centered around the needs and interests of the child, rather than the teacher or a pre-determined curriculum. This individualized approach is rooted in constructivist learning theory, which suggests that children learn best when they actively construct their own understanding through experience, exploration, and social interaction.

The Role of the Montessori Guide

In a Montessori classroom, the teacher’s role is not to be the "sage on the stage" but rather the "guide on the side." The Montessori guide is there to observe, support, and gently direct each child’s learning journey. Their role is to facilitate the learning process by offering new materials, introducing activities at the right time, and observing the child’s progress. The guide also ensures that the environment remains stimulating, organized, and conducive to independent work.

A Classroom Designed for Lifelong Learning

The Montessori classroom is more than just a physical space—it's a carefully curated environment designed to foster independence, curiosity, and lifelong learning. Grounded in scientific principles and a deep understanding of child development, the Montessori approach prioritizes observation, individualized instruction, and the creation of an environment that encourages exploration. By trusting the child’s natural ability to learn and providing them with the right tools and opportunities, the Montessori classroom offers a space where children can flourish both academically and personally.

The Montessori classroom is not simply a philosophy—it is the outcome of decades of scientific observation and refinement. Rooted in developmental psychology, neuroscience, and Montessori’s own medical training, the design of the Montessori environment represents one of the most carefully researched approaches to childhood education. It is a classroom designed with science at its foundation, offering children a place to construct themselves in freedom and order.

If you’re considering Montessori for your child please join us for a Prospective Parent Evening . If you are interested in implementing some Montessori principles at home , take a moment to observe how your child interacts with their environment, and see how their natural curiosity can guide their own learning journey.

Discipline

Tue, 16 Sep 2025 17:11:34 GMT

“The teacher shows the child how to use the materials, how to wash himself, but it is the child who handles the material, perfects himself in his exercise, and keeps his face clean of his own accord. Thus he is both active and free, and from these two factors is created that vital quality of a strong character: internal discipline.”

MARIA MONTESSORI

As part of our enrollment process, prospective parents join us for a classroom observation. This is a wonderful opportunity to see the classrooms in action. Parents observe as the directress gives lessons and children choose their work. It’s also interesting to listen to the children’s conversations, watch how they clean up after themselves and witness the collaborative work of the children’s community. After the observations, often parents will inquire about discipline in the classroom and how is it handled. Parents observe a classroom of 30-32 children all working peacefully, resolving any personal conflict. How can the environment possibly be this peaceful and how did it get that way?

Discipline in the Montessori classrooms is universal, consistent and consequences are natural (good or unfortunate). The rules are the same for every child. Each child must see her chosen work through to completion; clean up a mishap of a spill or wait for a lesson to be given on a material. Additionally, the children must wait for a desired work to be available if it’s in use by someone else, only eat snack at the snack table and hang up their coats when they arrive. All of these classroom rules apply to each child. With the classroom containing mixed ages, there isn't a need for the adult to be the sole enforcer of the rules. Many older children will lead the younger ones in this way. We especially love the policing from the 4-year-olds! They will remind a new friend they need to wait for a lesson or sit down at the snack table when they are eating. If an adult overlooks a child who did not clean their Bread Baking dishes, it’s a guarantee to the next child who wants to bake bread, that he will follow up with the child. These rules will also be applied to each child every single time without an inconsistency. A classroom structured with inconsistent rules will only lead to children not following them or questioning the outcome each time. If this takes place, the classroom order will surely fall apart.

The consequences in the classroom are natural. This is true even for adults. Our actions have consequences. If a child works hard on mastering a material, she is able to move on to the next. If a child does not put his work away, the next work cannot be chosen. The more strong-willed children will test out the universal rule. While they are doing so, they find that the classroom (and directress) continues on without them. This is a natural consequence of choosing not to put your work away – you cannot choose anything else. Not all consequences are negative. If a child needs movement for her body, she may be invited to a work with large movement or play a distance game with a certain material. If a child talks kindly to others and is helpful, in return other children will enjoy the company and wish to be near. A directress cannot lack discipline and successfully run a classroom. These universal laws of the classroom must be established and consistent. When the rules apply to everyone, are consistently implemented and consequences are natural, the classroom will function as it should be. This is why when our prospective parents observe, they note the strong order and peaceful workings of the Montessori children.

IMA Community: September

Fri, 12 Sep 2025 13:00:07 GMT

Hello, September!

IMA Community: August

Mon, 18 Aug 2025 19:43:11 GMT

It's the start of something new!

Encouraging Language

Mon, 21 Jul 2025 13:01:47 GMT

"If you consider this absorbent mind in relation to language, you will understand how necessary it is to put a small child among people who speak well and correctly, and who talk a great deal."

MARIA MONTESSORI

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

Examples of Montessori Phrases

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

Instead of saying, “Good Job!” say, “I saw you working hard.”

When a child asks you, “Do you like my picture?” respond with, “What do you think about your work?” or “I notice many details in your picture, can you please tell me about them?”

When a child asks you where something is, pause and ask “Hmm, where could you look for that?” instead of immediately intervening to help. Allow the child to think and consider.

Instead of demanding, “Stop running” try, “We walk inside our house.” Offer an explanation for different situations.

Instead of commanding, “Sit down,” reframe it as, “In our home, we all sit down so that we may enjoy our dinner.”

Instead of prompting, “Stop that,” suggest, “Perhaps it’s time to walk away; you can come back to that when you’re ready.”

Instead of praising, “You’re so helpful!” acknowledge, “I appreciate your help with that, thank you.” Or, “I am so proud of you.” change the phrasing to, “You must be so proud of yourself.”

Instead of bribing, “If you hurry, we will go get candy later.” highlight the responsibility, “It is important to be where we need to be on time.”

Instead of saying, “If you eat all of your food, you can have extra playtime.” try, “Your body will feel good and be able to grow when you eat your food.”

Montessori Outcomes: Peaceful People and Members of Society

Mon, 07 Jul 2025 13:01:21 GMT

"The child is both a hope and a promise for mankind."

MARIA MONTESSORI

The Montessori approach, pioneered by Dr. Maria Montessori, emphasizes not just academic achievement but also the social and emotional development of the child.

Mixed-Age Classrooms Fostering Social Skills

Respect for Individual Differences

Developing Independence and Responsibility

Nurturing Conflict Resolution Skills

Community and Global Awareness

Cultivating a Love for Learning Together

Montessori classrooms promote a love for learning that is collaborative and cooperative. Children engage in group activities, discussions, and projects, fostering a sense of shared enthusiasm for discovery. This collaborative learning environment sets the stage for the development of strong social bonds and a lifelong love for learning in a community setting. The social benefits of Montessori education ripple far beyond the classroom, shaping individuals who are not only academically adept but also compassionate, collaborative, and socially conscious.

Importance of Movement

Mon, 09 Jun 2025 13:00:30 GMT

“When there is motor and physical activity, you can see a more important kind of education, a kind of education that takes the force of life into account. This education is not driven by its own wisdom, but by another superior wisdom which lays down the law that, if we do not take the vital force into account, we miss the best part of education.”

MARIA MONTESSORI

One of the aspects of the Montessori classrooms that parents often find appealing is the ability of the child to get up when needed and move about the room. People are not meant to sit still all day. Children and adults alike, need to move their bodies and incorporate movement throughout their day. This is especially true for children. Not only is movement needed to allow for the physical benefits, but movement is also necessary as learning is often optimal when movement is built-in.

Movement of the hand is crucial to the development of the youngest children. As their brains are learning in the concrete, the ability to manipulate and move while learning and absorbing information is needed. All of the materials in both the toddler community and primary classrooms are concrete and meant to be explored and touched. The materials were purposely designed to meet the needs of children at this age. Maria Montessori discovered the youngest child was best able to understand concepts when the materials were able to be manipulated by the child. It’s much easier for a child to understand that the Ovoid is three dimensional versus the 2 dimensional oval if he can actually feel the ovoid in his hands. He has a much better understanding of what an ovoid is versus an oval. The same holds true for the math materials. The child really understands that 6,000 is more than 20 if they are carrying this quantity on a tray.

Physical movement of the entire body has been known to increase concentration and cognitive development. Adele Diamond* is the Canada Research Chair Professor of Developmental Cognitive Neuroscience at the University of British Columbia in Vancouver. In her AMI Talks discussion about the importance of movement, she notes that there is a correlation between movement and executive functioning. Children who spend much of the day in deliberate movement have improved executive functioning and cognitive flexibility.

In our Montessori classrooms, many materials are designed and require the child to move about the classroom. A material such as Flower Arranging, requires minimal movement. The child must first choose the material to work with and place the apron on. She then must search for a friend who knows how to tie an apron and ask for help. The child will then return to the Flower Arranging table, choose a vase and then leave again to fill their water pitcher. After pouring water, cutting flowers and arranging them in a vase, the child must then choose where to place the flowers around the room.

In a different example, a Distance Game with the Geometric Cabinet will require continual movement. Children place two rugs very far apart in the room. One rug will contain the drawers that hold 6 geometric shapes and the other will contain the corresponding cards. The child must choose each shape, one by one to bring to the rug with the cards for matching. Most often children will have 2-3 drawers on one rug which could be a total of 12-18 shapes. This is a lot of purposeful movement!

Washing a table will require minimal walking about the room, but requires a good deal of upper body movement. The movements of scrubbing a table in circular motions will strengthen the hand and arm muscles all while promoting cognitive growth. It’s no wonder with all that we know about how young children learn best, and the benefits of movement that parents seek out, our environments naturally include movement into its curriculum. Montessori classrooms naturally have movement within the materials aiding the child in reaching their optimum development.

*Professor Adele Diamond, November 15,2023, AMI Talks: The Importance of Movement

Measure of Progress

Mon, 19 May 2025 13:01:52 GMT

"Since we have the means to guide the child, it is clear that the formation of man is in our hands. We have the possibility to form the citizen of the world and the study of the young child is fundamental to the peace and progress of humanity.”

MARIA MONTESSORI

Merriam-Webster defines assessment as :
“The action or an instance of making a judgment about something: the act of assessing something.”

How do guides track progress?

Notes. Notebooks full of thoughtful and detailed handwritten notes. At least that’s the traditional way of recording progress. Many schools are now shifting over to digital platforms that are created specifically for Montessori schools. Still, many Montessori teachers continue to keep their own detailed records by hand.

Montessori teachers are masters of observation. They think like scientists and spend lots of time sitting back and quietly watching the children at work. When they’re not giving lessons, they’re observing. They write all these observations down and then review them later to help decide what lessons to revisit, what new materials to present, or even what parts of the classroom environment need attention or change.

Summative assessment vs. Formative assessment?

Traditional schooling relies a lot on summative assessment. Summative assessment relies on testing, which is usually done at the end of one unit, or a cumulative standardized test at the end of the year. This model is data-driven and typically in a format for adults to measure different points rather than giving students constructive feedback. Montessori relies much more on formative assessment, which allows the teacher to be more flexible and observe the child’s individual learning needs. With this approach, a teacher can assess what the student can accomplish by observing and determining the right time to move on to a new lesson or spend more time on another.

How is Mastery Evaluated?

In other schools, mastery is evaluated by a test score or a letter grade. Generally, in Montessori schools, mastery of a particular lesson or concept is evaluated during the lesson. This is done through a tool developed by Dr. Maria Montessori called the ‘three-period lesson.’

First Period: The guide will introduce a skill to the child. For example, “These are the parts of a flower.” They will use images, puzzles, or other representative materials in order to show the child.
Second Period: The guide will present the child with some information and let the child show the rest. For example, “What part of the flower is used for pollination?” Then they will allow the child to show them.
Third Period: The guide will determine if the child can independently express the information they have gathered during previous lessons. For example, “Now it is your turn to label the parts of the flower and explain what each part does. What is this part?”

Once the child is able to complete the Third Period successfully, the guide can assess that they have mastered that lesson. There is no need to give them a letter grade or a formal test; the child has shown you that they understand the lesson and the concept. Through the Montessori approach, assessment is done one-on-one, between the child and the guide. Each child is able to learn and progress at her or his own pace, continually being challenged and feeling engaged in learning. The best part? Because of the beauty of the materials and the tone of the classroom, the child perceives this as a sort of game rather than a test to be dreaded.

Independence

Wed, 23 Apr 2025 10:01:24 GMT

“I call a child of three years a man because I see his merits instead of his size. He has acquired a great degree of independence and can do many things for himself – he can eat, speak, and walk without assistance.”

MARIA MONTESSORI

Montessori education is renowned for its ability to foster independence and self-directed learning in children. This approach, developed by Dr. Maria Montessori, empowers students to take ownership of their education and encourages them to explore and learn at their own pace.

Prepared Environment

A cornerstone of Montessori education is the creation of a carefully prepared environment. In a Montessori classroom, you'll find a rich array of materials and activities specifically chosen to match the developmental needs and interests of the children. These materials are accessible to the students, and they are encouraged to choose their activities freely. This autonomy encourages children to become active

participants in their learning journey.

Freedom of Choice

Montessori classrooms emphasize freedom of choice. Children are given the liberty to decide what activities they want to engage in and for how long. This choice extends to the selection of learning materials and even where they work within the classroom. This fosters a sense of responsibility as students must decide when to start and finish their tasks, promoting time management and self-discipline. While we

believe it’s important to give children choices, too many choices can feel overwhelming and counter productive. Placing some limitations keeps their decision-making process safe and manageable, setting them up for success. Our job as Montessori educators is to create the conditions for children to independently make decisions that will help them grow and develop their self-confidence.

Self-Directed Learning

Montessori educators act as guides rather than traditional teachers. They observe each child's unique progress and readiness for particular lessons, offering individualized instruction when necessary. This approach encourages self-directed learning, as students develop the ability to identify their interests and select activities that align with their curiosities. This intrinsic motivation to explore and learn leads to a deeper and more meaningful understanding of subjects.

Autonomy and Confidence

By giving children the freedom to make choices and direct their learning, Montessori education instills a sense of autonomy and self-confidence. Students learn to trust their abilities and judgment, becoming more resilient and adaptable learners. This confidence extends beyond academics and influences their personal and social development.

Respect for the Child

Montessori education is built on respect for the child as an individual. The approach values a child's innate curiosity and their natural drive to learn. The role of the teacher is to provide an environment that supports and nurtures this curiosity, ultimately leading to independent, self-motivated learners.

IMA Community: April

Tue, 15 Apr 2025 00:06:32 GMT

April Showers Brings May Flowers!

3-Year Cycle

Mon, 07 Apr 2025 13:01:08 GMT

“Education, therefore, of little ones is important, especially from three to six years of age, because this is the embryonic period for the formation of character and of society (just as the period from birth to three is that for forming the mind, and the prenatal period is that for forming the body). ”

MARIA MONTESSORI

One unique aspect of authentic Montessori is the 3-year cycle , which is the period of time during which children remain in the same classroom with the same teacher, and work on various activities at their own pace. Here are some of the benefits of this format:

Familiar Teacher & Environment

The 3-year cycle allows for a stable learning environment for children. In traditional school systems, children change classrooms and teachers every year, which can be disruptive and stressful for some children. In contrast, Montessori programs provide a stable and familiar environment for children for three years, which can help them feel more comfortable and confident in their learning. This stability also allows teachers to build strong relationships with their students and develop a deeper understanding of their individual learning styles and needs.

Community

The 3-year cycle provides children with a sense of community and belonging. In a Montessori classroom, children work together in a mixed-age group, with children helping each other. This creates a supportive learning environment where children learn to work cooperatively, develop social skills, and respect each other’s differences. Each year, two-thirds of the students return to the same classroom, with a new younger cohort joining them. By remaining in the same classroom for three years, children can develop a strong sense of belonging to their classroom community.

Individualized Learning

The 3-year cycle allows for individualized learning. Montessori teachers present lessons when children are ready for them, not necessarily when a national yearly curriculum dictates that they’re ready. This allows each child to learn when they show readiness and eagerness for a particular subject, which is when learning happens most effortlessly and deeply. Children move uninterrupted through the curriculum at their own pace. This removes much of the frustration and boredom that can hinder positive learning experiences in conventional education.

Leadership Skills

The 3-year cycle provides children with the opportunity to develop leadership skills. In a mixed-age classroom, older children often take on a leadership role, helping younger children with activities and modeling appropriate behavior. This allows children to develop leadership skills, such as communication, empathy, and problem-solving, which are essential for future success. By remaining in the same classroom for three years, children can take on increasingly more significant leadership roles as they grow.

Deeper Learning

The 3-year cycle allows for deeper and more meaningful learning. In traditional school systems, children often spend a significant amount of time reviewing material from the previous year. In a Montessori classroom, however, children can build on their previous learning and delve deeper into topics that interest them. With the same teacher for three years, children can develop a deep understanding of core concepts, and they can also explore related topics in greater detail.

IMA Community: March

Wed, 26 Mar 2025 17:48:41 GMT

Welcome to IMA's March Madness!

Sharing

Mon, 24 Mar 2025 13:00:59 GMT

“The purpose of education must be to elevate the individual; otherwise education would be of no use. This must be the goal of education. We must wish to love humanity, instead of merely wanting to apply a preconceived plan.”

MARIA MONTESSORI

In our Montessori environment, you will never hear the phrase, “You need to share.” It’s not that we don't want children to learn to share, it’s that it’s not forced upon by the adult. The Montessori environment is designed to reflect the real word and have children foster and develop real skills. As an adult I cannot say, “I really like your new BMW. I want to take it for a spin. Come on, you need to share!” Why would we force children to respond this way when there is something they would like to try, touch or play with? In return, I don't expect the driver of the car to let me take it for a test drive because he learned to share in his early years. With this in mind, we don't expect the other child to be forced to give up his toy or materials just because another child is demanding it be so.

How do we help children foster and develop a sense of “sharing”? Sharing in the Montessori environments means being kind, inviting another to join you or letting someone else know you are finished if they'd like to take a turn. There is only one of each particular material in our classrooms. The environment is purposely designed this way. This means children learn how to wait their turn, speak to someone to let them know they are interested in someone’s chosen material and practice communicating kindly with one another. This also means respect is given to the child using the material as he is allowed to complete his work on his own accord. Waiting your turn will allow the child to practice patience, a much needed real world skill. Speaking up and letting others know of your interest will allow the child to practice communicating her wants, another real life skill. Children practice speaking and conversing kindly and respect for both children and their work is present. Sharing, in the common understanding of the word, happens naturally in the Montessori environments. Children may invite an interested child to come watch their work or let someone who is waiting for a turn know that the material is now available and back on the shelf. Sharing and being kind, is evident when a child invites another to join together for work on a Puzzle Map or to sit side-by-side while a book is read. These are the sweetest moments to witness in a classroom. It’s not forcing another child to give you what you are demanding, when you demand it; it’s knowing to wait patiently and communicate kindly. Our world would be so much more enhanced with grace if we all practiced this as naturally as the children do!

Linear Counting

Mon, 10 Mar 2025 13:00:04 GMT

“The extreme exactness and concreteness of a child's mind needs clear and precise help. When numerical rods are given to children, we see that even the smallest take a lively interest in counting. ”

MARIA MONTESSORI

In our primary classrooms, you will find a large, wooden cabinet with colored bead bars hanging both vertically and laying horizontal. We call this the Bead Cabinet and it houses the coveted chains! The Chains are a long awaited work for many primary children. The tiny, intricate, colored beads draw the child's eye. Fragile and beautiful, children are anxious to touch them. The Short Chains of the cabinet represent the square of each number, 1-10, and the Long Chains represent the cube of each number, 1-10. Each Chain also has corresponding labels, allowing the child to count the beads on each bar that makes up the Chain and place the corresponding label in the correct spot at the end of each segment. For each Chain, only the first labels that make up the initial bar are present. After the initial bar is counted the remaining labels available are only for the end of each bar. For example, the Short 5 Chain will only have tickets for the following numbers: 1, 2, 3, 4, 5, and then 10, 15, 20 and 25. Visually, the child will see the factors of 5-squared.

The Chains are part of the math group known as linear counting. Linear Counting begins with work on the Teen Beads, the Teen Board and the Tens Board, respectively. The Teen Beads and Boards are for both counting from 11-19 and recognizing the written symbols of these numbers. The Tens Boards are for counting and recognizing numbers from 10-99. This is also where the concept of one ten, two tens and three tens are introduced as ten, twenty and thirty. Once the child has absorbed the concepts from these two materials they are ready to begin counting the Chains.

A child's first chain is the short chain of 10 or commonly referred to as the 100 Chain. Once this chain has been practiced, and the child can correctly count to 100, the child is then ready for the long chain of 10 or the 1000 Chain. Although this is the longest chain, it's often one of the easiest as the child will soon recognize the pattern of skip counting by tens. From here, the child will progress to counting all the remaining short chains beginning with 5. Subsequently, the child then counts all the long chains, again launching with the chain of 5. These materials all work with number recognition and counting. The Long Chains reinforce the mathematical concept of skip counting, and then indirectly, they demonstrate to the child multiplication facts as well as the squares and cubes of each number. Children may be working with the Chains a good portion of the kindergarten year. They love laying out their chain rugs and counting each and every bead, especially since they waited quite some time to be able to manipulate this sought-after material!

IMA Community: February

Tue, 18 Feb 2025 18:34:28 GMT

Heartfelt Happenings: February Edition!

