Blog
Blog
As children move from early childhood into their elementary years, they become very attuned to heroes. In fact, in Montessori we call this “hero worship,” and we consider it an amazing opportunity! Our elementary-age children are figuring out their moral compass, which partially sparks this strong attraction toward heroes. Often, we see children become focused on sporting personalities, movie and television stars, singers, and sometimes even teachers! Children may even choose to emulate a classmate or slightly older peer. Understanding the Self & the Group As children use their imaginations and look toward heroes, they are really thinking about how to actualize their own potential. Thus, they become very observant of others. They begin to recognize individual strengths and apply them to their own practice society, community, and family. Children invite each other to work based on their strengths and then they feel seen. In this process, children begin to recognize that the strength of the group is their own strength. Hero worship drives all kinds of prosocial development. Thus part of hero worship is stepping into leadership roles in the community and learning how to lead and how to follow. Our children experience the joy of belonging to the group and being part of something together. In this hero worship, we see the cultivation of cooperation and collaboration. All Kinds of Heroes Children of this age are also incredibly open to stories of history's great innovators and heroes. So we introduce a variety of heroes through books, songs, storytelling, and casual observations. Montessori children love to lean into research and want to explore the histories and stories of their heroes. In this process, we emphasize how heroes are all around us! How can we show gratitude for those who deliver our mail or help us when we’ve gotten hurt? As our children explore these heroes and fall in and out of admiration and emulation, it’s important to remember that while we can’t control our children’s choice of friends or heroes, we can offer lots of different options. In this process, we make sure to provide exposure to non-typical heroes, including unknown heroes. In the various stories we tell in our Montessori curriculum, we often emphasize how we will never know who those first humans were who did all sorts of important things like picking up a burning branch after a lightning strike and figuring out how to save and use fire, creating a hole in a small bone and using it as a needle, discovering how to save seeds and plant them, or leaving cave paintings to share a message. As we explore early human history and children discover that there are so many unknown heroes, we always pause to offer some gratitude for those who discovered and created so much. Elementary children look up to power, strength, and beauty, in whatever form that occurs, and this isn’t always in the form of a human hero. There were the first plants that began to cling to the land and adapt to life out of the water, the Carboniferous amphibians whose fins eventually became legs, tiny cells each with its own job so that the body runs smoothly, and leaves that work like food factories for plants. Giving Thanks to All Kinds of Heroes With our children’s tendency toward hero worship and their admiration for heroes of different kinds, we can also help our children understand what they value in a hero. Often our children recognize and respond to stories of people (and non-human entities!) who overcome hardship, endure loss, and sacrifice for others. We also draw their attention to the fact that one does not need to be important or famous to be a hero. In this season of gratitude, let’s remember to celebrate many different kinds of heroes and offer our thanks for how they have contributed (or continue to contribute) in varied ways. We also thank you and hope you’ll schedule a time to observe our gratitude-filled classrooms in action!
One of the gifts of Montessori education is that we can truly focus on the whole child —cognitive, social, emotional, and physical. Our approach is not just about academics but also about nurturing life skills, emotional intelligence, and social relationships. The Montessori approach to child development revolves around the understanding that children are naturally curious, care deeply about others, and can be intrinsically motivated. When provided with the right environment, children can deepen both their love for learning and their appreciation of and care for the community. Prioritizing the Prepared Environment One of the keys to balancing social-emotional learning with cognitive and physical development is prioritizing the impact of a prepared environment. In Montessori, a prepared environment is a place specially designed to appeal to children’s sensitive periods for learning, as well as their core human needs and tendencies. When designing these prepared spaces for children, we work to ensure children feel safe and supported so they can reach their potential. The Montessori-prepared environment is a place where children can feel at home as they develop their inner selves and outer skills. Our carefully prepared Montessori classrooms are calm and orderly, foster independence and decision-making, and provide varied opportunities for peer interactions in mixed-age classrooms. The result is that children can develop their emotional regulation skills in child-centered spaces. Opportunities for Conflict Resolution In addition, we weave in opportunities for conflict resolution. This means we actively model and support children as they learn to communicate their feelings through words. In addition to promoting self-awareness through identifying and naming emotions, we also teach active listening, problem-solving, and techniques for self-regulation (from deep breathing to using calm-down spaces). Adults serve as mediators and guides rather than arbitrators and judges. Through guided discussions, we help children think reflectively about social interactions, practice respectful communication, facilitate peaceful solutions, and model how to handle conflict. Ultimately, we want to empower children with tools they can use even if an adult isn’t present! Respect for Others One key to this is cultivating respect for others’ perspectives and patience for alternative approaches. Because children work together in a variety of ways through their care of the classroom environment and small group projects or lessons, they develop a deep sense of compassion and empathy. Our mixed-age groupings and peer-to-peer learning activities promote collaboration and mentorship. So, in addition to the adults, older children also serve as models of emotional regulation and conflict resolution for younger peers. The result is that Montessori children develop a deep tolerance for and appreciation of difference. Deep Appreciation for Community Children thrive when they have a sense of community and belonging. So, we promote inclusivity and respect for diversity within the classroom. The Montessori curriculum includes a range of activities that encourage group cohesion and empathy-building, which leads to trust and respect among our students. The long-term benefits of Montessori’s focus on social-emotional learning and conflict resolution are that children develop lifelong social skills such as a deep sense of empathy, effective communication with various people, and the ability to cooperate with grace and goodwill. The Montessori method nurtures social-emotional learning and equips children with essential conflict-resolution skills they can use in their classroom communities and social interactions outside of school. Do you want to learn more and perhaps even support these practices at home? Schedule a visit today!
