Montessori Basics

Memory is such a critical component of learning. We perhaps take this for granted without fully understanding how memory works and how to support our children in the process of creating and retrieving memories. What is memory? Memory is essential to being human. Our brains have evolved to remember what is most meaningful. That being said, we also tend to forget things! Interestingly enough, not remembering is often just a case of not giving our brains enough input to support the creation and retrieval of the memory. How are memories created? We take in a great deal of information through our senses. This perception includes the sensory, emotional, and factual components of experiences. In order for any of that information to become a memory, our brains have to create and connect all those bits of information into a pattern of neural activity. That pattern persists in a structural change that is created in our neurons. This pattern can later be re-experienced (or remembered) by reactivating the neural circuit. There are four steps to this process of creating a memory: Encoding Consolidation Storage Retrieval Encoding is basically just the process of capturing information through sights, sounds, emotions, the meaning of what we perceive, and what we pay attention to in the moment. This information is changed into a neurological language. Consolidation is the brain’s process of linking activity into a single pattern of connections and associations. Consolidation is a time-dependent process and it can be disrupted or impaired. If a new memory is in the process of consolidation and something interferes, then the memory can be lost or degraded. Storage is a pattern of activity that is maintained over time through chemical changes in neurons and create physical/structural changes in the brain. Then through retrieval, we reactivate the same connections so we can revisit, recall, or recognize what we learned or experienced previously All four of these steps have to happen to create a long-term memory that can be consciously retrieved. Why is this significant? If we want to remember something, we need to notice what is happening. This requires perception and attention. We might perceive something, but if we don’t actively give it attention, the neurons activated during perception won’t be linked and a memory won’t be formed. In other words, memory is not like a video camera. Our memory can only capture and retain what we give our attention to. When children (and adults, too!) forget things it is because they didn’t give it attention in the first place. It’s worth noting that paying attention isn’t always easy for the brain. We pay attention to things that are interesting, new, emotional, or important to us in some way. Those are the details our brain captures. The rest we ignore and forget. Paying attention requires a conscious effort. We have to wake up the brain and become consciously aware to remember something. Memory & Montessori With all this in mind, we can see how learning is going to be most effective when our children have a connection to the content. Basically, it’s easier for children to learn things that they are interested in. In a Montessori classroom, children have the freedom and opportunity to focus on learning information and skills that are personally exciting and inspiring. As a result, the process feels less like school and more like play. Also, remember how the formation of memories depends upon the process of consolidation (something you read just a few paragraphs before)? Well, because consolidation can be disrupted by any interference, it’s important for children to have uninterrupted time to engage in their learning. They need to be able to focus without having to regularly shift gears. In Montessori, a three-hour work cycle allows children to settle into their learning and fully consolidate the information they are encountering. They have the time and space to allow their brains to link their activities into a pattern of connections and associations.  Focusing on the Positive If you’ve ever heard the reminder to water the flowers rather than the weeds, you’ll appreciate the power of paying attention to positive experiences. There is a neurological reason why this matters. If we invest our attention toward positive things, those are the experiences that we will consolidate into memories. If we pay attention to the negative, that is what we will synthesize and store. We find what we are looking for because that is what we paid attention to in the first place! Again, this is applicable to Montessori education where we focus on what children are doing right. Plus, we use opportunities to reteach skills so children can be successful and experience a positive feedback loop. As a result, children can enjoy learning, which then becomes self-perpetuating as they find engaging activities, interesting information, and meaningful accomplishments throughout their lives. If you are interested in learning more about memory, be sure to read Remember: The Science of Memory and the Art of Forgetting by Lisa Genova.