Math - Interdiscipline of the Materials

Mon, 17 Feb 2025 14:00:04 GMT

“This system in which a child is constantly moving objects with his hands and actively exercising his senses, also takes into account a child's special aptitude for mathematics."

MARIA MONTESSORI

It’s yet another reason why the genius of Dr. Montessori lives on in our classrooms: the impressive Montessori Math Materials. Dr. Montessori believed that everyone possesses a mathematical brain that deserves to be trained and utilized. In our primary classrooms, these materials are not just tools for teaching math; they embody a holistic approach to learning that interweaves various disciplines.

Dr. Montessori recognized that we come into this world predisposed to mathematics, as even the smallest child reaching for objects engages in calculated operations. Many wonder why we introduce mathematics at such an early age, but Dr. Montessori observed that children are naturally curious and motivated when they start asking questions about numbers. By providing concrete materials, we offer them the opportunity to explore fundamental concepts such as the laws of numbers (1-9 and 0) and the four basic operations: addition, subtraction, multiplication, and division.

Over the years, children are indirectly prepared for these math materials, making them even more valuable as learning aids. It is crucial that we, as educators and parents, avoid passing on any preconceived notions or biases about mathematics. For children, math is not a daunting challenge; rather, it is a fun and engaging exploration, something they are inherently inclined to enjoy.

The presentation of Montessori math materials follows a consistent pattern. First, children encounter quantities in a concrete form, allowing them to grasp concepts through tangible experiences. This hands-on interaction sets the stage for the child’s own work with the materials. Once they engage with the physical representations, corresponding written symbols are introduced, followed by opportunities for independent practice. Finally, the concrete materials and written symbols are combined, facilitating a meaningful association between the two. This multi-step process ensures that children are not merely memorizing symbols but are genuinely understanding the underlying mathematical concepts.

To support the development of a strong mathematical mind, Dr. Montessori emphasized several indirect preparations:

a logical and orderly mind
concentration
a memory guided by reason
practical life skills, sensorial experiences
control of error

The exercises in Practical Life help children develop coordination, independence of thought, and the ability to concentrate. These activities follow logical sequences and gradually increase in difficulty, allowing children to build their skills progressively. For instance, pouring exercises start simple and advance to more complex challenges, enhancing their calculating skills and accuracy.

Sensorial materials provide concrete experiences that carry their own abstractions, helping children understand differences, similarities, progressions, and relationships. Each material isolates one quality to focus the child's attention and encourage experimentation. Materials like the Red Rods and Pink Tower are designed with mathematical relationships that prepare children for the decimal system. These materials engage multiple senses, facilitating muscular memory and fostering an understanding of dimensions.

The built-in control of error in each material allows children to self-assess their work. When something goes awry, they are prompted to stop, think, reason, and calculate. This encourages inner work and helps develop verification skills as they learn to identify and correct errors, which is a critical aspect of mathematical understanding.

These Montessori materials train your child’s mathematical brain, fostering a love for learning that transcends traditional boundaries. In the Montessori classroom, math becomes a living, dynamic discipline that integrates seamlessly with other areas of study, nurturing well-rounded thinkers equipped for future challenges. Through the combination of practical life skills, sensorial exploration, and direct engagement with math materials, we create a rich learning environment where children can thrive both mathematically and intellectually.

Language - Benefits of Learning Handwriting

Mon, 03 Feb 2025 14:00:04 GMT

“Driven by this inner sensibility children absorb language from their environment and miraculously develop it. This sensibility is so great during this period that if they were to be given another means of expressing language, such as writing, this other form of language will interest the child intensely. These children loved to write because they were in the sensitive period for language.”

MARIA MONTESSORI

It's interesting to note that many schools are transitioning from teaching children to write in cursive, to simply not writing in cursive at all. In our Montessori classrooms, children begin learning cursive writing prior to learning print. The benefits of learning cursive first are subtle but many. Have you ever noticed how the youngest child doodles or creates art? It's rarely in straight lines, but rather curved or spiral. It's easiest for a young child to make motions that mimic a circle or curved lines versus straight markings. It's also easiest for a young child's brain to work on the mechanics of cursive versus print. Think about having to write a capital "E" in print. The child needs to start at one point, pick up their pencil 4 different times and continue on the initial vertical line 3 different times, all the while notating which step to proceed to next. Now consider how to write a lowercase "e" in cursive. It's simple—one starting point; one ending point—all in one fluid motion before the writing instrument is picked up.

Writing preparation begins as the youngest primary or toddler student explores with the Practical Life exercises. Indirectly, these materials aid the child in strengthening the hands, arms and fingers. Exercises such as Wood Polishing, Table Washing and Apple Slicing all require the child to use her hands and arms. This builds muscle strength and dexterity in hands and prepares for the intricate fine motor of writing. A strong pincer grasp is further developed as she chooses the Sensorial materials that have small knobs for manipulation. These materials require the child to use the smallest knobs, forming the pincer grasp. Lightness of touch, translated later in writing, is first introduced with the Rough and Smooth Boards in the Sensorial area.

The first writing utensil a Montessori child will hold is a piece of chalk. A regular-sized chalk piece broken in half will aid the child in forming the needed three-point pincer grasp to hold the pencil properly. Use of the blank chalkboard allows the child to write as large as they need. The child may start with a simple sound, then connect the same sound together and before long connect different letters together and eventually will have begun to write an entire word. The chalkboard also allows mistakes to be easily removed so the child can start again. Writing will slowly be refined and become smaller as the child continues to practice, eventually writing on the lined chalkboard, blank paper and finally lined paper.

When the pencil grip is fully developed, the child will begin working with the Metal Insets . The child will work with the Metal Insets in various ways, increasing his skills as he moves through the lessons. Children who are strong with the Metal Insets typically will demonstrate strength with their cursive writing as well. From here, there is an explosion in writing. This child will begin to write words or labels as found around the room. Writing the weekly snack list is a popular lesson that allows the child to list the needed items for next week's snack. They can then progress to writing sentences, stories and poems. The children will begin writing down anything and everything. Through repetition and practice, the child's cursive writing will become intricate and remarkably beautiful!

Accreditation

Mon, 20 Jan 2025 14:00:04 GMT

“Teachers should cultivate a staunch belief in their mission. Only then will it be possible to create a new world through education. However, if this highest of aims is to be attained, also educational methods must radically change to become an active aid to the psychic development of the child, in an environment prepared following dictates culled from exhaustive study and diligent research.”

MARIA MONTESSORI

Did you know that Montessori doesn’t always mean… Montessori?

The name “Montessori” is not trademarked or patented, meaning that any school, daycare, or childcare service provider can use it to title and market their programs. This does not always guarantee authenticity and quality. Authentic Montessori follows the pedagogy created by Dr. Maria Montessori after her life-long research on the development of children through to adulthood. In a true Montessori program, there are certain expectations for the environment, trained guides, and the guidelines set forth by the thorough research of Dr. Maria Montessori.

Therefore, it is important to make sure you connect with an accredited Montessori school when you are looking for the right program for your child.

What Accreditations Should I Look For?

In the United States, there are two well-known accreditations that you can look for. AMS (American Montessori Society) and AMI (Association Montessori Internationale). Both are respected credentials for Montessori Schools to hold and guarantee fidelity to the Montessori method.

Maria Montessori and her son Mario set up AMI in 1929. AMI is headquartered in Amsterdam. AMI aims to maintain the purity of the original Montessori methodology. In an AMI recognized (certified) school, all guides must be AMI trained and the classroom environments must be up to the AMI standards.

AMS is the brainchild of AMI trained teacher Nancy McCormick Rambusch. She aimed to have the Montessori methodology to be adapted more towards American Culture. In an AMS accredited school, guides can be AMS trained or AMI trained. Often, you will find a mix.

While they may offer small differences, at the core they both AMI and AMS aim to maintain the integrity of the Montessori philosophy. By choosing a school with either of these accreditations, you ensure that your child will gain a true experience of Montessori education. It should be easy to determine if a school holds an AMS or AMI accreditation. Explore on their website and search for the accreditation seal, or contact the school and ask them about their accreditation.

Why Should I Look For An Accredited Montessori School?

Dedication to authentic Montessori standards: When you go with an accredited school, you know that there are a set of standards that schools needs to maintain. Accredited schools will use authentic Montessori methods and have thoroughly trained guides.
Quality guides: The prepared adult is essential to an authentic Montessori classroom. An accredited school will only employ guides who have had the proper training to lead a Montessori Classroom.
You know what you’re getting: When you decide to go with an accredited school, you can rest easy knowing exactly what your child will be learning in the classroom. They will be in the hands of trained guides, and the environment will be properly set up to engage children as Dr. Maria Montessori intended. It’s what you signed up for when you chose Montessori!

Art

Mon, 06 Jan 2025 14:00:05 GMT

"Imagination does not become great until human beings, given the courage and the strength, use it to create."

MARIA MONTESSORI

The Montessori classroom encompasses the whole child’s development and growth. The academics and the ability of the child to continue to move through extensive language and math concepts are phenomenal. Given that Montessori environments cater to the whole child, music and art are presented within the curriculum as well. Art in the Montessori classrooms will feed the needs of the child to tap into creativity, grasp the use of different mediums and aid in understanding different artists and their particular style. Just as in every area of the classroom, the art materials in the Montessori environment are suited to fit the needs of the individual children working with them.

Art materials in the classrooms are rotated frequently to fit the child’s needs and interests. Both the toddler community and primary classrooms have basic art tools with which the child works. Children learn how to use scissors, brushes, stamps and glue. They will learn about different art mediums such as watercolors, chalk, colored pencils, oil pastels, ink, clay and acrylic. They will learn how different brush strokes create different impressions, how to use the chalk to create thin or thick lines and what kind of paper works well for acrylic paint.

The children are introduced to famous artists. For example with Vincent van Gogh they may study about his life as an artist, his style of painting and recreate their very own Starry Night. They may study the life and art of Wassily Kandinsky and interpret artwork based upon shapes and geometric patterns. Depending on the children in the room, there may even be two works recreating the Starry Night or Kandinsky’s Squares with Concentric Circles: one for the youngest child and one more in-depth for older children.

Children will explore with various styles and art techniques. They may create a 2 dimensional object using the still art of drawing. Having a 3 dimensional object available and a set of pencils and oil pastels or watercolor, the children are able to recreate inanimate objects. They can dabble in pointillism or work with paper origami! The art area of a Montessori classroom is quite extensive. It allows for tremendous creativity to flow! We incorporate much more than simple gluing or painting, but really strive to have the child’s creativity and knowledge of artist, artwork, mediums and techniques come alive!

Why Use Natural Materials

Mon, 16 Dec 2024 14:00:02 GMT

“A child, who more than anyone else is a spontaneous observer of nature, certainly needs to have at his disposal material upon which he can work. ”

MARIA MONTESSORI

Naturally Sourced Materials Promote Sensorial Exploration

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

The Natural World Is Important for Development

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

Natural Materials Last

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

Natural is Better for the Environment

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

Natural Materials Are Beautiful

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

They Inspire

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

IMA Community: December

Wed, 11 Dec 2024 17:49:33 GMT

Wrapping Up the Year with Joy and Learning!

Math-Memorization

Mon, 09 Dec 2024 14:00:01 GMT

“In the old way the teacher made the children learn the multiplication tables by heart and then taught them to do the sums. Today children handle rods of different lengths and learn the proportions they bear to one another by arranging them accurately. This method leads them in a natural way from practice to principle. ”

MARIA MONTESSORI

Math in the Montessori primary classrooms focuses heavily on concrete materials. Children in this age group think in the concrete and fare better when able to manipulate materials with their hands. The progression through the math materials leads the child to more abstract mathematical concepts as they approach the end of their primary journey and begin the next plane of development. The stage of development for these young children and their need for the concrete is reflected in the design of the materials. The concrete is always introduced first, followed by the symbol which is more abstract and then finally the two are combined, highlighting the one-to-one correspondence. Maria Montessori was ahead of her time in developing materials and designing the environment to suit the needs of the children who work within.

When we think about math in a traditional setting, there is counting, number recognition and math facts. In Montessori, we find all these concepts including more. Montessori math at the primary level is divided into six different groups. The six groups of math contain Numbers 1-10, The Decimal System, Linear Counting, Memorization of Essential Combinations, Passage to Abstraction and Fractions.

Let’s bring our focus on Group Four of Math: Memorization of Essential Combinations. Before the child reaches this step in the progression of materials, she has already demonstrated a mastery of materials and concepts from the other three groups of math. She would have a 1:1 correspondence, understand place value into the thousands category, and have worked with concrete material in order to master operations of addition, multiplication, subtraction and division. She would also understand the concept of exchanging (as we call it) or carrying and borrowing quantities. The idea that 10 units are the same as 1 ten, 10 tens are the same as 1 hundred and 10 hundred are the same as 1 thousand would already be ingrained in her thinking and mathematical output with four-digit equations. She would also be able to count to 1,000 and recognize these numbers.

The child is now ready to progress to materials within Group Four of Math. Memorization of Essential Combinations includes learning math facts and various combinations within a math operation. The concept of exchanging categories must be mastered prior to work within this group. Children who often work at home on math facts prior to working with the decimal system and operations can have a difficult time adding 1,245 plus 3,457. When it is time to write down the equation when working with the Stamp Game, they will often want to write down 12 units. They know that 7 + 5 = 12 but haven't understood that 10 of those units will need to be exchanged for 1 ten (carrying the one). The material within Group Four of Math includes the Snake Games, Strip Boards, Practice Charts, Geometric Multiplication Bead Bars and the Unit Division Board. All four operations conclude its work by the children being able to complete a Blank Chart. This verifies the knowledge of the respective math facts.

The children have worked quite diligently to come to the work of Memorization. Instead of simply memorizing math facts, our Montessori materials present a variety of ways to help bring these necessary facts into the child’s long-term memory. As the children are headed into the next plane of development, often they share in this memorization work alongside a friend and they delight in quizzing one another! Montessori’s approach to math was and continues to be quite brilliant!

IMA Community: November

Fri, 08 Nov 2024 15:51:00 GMT

A Month of Gratitude, Growth, and Learning Together!

Montessori Outcomes: Creativity & One Little Circle

Fri, 08 Nov 2024 14:00:01 GMT

“The true artist is the child who never lost their sense of wonder. Imagination does not become great until human beings, given the courage and strength, use it to create.”

MARIA MONTESSORI

How does Montessori support creativity?

Creativity is a cornerstone of Montessori education, where the emphasis is placed on nurturing the whole child—intellectually, emotionally, and creatively. In the Montessori classroom, creativity is not confined to traditional arts and crafts; it is woven into every aspect of learning, encouraging children to think outside the box, solve problems, and express themselves in diverse and meaningful ways.

The Montessori Environment: A Catalyst for Creativity

One of the unique features of the Montessori classroom is its carefully prepared environment, designed to inspire creativity and independence. The classroom is filled with materials that are both aesthetically pleasing and purposeful, inviting children to explore and engage in activities at their own pace. Unlike conventional classrooms, where children are often required to follow a strict curriculum, Montessori students are given the freedom to choose their work based on their interests. This autonomy is crucial in fostering creativity, as it allows children to follow their natural curiosity and develop a love for learning. The Montessori materials themselves are designed to stimulate creative thinking. For example, the Sensorial materials help children refine their senses, which is fundamental to creative expression. The Pink Tower, Color Tablets, and other materials encourage children to explore concepts like size, color, and shape, which later translates into an understanding of more abstract ideas in art, design, and architecture.

The Role of the Montessori Guide in Nurturing Creativity

In the Montessori classroom, the teacher, or guide, plays a pivotal role in nurturing creativity. Rather than directing the learning process, the guide observes the children and provides them with the resources and support they need to pursue their creative interests. This approach helps children develop confidence in their abilities and encourages them to take risks, experiment, and innovate without fear of failure. The guide also models creative thinking by demonstrating different ways to use materials and solve problems. This modeling is not prescriptive but rather serves as an inspiration for the children to explore their own ideas. For instance, a guide might show how to use the Movable Alphabet to create words and sentences, but children are encouraged to use the letters in their own imaginative ways—perhaps to tell a story, write a poem, or even create a new game.

Creativity Across the Curriculum

Creativity in the Montessori classroom extends beyond art and music. It is embedded in every subject, from mathematics to science to language. In mathematics, for example, children use hands-on materials like the Golden Beads and the Stamp Game to explore mathematical concepts in a concrete way. This approach allows them to understand abstract ideas through creative manipulation of materials, leading to a deeper and more personal understanding of math. In language, children are encouraged to express themselves through writing, storytelling, and drama. The freedom to choose their topics and the tools they use—whether it’s a pencil, a piece of chalk, or a set of movable letters—fosters creativity and self-expression. Science and geography lessons also promote creativity by encouraging children to explore the natural world, ask questions, and conduct experiments to discover answers.

Sensorial Creativity—The Outcomes from One Little Circle

The images we've chosen to showcase exemplify the remarkable creativity of our young learners, primarily arising from their explorations with Graded Geometric Figures. Through these materials, children engage in design and artistic expression, transforming simple shapes into intricate drawings. It’s truly inspiring to see how the act of tracing one little circle can blossom into a myriad of detailed artworks, reflecting an astounding depth of creativity. This collection features works produced over the years at IMA, crafted by children aged four to six. It's clear why we cherish and nurture the vibrant creative energy of the children in our care! Enjoy the highlighted photos that celebrate their original art.

The Long-Term Benefits of Creativity in Montessori Education

Creativity nurtured in the Montessori classroom has long-term benefits that extend far beyond childhood. Children who are encouraged to think creatively develop strong problem-solving skills, adaptability, and the ability to approach challenges with an open mind. These are qualities that are essential not only in academic settings but also in life and work as they grow older.

Creativity in the Montessori classroom helps children develop a sense of joy and fulfillment in learning. When children are allowed to explore their own ideas and bring their visions to life, they experience a deep sense of satisfaction and accomplishment. This positive association with learning fosters a lifelong love of knowledge and innovation. Creativity is an integral part of the Montessori classroom, where children are encouraged to explore, experiment, and express themselves freely. Through a supportive environment, the guidance of thoughtful teachers, and the use of inspiring materials, Montessori education cultivates creativity in a way that prepares children not only for academic success but for a life filled with curiosity, innovation, and joy.

Metal Insets

Mon, 04 Nov 2024 14:00:28 GMT

“[P]reparatory actions provide a child with a mechanism that can give an impulse that should lead to an unexpected explosion of writing.”

MARIA MONTESSORI

The Metal Insets, not metal insects, as they are sometimes called, are a frequently touched and sought after material in the primary classrooms. They draw the child’s attention not only by the contrasting colors between the inset and the frame, but also the varying design of all ten geometric shapes. The Metal Insets are differentiated from the other language materials and are housed on its own special shelf. Each of the ten geometric shapes are laid out, one next to the other. The ten shapes include: a circle, square, rectangle, equilateral triangle, quatrefoil, curvilinear triangle, oval, ellipse, isosceles trapezoid and pentagon. Situated above the contrasting geometric shapes are pencils of a variety of colors that are used specifically for the Metal Insets. Below the shapes are the trays needed to carry the inset and frame, a holder for the pencils, a rubber table mat, and paper that is cut to the exact dimensions of the frame (14 cm squared).

Once the Metal Insets are presented to the child, she will remain engaged with the material for most of her remaining time in the primary classroom. With nine variations of lessons to be presented by the directress, the child will work with the materials in diverse ways, increasing his skills as he moves through the lessons. The work of the Metal Insets strengthens the hand for writing and using a writing instrument. They also aim for the child to develop a lightness of touch and control within the limits of the shape. Children who are strong and detailed with the Metal Insets typically will demonstrate strength with cursive writing as well.

When first presented, the child is shown how to trace the frame. The inset is then aligned on top of the traced shape and traced again with a different color. A third color is used to show the child how to slowly, and with control, shade the shape from bottom to top, left to right, using curvy lines. The directress’ movements are slow and deliberate. She will draw the curvy lines as she moves from the bottom to the top of the shape, never picking up her pencil until she reaches the end.

Children love the Metal Insets for their seemingly never ending, artistic options! They will continue to work with the material, lesson by lesson, practicing their creativity and fine tuning their hand for writing. If you feel as though, “My child is doing more metal insets”, know that there’s certainly more than meets the eye. It is a depth of the language materials that lead the children not only into beautiful, refined, cursive handwriting , but an appreciation of artistic beauty and design! It’s easy to see why the Metal Insets are such a beloved material!

Parent/School Partnership

Mon, 28 Oct 2024 13:00:54 GMT

“Do we really need to take for granted any method of education which involves suffering? Perhaps we, educationalists and parents alike, are going together, urged by love, along an enclosed path without an exit. Perhaps we ought rather to turn back and try another road.”

MARIA MONTESSORI

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

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

Consistency in Approach

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

Understanding and Support

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

Reinforcing Independence

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

Holistic Development

Montessori education seeks to develop the whole child – academically, socially, emotionally, and physically. A strong parent-school partnership allows for a comprehensive approach to education that considers all aspects of a child's growth. Teachers and parents can communicate about a child's progress, interests, and areas that may need attention, ensuring that the child receives well-rounded support.