Children adore animals! Our elementary students (and even some older primary students) often love to start researching animals. To capitalize upon this interest and use it to build the base for more in-depth research skills, we have a set of materials called the Animal Story Cards. These picture and story cards introduce animals that live in the region. They are comprised of a few folders with pictures and text that get rotated throughout the year. The collection of cards includes a large picture of the animal in its natural environment, a large text card with general information about the animal, and then a series of smaller images and matching text cards that show and detail information about the animal’s habitat, how it protects itself, its natural diet, how it reproduces, and how it cares for its young. This material helps children begin to classify and organize their zoological awareness of native animals. We also try to gear the stories to the needs of the animals with which the children may have had first-hand experience so that the activity reinforces their prior knowledge. Information in the folders draws children’s attention to certain aspects of animals’ lives and the interconnections of animals through various food chains or predator/prey relationships. Each folder focuses on one animal and contains picture cards and text material relevant to that animal’s basic needs. As we rotate the cards throughout the year to provide exposure to various animals, we also ensure the selected animals have contrasting qualities (e.g., a mammal, a bird, an amphibian, etc.). In addition to providing a base for future research skills, this material also increases children's awareness and knowledge of animals that live in the surrounding environment, highlights differences among animals, cultivates an appreciation for animals, and provides an interesting reading activity. When we present this material, we gather a small group of children and place the large picture card in the center of the rug or table. Often, we start with a little story about the animal, and as we tell the story, we introduce the related smaller picture cards as they become relevant. We only have three or four of these animal stories in the classroom so that the children can use this material as a model for their own research and work. Ultimately, we want children to turn to books in the classroom or the library for further information. Those in the early stages of reading and research often enjoy drawing the animal and a picture of what it eats, how it cares for its young, etc. So the youngest children can access the text and practice their reading, we sometimes have one-word labels that can work in place of the text cards. Early readers can access the easier text and place the one-word labels underneath the matching pictures. We encourage children to share the story of the animal we introduced to others in the class, explore the other folders, and try to match the pictures and the different text cards. Sometimes, children get excited about making an animal story set of their own. This activity can result in a great deal of concentrated work! As children use the Animal Story Cards, they begin to also realize that animals have fundamental needs just like humans do! We’d love for you to visit the school to see this and the many other ways we cultivate an appreciation for the natural world. Schedule a tour today!
Many of us didn’t grow up with Montessori. As a result, we often find ourselves drawing upon a great deal of trust. We may intellectually understand how this unique method supports our children and their development. Still, we don’t always have the experiential knowledge to explain how and why it works! We recognize that life is pretty scheduled, and we also want to provide you with information that can help you navigate others’ questions and queries (as well as your own!). Plus, we know that the more involved you are and the more opportunities you have to be connected to what we do, the more your child will benefit from Montessori’s child-centered approach! Goals for Family Education Events We have some goals in mind as we design parent and family education events. We want to deepen your understanding of Montessori philosophy and practice. We want to work together in partnership, and we often hear that families want to better understand how Montessori can be implemented at home. We are excited to help with this, especially knowing that when we are all aligned, we can work together to foster independence, responsibility, and self-discipline in our children. Supporting Your Child’s Development Our hope is that as you learn more about what we do and as we learn more about what you do, we can use a shared understanding of Montessori principles to support your child’s development both in and outside of school. Understanding developmental stages through a Montessori lens often leads to children feeling a stronger sense of belonging and connection because they feel understood and supported. This can translate into easier day-to-day interactions, better collaborative problem-solving, a long-term love for learning, and an increase in confidence and independence. Partnership in the Parenting Journey We want to help build a strong home-school partnership. Through consistent and varied communication and learning opportunities, we hope to create a collaborative environment and opportunities for meaningful dialogue. Parenting is a tough job, and we want to ensure you know you aren’t alone on this journey! Through different platforms, we aim to address common misconceptions and help you feel good about answering questions that come up at family gatherings and neighborhood events! We value an engaged community, and we want to support your connections with other Montessori families. Sharing experiences and challenges with like-minded parents helps us all stay afloat during the ebbs and flows of raising children. We want our Montessori community to provide both emotional support and practical advice. Ultimately, we want you to better understand Montessori so you can be an effective advocate for your child’s education and so you can feel prepared for the transitions your child will experience throughout the different stages of their life. Upcoming Events We hope you can join us for the following upcoming events! We value your participation and your partnership! 11/8 8:30am Coffee With Emily 11/13 4:30-6pm Parent Education: Spotlight on Montessori Math