Individualized Learning

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

Extended Learning Opportunities

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

Community Building

A strong parent-school partnership contributes to the creation of a supportive Montessori community. When parents are actively engaged, they can connect with other parents, fostering a sense of belonging and shared values. This sense of community benefits not only the child but also the parents themselves, who can draw on the support and insights of their fellow Montessori families.

Children thrive when home and school work in harmony!

Geography

Mon, 21 Oct 2024 13:00:49 GMT

“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, a feeling loftier than any interest and more satisfying. The child’s mind will then no longer wander, but becomes fixed and can work. The knowledge he acquires is organised and systematic; his intelligence becomes whole and complete because of the vision of the whole that has been presented to him, and his interest spreads to all, for all are linked and have their place in the universe on which his mind is centred.”

MARIA MONTESSORI

Geography in the primary classroom begins within the Sensorial area. These materials are concrete aids for the child in this plane of development . Many of the materials within geography will strengthen the child’s special abilities as well as aid in understanding the world at large. Geography materials consist of globes, maps, land and water forms, photo cards, books and other cultural extensions. Before the child begins work with the geography materials, he learns the sensorial qualities of rough and smooth. Then, then child will begin working with specific geography materials by first being introduced to the globes. The Sandpaper Globe is a small globe (a small version of the Earth) with the water being smooth and blue, and the land being rough sandpaper and beige in color. The language introduced with the Sandpaper Globe is Land and Water. The second, Painted Globe, consists of the same smooth, blue water. The sandpaper land is now smooth with each continent a different color. It is here the child learns the reference of land is called continent and water, ocean.

Once the vocabulary is learned with the globes, the child can then begin work with the famous Puzzle Maps. The Puzzle Maps are an iconic Montessori material. There is a World Map, a map for each continent (except Antarctica) and then a USA Puzzle Map. The Puzzle Maps can initially be used sensorially by the youngest child. Extended work with this materials includes three period lessons can be presented to help the child learn the names of the continents, countries or states. An older child, who is able to write and knows the vocabulary of each piece of the map, will create a map on paper. This is incredible work for the children and they are excited to finally receive this lesson.

Other geography materials include Continent Folders and Land and Water Forms. Continent folders are individual folders for each continent that contain photos of people, animals and architecture in various continents. It provides the child with an opportunity to learn about other cultures and peoples.

Land and Water Forms in the classroom are presented with two different materials. Three dimensional land structures allow the child to pour water where needed, creating the very visible water form and it corresponding land form. Picture cards of each land and water form are also available. These three part cards, or Nomenclature Cards , integrate with the language materials. The three cards for each land and water form consists of a photo, a separate label with the name and a card that contains both the photo and the name. The child uses these cards when they are able to read and know the vocabulary for the land and water forms.

It’s truly impressive the impact these materials have on the child. Working with the Globes, Puzzle Maps and Land and Water Forms, the children are able to build spatial skills and increase vocabulary. They are able to gain knowledge about the world around them. Maria Montessori once noted that if she could give anything to a child, it would be for each child to have a globe of the world. It’s no wonder these materials are so inviting and engaging!

Montessori at Home: In the Play Areas

Mon, 14 Oct 2024 13:00:06 GMT

"The absorption of the environment is an intellectual activity. It is a psychic necessity that the child explores the environment; it satisfies his spirit. After he has had the satisfaction of observing one thing that interests him, he goes on until he is attracted by something else. In this way the child can walk for miles."

MARIA MONTESSORI

We've been highlighting recommendations on how to mirror Montessori in your home! Our two previous Blogs highlighted, Montessori In The Kitchen and Montessori In The Bathroom. Some tips on implementing follow through with your child's at home work area (or play area) might include questions such as, when you noticed the art utensils did not get cleaned, "If you are finished working with these? What should we do next?" Ask questions to help your child think through steps instead of telling her exactly what to do in each moment.

Preparing Play Areas in the Home

What are ways we can aid the child in being more independent? How should we prepare this space for the child’s enjoyment and success?

All items should have a defined space. Having shelving, small containers and bookshelves aid in a child's sense of order, orientation and independence.
Use natural materials whenever possible. This sends the message to your child that these items should be handled with care.
Minimize options. It’s easy to inundate children with tons of options that might spark an interest. Limit options and rotate based on the child’s needs and interest. A 3 or 4-year-old might only need 10- 12 options at a time. If your child is interested in art, perhaps you can set up 4-5 art options and vary the remaining choices.
Prepare items so clean up is manageable for the child. Instead of 3 large Lego containers for your 4-year-old, place one smaller container on a shelf and rotate with different Legos when ready.

Once your environment is prepared, you can take a step back and watch your child enjoy their play space! What’s next? Keep observing! If you notice your child was really interested in something perhaps leave this instead of rotating it with another item. If they never touch a certain item, remove this and replace it with something different. Watch as your children deepen their concentration, develop logical sequencing skills and become more independent- just as they are doing in our classrooms!

Montessori at Home: In the Bathroom

Mon, 07 Oct 2024 13:00:28 GMT

“Imitation is the tool given by nature to children to help them adapt to the particular place where they were born and that enables them to adapt to the customs of their specific environment.”

MARIA MONTESSORI

We've been highlighting recommendations on how to mirror Montessori in your home. Our previous Blogs highlighted, Montessori In The Kitchen ! Some tips on implementing follow through with your child's home in the bathroom might include various questions. When you find soiled clothing on the floor after a bath, you can ask your child, "If you are finished wearing these clothes, what comes next?" or "Where do our dirty clothes belong?" Ask questions to help your child think through steps instead of telling him exactly what to do in each moment.

In the Bathroom

What are ways we can aid the child in being more independent with the bathroom routine?

They should have a stool to reach the sink and faucet.
They should have a stool to reach the toilet, if needed.
Your child's toothbrush, toothpaste, hair tools and hand soap should all be within reach.
Have a laundry basket for soiled clothes.
Towels and washcloths should all be within reach.
All items should have a defined space.

Once your environment is prepared, you can take a step back and watch your child do their work! What’s next? Keep observing! If you notice your child has grown taller or doesn’t need a stool for the toilet anymore, set up or change the space accordingly. Watch as your children deepen their concentration, develop logical sequencing skills and become more independent- just as they are doing in our classrooms!

IMA Community: October

Sat, 05 Oct 2024 13:05:21 GMT

Hello Fall!

IMA Community: September

Sat, 05 Oct 2024 12:58:03 GMT

Sweet September

Montessori at Home: In the Kitchen

Mon, 09 Sep 2024 13:00:21 GMT

"Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission."

MARIA MONTESSORI

Many new parents often ask what they can do at home to aid their child on their Montessori journey. The best answer is to mirror the Montessori environment so the transition from home to school and vice versa is smooth and seamless. This does not mean that we expect parents to purchase materials and replicate the entire classroom. In fact, doing so will only deter your child’s learning here at school. Instead, look at the other elements of the Montessori environment.

Our Montessori environments allow the child to be independent, observant, and logical thinkers. The environments are meticulously prepared by the adult. Why do we want to bring these Montessori elements into our homes?

We want the child to experience consistency . Consistency in routine, expectations and environments lead to trust and security within the child. They know what to expect and this expectation leads to comfort and regulation.

We want the child to experience feelings of being needed and have opportunities of contribution in the home or the community of school. When children are allowed to work and partake in activities that support the home and the people in them, they develop feelings of worth, pride, a sense of belonging and love.

We want the child to be independent . Having opportunities to try new things, succeed or fail and try again, and make choices all lead to a sense of accomplishment and builds confidence.

The first step in preparing your Montessori home is to really observe and take a look at your child. Observe his interests and abilities. What tasks is my child ready to learn? Would they be able to complete a certain task if I showed them first? Ask yourself these questions when thinking about your home environment and the skills you'd like your child to acquire.

The second step in preparing your Montessori home is the physical preparation of the environment and materials. Does your child have access to the tools she needs? Is there space in each room to work? Is your son or daughter able to see when the work is complete? Are things the appropriate size? Is your child free to choose as she wishes? All items should have a defined space so the child can retrieve them and clean up properly. In the classrooms, everything is put back in the proper space so it can be used later. This is the last step in completing a work and let's the child know the work is finished.

The third step in preparing your Montessori home is implementation. Take time to show your child how to complete each step from start to finish. Show him where he can access what he needs, how to use the tools and how to clean up. You don't need to say much, but let her take in the information from observing you. Next, take a step back, as the adult in the environment, and let the child work uninterrupted. Allow her the freedom to choose her work as interested. If a mistake is made, show the work again another time. Follow through. If you noticed the cutting board is still on the counter and filled with carrot peelings, you can ask your child, "If you are finished peeling carrots, what comes next?" Ask questions to help your child think through steps instead of telling him exactly what to do in each moment.

In the Kitchen

The kitchen is often referred to as the heart of the home. It’s where all the action takes place. There is so much your child is capable of doing in the kitchen. All children love working in the kitchen with real tools and real food. Children are also more likely to try different foods if they help prepare them!

Have a table and chair that is child sized.
They should have a portable stool to reach the counter or a workspace low enough to reach.
Prepare a place where water is accessible independently. Do they a need pitcher they can access on a low shelf in the refrigerator or can they access water from the dispenser?
Set up a snack drawer or basket where snacks can be chosen throughout the day. You can choose which snacks are placed in the basket or drawer so they are choosing things that are acceptable to you. Keep items for them in the lower portion of the refrigerator for easy access.
Set up a towel, spray bottle and small broom with a dustpan for your children to access independently and use during the clean-up process.
Have tools for them to use that are their size. We love these options for a cutting board and crinkle cutter .

For Small Hands/Montessori Services is a wonderful resource for real, child-sized tools.

Once your environment is prepared, you can take a step back and watch your child work! The joy that comes from delighting in your work and enjoying the fruits of your labor is unreplaceable. What’s next? Keep observing! If you notice your child isn't choosing things as she previously had, change things up a bit and give her more challenging things to do. Watch as your children deepen their concentration, develops logical sequencing skills and become more independent- just as they are doing in our classrooms!

The Role of the Montessori Teacher

hello@montessorithrive.com (Montessori Thrive) — Mon, 02 Sep 2024 15:55:02 GMT

"This is our responsibility, not to spoil the great laws of nature and the effort which is in each child. The teacher must be the servant of nature. The highest thing she can do is to serve. The best she can do is to be a perfect servant, to show respect and care, and be humble. Her plan must be to nurture life, which is a force, a force full of wisdom and power."

MARIA MONTESSORI

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.

IMA Community: August

Wed, 21 Aug 2024 16:26:38 GMT

The 2024.25 school year has begun!

Why We Phase In

Wed, 24 Jul 2024 12:30:02 GMT

“ The purpose of education must be to elevate the individual; otherwise education would be of no use. This must be the goal of education. We must wish to love humanity, instead of merely wanting to apply a preconceived plan. "

DR. MARIA MONTESSORI

Have you noticed that your child is more tired at the beginning of the school year? School is a child’s work. It is serious business for them. It’s important to move at the child’s pace and allow them to properly adjust to a new schedule. To put it simply, having a stabilizing period in which the child and guide get to know one another is important. During this gentle transition, a sense of security and comfort is fostered for the child toward their new environment and the group of children in the classroom. This sets your child up for a successful year of learning.

Why We Phase-In

The children are eager and excited about the year of learning ahead. The learning environment is stimulating; it is a place where independence will flourish as the child experiences freedom of choice within the classroom. Each child will gradually learn how to handle this choice and sense of freedom while respecting and caring for others in the classroom, the learning materials, and the classroom environment itself. The phase-in process allows the new children to get an overview of how things work in the classroom. Children who are returning from previous years are reminded of the classroom rules.

Phase-in sets the tone of the classroom by respecting and caring for one another, as well as the environment. It sets the stage for independent learning.

The gradual phase-in allows the child to absorb and digest new concepts and ideas without becoming overwhelmed and confused by too much information. This is why days are shorter in the beginning of the learning cycle. When the child is ready, longer days will become available to them.

Children need short increments of time in order to establish and re-establish procedures and ground rules.

Routine is important to children, as they are in the sensitive period for order. They familiarize themselves with classroom materials and the physical space (cubbies, bathroom location, etc.)

A Phase-In Schedule Is The Key To Success

We understand that slowly bringing the children into the new school year can feel like a juggling act for parents. Parents may need to alter working schedules temporarily in order to meet the needs of the phase-in schedule. Childcare might need to be arranged if that is not an option. In the end, the balancing act becomes well worth it. In Montessori, we believe that the child is the most important work. They need to build trust in their environment, their peers, and their guides so that they can explore independently. During the first six years of life, the child’s mind works like a sponge, absorbing everything around it. Too much too fast can be overwhelming, and can ultimately hinder the child from reaching their full potential.

Following The Child

In Montessori, we use the phrase “Follow the Child” quite often. We believe that children are born with a desire to learn, and as adults our job is to simply guide them. We believe that applies to schedules as well. Placing a child in school to fit an adult schedule doesn’t always work. The days might be too long for them, they might get exhausted and grumpy, and it might discourage them to pursue their natural drive to learn. By starting out slowly, you are giving the child the opportunity to go at their own pace, learning with confidence, and building up their energy to learn for full work cycles.

Bringing the Indoors Out

Wed, 17 Jul 2024 12:30:00 GMT

“ A child, who more than anyone else is a spontaneous observer of nature, certainly needs to have at his disposal material upon which he can work. "

DR. MARIA MONTESSORI

Do you ever find yourself telling your child to go outside as it's too nice to be indoors?

At IMA we are so blessed to have Outdoor Learning Gardens. We are easily able to take our work outdoors and enjoy nature and fresh air!

How can you do this at home? Prepare your outdoor environment for working and it's simple, bring your work outdoors, too!

Create a space for your child to work. A small table and child-sized chair will be enticing. They will love an outdoor blanket or "work rug" in the grass for their work.
Set up an outdoor shelf for materials. Materials can be outdoor works such as filing a bird feeder and watering plants. They can also choose materials such a watercolor painting or building with blocks.
Bring out a basket with a few selected books. Perhaps a small hammock for them while they read?
Eat snack or meals outside. Use a tray to carry all the items that are needed.

Most things you do indoors can be easily moved outside. The children love being outdoors! Setting up the outdoor environment will allow them to work while still enjoying nature! What else can you think of?

Montessori Myths

Wed, 10 Jul 2024 12:30:00 GMT

“ During many years of experiment and observation, I discovered that children learn naturally through activity, and that their characters develop through freedom. But these are general principles, which require practical application, and the Montessori materials have been evolved to meet this need. "

DR. MARIA MONTESSORI

MYTH: Montessori Schools are all pretty standard

Actually, since the Montessori name is not trademarked, there can be a wide variety of approaches within schools that call themselves Montessori. It is important to look for a school’s level of accreditation. The two primary accrediting bodies in the U.S. are Association Montessori Internationale (AMI), and American Montessori Society (AMS). IMA is recognized through AMI . Accrediting bodies offer varying levels of recognition in their membership for schools based on their adherence to Montessori principles. There are more important differences even between AMI and AMS oriented schools, so we highly recommend touring various Montessori schools to see the differences for yourself and find your own Montessori style.

MYTH: Montessori students do whatever they please

This myth derives from a misunderstanding of the term child-centered learning. It is true that Primary students enjoy freedom in what pieces of work they choose. This enables the child to choose the challenges about which they are most excited by, and to take advantage of “sensitive periods” in their learning, wherein they are driven to master a certain skill by repeating it again and again. The teachers are well trained, though, to spot the differences between a child mastering a skill through repetition and a child that wants to repeat tasks out of boredom or for lack of knowing what to do next. Students do not have the freedom to, say, eat snack all day or do nothing but talk to friends for two hours. Montessori teachers are called “guides” for a reason – they allow students the freedom of choosing their direction while ensuring they still reach the final destination.

MYTH: Montessori students have to be quiet all the time

We have heard other people repeat this myth, but since we’ve never seen an all-quiet Montessori classroom, we’re not sure where this myth comes from! While we do help children understand appropriate volume levels for different conversations and different environments as part of our grace and courtesy lessons, our classrooms are always buzzing with activity and conversation.

MYTH: Montessori is all work and no play

In her years working with children, Maria Montessori noticed that children developed a sense of peace and happiness when they were engaged in purposeful work. Of course, children do enjoy laughing, running, playing, and making friends. Luckily, we arrange our days to allow for all of those activities in addition to work time. The true test is to ask a Montessori child how they feel about school. Our students love to come to school and get to work.

MYTH: Montessori is a style that is only useful for preschool aged children

Our Primary graduates who move to first grade often find that they are well ahead of peers from traditional environments, in academics and maturity. However, Montessori benefits don’t stop at age 6. Our Elementary program fosters academic prowess, love of learning, responsibility, independence, and leadership. Elementary graduates excel at self-management, creative problem solving, critical thinking, and interpersonal communication skills.

MYTH: Montessori kids struggle to adapt to the structure of traditional schools

Entering a traditional schooling environment where students sit still at desks and work on one subject at a time, as a full class, requires a brief transition period for Montessori children. Our alumni families report, however, that the transition is typically brief and is managed with great composure by our students. They have learned self-management skills and personal responsibility, so they are able to adapt well to new circumstances and different learning environments.

Language - Story Writing

Wed, 03 Jul 2024 12:30:00 GMT

“ Driven by this inner sensibility children absorb language from their environment and miraculously develop it. This sensibility is so great during this period that if they were to be given another means of expressing language, such as writing, this other form of language will interest the child intensely. These children loved to write because they were in the sensitive period for language. "

DR. MARIA MONTESSORI

Language in the Montessori primary environment can be divided into three areas. There is reading, writing as in the fine motor of writing or handwriting and writing as in the thought process of writing or being an author.

A well-loved material, typically presented during the kindergarten year, is the Story Moveable Alphabet. This material incorporates all areas of language. The large, wooden box contains small letters written in cursive on a tiny rectangle. These pieces each fit nicely into a section and contain multiples of each letter. On the flip side of the letter is its capital letter counterpart.

A child working with this material will have mastered several concepts before beginning the story writing journey. The child would have mastered phonetic reading and begun working with Sight Words and Phonograms. They would have progressed from word building with the Moveable Alphabet and have practiced building a phrase and then a sentence.

When choosing this work, the child is encouraged to think about what she would like to tell. Should she make up a story or write about something that already took place? She then begins building her story one sentence and word at a time. At this point, she would be able to also read her story as it is written to make sure it makes sense. This is not always the case when a child begins building words with the Moveable Alphabet as the child may not be ready to read just yet. She is then able to write her story down on the Story Alphabet paper. The paper has several lines for writing on the bottom half of the paper. The top half contains a blank section for her to illustrate the story.

Initially, the child may not quite be ready to copy the story exactly on their paper the way it is written. Here we are combining the thought process of writing with the fine motor of writing, handwriting. Much like any learned skill, her handwritten will be further developed and refined through repetition and practice. It's also wonderful to see the child's progress in other areas come to play with Story Writing. As the child masters more Phonograms and Sight Words, the retention is obvious as they build the words.

The child's pride in completion of this work is joyful! Story Writing takes much time, thought and concentration. The combination of many elements of language come together with this material and the children are thrilled to share all of their stories!

Sandpaper Letters

Wed, 26 Jun 2024 12:30:00 GMT

“ The child is like a genius who is compelled to do a great work; he has to form a language. This is a great thing which he has to construct. "

DR. MARIA MONTESSORI

One of the first lessons in the language area of the Montessori classroom is the Sandpaper Letters. The Sandpaper Letters are individual letters on a board about half the size of a piece of paper. The board is hard and the letters are written in cursive with sandpaper. This allows the child to trace each letter in order to feel the movement needed to make each letter. When presented to the child, the letter sound is introduced not the letter name. The child is then shown how to trace each letter with their two fingers. The sandpaper letters are introduced three at a time. Once one is mastered it is rotated with a new sound until all are mastered. The three period lesson is then implemented; first the child is introduced to the sound, second the child is asked to find the sound (similar to multiple choice), and third the child is asked to recall the sound. Once the child has mastered all the vowels and 10- 12 consonants they can begin the next material, the Moveable Alphabet . The child will still return to this work to master the remaining sounds.

Check out this video of Mrs. Spence giving a Sandpaper Letter lesson !

Baking in the Toddler Community

Wed, 19 Jun 2024 12:30:00 GMT

“ At this age (between one and a half and two and a half years) children have a need to develop independence. "

DR. MARIA MONTESSORI

Toddlers can bake? Yes, they can and they love it! In our toddler community the children bake banana muffins or bread and are delighted to eat them for snack! Children are more likely to eat food they help prepare as they are more engaged in the process of making it. The ingredients are sequenced in order on our baking table. The child pours, scoops, mashes, and mixes until all of the ingredients are well blended.

Baking with the toddlers aids in their logical sequencing and concentration skills. It also aids in the development of their vocabulary by naming the various utensils used. Using different tools in the baking process helps build stronger muscles in the hands and arms. This is all needed later on as they progress into academic materials. It's also a bonus that the children are so enthralled with the work!

Montessori Versus Traditional Education: Transitioning

Wed, 12 Jun 2024 12:30:01 GMT

“ The first step an intending Montessori teacher must take is to prepare herself. For one thing, she must keep her imagination alive; for while, in the traditional schools, the teacher sees the immediate behavior of her pupils, knowing that she must look after them and what she has to teach, the Montessori teacher is constantly looking for a child who is not yet there. "

DR. MARIA MONTESSORI

One of the most frequently asked questions parents have when it comes to Montessori is… How will my child do when they move to a more traditional school setting? We hope to put your mind at ease and inform you that the transition is easier than it seems.

Transitions

We want to make one disclaimer: all children respond to changes and transitions differently. The good news is, more often than not, the transition is easier for children than for parents. From the early stages, Montessori schools focus on helping children develop high self-esteem, a strong sense of motivation, effective coping skills, and a sense of respect and responsibility. All of this learning will help set them up for success in any educational setting.

Academics and Socialization

Academics and socialization are usually the main areas of concern that parents have when it comes to this big transition in their child’s life. A few Montessori parents who have already experienced this transition have said that at first, their child was bored in their new classroom. Often Montessori children are usually ready to jump onto the next concept or lesson before the rest of the class. They may be a bit confused or frustrated as to why everyone in the class has to do the same thing at the same time. Over time, a Montessori child will adjust and usually become a classroom leader and a model student. The skills they have learned in the Montessori classroom will set them up with adaptability and confidence. When it comes to socialization, the Montessori child is already well equipped! They have experienced a social environment and sense of community from their Montessori classroom. When making this transition in their education, you will notice that the Montessori child will adapt fairly quickly to their new social setting. Most make new friends and begin to quickly understand the guidelines of their new setting. While leaving their Montessori classroom behind might make your child sad for a bit as they bid farewell to their teacher, classmates, classroom, playground, and materials they know so well, they have a strong foundation that will help them confidently assimilate to a new environment.

In the majority of situations, the child will make a healthy and eventually happy transition from Montessori to traditional schools. That being said, we do encourage parents to do their part in the transition by carefully researching schooling options. Each family will ultimately make the decision that is best for their child, and give them the support they need along the way.

What Does Research Show?

Research seems to back up the ease of the transition from Montessori to traditional schooling. A study supported by AMI tracked 400 students in Milwaukee. Half of the students received only public school education from kindergarten to graduation, while the other half attended Montessori through 5th grade before transitioning into the public school system. At the end of the study conducted between 1997-2007, researchers compared test scores and GPAs. Students with a Montessori education not only outperformed the other student group in math and science test scores, but also graduated with higher GPAs. Researchers concluded that Montessori early education had a long-term impact on later public school performance!

Summertime Ideas

Wed, 05 Jun 2024 12:30:00 GMT

“We must study the correlation between life and the environment. In nature all is correlated. This is the purpose of nature. Nature is not concerned just with the conservation of individual life or with the betterment of itself. It is a harmony, a plan of construction. Everything fits into the plan: rocks, earth, water, plants, man, etc."

DR. MARIA MONTESSORI

Looking for ideas for your home during the summer that will keep your child in the Montessori spirit: focused, concentrated and doing purposeful work? We've got you covered! Here are some ideas to aid your child to summertime happiness at home:

Tend the garden: have child size tools and gloves. The children love to till the dirt, pull weeds and investigate the growth of the plants!
Water the plants.
Fill the bird feeders - make this so it is easily accessible to the child.
Go on a nature scavenger hunt .
Scrub something - anything will do! Scrub a little tykes car, wash a bike, scrub the rainboots, scrub the ground after chalk drawings. Have a dish for water and soap and a small scrub brush ready for them to use.
Go for a nature walk and collect flowers or other treasures found in nature; make some nature art!

IMA Community: End of the Year Newsletter

Thu, 30 May 2024 17:07:45 GMT

Our Incredible Year!

Being a Montessori Parent

Mon, 27 May 2024 13:30:03 GMT

“T he child must be part of the adults’ life and see everything. This is the normal way for a child to grow. We know how intently he looks at everything; how interested he is in watching all that happens. "

DR. MARIA MONTESSORI

Many parents ask how they can aid their child at home when they have newly joined a Montessori community or when they transition out. What can you do at home to aid in your child's success and become a true, "Montessori parent?" The child is most successful when the home and school environments are in sync and consistent with one another. Does this mean we expect parents to purchase a full set of Montessori materials for their home? Not at all, we want the environments to mirror one another not become replicas of one another.

A Montessori parent will prepare the environment.

First, let's look at the environment itself. The Montessori classroom is carefully and meticulously prepared by the directress. Everything on the shelf has a purpose and the environment is designed for the youngest child to work in them. As a Montessori parent, we prepare our home environment just the same. Children can access the things they need independently and every room in the house has a space for them. It can be somewhat time consuming to prepare your home and modify as your child grows, but the outcome will be an independent child who feels as though he is a part of the family. Some simple implementations in the home environment include have glasses and a small water pitcher within reach so your son or daughter can get a drink of water independently. Place a small snack basket in the fridge and pantry so that your child can choose and serve a snack when she is hungry. Place healthy items in the respective baskets so you know what they choose you already approve.

A Montessori parent will promote critical thinking.

Next, let's explore the idea of critical thinking. The Montessori classroom allows for communication and problem solving. The child's questions are often met with a question in return. Are you allowing your child to practice thinking or giving them every answer, they request?

As a Montessori parent, we ask questions to help our children think critically and decide for themselves. An example to put this in practice at home could be: When your child tells you there is a tear in her artwork, ask her how she would like to fix the tear, what does she need to fix the tear and where is that at in our home?

A Montessori parent will allow their child to make mistakes.

The Montessori classroom allows children to work without the correction of the adult. They are given the freedom to make mistakes and try again. Are you hovering over your child as he pours milk, practices counting or ties shoes? As a Montessori parent, we allow the child autonomy in many of her actions. We aren’t constantly checking work. We allow them to do their work independently and try again if needed. Asking questions at the end of a job or task can reveal if your son or daughter feels the task or job was done properly.

A Montessori parent will model appropriate behavior.

Another concept to foster at home includes how your children observe and learn from you. Adults in the Montessori classroom model the grace of appropriate behavior. The child can observe the adults speaking kindly, walking gracefully, and continuing with work even if a mistake is made. How do you model this for your child? Do you ask him to speak quietly when you loudly speak yourself? As a Montessori parent, we try to model behaviors we expect our child to mimic. We use kind, encouraging, positive words. We are thoughtful and respectful towards others.

A Montessori parent will foster community and responsibility.

The community and sense of responsibility to the classroom should continue in the home environment. What does your child do to contribute to the household daily? We're sending home incredible bakers. Can they continue to make bread for dinner at home? On the weekend, could they prepare a batch of muffins for snacks throughout the week? Can your son write out the grocery list, arrange flowers, feed the dog or work in the garden?

As your children transition out of the Montessori environment, how do you continue to keep these principles going?

• When they are ready to visit their new school, walk the hallways with them, show them the new classroom, show them the steps needed to get from the door to their classroom. Next, start from the beginning and have your student lead you to the new classroom. Stop and observe...do they have it?

• When your child begins to bring home homework, do you hover over them, check everything, and remind him when the work is due? Or do you allow her to manage all aspects from completion through submittal?

• As your children venture out beyond the Montessori classrooms are they able to resolve conflict in a kind, appropriate way? Are they allowed to speak to their peers and let them know they did not like their behavior or mediate between each other without an adult’s intervention?

All these ideas can easily be taken from the Montessori classroom and applied to the home environment. Implementing them will not only continue to help your child through many phases of development that lie ahead but will also help you become and remain a great Montessori parent!

Montessori Outcomes: Nurturing Adaptability

Mon, 20 May 2024 12:30:01 GMT

“ The child is the creator of the man, certainly with regard to his adaptation to the environment. "

DR. MARIA MONTESSORI

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

The Montessori Approach to Adaptability

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

1. Independent Learning:

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

2. Mixed-Age Classrooms:

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

3. Freedom within Limits:

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

Cultivating a Growth Mindset

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

Real-World Application

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

1. Academic Success:

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

2. Social and Emotional Well-Being:

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

3. Professional Excellence:

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

Embracing a Future of Change

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

IMA Community: May

Wed, 15 May 2024 16:36:18 GMT

End-of-the-Year Fun!

Montessori Outcomes: Leadership

Mon, 13 May 2024 12:00:02 GMT

“We, adults, are often not as inclined to help a small child as an older child, perhaps one who is four years old, who is full of love, help, and admiration for the small child. This admiration and approbation help the soul of the small child enormously."

DR. MARIA MONTESSORI

What really is the benefit of sending your young child to a Montessori school?

The outcomes for a Montessori child are tremendous: autonomy, discipline, critical thinking, problem solving, collaboration, leadership and more. The Montessori environment consists of mixed ages with children grouped together all based on the same plane of development. Due to the mixed age grouping, children quickly learn how to communicate with one and use each other as resources in the classroom. Allowing the once three year old to remain in the same classroom, with the same cohort of children and then age to the four year old and finally the 5 year old or kindergartener, sets the child up for success and practice as a leader in the classroom. These little leaders have spent their younger days looking up to the older child, seeking help, observing their work and being inspired. As the now older child, the kindergarten student can experience these organic opportunities to help, mentor and lead.

Traditional schooling is the only place where students are consistently grouped based upon age versus skill level or ability. The older child, modeling and helping the younger will naturally step into a leadership role and reap these benefits. These leaders will teach younger ones, step in and volunteer to help, guide instead of doing and share the joy in their younger friends' accomplishments. They will naturally have experiences where their self confidence is deepened and fostered. As much as parents want their children to be confident, it cannot be commanded to happen. The child must participate in organic experiences that allow for this to happen. Thank goodness the Montessori environment and classroom community does this all naturally!

These skills and experiences all lend itself to great leadership. No matter their birth order at home all children in our environment have the opportunity to be the oldest and take part as a leader in the classroom. The children will then take these demonstrated leadership skills and go out into the world assuredly and confidently as they share this with others.

Transition to Traditional Schools

Mon, 06 May 2024 12:00:01 GMT

"Previous research has shown that students who attend Montessori schools foster higher levels of executive functioning skills like self-discipline, autonomy over learning, deep focus, critical reasoning and problem solving."

FORBES.COM

Montessori environments foster and develop the child as a whole. The academics, although quite impressive, are just a piece of what the children will come away with from the Montessori classroom. The children have been practicing and developing their logical sequencing skills, concentration, problem solving skills and independent thinking. These all contribute to the child when she is ready to work and spend her days in different environments. Parents sometimes worry about their child making transitions to public schools or other new classroom settings. All children take time and space to transition into new environments. Some children adapt easier than others. The few children that do have a difficult time likely would have difficulties with any transition. The majority of our Montessori students are able to think through and make the transition successfully. This doesn't mean the child has no transition at all when going to a new environment, but it does mean that he is able to get settled into his routine and do so successfully without many obstacles. One of the million wonderful attributes about Montessori education is that these higher levels of executive functioning and other attributes will carry with the child into adulthood!

Three Period Lesson

Mon, 29 Apr 2024 12:00:05 GMT

“A teacher must busy herself with finding more and more new names to satisfy the insatiable demands of her young charges. This craving which is manifested in their writing is certainly natural. Between the ages of three and five a child's vocabulary grows spontaneously from three hundred to three thousand or more words.”

DR. MARIA MONTESSORI

It's during the first plane of development that you may hear a Montessorian use the term, "Three Period Lesson". The Three Period Lesson is the way in which all vocabulary is introduced to a child during their primary years. This method of vocabulary presentation allows the adult to really understand what the child understands. The child is presented with three new pieces of vocabulary at one time. This could be a sound, color, continent, name of a fruit or sight word. We will use the primary colors as an example in this Three Period Lesson:

First Period

The directress introduces each of the colors and names them individually. "This is red." "This is blue." "This is yellow." It is during the first period the child is learning the name.

Second Period

The directress gives the name and the child must choose the correct item. "Can you find red? " "Where is blue?" During this second period many games can be played as the child tries to remember each item. You could also ask the child, "Bring me red." or "Put blue next to the chair." The child may be on this period for some time before introducing the final period.

Third Period

In the third period, the directress asks the child to recall the name of the item. She may ask, "What is this?" as she points to the red tablet. Once a child completes the third period of the lesson and can recall each name, the directress knows he has mastered this vocabulary.

Not only is the the Three Period Lesson a great way to gage a child's understanding and knowledge, it can easily be implemented in the home environment. The second period can be particularly fun as this period is where games can be played. For example, a parent wanting to practice number recognition could chose three numbers to work with and give a Three Period Lesson. Once the names of the numbers are introduced, the second period can begin. The three numbers could be hidden in the living room. Ask your child, "Can you find nine?" or "Bring me seven." "Put eight on the counter." The child will be giddy during the hunt for these numbers!

Science

Mon, 22 Apr 2024 12:00:02 GMT

"We may define a scientist as one who during the course of an experiment has perceived something that leads to a further investigation of the profound truths of life and has lifted the veil which hid its fascinating secrets, and who, in the pursuit of this knowledge, has felt so passionate a love for the mysteries of nature that he forgets himself."

DR. MARIA MONTESSORI

How do we incorporate the sciences into the Montessori primary classrooms? Some ideas and thoughts related to science can be a bit abstract for the youngest child. The idea of space and time isn't something they are really able to comprehend as their brains still function in the concrete. Abstract concepts and thoughts will come later for the child. Many Montessori classroom incorporate science and culture into the Sensorial area as these subjects cross over into multiple disciplines. Much like a scientist, the children are observing, categorizing and taking notes (even if only in their heads!).

Science in the primary classroom involves exploration of the way the real world works while using concrete materials. You might find a lesson on Magnets, objects that Sink and Float or how Baking Soda and Vinegar react. These lessons are simple and prepared for the youngest child to experiment, observe and explore.

In addition to the science experiments, you will find the classroom has prepared material for the study of botany and zoology. These materials will cross over with the language area of the room as children are enriching their vocabulary and classifying animals, plants and parts thereof. Children will classify items into living and non living or discover that parts of the flower include the corolla, calyx, stamens and pistil.

Although there are many materials that one could categorize as science, characteristics of science work is happening all the time, throughout every work. Children are observing the directress giving a lesson, "experimenting" on their own, taking account of their own work and trying again if needed! They are already little scientists!

2nd Plane of Development

Mon, 15 Apr 2024 12:00:03 GMT

"From birth to six is a time with special characteristics, which are very different from those belonging to the period from six to twelve – so different that we can say the child has two different lives: one finishes at six and another one begins. It is like a second birth."

DR. MARIA MONTESSORI

Maria Montessori noted that children pass from the first plane of development and into the second around 6 years of age. The second plane of development ranges from age 6 and continues to 12 years of age. This is often a fun plane to observe as the children's growth is huge! Characteristics of this plane include imagination, abstract thought, peer and social awareness and emphasis on fairness and moral values.

Children in this phase of development dive into big works that involve peer collaboration. The Montessori lower elementary level includes class discussions and problem solving within the classroom community as a whole. The concept of fairness and morals come into play as the children learn to interact with one another on a different level.

It is during this phase that the child asks questions that extended beyond the "why", but now include the "how". Children dive into learning facts and absorbing more information than ever before. Now that they understand the realities of life better, they begin to understand fantasy as part of their imagination.

There's also a notable difference in the physical development of the child during the second plane. They typically begin losing teeth and their bodies become leaner. It is during this phase that children often report of "growing pains". The second plane child typically becomes messy and somewhat disorganized. The order and neatness that was common during the first plane has all but gone as the elementary child forgets to wash their hands or organize their work.

Overall, children in the second plane of development have tremendous growth both physically and mentally. It's fun to watch their imaginations take off and impressive to see all the facts they can memorize. So when your child comes home, forgets their routine and is sloppy in appearance, remember it's all typical!

IMA Community: April

Wed, 10 Apr 2024 13:24:36 GMT

Welcome to Spring!

Toddlers and Toileting

Mon, 08 Apr 2024 12:00:01 GMT

"Others, as a result of careful study, have come to the conclusion that the first two years are the most important in the whole span of human life"

DR. MARIA MONTESSORI

In our Montessori toddler environment (ages 18 months -2 1/2 years of age) you won't find any diapers. Yes, that's correct, and no, we don't expect them to know how to use the toilet. The first step in learning how to use the toilet independently is acknowledging that your pants are wet. This is accomplished much easier and faster if there's no diaper absorbing all the liquid. Children come to school wearing training underwear with plastic underwear covers over them. The training underwear is thicker and allows for more absorption. The plastic underwear covers minimize the liquid spill. When the plastic underwear is no longer needed, they are removed. For the youngest child, going through the routine of taking off clothing, sitting on the toilet, washing hands, and getting dressed again can be enjoyable work. Young children love repetition. This is why they continually take off shoes only to put them back on again. It's how our brains are wired to absorb information. We need repetition for mastery.

In the toddler environment, the youngest child goes through this toileting routine at least every hour. This is especially true for those first joining us. Giving them opportunities to be successful only aids in the confidence and association of their body sensations and the toilet. Success happens in three steps. Initially, the child recognizes after he has urinated that his pants are wet. After some time, the child will recognize the signs of needing to use the toilet but might only be able to acknowledge this as it's happening. In the final step, the child can recognize these signs before it happens. The consistency also aids in the success of the young child. At no time do the children leave their underwear and put on a diaper. This can be confusing to the child. In the child's mind, the message is that it's okay to urinate while not using the toilet and the next it's not okay. Being consistent in routine and expectations allows even the youngest child to master this. When most children first join us, they will have used the toilet successfully within the first few weeks. This doesn't mean they instantly always use the toilet successfully, but given so many opportunities, they will continue to be successful. Being consistent at school and home will only aid them in achieving this goal.

Montessori on Vacation

Mon, 01 Apr 2024 12:00:01 GMT

"We can see clearly what is necessary to give in order to help the child. It is to give the possibility of independence, of living together and carrying out social experiences."

DR. MARIA MONTESSORI

How do we implement components of the Montessori environment to our time away from home? How can we set up our child to be the most successful while on vacation and out of a typical routine?

Try to get into a "vacation routine" as quickly as possible.

Try to keep elements from home the same if you are able. For example, if your child reads and then takes a bath before bed at 7:30, try to keep the same timing. The youngest child thrives in consistency and routine. In the classrooms, we uphold the same schedule throughout the day.

Prepare the environment.

Does your child have what they need to stay focused and engaged during the plane flight or at a restaurant? Gather some items from home that your child enjoys that are smaller in size and can be transported easily. If you are able, chose something your child has not seen in a while or perhaps something new that will keep his interest. Place the items in a small bag that the child can tend to and choose from while travelling. In the classrooms, the environment is prepared by the directress. At home or on vacation the preparations come from the parent.

Give your child jobs she can do that still fosters independence.

Have your child help pack his or her suitcase. Show them where items are placed so they can get what they need. If you are in a hotel, where is the restroom, toilet paper and towels? If you are at a condo, where are the cups and how should the child access water? Can they help you with the laundry if there's a laundry facility? In the classrooms, the children are shown where the items they need are and then shown how to work with these items.

They need rest from mental stimulation.

Make sure to observe your child and note when they might need a little down time. On vacations especially, children will become over stimulated or simply exhausted. Act according to their needs. In the classroom, the children are free to gaze out the window or talk to a friend after completing a long work. The directress and assistant are trained to observe and know when the child may need rest after extended stimulation.

Although many of these ideas are the ideal, this isn't always the case when away from home to on a trip. Implementing these ideas as much as you are able will help your child (and you!) have a more enjoyable time!

Isolation of Difficulty

Mon, 25 Mar 2024 11:00:03 GMT

"The hands help the development of the intellect. When a child is capable of using his hands, he can have a quantity of experiences in the environment through using them. In order to develop his consciousness, then his intellect, and then his will, he must have exercises and experiences."

DR. MARIA MONTESSORI

Through her many observations, Maria Montessori noted that the child is best able to understand a single concept or idea when the material contained an isolation of quality and then each material presents an isolation of difficulty . Directresses determine the right isolation of difficulty through choosing materials that appropriately meet the child's developmental needs. The material should be challenging but not too difficult nor to easy. The isolation of difficulty is specific to each exercise and increases with each added gradation or new exercise presented with the same material. This makes the work inviting to the child as it allows the child to focus his attention on one problem at a time. The sequence of use and grading in logical progression from easy to more difficult should be set out as far as possible. This lets the child know his limits: he knows what he can do and what lies ahead by what has not been introduced to him, yet. The materials themselves also aid in this in that the area of focus or isolation of quality is already developed in the design of each material. Thanks to Maria herself in designing and creating nearly all materials in the Montessori classroom, the materials already contain an isolation of difficulty.

Each material in the Montessori classroom has one direct aim or purpose within the material. Subsequent exercises with the material lend to further extensions and challenges. For example, with the material of the Cylinder Blocks, there are a set of four cylinder blocks. Within each block there contains 10 cylinders. Block 1: The cylinders vary in two dimensions: width and length (diameter). The diameter increases from 1 cm to 5.5 cm. The height is constant at 5.5 cm. Block 2: The cylinders vary in three dimensions: width, height, and length. The diameter increases from 1 cm to 5.5 cm and the height increases from 1 cm to 5.5 cm. Block 3: The cylinders vary in three dimensions: width, height, and length. The diameter increases from 1 cm to 5.5 cm and the height decreases form 5.5 cm to 1 cm. Block 4: The cylinders vary in one dimension. The diameter remains constant at 2 cm. The height increases from 1 cm to 5.5 cm.