Music is a form of language. Because our young children effortlessly absorb language, we, of course, provide them with opportunities to express themselves musically! One key material we use for this is the Montessori Bells. The bells are perfectly tuned, each designed to deliver a distinct, pure tone when gently played with a mallet. Also aesthetically pleasing, the bells invite children into the world of music. This helps children develop a keen ear for pitch and tone, while encouraging an appreciation of musical instruments and expression. The Montessori Bells In our primary classrooms, the Montessori Bells are easily accessible on a specially designed wooden stand or table, each bell arranged in order according to its pitch. There are two sets of 13 bells. One set has black and white stands and is set up in the back to serve as a control and is arranged like a piano keyboard (the white bells represent whole notes, while the black bells serve as the sharps and flats). The other set of bells has stands of natural, varnished wood, so we call them the brown bells. Each brown bell is paired with a white or black bell, and these 13 pairs of bells comprise the chromatic scale beginning at middle C. The bells sit on boards that also serve as guides. The brown bells rest on a pattern of black and white rectangles corresponding to the keys of a piano. Playing One or Two Bells After our youngest children have learned how to care for materials and have had plenty of experience discriminating sounds with our sound cylinders, we show them how to play a single bell. This is a multi-part process: how to carry the bell, use a mallet to gently strike the bell to make a tone, appreciate the sound the bell makes, use a damper to stop the tone, and return the bell to its proper place in the set. Returning the bell to its proper place prepares children for future work of pairing and grading the bells. So, we take time to model how to check that the tone of the brown bell matches the corresponding white (or black) bell behind it. Once children learn these steps, they can select any of the brown bells to play. Eventually, we also show children how to choose and play two different brown bells. This experience helps children focus on the fact that the two bells look the same but sound different. Then, upon returning the bells to the set, children also get to work on finding where each brown bells goes (because there are two empty spaces) by matching the tone of the brown bells to the white or black bells in the back. This may seem like quite an elaborate process for just “playing a bell or two.” However, we carefully break down each step so that even our youngest children can learn how to use this delicate instrument with precision while also beginning to hone in on the slight variations in each bell’s pitch. Pairing When we observe children’s success with this initial process, we introduce the challenge of pairing. This experience begins with the adult letting the child know in the lesson that the bells are on their boards in a particular order. We play up the brown bells and down the white bells so the child can hear the gradation and experience the impression of the C scale. Next we model how to remove four brown bells from their boards, mix them, and place them in an open space off to the side. While showing this process, we reflect aloud how we could match the brown bells to their pairs when we had just two bells. We point out that we can use the same technique to find the matching pairs of the bells we just mixed up and moved to the side. We start by moving one of the brown bells to a space in front of the first empty white space (always working from left to right). We play the white (control) bell and then the brown bell. If they sound the same, we move the bell up onto the white space on the board. If they sound different, we slide the bell to the right to be in front of the next empty white space and we repeat the process until finding the brown bell’s match and location. When all the brown bells are paired, we again play up the brown bells and down the white bells to check they are in the correct order. Once we finish modeling, we select the same four bells, mix them to the side of the workspace, and invite the child to pair the bells. We stay long enough to see successful matching of the first bell, then we fade into the background and observe. If the child is successful, we remove the same four and invite the child to do it again. If the first round was successful, we invite the child to remove all the brown bells and pair them! Grading the Diatonic and Chromatic Scale After children can pair all eight bells successfully, we introduce grading. This time, children learn how to put all the brown bells in order by paying attention to the degree of difference between each tone. This time, rather than using the white control bells to determine the order of the scale, children mix up and play the brown bells, using their awareness of the change in pitch to compare and reorder the bells. This requires children to have an acute awareness of each tone and how they differ. We start with just the white bells which represent the whole notes, and later introduce mixing in the black bells to make the chromatic scale (with sharps and flats). Language Material After children have successfully paired and graded the diatonic scale, we also introduce the “writing and reading” component of the bells. Children learn the symbols and names for the pitches and match the pitches with their notes. When writing in language, we have thoughts we want to express and we can write them down. Composers have melodies in their heads and they write those melodies by using the notes of the staff. We use beautiful staff boards with small wooden circles so that children can learn how to place the notes on the staff and eventually even write their own music, similarly to how they write with the moveable alphabet. Like with spoken language, children first explore through writing and then reading melodies. Musical expression is woven into our primary classrooms. Schedule a tour to hear for yourself!