The material is first presented with Cylinder Block 1, taking out the two extremes, first. "Contrasts attract attention. This is why when we present the materials, we start with the extremes. Once the attention is focused and the interest has been aroused by experience, we can help the child through the gradations to arrive at a refinement of observation and intelligence." (Dr. Maria Montessori). The next exercises include: two cylinder blocks at a time, then three and finally all four. When the children have obtained mastery of all four, they can play distance games marking a specific cylinder and retrieving it. This too, can be built in difficulty from one Cylinder Block up to all four. Finally, the child can experience the Cylinder Blocks (again, any number from 1-4), but this time eliminating the sense of sight and competing the work with a blindfold.

The isolation of difficulty in materials and in the directress's observation as to when to present these materials is a common occurrence throughout the Montessori classroom. This concept allows for exponential development with the child.

Isolation of Quality

Mon, 18 Mar 2024 11:00:02 GMT

"Any object that we wish to use for the education of the senses must necessarily present many different qualities such as weight, texture, colour, form, size, and so forth. How are we to isolate from many qualities one single one so that attention may be focussed on it? This is done by a series and its gradations; the objects are identical among themselves with exception of the variable quality which they posses."

DR. MARIA MONTESSORI

Often when you walk into a traditional preschool or public school setting plenty of decorations or posters are on the walls. In a classroom for the youngest child, one might find a large, red, triangle with the number 1 placed in the middle taped to the wall. The next poster may have a blue, square with the number 2 in the middle. When you say to the child, " This is red. ", he may have no idea you are speaking about the color versus the shape or the symbol within. In the Montessori classroom, we use the term isolation of quality . This means that there is only one component that makes part of any given material unique. Each material isolates a specific, single ‘quality.’ In order to train a specific sense, it is necessary to only use that specific sense in the exercise. If, for example, we want to train the child’s ear to distinguish different sounds or matching sounds, we do this by use of the bells. The bells are each made of the same material, same shape, same color and same size. The only difference in each bell is the different note or sound each one makes. This allows the child to match the bell sounds by use of his ears rather than his eyes, as is the case in many musical instruments or toys for the child that may have each note color-coded. This is what is meant by isolation of quality.

“The perfecting of these exercises consists in removing as far as possible all distracting factors. It enables a child to engage in an inner and external analysis that can help him acquire an orderly mind.”

Dr. Maria Montessori, Discovery of the Child, p. 102

Another example of this is the Brown Stair. The Brown Stairs are 10 wood, rectangular prisms that are all painted or stained brown. The only varying quality is the width of each prism. We use the language "thick" versus "thin" when identifying the prisms. This allows the child to quickly distinguish the difference and gain understanding of what thick and thin mean. In one lesson given with this material, a child responded by letting me know, " His grandpa was really, really thick! ". This is a common occurrence through the Montessori materials and only aids the child in developing vocabulary and understanding of various abstract language concepts and ideas.

IMA Community: March

Tue, 12 Mar 2024 13:15:33 GMT

Is it March already?!

Sensorial

Mon, 11 Mar 2024 11:00:00 GMT

"So we can agree that the isolation of the senses is a great help towards the clarity of reception of the impressions. If we wish to be of help to children, we must help them achieve something which they cannot achieve by themselves, such as the theory of colour, or the three dimensions of the relativity of heat."

DR. MARIA MONTESSORI

The Sensorial area in a primary classroom is unlike any other. The Sensorial materials are beautiful. They are often enticing a child to touch and manipulate them. These materials contain an isolation of quality and isolation of the senses. There is also a tremendous about of vocabulary enrichment within these materials. Children will discover the meaning of abstract qualities such as large and small, salty or sweet and rough and smooth. The will learn the correct names of two-dimensional shapes and the various triangles: isosceles, scalene and equilateral.

The Sensorial area of the classroom incorporates materials that develop the sense of sound, taste, smell, touch and sight. The Bells allow for exploration and fine tuning of the sense of hearing. The Tasting Bottles allow the child to isolate the sense of taste. The children learn vocabulary for sour, sweet, bitter and salty. The Smelling Jars allow for identification of various scents. Do you enjoy the smell of clove or lemon? The sense of touch is fine tuned with multiple materials. The Rough and Smooth Boards allow for discrimination within feelings of rough and smooth within the fingertips. The Thermic Bottles help identify the sense of temperature. Which bottle is cold versus cool, hot or warm? The Baric Tablets help the children discriminate weight. The sense of sight is also fine tuned with multiple materials. The iconic Pink Tower's control of error is within the child and the ability to distinguish between large and smaller, larger or the largest. Vocabulary is introduced with geometry shapes found in the Geometric Cabinet. Children can easily see the difference in the pentagon versus the ellipse.

Children also explore geography, culture and science within the Sensorial area. The Puzzle Maps allow the child to visually see the shape of each country on each continent. These countries can then be named for an added challenge. Children explore culture and people through the Geography Folders and gain a glimpse of many cultures all over the world through the photos. Various science experiments can be found on the shelves. The experiments allow for exploration and understanding of the real world and its elements.

Many of the Sensorial materials also contain extensions within the work. The child can begin to work with the World Puzzle Map at the young age of three years. They may revisit the World Map when they are older and can name the continents and are developing their cursive writing. Achieving the lesson of Map Making is a long anticipated work in the classrooms. The children excitedly exclaim to each other that they are doing Map Making!

The Sensorial area of a Montessori classroom is unique. Filled with material to enrich the senses and expand vocabulary, they are enjoyable for all children! Interested in getting a peak yourself? Come join us for a Prospective Parent Evening and take a look!

What is Montessori

Mon, 04 Mar 2024 12:00:03 GMT

"The greatest sign of success for a teacher is to be able to say, "The children are working as if I do not exist."

DR. MARIA MONTESSORI

People often wonder, " What is Montessori education? ". It's not something easily described in one sentence. Montessori is a way of education that encompasses the whole child and her/his very being. Montessori environments foster life skills, emotional development, peer communication and logical thinking skills as well as academics. Montessori classrooms instill and promote peacefulness and resolution. There is a calm, concentrated state that is easily observed in Montessori children and the classroom as a whole.

The environments are prepared for the children to be successful by their own doing, to learn from repetition,to absorb the world around them and to acquire a love of life and learning. Maria Montessori - well advanced for her time- insisted the child was much more likely to reach her full potential if the environment was designed specifically for her. Children in Montessori classroom combine mixed ages of children who are thinking and learning within the same plane of development. We all know a three year old thinks differently from an eight year old who also thinks differently from a twelve year old. Why teach them all the same way if they all don't think and learn the same way?

Coinciding with this purpose is the idea that no individual child is the same or learns on the same path. So why teach them as if they do? Montessori classrooms allow for the child to move through the materials at her own pace. She is, of course, guided in the right direction if needed but she is able to go where her desires and pace take her. Her interests are fostered and piqued.

The combination of these elements make for a beautiful working environment. Montessori education is unlike any other. Interested? Come take a look for yourself!

The Benefits of Learning Handwriting

Mon, 26 Feb 2024 14:00:01 GMT

"The hand can be prepared directly to trace the signs of the alphabet by the help of the tactile and muscular senses, not by that of sight."

DR. MARIA MONTESSORI

More and more schools are eschewing handwriting instruction to make more time for other, standards- based skills. The result is a generation of children who are not gaining a sense of how important it is to be able to write beautifully and they are simply not learning cursive – period.

If this makes you cringe, here’s the good news: Montessori schools never dropped it in the first place. Here’s why this 100+ year-old educational approach guides children in the art of writing beautifully.

Indirect Preparation

In a Montessori toddler or primary classroom, you will see very young children working with materials that develop fine motor skills. While fine motor proficiency can serve children in a wide variety of ways, Montessori intentionally created materials that strengthen the hand as indirect preparation for handwriting. Each time a three-year-old lifts a knobbed cylinder they are developing proper pincer grip. This same action is repeated in many other materials. The child may be working to joyfully refine a sensorial skill, but at the very same time their tiny fingers are slowly working their way toward being able to hold a pencil correctly.

Many Montessori materials are designed to be used working from left to right in order to prepare the child to move in that direction while writing. Even the materials themselves are organized in a left to right fashion on the shelves.

Manipulating a Pencil

Long before they are ready to write a story (or even a word!), Montessori children begin learning how to carefully manipulate a pencil. The metal insets are a beautiful material that were designed specifically to prepare the hand for writing. While the shapes in the material are reminiscent of a geometry lesson, that is not the primary intention. What’s meant to be the focus is the teaching of a variety of handwriting skills, including pencil grip, applying appropriate pressure, moving the pencil left to right, and further strengthening the muscles of the hand to build stamina.

Early Letter Formation

Montessori primary classrooms are equipped with a special material that helps children learn how to form letters. The sandpaper letters are wooden tiles with letters made out of a sand-textured surface. The children use their fingers to trace the shape of each letter, and later use the tiles as a reference while learning to write for the first time. Another option for children to practice letter formation is to use their finger and ‘draw’ the letters in a small tray of sand. Both sand writing and using the sandpaper letters appeals to the sensorial nature of the primary child, making these activities fun.

Cursive or Print?

By the time a Montessori student is 4 or 5 years old they begin writing joyfully because they are well prepared. Montessori schools typically focus on teaching children to write in cursive, even in the primary classroom. We have found that there are many benefits to emphasizing this style over manuscript/print writing.

Learning to write in cursive has many advantages:

● It’s nearly impossible to reverse letters in cursive.

● Cursive writers can read print, but the reverse is not always true.

● The ligatures in cursive may help early readers see groups of letters (oa, ing, th, and so on).

● The flow of cursive words allows the writer to focus on the ideas of the writing rather than the formation of individual letters in isolation.

A Continuation

When children enter a Montessori elementary program, their teacher will emphasize the mastery of cursive writing and take the time to review any letters or skill gaps they may have. From here on, children practice constantly. They have notebooks they are expected to record their daily work in, and that work is expected to be written beautifully and neatly. Not only that, but the children themselves take great pride in the beauty of their own writing.

As time goes on, students do eventually learn skills such as keyboarding. Fortunately, they have been given a foundation that emphasizes the power of neat handwriting. In our fast-paced, shortcut-filled world, it’s nice to think that our children will grow up to enjoy sitting down to craft a thoughtful letter, using a pen, some paper, and their own hand.

Math Group One

Mon, 19 Feb 2024 14:00:03 GMT

"This system in which a child is constantly moving objects with his hands and actively exercising his senses, also takes into account a child's special aptitude for mathematics."

DR. MARIA MONTESSORI

The Montessori Primary Classroom is when the child first gets an introduction to formal mathematical materials. Given that everything in the classroom is designed for children aged 2.5 to 6 years of age, the material is concrete. The child's first formal introduction to math is through the use of materials in what we call Group One of Math. Group One consists of materials that work on gaining experience with 1:1 correspondence, number recognition for numerals 0-10, understanding the concept of 0, and sequencing numerals 1-10. After these concepts are mastered, children are then introduced to materials that combine these concepts. Similar to most work in the classroom, we give the child the introduction and experience with concrete representation of a quantity before introducing the symbol. Using the math materials, the child's first lesson begins simply with counting and obtaining the vocabulary of numbers 1-10. This is then followed by number recognition. The child needs to know what four is to better aid them in understanding what the symbol for 4, looks like. The child can better retain the graphic symbol of 4 when they know what four represents. The adult's language is, "This is four." versus "This says four." Once the vocabulary, counting and number recognition are secure, then, the 1:1 correspondence is established. These first few lessons are presented with the Number Rods, the Sandpaper Numbers and the Number Rods and Cards. The child will then begin work with the Spindle Boxes, Cards and Counters and end with the Memory Game of Numbers. The children are so excited to begin their math journey with these materials!

Stay tuned; the math gets increasingly complex and even more impressive!

Grace and Courtesy

Mon, 12 Feb 2024 14:00:02 GMT

"A child who becomes a master of his acts through repeated exercises of grace and courtesy, and who has been encouraged by the pleasant and interesting activities in which he has been engaged, is a child filled with health and joy."

DR. MARIA MONTESSORI

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

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

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

Modeling

Grace and courtesy starts with intentional modeling. Guides are very careful about how they behave in front of the children. When interacting with one another, or when interacting with a child, they are always thinking about showing the children what they hope to see mirrored. If the guide expects the children not to shout across the classroom, she will not do so herself. When managing a classroom full of children this can be challenging at times, but we understand that the children are always watching us and learning from our behaviors. Adults in a Montessori school are always very careful not to interrupt a child’s work. They have a deep respect for the child’s autonomy, but they are also aware of the power of their modeling. When adults refuse to interrupt a child’s work, the children learn the importance of doing the same.

Lessons

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

● How to greet one another

● How to welcome a visitor

● How to get a teacher’s attention without interrupting

● How to participate in a group discussion without interrupting

● How to listen in a conversation

● How to walk carefully around the classroom

● How to follow directions

● How to resolve a social conflict

● How to unobtrusively observe another’s work

● How to hold a door for someone

● How to use polite words such as please, thank you, excuse me, etc.

Older children

As children get older, they may have mastered many of the basics of polite behavior, but they still have plenty more to learn. There are two main differences as children move into the elementary years:

1. Most (but certainly not all) of the grace and courtesy needs are related to friendships and social interactions.

2. They have developed a sense of humor and tend to respond well when guides teach what not to do in a silly manner.

For example, a guide may notice children entering the classroom for lunch in a manner that is less than ideal. One day during a class meeting, she will address the issue by wondering aloud how we might enter the class for lunch. She may then act out a variety of scenarios, asking the children if she is going about the task in the right way, including:

● Running breathlessly through the door to grab the desired seat.

● Flinging a lunch bag across the room to the desired table.

● Weaving in and out of other children to get where she wants more quickly.

This is sure to bring on the laughter, because the children likely already know these are not the correct behaviors. Before the conclusion of the lesson, the children will contribute their ideas and tips for the teacher to try, who will then model the ideal behaviors. Ideally this exercise would be done just before lunch, giving the children a chance to practice right away.

Throughout the course of the school year, a guide at any level may notice certain behaviors that the children seem not to have learned yet. Guides consider these teachable opportunities and take the time to give the children lessons. We find that children are eager to copy our behaviors and follow our lead, we need only to give them the opportunity.

IMA Community: February

Wed, 07 Feb 2024 12:10:05 GMT

Is it Valentine's Day, yet?!

Montessori Outcomes: Collaboration

Mon, 29 Jan 2024 14:00:02 GMT

"There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of cooperation rather than competitiveness. There is respect for the environment and for the individuals within it, which comes through experience of freedom within the community."

DR. MARIA MONTESSORI

You are fresh out of college looking for a job. Your resume looks stellar; your education is great, you have plenty of volunteer time and you've even worked throughout your time attending college. But what are employers looking for that isn't on paper? You might have the best resume but if you don't work well with others you might not be that hire able.

In Montessori classrooms, children are placed together with children of other ages. The children are encouraged to use each other as resources versus continually going to an adult for guidance. Therein lends tremendous value for the children's development. The younger children learn from the older children and find role models. They have opportunities to strengthen their communication and observation skills. In turn, the oldest children obtain valuable character traits such as affirmation of knowledge and the building of self-esteem and confidence. Often the collaboration blossoms in simply working on a material or project together. This collaboration occurs naturally in the environment and lends to the harmony of the classroom. Later in life, Montessori children take this naturally practiced skill and continue to enhance the attributes of collaboration on school projects, work teams, university studies and finally professional cohorts.

Montessori Outcomes: Curiosity

Mon, 22 Jan 2024 14:00:01 GMT

"The child has a different relation to his environment than ours...the child absorbs it. The things he sees are not just remembered; they form a part of his soul. He incarnates in himself all the world about him that his eyes see and his ears hear."

DR. MARIA MONTESSORI

Curiosity in the Primary Classroom is as evident in the child as the wonder of everything they work with. Children are free to explore and experiment with purpose using the materials. It's welcomed for the children to think of something different than that of the adult. Their inherent curiosity eventually leads to exploration with the materials and what we call ‘take-off.’ It's that spark in their minds that leads to greater creativity! We want and encourage this to happen. This only leads to "thinking outside of the box" and develops critical thinking skills. Montessori children often grow to ask questions and seek the answers.

At home, you can let your child explore, let her ask questions and allow time and space for this to take place. Fostering curiosity will only allow your child to acquire more knowledge about the world around them. Isn't this one of our goals for our children?

IMA Community: January

Tue, 16 Jan 2024 15:02:14 GMT

Welcome back! We hope everyone enjoyed their break and time was spent enjoying friends and family!

Montessori Outcomes: Intrinsic Motivation

Mon, 15 Jan 2024 14:00:01 GMT

“Human beings have an innate inner drive to be autonomous, self-determined, and connected to one another. And when that drive is liberated, people achieve more and live richer lives.”

DANIEL H. PINK, Drive: The Surprising Truth About What Motivates Us

Movement through the materials is based on mastery. It's a pretty simple concept. The child moves to the next material when they've mastered the concept from the one before it. Lessons are presented most often individually. There's no waiting for others to catch up and it's never a problem to repeat the lesson if the concept isn't grasped the first time. The child keeps going at her own pace. All the Montessori materials, or "works", are displayed in a specific order on the shelves. The children retain the order and set goals for working toward the next material internally. Since our classrooms encompass ages 2 1/2 - 6 years, there is a plethora of material present. With everyone in the classroom working on different materials, children are able to see others and their work. The youngest child can see what they can one day accomplish as a kindergartener. The children set their own goals and the motivation is internal. It's not driven by the compliments from adults but by pride in their learning. This allows the child's natural inner drive to be fostered and strengthened, and a love of learning blossoms. It's a life-long skill we aspire our Montessori children to take with them when they leave our community.

The Kindergarten Year Part Two

Mon, 08 Jan 2024 12:00:00 GMT

"We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit."

DR. MARIA MONTESSORI

Not only does the kindergarten child reap the benefits of being a leader, the child also dives deep into the academic materials. Having the foundations of the academia begun the years prior, the child is now able to move more towards the abstract and reinforce what he already knows. The child is guided to take on more and more complex work. She begins to learn time management skills and have an increased set of expectations and privileges in the classroom. Our Montessori classrooms have materials that extend into the 2nd or 3rd grade compared with traditional educational settings. With the aim of always keeping the child progressing, this opens the door for the child to master so many more academic materials this final year. In addition to this, the children progress through the materials based on mastery. The past two, even three years, prior they have watched the older children do these involved works and set their sights on also achieving this. We want the children to achieve and come to fruition with the goals they have already set. This final year reaps the benefits of all the foundational learning and the children showcase more than one could imagine!

Montessori Birthdays

Mon, 25 Dec 2023 14:00:01 GMT

"When the children walk to the rhythm, continuing on the line, it reminds us of the motion of the earth around its axis. "

DR. MARIA MONTESSORI

For the youngest children, time is an abstract concept. With this regard the celebration of a birthday can be abstract for the child, too. Although excited for the arrival of their birthday, the element of time can make the arrival of the birthday a hard idea to grasp. In the Montessori Primary classrooms birthdays are celebrated in a unique way. The celebration begins by inviting the parents to join. In order to make this concept more concrete, the sun is represented by a candle and the earth by a globe. The candle is placed in the center of a large rug. The child then makes a complete circle around the "sun" while carrying the earth in order to signify one year. All the while the children sing a special song, "The Earth Goes Around the Sun". In addition to this song, the celebrated birthday child will share a prepared timeline to signify growth and age. The timeline is prepared during the work cycle and created with pictures (one for each year including birth) sent in from home. The final step of the celebration is the sharing of special treats. In preparation of the celebration, the birthday child has baked from scratch a dessert to share with her parents and friends. Delicious! The children adore this celebration. They love their parents' presence, making a timeline and sharing photos, and, of course, eating their hand-picked, homemade treat! This simple and unique celebration helps to introduce the concept of time in more of a tangible regard. It is a beautiful way to honor and celebrate the birthday child!

Bringing the Outdoors In

Mon, 18 Dec 2023 12:00:00 GMT

"The child has a mind able to absorb knowledge. He has the power to teach himself,"

DR. MARIA MONTESSORI

5 Fun Ways to Bring the Outdoors Indoors

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.

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.)

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.

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!

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.

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?

IMA Community: December

Mon, 11 Dec 2023 18:32:23 GMT

Can you believe we are almost half way thought the school year? We can't either! This school year has been filled with so many great memories and funny quotes.

The Normalized Child

Mon, 11 Dec 2023 14:00:01 GMT

"The normal children are those that are seen moving calmly, spending much time in standing still and then fixing upon one thing as though in reflection. Hence calm, restrained, and measured movement and a thoughtful disposition are the attributes of normality."

DR. MARIA MONTESSORI

Often the term "normalization" is used frequently as a descriptions of the Montessori Classroom. This is a term used to describe a child who can do concentrated, peaceful work and exercise freedom and self-control in the classroom. In order to reach this normalized state, the child must have adjusted to the new routine and become comfortable in the classroom. The child is able to choose freely a material to work with, set about completing the activity and feel a sense of peace and accomplishment with its completion. The environment must be carefully prepared and established by the adults in the classroom. When a child achieves normalization there will be a calmness to her movements, focus with the materials and love of her work. All children are able to reach this normalized state. These children do their work for the love of the work itself. They "do what they love and love what they do!" This goal is what we strive to achieve within the first few weeks of school and continue its state throughout the course of the school year!

You can read more about Normalization within the article at Montessori Parenting.

Holiday Gifts

Mon, 04 Dec 2023 12:00:01 GMT

"Today children are given toys; that at least is something. Even if they are not fundamentally the right things, at least they fulfil the need for manipulation. However, when I gave the children this scientific material, they preferred it to toys because it responds to an urge in their nature; it enables them to develop."

DR. MARIA MONTESSORI

Holiday Gifts: What Do Children Need?

By: Kay Neff

Many children in the United States have too many toys! So what do we get them for the holidays?

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

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

Preparing the Environment

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

Birth to Age 3

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

If the child is exposed to beautiful mobiles, posters, rattles, and toys, as an adult she will help create a world with the same high standards.

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

A child will develop more fully – mentally, emotionally, and physically – when she is free to move and explore an ever-enlarging environment. But careful attention must be paid to covering plugs, taping wires to the wall or floor, removing poisonous plants and chemicals, and removing any objects that could harm the child.

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

Quality and beauty of the environment and books and materials are very important in attracting, satisfying, and keeping a child’s attention. If the child is exposed to beautiful mobiles, posters, rattles, and toys, as an adult she will help create a world with the same high standards. Toys, rattles, puzzles, tables, and chairs – made of wood – foster an appreciation for nature and quality and protect the child from unsafe chemicals that are found in many synthetic materials.

Pictures on the wall, hung at the child’s eye level, can be beautifully framed art prints or simple posters. All of us have been influenced by our first environment, and nothing helps create beauty in the world as much as giving beauty to the very young.

Sometimes we forget that daily life was first carried out in the outdoors. This is still the instinct of the child. In the first days of life, just a breath of fresh air and a look at tree branches moving in the wind each day is sufficient; soon a daily walk in the baby carrier or stroller; and before you know it, walks led by the child, where each new thing – cracks in the sidewalk, parades of ants, puddles, brick walls, weeds, and thistles –many details which we as adults previously overlooked, will enchant the child and turn a short walk into a drawn-our discovery. It is very good for us adults to slow down, forget our plan, and follow the child as he sees, hears, smells, and touches the outside world.

Ages 3-6

Children aged 3 to 6 often prefer to work on the floor instead of at a table – on rugs or pieces of carpet that can be rolled up or put out of the way when not in use. This marks the workspace just as a table would.

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

Welcome the child to your outside work – washing the car, working in the garden, whatever you can do outside instead of inside. There is always some little part of the real work that a child can do.

Ages 6-12

Children aged 6 to 12 are interested in the right and wrong, the far distant past, cultures, countries, great people, and exploring with the mind. Give him books and projects, co-op games, real work in the real world. He is building the groundwork for a valuable, interesting, and enjoyable future. He needs space for silence and uninterrupted time to think great thoughts.

Ideas For All Ages

Here are some things to keep in mind when organizing a child’s environment.

Participation in family life: Even though from the very first days, the child is into the life of the family. Have a place in each room for a few carefully chosen belongings – in the living room a place for the child’s books and toys – neatly, attractively organized. Think out the activities and the materials for all living spaces and arrange the environment to include the child’s activities.
Independence: The child’s message to us at any age is “Help me to do it myself”. Supporting this need shows respect for and faith in the child. Think carefully about family activities in all areas of the home, and arrange each space to support independence. Add a coat tree, low clothing rod, or hook wherever the child undresses or dresses (front hall, bathroom, bedroom); a stool or bench for removing shoes and boots; inviting shelves for books, dishes, toys.
Belongings: Don’t put out too many toys and books at one time. Those being used by the child at the moment are sufficient. It is a good idea to rotate – taking out those books and toys that have not been chosen lately and removing them to storage for a time.
Putting away and the sense of order: Everyone at every age is affected by their environment. A child who joins the arrangement of an environment, and learns to select a few lovely things, will be aided in many ways, such as creating good work habits, concentration, and a clear, uncluttered, and peaceful mind. Rather than tossing toys into large toy boxes, it is more satisfying to the child to keep them neatly on shelves, hung on hooks, ready to work with wooden trays or in small baskets. This also makes putting things away much more logical and enjoyable.
Cultural emphasis: Make your home a reflection of your own unique part of the world. Include music, books, foods, crafts, and stories from your parents’ and grandparents’ lives, but also include the same elements of cultures from around the world so your child learns that everyone is connected and he is a member of an international community.

Nomenclature Cards

Mon, 27 Nov 2023 14:00:01 GMT

“Children have a kind of instinct, a special sensibility, which urges them to acquire new words. Between three and five years especially, the child's mind continues to absorb words.”

DR. MARIA MONTESSORI

What are nomenclature cards and why do we use them in the Montessori classrooms? The definition of nomenclature is "the devising or choosing of names for things, especially in a science or other discipline." We use these classified cards in our environment to aid the child in vocabulary enrichment and learning the names of objects in the world around them. In the Montessori classroom, we have various sets or groups of nomenclature cards. Initially, we use these sets with just a picture as a form of building vocabulary. The sets are classified into categories of the child's immediate environment, such as names of winter clothing or types of root vegetables; the second category includes the child's outer environment, such as things around town or things on a farm; the third category presents cultural, like botany (parts of a flower or names of spring flowers) or zoology (parts of a horse or names of animals in Africa). The nomenclature cards can be presented individually or with a small group. The various categories are revisited when the child recognizes the names of the items and can read.

The reading sets of nomenclature cards include three pieces: the picture, a word label with the name and a card with both the label and picture. These are introduced individually to the child. Remember at this point the child has already learned the names of this set. The picture cards are named and laid individually on the work rug. Next the child reads each label and places it with the corresponding picture. The last piece of the set, with the picture and label, is used as a control card. The child is then able to check the work to verify the correct label was placed with the corresponding picture card.

The nomenclature cards are wonderful language enrichment materials in our Montessori classroom. They aid the child in extended vocabulary and later when reading!

Field Day

Wed, 22 Nov 2023 14:00:00 GMT

The month of May brings us warmer weather and a time to enjoy some fun outside with our Annual Field Day event! We spend the morning playing a variety of field day games. The children come together in small groups and venture around our large property to participate in the games. We have obstacle courses, a three-legged race, a water balloon toss, balancing games, the sponge race, and even the Limbo. Each year we add different games and keep some of our favorites like any game with a splash of water or the Limbo! Our IMA Community has amazing parent volunteers that help us with all the energy of the day. We cap off the morning with our favorite summertime treat of homemade popsicles!

Hey let's do the limbo rock!

Field Trips

Mon, 20 Nov 2023 17:33:05 GMT

Let's go exploring! We live in a community surrounded with great outdoor venues ready for investigation and exploration! We plan an all-school field trip each fall and bring together our abundant community of Primary children and their gracious parent volunteers. In years past, we've ventured on a Nature Scavenger Hunt at West Park, sampled fresh from the farm ice cream at Traders Point Creamery, picked pumpkins and apples from the orchard, taken a journey in time at Conner Prairie and even visited the local firehouses for our International Day of Peace. Our All-School Field Trips are a highlight each fall. Our Kindergarten students enjoy additional field trips throughout the year including a visit and study at Newfields (Indianapolis Museum of Art), a pottery painting party and sometimes a trip to pick raspberries. We love learning outside of our classrooms and treasure our time together on our adventures!

Language - Reading

Mon, 20 Nov 2023 14:00:01 GMT

“Travel stories teach geography; insect stories lead the child into natural science; and so on. The teacher, in short, can use reading to introduce her pupils to the most varied subjects; and the moment they have been thus started, they can go on to any limit guided by the single passion for reading.”

DR. MARIA MONTESSORI

Language in the Montessori classroom is first introduced through an enrichment of vocabulary with classified cards and sound games. Classified cards are used to present the child with various categories of items found in the natural world. With sounds games, the children learn to isolate and identify the sound at the beginning, end and then middle of the word. From here we introduce letter sounds via the Sandpaper Letters. It is crucial to note that the letter sound is given not the letter name. In order to read the child must know the sound the letter provides verses the name of the letter. Once the child has memorized most of the vowels, 10-12 consonants and can isolate the beginning and ending sounds of a word, we then introduce the Moveable Alphabet . This material is used for the thought process of writing and "building" words. This concept is introduced prior to any reading material. Children who can build a word successfully can always read it successfully but the reverse is not true. We see signs that a child is ready for reading when they begin to ask "What does this say?" or "What did I write?". When this occurs we begin with an introduction to phonetic reading.

The greatest aid the adult can provide in the process is to keep reading at home. Maria Montessori noted that the range to develop the skill of true reading is large. Some children do not truly read beyond a phonetic level until age 6 or 7. Since there are not many phonetic words in the English language the child will also be introduced to phonograms and the irregularities of English. Sight words (referred to as Puzzle Words in our classroom) will also be introduce at this later stage so the child has already developed the skill of bending the sounds together to form a word verses memorizing them. Sight words are simply memorized. The combination of phonetic reading, phonograms and sight words aid the child on their path to total reading. If you are anxious for your child to read, keep reading to them! They will all get there!

Washing a Table

Fri, 17 Nov 2023 14:00:04 GMT

“The exercises of practical life are formative activities, a work of adaptation to the environment. Such adaptation to the environment and efficient functioning therein is the very essence of a useful education.”

DR. MARIA MONTESSORI

Although it is a seemingly simple material, Washing a Table, helps the child to develop and strengthen many essential qualities. The primary goal would be simply learning to scrub the table. The child works for the process unlike the adult who often works for the outcome. For the youngest child, this material requires sequencing multiple steps: putting on their apron, filling the pitcher with water, pouring the water into the basin, wetting a sponge to wet the table, gathering the scrub brush, putting soap on the scrub brush and the steps continue on to complete the task. Underneath this task, the child is building their concentration skills and sequencing skills. Well-developed concentration and sequencing skills will only be an aid later when the child progresses to more academic materials. Washing a able also lends to hand and arm strength key for work with holding and using a writing instrument. Further, the work of scrubbing the table in a circular motion is a precursor for the development of cursive writing. Dr. Montessori in her brilliance thought through and developed to such detail the fine points of each individual exercise of the Practical materials. Washing a Table is a beautiful representation of this.

In the toddler and primary environments, this is a material presented to a child that is ready to sequence many steps and can do so without constant redirection back to the work. A child doing table scrubbing is also a child that can stay with the work until completion. The materials in our environment are always put back on the shelf ready for the next friend to use. With this, the child is developing a work ethic that includes not leaving a task unfinished and also gives them a sense of responsibility for cleaning up after him or herself. The child develops the grace and courtesy that comes from preparing the material for someone else to use that also belongs and works in our community. The use of this material aids the child in so many crucial aspects, therefore, we encourage and welcome the repetition.

Fantasy vs. Reality

Mon, 13 Nov 2023 14:00:01 GMT

“When the child goes out, it is the world itself that offers itself to him. Let us take the child out to show him real things instead of making objects which represent ideas and closing them up in cupboards.”

DR. MARIA MONTESSORI

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

A Montessori Perspective: Reality vs. Fantasy

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

So what does reality vs. fantasy look like in the classroom? Instead of children playing with a toy kitchen, they prepare snacks and meals with appropriate kitchen tools. Rather than reading or listening to a story with talking animals, they would be presented with stories about real animals or people. This helps the child become independent and capable in the real world around them.

Imagination in the First Plane of Development

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

Imagination In the Second Plane of Development

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

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

When it comes to fantasy vs. reality in Montessori, the key is following the child and meeting their needs from a developmental standpoint.

Movable Alphabet

Fri, 10 Nov 2023 14:00:01 GMT

“The development of language is part of the development of the personality, for words are the natural means of expressing thoughts and establishing understanding between people.”

DR. MARIA MONTESSORI

The Movable Alphabet is a box divided into compartments, containing the letters of the alphabet cut out in wood. The vowels are pink and the consonants are blue or vice versa. The letters are in cursive font. The Movable Alphabet encourages the child to write, using the sounds that he knows. We are very clear in using the term write, rather than spell, because writing is what the focus is on, not spelling. Words that are written with the Movable Alphabet are never corrected. This material is presented to the child before they are introduced to reading. It's much easier to organize your own thoughts and put them together than it is to decipher someone else's. Since the words have come from the child, he is more likely to attempt to read them back usually before he begins any other form of phonetic reading work. The Moveable Alphabet teaches the child that he can express himself through written language. Its beauty is that the cumbersome mechanics of writing and the parameters of proper spelling are not present, so that the child is free to truly express his ideas without criticism or obstacle. The writings initially start as words, then come phrases and simple sentences. This will lead the child into writing short stories. It is a remarkable process and a significant work of the language materials!

1st Plane of Development

Mon, 06 Nov 2023 20:44:35 GMT

“I have found that in his development, the child passes through certain phases, each of which has its own particular needs. The characteristics of each are so different that the passages from one phase to another have been described by certain psychologists as ‘rebirths’.”

DR. MARIA MONTESSORI

Maria Montessori discovered that children go through different stages of development that she coined planes of development . Each Montessori classroom is designed for children or ages in which the planes of development are the same. The children share the same characteristics in terms of their development. Ages 0-6 incorporate the 1st plane of development. Our toddler and primary classrooms are designed to meet the needs of the children they house. Characteristics of the first plane include the need for physical and psychological independence. Children are also focused primarily on themselves. There are several sensitivities that are characteristic of this plane: movement, senses, order, language, concrete experiences and small objects. Stepping into our classrooms all of these needs are met in order for the child to reach their fullest potential. Everything in our environments are concrete, hands on materials. The materials are meant to be enticing and call to the child to touch them. There is a specific order about the room and everything has its place. This is why they can so easily put things back where they belong; the children thrive on the order. There are small objects, materials to refine the senses and a plethora of language materials. Most notably, the environments and materials themselves are designed for movement. Children regularly walk about the room even while completing their work or tasks.

It's important to note that each Montessori classroom changes as the child does. Montessori realized that children think and learn differently due to the different planes. A three year old doesn't learn or think the way a 7 year old does nor a 12 year old. Yet, often we are teaching them the same way. Montessori was a pioneer in her time in understanding not only that there were different planes but also in how to implement and modify the classroom environments to correspond to these planes. A child's motto in the first plane is "Help me to do it myself"!

IMA Community: October Events

Tue, 10 Oct 2023 20:25:43 GMT

Fall is officially here! Leaves are turning, the air is cooler and conferences are around the corner. The children are busy with their fall art works, writing stories and working on Golden Bead Operations. New food preparation and baking works means the classrooms continue to smell delicious!

Freedom Within Limits

Tue, 03 Oct 2023 12:56:18 GMT

"To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom."

DR. MARIA MONTESSORI

One of the more common misconceptions about Montessori education is that we let the children run free to do what they please all the time. It is true that we let our students make choices for themselves, but those choices are made within carefully crafted parameters. To give a child choice is to give them empowerment. To give them choice within boundaries will assist them in becoming the adult they are meant to be.

Why give choice?

When we give children the ability to make their own choices, we are letting them know we trust their decisions. If children know the adults in their lives trust them, they will begin to trust themselves. When a person has confidence in their own abilities, their thoughts and energy can be put into new ideas and making progress.

Decision making is a skill that must be learned just like anything else. From the most basic everyday tasks to major life events, we all need to make choices in our lives. When we create an environment that allows children to practice this skill and be successful, they are given an opportunity to become successful as they grow older.

Giving choice is also a means of showing respect. We respect that children should have a say in what they want. While as adults our role is to keep children safe and guide them, we do not have all the answers nor do we understand what is always best for each child. Giving kids a say shows them that we honor their autonomy.

Why place limitations?

While we believe it’s important to give children choices, too many choices can feel overwhelming and counter-productive. Placing some limitations keeps their decision-making process safe and manageable. Children actually want us to define limits for them as boundaries give them a sense of structure that is critical for their development.

Another benefit of placing limitations on choices is that we can create a scenario in which any choice made will achieve the desired results. If we want children to practice a specific skill, we can give two or three options that will allow them to do so. If we want them to complete a certain task or meet a goal, we can

envision different paths that will lead to the same destination and let them decide which they would like to take.

What does this look like in the classroom?

When it comes to academic work, Montessori children get to make choices about which work they will focus on, where they sit, who they sit with, and in what order they do things. They move about their mornings with a sense of purpose, because they get to call the shots regarding their own education. In a structure like this, school doesn’t feel so much like a place where you go to receive knowledge that’s being given to you; it’s a place where you go to explore, learn authentically, and immerse yourself in work that’s important to you.

With all those choices, it’s important for teachers to create an environment that sets kids up for success. Montessori guides only give children lessons on materials they are ready for. They only put materials on the shelves that the children as a group are ready for. The materials they do put out are so beautiful and interesting that the children cannot help but want to choose them.

Even when it comes to taking care of themselves, we want children to be in charge. We create structures that allow them to eat when they are hungry, use the restroom when they feel the need, and to rest or move their bodies as they see fit. Most Montessori classrooms have a snack table that children can sit at whenever there is a seat available (limiting this to two chairs is one way guides make snack socializing manageable). Children don’t need to ask permission to use the restroom; we make sure they have access to a toilet that they can use at any time. The furniture in our classrooms are arranged in such a way so as to encourage safe avenues to body movement, individual seating, group seating, floor seating, or table and chair options. As adults we need variation and choice to be productive and we recognize that children do as well.

Our job as Montessori educators is to create the conditions for children to independently make decisions that will help them grow and develop. We want them to explore who they are, to learn about each other, and to gain basic academic skills. We want to cultivate inquisitiveness, leadership skills, and a sense of humble independence. All of these goals can be met through careful planning of a classroom environment that facilitates choice within limits.

What might this look like in the home?

It can help to observe in your child’s classroom to get ideas. If you are just getting started with offering choice at home, it can help to focus on just a few areas in the beginning. Food, clothing, and entertainment are good places to start.

While we do not advocate making separate meals for everyone in your home (this can quickly lead to picky eating habits), kids can have some say in mealtime choices. Find ways you are willing to be a little flexible and ask their opinion. Perhaps they can choose some fruits or vegetables at the grocery store, or help decide what gets packed into their lunches. If you have several dinners planned for the week, your child could help decide which one to have on a particular night and then help you prepare it. When it comes time to eat, let your child practice serving themselves, while reminding them about the importance of not wasting food and only taking as much as we expect to eat.

Getting dressed for the day is great time to practice decision making. This tends to be one area that requires the most intentional release of control from us as parents, as young children tend to have quite the eccentric tastes when it comes to personal style! Keeping weather and activities of the day in mind, set some guidelines and let your child pick out their own clothes. Some Montessori experts recommend only putting desirable options in the child’s drawers. If this isn’t feasible, even young children can follow simple

directions such as, “Please choose something with short sleeves and long pants.” Expect combinations you would never choose for yourself and remember that this is an important step in their development and self-expression. How we dress is one way we present ourselves to the world and letting your child make these choices tells them you trust that they know who they are.

When it comes to having fun, children love to give input. If you read stories at bedtime, your child could select whatever number of books you decide, or they could choose from a pre-selected few that you give them. If you let your child watch television, give them a pool of shows that you feel are appropriate to choose from. If you want to get them outside, ask them if they would rather go to the playground or ride their bike. The key is to consider your true objective, then present multiple ways to achieve that goal.

Why is Observation So Important?

Mon, 25 Sep 2023 13:00:02 GMT

“Wait while observing. That is the motto for the educator. Let us wait, and be always ready to share in both the joys and the difficulties which the child experiences. … Let us have endless patience with his slow progress, and show enthusiasm and gladness at his successes.”

DR. MARIA MONTESSORI

Maria Montessori

Maria Montessori was a scientist and medical doctor, so observation was nothing new to her. When she applied her medical learnings to the early development of children, observation was at the core of her approach. Much like conducting a scientific experiment, Montessori would manipulate elements of the classroom environment and lessons and aim to understand how these changes impacted the children. She carefully watched and observed each child at work.

The Tool of Observation

Today, observation is an integral and ongoing part of a Montessori guide’s work. This is an essential part of lesson planning and classroom management. Through careful observation, the guide is able to gauge what concepts or skills each child has mastered and when they are ready to be introduced to new work and challenges. In a Montessori classroom, you can expect each child to be carefully observed by the guide so that their individual intellectual needs are met. The guide will not only observe the child as an individual; they will also observe the environment and atmosphere and how it serves the child. Something as simple as a piece of furniture disturbing the flow of the classroom can be sensed and corrected by the acute observation of a Montessori guide.

Record Keeping

Montessori guides keep detailed notes and records on all of their children as they observe throughout the day. A guide may share these notes and observations during parent-teacher conferences so that as a parent, you too can have a deeper understanding of your child’s mental, social, and academic development. They will observe what work your child enjoys, what they avoid, how they interact socially, how they solve problems, and much more. This is how Montessori takes a more individualized approach than other schooling methods.

Letting the Child Lead

The art of observation is all about letting the child show you and tell you what you need to know about them. Observation can be an amazing tool to allow your child to communicate with you what their needs are. It can be beneficial to take a step back and let the child lead you and show you what they are ready for. This is the approach we take at a Montessori school. As a Montessori parent, you will be able to come as a visitor and observe your child yourself on certain occasions. This will give you a deeper understanding of the art of observation in the Montessori classroom. You can also use the tools of observation at home by paying attention to your child’s eating habits, sleeping patterns, play, social habits, and temperament. By observing things like this, you can gain a better understanding of the needs of your child and how you can support them on their journey through childhood.

Practical Life

Mon, 18 Sep 2023 13:00:01 GMT

“Any child who is self-sufficient, who can tie his shoes, dress and undress himself, reflects in his joy and sense of achievement the image of human dignity, which is derived from a sense of independence.”

DR. MARIA MONTESSORI

Dr. Montessori built her method of education around the goal of allowing children to reach their full potential. She aimed in finding the best way to aide the child in becoming himself: what he was meant to become from the first moment of conception. Most notably, she zoned in on helping children achieve independence and the ability to create and maintain order in his environment. In the classroom, each practical life work refines the child's movement capabilities (gross and fine motor skills) while also accomplishing independence and the need for order. Practical life activities revolve around the child's everyday activities, caring for herself, preparing food, eating, cleaning and exploring. Practical life activities consist of real tools and real activities. This builds not only the knowledge of the task and use of the tool, but also aids in developing deep concentration.

In the home environment, practical life helps the child with these capabilities AND develops his sense of security and belonging to his family. Preparing the home environment can seem like a daunting task, but once prepared, the child will be the most successful. Prepare the environment so they can help clean a spill or prepare a snack for themselves. Allow your child to cook and bake with you. Allow them to scrub - anything! With real soap and water, they will feel purpose and be engaged with their environment. Be amazed as your child takes joy in this activity, builds her concentration and learns new skills!

IMA Community: September Events

Fri, 15 Sep 2023 18:46:55 GMT

We're grateful to observe the children as they settle into their routine and the classrooms are full with the familiar hum of children working!

Montessori at Home

Mon, 11 Sep 2023 13:00:01 GMT

"The greatest gifts we can give our children are the roots of responsibility and the wings of independence."

DR. MARIA MONTESSORI

"What can we be doing at home?" "Do we need to purchase these materials for our home?"

These questions are frequently asked when parents first join our Montessori community. The greatest approach parents can do to help their Montessori child be even more successful is to mirror the environment in terms of set up and expectation. This does not mean it is expected for each child to have their own set of complete Montessori materials. It means providing opportunities of being independent, such as, cleaning up after themselves or taking responsibility for their own belongings. The youngest children love being able to do the everyday tasks we adults do. They take pride in their work and accomplishments and thrive from "doing it themselves".

We can help them achieve this independence at home, too, by preparing the environment for them. Look at each room in your home:

• Is there a space for your child to do their work? Perhaps a small table? Is there a shelf of activities to choose from?
• Do they have access to pour their own water, help prepare food and reach and choose their own clothing?
• Can they look in the mirror without having a boost to brush their own hair or teeth?
• Are the eating and kitchen utensils they are using real?

Setting up your home environment for the child to be successful is work for the adult in the beginning, however once prepared, the ease of letting the child take on the tasks and responsibility will flourish. Besides, who doesn't want to "do it themselves?"

Work or Play? A Peek Inside the Montessori Classroom

Tue, 05 Sep 2023 13:00:01 GMT

"Play is the work of the child. "

DR. MARIA MONTESSORI

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 schedule 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 or directresses take. To begin with, they are typically referred to as guides or directress, 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! Check out our Prospective Parent Evenings to get started. We know it will be an amazing experience.

Montessori Basics: The Language Curriculum

Mon, 28 Aug 2023 13:00:03 GMT

"To develop a language from nothing needs a different type of mentality. This the child has. His intelligence is not of the same kind as ours."

DR. MARIA MONTESSORI

Have you ever wondered how Montessori guides teach children about language? Parents are often are 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’s natural 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. To get started in learning more about our classrooms, join us for a Prospective Parent Evening .

Development of Concentration

Mon, 21 Aug 2023 13:00:02 GMT

"The child who concentrates is immensely happy. "

DR. MARIA MONTESSORI

It is somewhat of a myth that young children cannot concentrate. The youngest child does have the ability to concentrate and can do so for long periods of time. The ability to concentrate should be developed and practiced much like many other attributes.

We observe deep concentration in our classrooms on a daily basis. It's not surprising to us to see several children engaged for well over an hour with the same activity. We are better able to support the development of concentration in our classroom environments because of the following:

Engaging

Young children are routinely engaged, with a purpose, in order to complete a task. They love what they do! Our materials are engaging and purposely designed to entice the child towards them. They find joy in their work and therefore, the thought of continuing to work for a longer period of time is not a hindrance to them. For example, the children love baking real bread, building arch ways that stand alone and creating their own stories.

Purposeful

Our materials are purposeful and thought out. Every item on the shelf was placed in its particular space for a particular reason. This allows the child to find purpose and meaning in her work and actions, knowing she is not working to just "be busy". For example, children find purpose in filling bird feeders, arranging flowers for the table or preparing snacks for the classroom community. They feel the need to contribute and find purpose in these works.

Multiple Steps

As the child moves through the materials in the classroom, the materials become progressively more complex. The increase of sequenced steps allows the child to further develop his concentration skills. The youngest child, at age 3, might be working with Hand Washing which has a few familiar steps: retrieving water, lathering hands, rinsing the soap off and drying. At age 5, the child might be Baking Blueberry Scones which is inherently more involved. This requires the child to be able to master the multiple steps involved with this material.

Defined End

Our classroom community functions with the idea that materials are returned for the next person to use as the last step in the completion of the work. This means the child knows exactly when he has completed the use of the material. Many materials are not open-ended. This means the child works through them until completion. There's no putting the material away as they can see it's not completed. This aids the child in the development of concentration in that they have an internal drive to see the work through to the end. The rules are the same for everyone and the child quickly understands the work must be completed to move on to another material in the classroom. For example, if a child is scrubbing a table, she must wipe off the bubbles, dry the table, empty the used water and put all items neatly back on the tray for the next child to use before the work is complete.

If you want to aid your child in developing his/her concentration at home, take a few moments to look at the home environment and implement these elements into your child's activities. You will be surprised at your child's capabilities!

Montessori Class Size

Mon, 14 Aug 2023 13:00:02 GMT

DR. MARIA MONTESSORI

Some parents might find it a little daunting when they hear that we operate our Montessori classrooms with around thirty students. Initially, they cannot picture how a classroom would operate peacefully, and absent of chaos, with only two adults. The truth is we need these high, balanced numbers in our classrooms for the community to be built within. A true Montessori classroom should strive for this number of children, but the classrooms need to be balanced to work successfully. Balanced means that one third of the children are 3 years of age, one third of the children are 4 years of age and one third of the children are 5-6 years of age. Most of the 5/6 year olds, or kindergarten students, have been in the same class for 2 years prior. Additionally, the 4 year olds have typically been present one year prior. This means only about one third of the classroom community is new to the environment.

This component, along with the fact that the classroom functions as a community, always using each other as a resource, makes for a peaceful working environment. The children are able to go to one another for help or observe another child working on various materials. The classroom is in need of different children with a variety of different skills sets and interests to allow this observation to take place. In addition to the children using each other as resources, the classrooms are designed and prepared for the children to be independent. The adults do not spend the day cleaning up or consistently aiding the children with each work or task. The work and environment is made for them to go about the day successfully on their own. Parents walk away from a classroom observation not realizing the large number of students and are often impressed with the concentration and calmness of the room. We love our large class sizes and wouldn't have it any other way! Still not convinced? Come take a look for yourself!

The Planes of Development

hello@montessorithrive.com (Montessori Thrive) — Mon, 07 Aug 2023 15:35:22 GMT

"With regard to the child, education should correspond to these [developmental] stages, so that instead of dividing the schools into nursery, primary, secondary and university, we should divide education in planes and each of these should correspond to the phase the developing individual is going through. "

DR. MARIA MONTESSORI

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.

Welcome to the 2023-2024 School Year

Fri, 28 Jul 2023 16:39:05 GMT

We're excited to welcome your darlings to a year of wonderment and curiosity!

Baking in Primary

Mon, 29 May 2023 13:00:00 GMT

"We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit."

DR. MARIA MONTESSORI

Why are we always baking?

For starters, the children love to bake! We make fresh bread, pizzas, scones, bruschetta, galettes, cookies, and a variety of muffins. This is only the beginning! The benefits of presenting baking for the children in our classrooms are quite extensive. Not only do they learn how to actually bake a particular recipe, but they are also being introduced to a variety of utensils, an enrichment of vocabulary with baking terms and scientific skills. They are learning how to measure, pour, stir, roll, and scoop all using real, child-sized utensils. The children are building concentration, fostering logical sequencing skills, learning about trial and error, and perfecting the baking process!

Everything in our classrooms must be completed from start to finish and prepared for the next person to use. This is no different when it comes to baking. The children must prepare the next material for someone else to use. This means everything is washed and put back on the shelf for later use. By doing this the child is working on the grace and courtesies of working within a community. They develop kindness knowing someone else would like to bake next. By having the work finished to completion, the children are also developing a good work ethic and good work habits. Whatever is started must be done through completion. With this mindset, children can learn anything!

Not only are the children able to reap all of these benefits from baking, but they are also able to enjoy the fruits of their labor! Bon Appetit !

Speaking Kindly

Mon, 22 May 2023 13:00:00 GMT

" Everything you say to your child is absorbed, catalogued and remembered."

DR. MARIA MONTESSORI

What is it that you say? In the Montessori classroom, you will hear phrases found nowhere else. The adults speak directly to the child and speak in the positive. As the adult, it can take some training to speak in a way that the child hears what you want to have happen instead of what not to do. We say things like:

- "Please walk."

- "Coats belong on our hooks."

- "We sit when we work at a table."

- "We speak quietly inside; yelling is for outdoors."

- "Could you soften your voice?"

- "Use a gentle touch."

- "I'm ready for you to..."

The child hears what action you are wanting to see not the other way around. This also lends for a more peaceful environment as children begin to speak this way to one another. There also isn't a lot of asking. We are direct in letting the child know what needs to be done. Give it a try at home. You will find there's less arguing and the conversation much more positive.

Repetition

Mon, 15 May 2023 13:00:04 GMT

"Why repetition? Well, it helps us focus. It helps us concentrate. It gives us confidence. It also helps us to “perfect” and refine our senses, as we learn to navigate and appreciate the world. Repetition takes perseverance and determination. What beautiful characteristics to develop."

BAAN DEK MONTESSORI

Parents sometimes wonder why their child is still repeating a material, yet again or if the child will exhaust the materials in the environment. As the adults in the Montessori environment, we encourage and welcome the repetition of actions and use of materials. We carefully observe the children to note why they are repeating a material or if they need to be repeating a material. This repetition only lends itself to mastery and retention. This is how we all learn and progress and only leads to success!

Control of Error

Mon, 08 May 2023 13:00:09 GMT

“The control of error through the material makes a child use his reason, critical faculty and his ever increasing capacity for drawing distinctions. In this way a child’s mind is conditioned to correct his errors even when these are not material or apparent to the senses.”

DR. MARIA MONTESSORI

A characteristic of all material in the Montessori classroom is that we refer to as the Control of Error . It is a quality imbedded in each material. The control of error as it is referred is how the child performs the work without adult intervention. It helps the child to know if he is doing something correctly or needs to make a change. It’s something that shows or tells the child if he’s done something correctly or with error. The control of error is built in to each material, so that the child uses his own deductions and reasoning to ‘figure out’ the work. The adult does not need to correct the child if there is a mistake; the child, based on the specific control of error, will see it, if it is visual or mechanical; or hear it, if it is auditory, for example. This is a factor that aids in the development of the child, as the child learns best from his own mistakes as well as shows the child the challenge in the material.

Real Versus Replica

Mon, 01 May 2023 13:00:07 GMT

"When the child goes out, it is the world itself that offers itself to him. Let us take the child out to show him real things instead of making objects which represent ideas and closing them up in cupboards.”

DR. MARIA MONTESSORI

The children in the Montessori classroom love their work. The materials are meant and designed to be enticing; it's meant to be touched and manipulated. Everything in the Montessori classroom is real. We use real choppers, pitchers, fabric and wash bins. The material is all real and it's all purposeful.

Children this age are absorbing more information during this time in their life unlike any other. Maria Montessori discovered children do not dive into fantasy and imagination until the second plane of development, beginning at around age 6 or 7. If we aim to teach them about the real world and its workings, we must have real things for them to touch, manipulate and maneuver. Many adults are astounded to see Montessori children that are baking real bread, washing real dishes and chopping real apples. The children are quite capable of all this. They only need to be shown the motions and allowed to practice by doing. Practice and repetition leads to mastery. Allowing them to work with real items and tools only leads to mastery of real work and knowledge of our world. Let your child learn about the real world by doing and exploring with real things. You'll be amazed at what they are capable of!

The Kindergarten Year: Part One

Mon, 24 Apr 2023 17:32:35 GMT

"The greatest development is achieved during the first years of life, and therefore is then that the greatest care should be taken.”

DR. MARIA MONTESSORI

The kindergarten year is a pivotal year. It's the culmination of the past two, sometimes three years, of acquiring and absorbing knowledge and exploring with the materials. No matter the child's birth order at home, they get to play each role in the classroom: youngest, middle and oldest. This is the year it all comes together; the year they will become a leader and dive into the deep depth of academic work. As the Montessori classroom functions as a community, the younger children are encouraged to seek out guidance and help from those older leaders in the classroom. These older children reinforce their academic skills by helping other children, a well-documented way to consolidate knowledge. This is the year they become the go-to person, the car line helper and the resident expert in the classroom. The kindergarteners lead lessons; resolve conflict; aid in problem solving and build the classorom community with their shared kindness and natural abulity to nuture the younger chidlren. These organic experiences and interactions with one another only aid the child in developing their self-esteem and confidence. This is something that cannot be taught, but only fostered through experiences. How wonderful that the Montessori environment does this all naturally!

Math Group 2: Math Operations

Mon, 20 Mar 2023 14:15:00 GMT

“…man’s mind was mathematical by nature and that knowledge and progress came from accurate observation.”

DR. MARIA MONTESSORI

" What are the Golden Beads? " - This is a question we hear a lot from parents. The Golden Beads are a staple Montessori material. The materials are used for learning and understanding the decimal system and mathematical operations. The children love this material and you will commonly see this being used in the classroom throughout most days. In true Montessori fashion, the steps towards the operations are broken down into individual works, each mastering its own concept. Just as with the materials in Group One of math, the concrete is presented first and then followed by the abstract symbol. The children eventually reach the point with the materials whereby they are able to do concrete math operations into the thousands place value! The children will explore with this material doing addition, subtraction, multiplication and division (even long division). Through repetition and in the simplest of terms they will have a good understanding of what happens when doing mathematical operations. They also understand the concept of carrying/regrouping or as we call it, exchanging. They will practice this work concretely. Working with the Golden Bead material will strengthen their understanding of the math operations, place value and exchanging. When the child is ready for more abstract work, the transition is seamless and s(he) begins to write and solve equations on paper. So, who's ready for a lesson?!

Montessori Outcomes: Critical Thinking

Sun, 12 Mar 2023 19:51:16 GMT

"Never help a child with a task at which he feels he can succeed.”

DR. MARIA MONTESSORI

All parents want their children to think critically—a highly touted 21st century skill. Believe it or not, it develops and is fostered in Montessori's youngest child. Critical thinking and problem solving begins in our classroom by learning to think independently, not being told what to think, but to start to think and solve on your own. When a child in the Montessori environment asks a question the response is often a question in return. "Who do you know that could help you with that?" "Where could you find that in our classroom?" "What do you need to do first to make that happen?" Giving the child questions to think about in order to answer her questions will help her think through the steps and actions of what she intends to accomplish.

The control of error, built-in with each material, allows children to make mistakes without feeling inferior. The time, space and trust of the children in our classrooms give the children the ability to work through problems, no matter the material, and come to their own solution or master the task at hand. Gradually as the material becomes more complex, so does the child’s ability to think critically and problem solve. Before long the children in the classroom begin accomplishing more, thinking deeply and solving difficulties, all on their own!

Our Annual Valentine's Day Tea Party

hello@montessorithrive.com (Montessori Thrive) — Wed, 12 Oct 2022 12:35:25 GMT

At IMA we traditionally host a Valentine’s Day Tea to celebrate the day. In the Primary classrooms we do not exchange Valentine’s cards, treats or gifts. It is difficult for the young child to create his or her own Valentine’s and then subsequently ask the child to ‘give away’ his/her work. Instead, we host a special Valentine’s Tea where invitations will be sent to you (as the parents) to join us. We bake special treats with the children and enjoy having you as our guests. The children truly love this annual event!

Social Outreach

hello@montessorithrive.com (Montessori Thrive) — Wed, 12 Oct 2022 12:34:07 GMT

Each year our IMA families come together to support a charity or service our community. In the past we have supported the following charities:

A Book Drive for Exodus
Sponsored a Family in Need through Riley Children’s Hospital
Coin Drive and Monetary Support for the Alzheimer’s Association and Project Sunshine in honor of the Buskirk and McCray Families of IMA.
Coin and Food Drive for the Merciful Help Center
Coin and Donation Drive for the American Red Cross in honor of hurricane victims
Coin and Donation Drive for St. Mary’s Children’s Center
Coin and Donation Drive for The Patachou Foundation

On the day of the event, our IMA students, siblings, parents and other loved ones decorate cookies, make a craft together and we all enjoy one another’s company for a great cause! Children have such genuine and caring hearts! We strongly believe instilling the gifts of generosity, service and charity into your young child’s mind is a benefit learned at an early age and will continue throughout his/her life! Whether or not you're able to contribute, please come and spend some time with our IMA family. You make being part of this amazing group so much fun, and the children always love to see one another at school events.

Our Montessori Work: Children’s Open House

hello@montessorithrive.com (Montessori Thrive) — Wed, 12 Oct 2022 12:32:06 GMT

Twice during the school year you will be invited to a parent-child Open House. These mornings allow you to come to school with your child in an open house setting. This is a wonderful opportunity for your child to be the teacher and give you lessons on what (s)he has been learning. The teachers will be present, but this is truly a time for you to interact with your child in the classroom and see those brilliant Montessori materials in action. The children are always so proud to show you their work!

The Benefits of Multi-age Grouping

hello@montessorithrive.com (Montessori Thrive) — Tue, 01 Jun 2021 15:45:52 GMT

“ [An] interesting fact to be observed in the child of six is his need to associate himself with others, not merely for the sake of company, but in some sort of organised activity. He likes to mix with others in a group wherein each has a different status. A leader is chosen, and is obeyed, and a strong group is formed. This is a natural tendency, through which mankind becomes organised. ”

MARIA MONTESSORI

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.

I M A Mathematician

hello@montessorithrive.com (Montessori Thrive) — Fri, 13 Dec 2019 18:12:00 GMT

Dr. Maria Montessori, like Blaise Pascal, believed the two aspects of the human mathematical mind were intuition and exactness. She also believed the human tendency toward exactness was another proof of the mathematical mind. For today’s young Montessori student, math, with its rich variety of hands-on materials to manipulate, examine and manipulate again, is a world of sensorial discovery. All of the mathematical materials involve the tendencies for manipulation, exactness, repetition, order, movement and self-perfection. In the classroom, mathematics begins around age four. The child has been working in the other three areas of the classroom for one to one and a half years (Practical Life, Sensorial and Language). These three areas have provided the preparation for the work in the math area.

Some of the direct aims of the math materials are:

Some of the indirect aims of the math materials are:

The Montessori math materials are quite impressive. We have the mathematical material in the primary classroom because Dr. Montessori saw–through what the children showed her and as part of human nature–that each human being has a mathematical mind; therefore, we should train it and use it. The children liked numbers; quantity; and they started asking relative questions.

The following indirect preparations help the child with further exploration in mathematics: a logical and orderly mind; the ability to concentrate; a good memory that is guided by reason and attention to detail. The math materials follow the same general pattern when presented to the children: first, the quantity is presented in concrete form, followed by the child’s own work with the material; then, the corresponding written symbol is introduced, followed by the child’s own work with the material; finally, the concrete and the graphic symbol are combined giving the association, followed by the child’s own work with the combined material.

In the Mathematical area there are six groups and each deal with a separate concept. The six groups are:

Below we will highlight a Montessori work: The Stamp Game .

The Stamp Game takes what the child has experienced with the Golden Bead material and puts it into a more abstract form. (The Stamp Game comes toward the end of the exercises in Group II–the Decimal System.) It is the first time the child sees not only the written symbol of the 4 operations, but also the first time the child writes equations on paper. The square or tiles of the Stamp Game are referred to as ‘stamps’ because they are the size of a postage stamp. The tiles color-coordinate to the numbers that were read in the Golden Beads: units and thousands are green; the tens are blue and the hundreds are red.

DIRECT AIM:

The Life of Maria Montessori

hello@montessorithrive.com (Montessori Thrive) — Sun, 29 Sep 2019 17:39:00 GMT

Greetings IMA families and welcome to the 2019-2020 school year.

As your journey into Montessori education begins, I invite all parents to be inspired by a lady that, through extensive research, observation and deep understanding of the way children should be educated, revolutionized and created a novel pedagogical science.

Who was this woman that revolutionized the field of childhood education? She was a great scientist and human being that never gave up on her personal dream to understand, support and enhance children’s education and performance throughout all stages of their life. I am excited to write an article highlighting some of Maria Montessori’s life events. Dr. Montessori not only transformed millions of people’s life but also my own, and not only as a parent and teacher but also as a person.

As a first-generation Italian, I remember being curious about the 1,000-Italian lira bank note that existed before the Euro came in circulation in 1999. As in the United States the dollar bill has George Washington, in Italy there was Maria Montessori’s face to represent the 1,000 banknotes. I carried this woman’s image on the bank note as a great curiosity. As a child I realized that she was important and perhaps she was a lady that loved all children. Interestingly, later she became a big influence in my professional and personal life.

Dr. Montessori made her mark in society at a time when women were not considered or acknowledged to be capable of going to University. It was against all odds for women to receive a University degree and pursue a medical career. She had the courage and strength to not follow the deeply rooted mentality of the time period where she lived, but to follow her dreams and her strong love for educating all children. She noticed through her long observations that children needed a prepared environment to support their desires to learn.

Her father Alessandro was employed as an accountant in the civil service, and her mother, Renilde Stoppani, was a very well-educated woman that had a passion for reading. She was a great mentor for Maria Montessori throughout her life demonstrating how important a parent’s influence and support can allow a child to reach great possibilities. Maria moved to Rome (Italy) when she was 10 and was able to continue her studies there.

Once she graduated secondary school, despite her parents’ encouragement to pursue a career in teaching (as all the well-educated women of that era), she was interested in medical science. This latter career choice was a male dominated field at the time.

After facing insurmountable obstacles and after many refusals due to gender biases, Maria was eventually given entry to the Sapienza University of Rome in 1890, becoming one of the first women enrolling in medical school in Italy. She graduated in Medicine with honors in July 1896.

Subsequently, she became known for her high levels of competency in treating patients, but also for the respect she showed to patients from all social classes; she was also involved in the Women’s Rights Movement, that was very revolutionary considering the historical context.

In 1897, Maria joined the psychiatric clinic of the University of Rome, as a volunteer for a research project involving children with learning disabilities.

Maria gave birth to her only son Mario that later became her closest team member and work partner. Together they were able to continue doing great work to support children.

At twenty-eight years-old, Maria began developing the idea of a global social reform in areas such as gender roles, or advocacy for children, that will be considered one of the recurring themes throughout her life. During this period, she started advocating the very controversial theory that the lack of support for mentally and developmentally disabled children was the cause of their dysfunctional behavior.

After a long period of time spent doing her own studies and researches in anthropology, pedagogy and philosophy, that lasted from 1904 to 1908, she became a lecturer at the Pedagogic School of the University of Rome.

Afterwards, Maria Montessori was invited to open a school for the working class in the area of San Lorenzo, Rome. In 1907, there was the First Children’s House created called “Casa Dei Bambini.” The children that attended were left to learn life skills as their parents worked all day. The purpose of the school was to have activities for the children that allowed them not to destruct the property of the home. In addition, Maria was able to present her material to the children for them to practice becoming ‘normal’ children.

As Maria continued to observe the children, she came to the realization that children needed an environment that was designed to have activities to support their development. After this experience Maria opened her first training course in 1909 and her observational notes allowed her to publish her first book that same year ‘The Montessori Method’. This later was translated in many different languages. All over the world Maria Montessori training programs and schools started to begin. This also allowed Maria to travel and participate throughout the world to public speak about education for children.

Both Maria and her son established the Association Montessori Internationale (AMI) to carry out her work.

Throughout the war times in 1936 Maria and her son, Mario, traveled to England and then stayed in the Netherlands for some time. Maria was invited to a three-month lecture tour in 1939 that lead her to live in India for seven years. During Maria and Mario’s time in India is where the approach to support the 6-12 child through ‘Cosmic Education’ was developed. Together with her son she was able to train numerous Indian teachers.

After Maria’s return to the Netherlands in 1946 she emphasized the theme of ‘Education and Peace’ to UNESCO (United Nations Educational, Scientific and Cultural Organization). This led Maria to be nominated in 1949, 1950 and 1951 for the Nobel Peace Prize. With great excitement, I share with families to read her book “Peace and Education” to appreciate her great works. Maria had the opportunity to live and visit so many countries in the world. During her travels she was able to work with so many important figures throughout the world. She considered herself a citizen of the world.

On her grave it says in Italian “I beg the dear, all-powerful children to join me in creating peace in man in the world.” This is just a small snapshot of Maria Montessori’s life accomplishments.

I had the great privilege of pursuing my AMI Montessori training in St. Paul, Minnesota. Within my training center one can visit the Montessori Museum and explore through documented pictures taken from around the world how Montessori education has progressed and expanded all over the world.

The Montessori Method is an approach to education that does not classify itself as public or private. It is considered a universal method for all children. In today’s globalized society the Montessori education allows children to be prepared for the world in the standards of education. This Montessori method of education is well-recognized and appreciated by educators throughout the world. The Montessori Method does not stop at primary. Primary opens the door to allow the children to learn life skills and the introduction to learning that supports the first stage of life. Elementary is the academic years where the child needs a prepared environment for the acquisition of learning all the different themes of education. The next stage of life (6-12) is when the child asks questions and wants to discover the how and why. We want the child to develop a love for learning that will allow them to become well-educated human beings that they will carry throughout their college years.

I praise IMA parents for investing in their children’s education. Whether you fell into Montessori by chance or researched for quality education, I welcome you to this rewarding environment for your child. They will be able to carry the skills and academics they learn throughout these years for the rest of their life. These are the foundational skills that they will use in University and their practical everyday life. Maria Montessori strongly believed in the power of children and that education can change the world. She knew the power of education given to the “child mind” had the capacity to create a peaceful and productive world that will transform the future generations.

Sincerely,
Suzette Vetrini
Elementary Directress, IMA

I M A friend

hello@montessorithrive.com (Montessori Thrive) — Wed, 27 Feb 2019 14:21:00 GMT

Social Development in the Elementary Classroom

One of the most exciting experience for an educator is to witness how and to which extent the children are able to learn and grow on a social level. In the elementary years Maria Montessori used the term “2nd plane characteristics” to describe the human development at the ages of 6-12.

The characteristics of the second plane include the reasoning mind and the self-construction of the child, a stage in which the child is building himself intellectually as a person. In this peculiar stage of their lives there is a great curiosity and imagination accompanied by herd instincts and desire to work in groups with their peers. This is the age when children enjoy learning about heroes and mythology and are eager to explore the world surrounding them as a means of understanding themselves and the other being in the human consortium.

In this regard, Montessori education offers infinite possibilities to explore within the classroom but also outside the classroom with its organized Going out activities lead by the children.

The Montessori prepared environment allows the children of the elementary years to have a functionally and aesthetically appealing space that meets their needs and curiosities. Children are free to sit where they want and work with whom they want and are able to decide what works they would like to do and most important, when and how they want to do it. This helps children learn how to make decisions and not be afraid to make mistakes, giving them a great room to grow, to explore possibilities and improve unconditionally.

Socialization in the elementary is an essential aspect of this developmental period of the child and the Montessori classroom offers numerous opportunities to gain this experience. Some of them include taking care of their environment and organizing their snack. As a classroom the whole class organizes with each other how the classroom should be put back in order. Taking care of the classroom allows the elementary child to appreciate and love their environment. They work as a team, and they learn how to divide the work amongst each other. When something is not done correctly, they learn how to gracefully help each other correct it.

Another opportunity is organizing and preparing snack. The children responsible learn how to do the correct portions and set it up beautifully. Most importantly they are working together and dividing the work. Lastly, they organize their Friday agenda meetings. The children put together what will be discussed and in what order. There are numerous events that they also put together and organize.

In the elementary classroom it is also easy to spot a child’s weakness and strengths. Since there is the freedom to see the child in his/her true state, an experienced guide is able to support the child with the child’s weaknesses and making stronger the child’s strength.

Montessori children become excellent team players and learn how to work with different personalities, and it is not just about cleaning up or preparing a snack. Behind all that work there is a big lesson that needs to be learned in an environment that allows the child to meet their needs and satisfy their curiosities. Some of the key life skills the children develop are tolerance, patience, good communication skills, self confidence and open mindedness. All these qualities are necessary skills to live a happier and more successful life. These are values that the children need for the future of tomorrow in whatever path life takes them.

I strongly encourage parents to come out and visit the Friday agenda meetings to see and hear the children’s thoughts and viewpoints. In the agenda meetings the children share their interests and their thoughts on lessons they received during the week. We provide children with Cosmic Education. It is a term that Maria Montessori used to explain the interdisciplinary curriculum of the elementary child according to their developmental needs.

Lastly, I cherish observing all the creativity the children are capable to create when given the environment suitable to their characteristic needs. It is a true treasure to see this human energy wanting to change the world for the better.

I M A reader

hello@montessorithrive.com (Montessori Thrive) — Tue, 29 Jan 2019 15:06:00 GMT

HOW DOES MY CHILD LEARN TO READ?

Montessori takes a methodical yet natural process to help your children learn to read. Here are our basic steps in the classroom:

Reading begins with sounds. Once the child has been talking and has an increase of their vocabulary, we introduce many different sound games. First, we play simple games of “I Spy.” Instead of looking for colors or objects we hunt for the sounds we ‘hear’ in words related to specific objects in front of us. We start with hearing the beginning sounds, then ending sounds and finally middle sounds in words. When your child shows some mastery with this game, we move to the introduction of Sandpaper Letters. Sandpaper L etters allow the child to see the graphic symbol of the letter sound and we associate the sound to the symbol. A few important notes with the SP letters:

If you are practicing sounds with your children at home (and we hope you are!), please emphasize only the lowercase alphabet. Most children see many letters in uppercase print and if you think ab o ut the different sets of letters: lowercase cursive and print; uppercase cursive and print, that is 4 different ‘sets’ of letters children are learni n g. Just focus on one set at a time , preferably lowercase cursive . This will increase their mem orization and ease of knowing the ‘sounds.’

When the children know a good portion of sounds ( perhaps 10 consonants and all the vowels), we progress to the Movable Alphabet . This is not only a crucial step on the path to reading, but also a key component of the thought process of ‘writing.’ The Movable Alphabet allows your child the opportunity to analyze sounds in words . The Moveable Alphabet encourages the child to write, using the sounds that she knows. We are very clear in using the term write , rather than spell , because writing is what the focus is on, not spelling. Words that are written with the Moveable Alphabet are never corrected.

Since the words have come from the child, she is more likely to attempt to read them back usually before she begins any other form of phonetic reading work. The Moveable Alphabet teaches the child that she can express herself through written language. Its beauty is that the cumbersome mechanics of writing and the parameters of proper spelling are not present, so that the child is free to truly express her ideas without criticism or obstacle. Spoken language and written language are both important aspects of reading.

Phonetic reading is introduced next with Object Box #1 . While there are not many all phonetic words in our language, it is still important your child ’s brain sees how to blend the simple sounds together to form a word. This process is key to all later ‘reading.’

Puzzle Words are the sight words. These words we tell the children are like a puzzle. We just figure them out by memorizing them. We send the list of puzzle words home to help aide in their memor ization. (See note below at how often puzzle words are in even the simplest of books.)

Phonograms —these are all the irregular sounds in the English language . We all know there is more irregular than regular in English, so this is an important component to reading .

When the children have a strong foundation of these three pieces: phonetic reading, puzzle words and phonograms, the reading generally starts to take off. All children have the lightbulb go off in their brain at different times . I t’s the moment when the child’s brain fuses all of these steps together and you actually feel like your child is reading. This is the most thrilling moment and yet the reading doesn’t stop there. You’ll keep adding the next level of words, vocabulary, sentences and books to read and further extend your child’s reading ability and comprehension. In the meantime, keep practicing the sounds with your children!

Bob Books:

Set 1, Book 4

(puzzle words highlighted in blue)

Mac

Mac had a bag.

The bag had a dog.

Mac had a bag and a dog.

Mag had a rag.

Mac can tag Mag.

Mac got the rag.

Mac sat on the rag.

Mag sat on the bag.

The End

Montessori Thoughts

hello@montessorithrive.com (Montessori Thrive) — Thu, 02 Mar 2017 22:14:00 GMT

Schools of choice have been a theme for a few decades now in education so I’m conscious daily that you have choices and I celebrate that you’ve selected Montessori. As a parent who immediately enrolled her adopted daughters in Montessori, a wife who scheduled her husband to observe a Montessori classroom during our honeymoon, and a trained elementary teacher, I believe the Montessori philosophy provides so many advantages for your child.

The foremost that always warms my heart is the increasing levels of independence that your child is offered and provided. As I look around the classroom, I see so many opportunities. Providing child-sized materials and equipment facilitates their work (such as a scrapbooking paper-cutter for a project). Offering lessons in “grace and courtesy” encourages them to brainstorm their own solutions. Mrs. Spence recently practiced with the students how to interrupt a lesson (ask a classmate, write the teacher a note, or try a different work while waiting patiently). Learning to work with your peers and problem solve are strengths we presented from the Tony Wagner book (The Global Achievement Gap) at our Parent Ed Night and necessities for today’s workforce. This week I witnessed their interpersonal skills improving by leaps and bounds as the students introduced themselves freely at The Stratford and engaged in conversation with our senior friends. The students were so independent this week that I was able to sit down and chat with a resident who shared how impressed she was with our children (their manners, intelligence, and social graces).

Freedom is another benefit touted from Montessori experts. So many freedoms are often listed, such as movement, choice, and exploration. My theory album also details these as freedom from “timetables, curriculum restraints, and rewards and punishments”. And a Montessorian always understands that these freedoms are offered with responsibility (so students gain self-awareness and chaos doesn’t reign). The variety of choices around the room at this moment attests to this: two students practicing division with racks and tubes, a student researching Thailand, another practicing Chinese characters with brush painting, two students examining and identifying rocks, another at snack, a few writing and two stretching with yoga poses. The Google founders emphasize that their take-away from their Montessori roots was to “think outside the box”.

In addition, individualization is key to how I approach lessons and Dr. Montessori designed the materials and classroom through her observation of children’s needs and characteristics (style of learning). Small groups enable me to discern how students have internalized their understanding and to provide challenge and continuation. Each presentation extends in so many ways (e.g. a fraction lesson has led a few students to explore equivalencies, others to draw creative pictures while others made a poster naming the fractions). The materials provide hands-on exploration and a visual understanding to provide independent abstraction (i.e. not teaching rules but students verbalizing their observations). For example, I’ve had students tell me that fractions are equivalent because they see the lines of halves with the circles. Consider a student that derives formulas for area through the materials. When they’ve discovered ideas independently, they’re able to retrace the steps again and are not dependent on memorization skills.

I hope that keeping a few students for fourth grade next year will provide opportunities for students that are in line with their growth as well as continue to grow our program. Having fourth graders will encourage me to take the training for the Montessori United Nations and open up further opportunities for our students. https://montessori-mun.org/ Each year we’ve had several inquiries and tours for fifth graders so there seems to be a market for an upper elementary and having fourth graders will encourage them to commit. Once we have a permanent location, I’ll take the next step in exploring our possibilities for the program (charter, accreditation, schools of choice scholarships, etc.). I’ll definitely want any expertise you have to offer in these areas to inform our path.

As I share my day (and lessons) with your students, I’m constantly amazed at their interactions with the materials and each other. There’s so many other thoughts rattling around my brain and perhaps my fingers will find the keyboard again in those moments.

Thank you for choosing Montessori for your family and for choosing IMA, a school that provides a quality AMI education for your child!

Mrs. Brigitte Frost, The Elementary Directress

January 2017

I M A writer

hello@montessorithrive.com (Montessori Thrive) — Mon, 18 Jul 2016 17:35:00 GMT

The Movable Alphabet

Writing is easier than reading. When writing, one expresses one’s own thoughts; therefore, it naturally comes first. When someone is writing that person analyzes the sounds of his own words. When we are reading we are analyzing someone else’s thoughts and words, which is naturally harder to do.

The Movable Alphabet is a large box containing all of the letters of the English alphabet. Vowels are blue, consonants are red or pink. This color-coding corresponds to the sandpaper letters, with which the child has had much experience. The Movable Alphabet encourages the child to write, using the sounds that she knows. We are very clear in using the term write , rather than spell , because writing is what the focus is on, not spelling. Words that are written with the Movable Alphabet are never corrected.

Since the words have come from the child, she is more likely to attempt to read them back usually before she begins any other form of phonetic reading work. The Movable Alphabet teaches the child that she can express herself through written language. Its beauty is that the cumbersome mechanics of writing and the parameters of proper spelling are not present, so that the child is free to truly express her ideas with out criticism or obstacle.

DIRECT AIM:

 Direct Preparation for Writing

 Help the child in exploration and analysis of his own language

 Reproduce words with graphic symbols

INDIRECT AIM:

 Indirect preparation for reading

I M A scientist, architect, collaborator…

hello@montessorithrive.com (Montessori Thrive) — Mon, 18 Jul 2016 17:29:00 GMT

The Pink Tower

The Pink Tower is a signature work of the Montessori materials—instantly recognized—but has deep meaning and value to the classroom. The scientific design of the material is that they are ten pink wooden cubes ranging from 1 cm3 to 10 cm3. They grow progressively in the algebraic series of the third power. As wit most Sensorial Materials, the material is presented in specific sequences:

DIRECT AIM:

Visual Discrimination of Dimensions

INDIRECT AIM:

– Gaining muscular control of arm and hand

– Concentration

– Appreciation of beauty in design

– Indirect preparation for the hand in writing

– Preparation for the development of mathematical mind (to some extent)

– Preparation for mathematics

– Coordination (eye-hand coordination)

– Refinement of voluntary movement (training of the will)

The Sensorial Games

– Addresses all of the child’s Human Tendencies

– Help to expand the child’s interest for the material and keep him motivated to stay with the material

– Keep the child repeating the concepts embedded in the exercises; he is able to repeat the concrete aspect, so that when the abstract idea is developed it will be even more enhanced for the child

– The language is repeated with the games, so that the memory is increased

– Further develops concentration and will

– Link the sensorial material with the rest of the environment

– Are social; the children learn collaboration with one another

IMA Montessori School | Preschool | Kindergarten

The Science Behind the Genius - A Summary

"We must study the child, realize his nature, his needs, his tendencies, and provide for him an environment in which he can live according to them."

MARIA MONTESSORI

Book Summary: Montessori – The Science Behind the Genius

1. Movement and Cognition

2. Choice

3. Interest

4. Extrinsic Rewards Are Avoided

5. Learning From and With Peers

6. Learning in Context

7. Teacher as Guide

8. Order in Environment and Mind

Montessori versus Reggio

"Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment."

MARIA MONTESSORI

Montessori

Reggio Emilia

Key Differences

In Summary

Montessori Inspired Language for Discipline

"The greatest gifts we can give our children are the roots of responsibility and the wings of independence."

MARIA MONTESSORI

Say what you want them to do instead of what they should not

Be clear, calm, and consistent

Connect before you correct

Offer choices within limits

Use natural and logical consequences

The Importance of Meal Times

"The child who is allowed to choose, prepare, and serve his own food is more likely to develop a sense of respect for the food, the environment, and the people with whom he shares it."

MARIA MONTESSORI

A Montessori Lens on Mealtime

Independence in Action

Social and Emotional Development

Respect for the Body and Food

Rhythm, Routine, and Regulation

IMA Community: March

March into Learning!

Toddler Independence: Activities for the Home

"Help me to do it by myself."

MARIA MONTESSORI

The Montessori View of the Toddler

Why Independence Matters

Practical Life Tasks Toddlers Can Do at Home

Self-Care

Care of the Environment

Meal Preparation

Setting Up the Home Environment

A Gentle Reminder

IMA Community: February

Love is in the Air!

The Myth of Chaos

"The child’s development follows a path of successive stages, each with its own laws. We must respect this development, provide the necessary environment for it, and allow the child to grow naturally."

MARIA MONTESSORI

The Science Behind Structure in the Montessori Environment

The Misconception: Montessori Lacks Structure Because Children Do Their Own Thing

1. The Freedom to Choose Doesn't Mean Chaos

2. Respecting Individual Development

3. The Role of the Montessori Guide

4. The Importance of the Prepared Environment

5. Why the Individual Work is Order in Disguise

Embracing the “Montessori Hum”

Social Benefits of Montessori

"The child who has never learned to work with others will never be able to live in harmony with others."

﻿ MARIA MONTESSORI

Mixed-Age Classrooms Fostering Social Skills

Respect for Individual Differences

Developing Independence and Responsibility

Nurturing Conflict Resolution Skills

Community and Global Awareness

Cultivating a Love for Learning Together

Praise: Celebrating Efforts over Results

"The child’s work is not the same as the adult’s work, but it is work that is suited to the child’s developmental stage. We must always be careful to encourage effort rather than focus solely on the result."

MARIA MONTESSORI

1. The Focus on Process, Not Perfection

2. Encouraging a Growth Mindset

3. Building Intrinsic Motivation

4. Avoiding Praise That Creates Pressure

5. Praise That Builds Confidence, Not Dependence

6. Praise that Encourages Self-Reflection

MARIA MONTESSORI