As is often the case, specialties or practices have their particular lingo. Montessori is no different! In this Montessori Dictionary post, we’re focusing on a few terms (some familiar, some far from familiar) that apply to the elementary and adolescent years. When possible, we’ve included some quotes from Dr. Maria Montessori. We encourage folks to take a look at her work. Dr. Montessori was a woman well before her time and her books continue to be a source of inspiration! Cosmic Education “Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe.” –Dr. Maria Montessori, To Educate the Human Potential Dr. Montessori developed Cosmic Education as an educational approach for children in their elementary years. This approach is based on the needs, tendencies, and characteristics of children ages six to twelve, and provides an awareness of the interconnectedness of all things, as well as a sense that the universe is ordered, governed by rules, and is inspiring. Cosmic Education also provides an understanding that all we know and learn is built upon the great work of those that came before us in the whole of human history. “If the idea of the universe be presented to the child in the right way, it will do more for him than just arose his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying….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 centered.” –Dr. Maria Montessori, To Educate the Human Potential Erdkinder Dr. Montessori’s vision for adolescence was to have a land-based program where adolescents can engage in meaningful work that balances intellectual and physical pursuits. This program is ideally a residential farm school in a country setting where adolescents can pursue the real work of the farm and create a community separate from their families. This kind of work allows adolescents to cultivate social and economic independence through valuable experiences in social organization, economic vitality, and intellectual pursuits. “This means that there is an opportunity to learn both academically and through actual experience what are the elements of social life….We have called these children the ‘Erdkinder’ because they are learning about civilization through its origin in agriculture. They are the ‘land children’.” –Dr. Maria Montessori, From Childhood to Adolescence Imagination Imagination allows us, as humans, to understand and shape the world in significant ways. Dr. Montessori emphasized that children have great imaginative power that is essential to their self-construction and human development. Imagination is what has allowed humanity to make advances, create, invent, and work through problems that have not yet been solved. Imagination is the superpower of elementary-age children. They have built up their sensorial experiences and impressions during their early years and are now able to use this foundation to imagine through time and space. Thus, a great deal of the elementary curriculum appeals to the imaginative ability of children ages six to twelve. Occupations Occupations are opportunities for adolescents to try on adult-level activities and work that integrates the mind and the body. These experiences are focused and purposeful and allow adolescents to experience how they can contribute to their society. Often adolescents will ask, “What will I use this for?” They deeply want and need to use their knowledge to make an impact in the world. Occupations can range from beekeeping to bookkeeping. They are practical experiences, typically connected to the land or other non-academic pursuits. Plan of Study and Work “…the aim should be to widen education instead of restricting it.” –Dr. Maria Montessori, From Childhood to Adolescence At the adolescent level, Montessori education is based on a general, holistic program of study that integrates with work on the land, production and exchange, and support for the developmental needs of adolescents. This general plan includes: the moral and physical program that emphasizes how adolescents should be treated as vulnerable growing young humans; a syllabus and methods for education, which includes activities and methods for self-expression, cognitive and intellectual development, and preparation for adult life; and practical considerations for prepared environments, ways for adolescents to be involved in economies, and varied and supportive adult involvement. Psycho-Discipline To understand the term psycho-discipline, it can be helpful to look at the two parts of the word. The prefix, psycho, means relating to the mind or psychology, and comes from the Greek for “breath, soul, and mind.” Discipline is a branch of knowledge. Thus psycho-discipline is the knowledge that is presented according to the psychology of the learner. In Montessori, we focus first on the whole young person and figure out how to support the characteristics and needs of that individual and where they are in the stages of development. As such, the learner connects to what they are learning because they are naturally engaged with, and own, their process of learning. The learning process ultimately helps the individual’s process of self-construction. “Education should not limit itself to seeking new methods for a mostly arid transmission of knowledge: its aim must be to give the necessary aid to human development.” –Dr. Maria Montessori, From Childhood to Adolescence If education in the “disciplines” is to aid human development, the focus becomes on the individual and their holistic growth, rather than solely on the content. Please be sure to schedule a tour of our school so you can see how Montessori education aids human development, inspires the imagination, and gives a vision of the whole universe!

Part of being part of a community is participating in the daily routines to care for our surroundings. In Montessori, we provide numerous ways for children to participate as community members. Children love being able to help care for their environment through real and meaningful activities. In the process of helping maintain and care for their classroom and school, children develop a sense of belonging. They begin to feel at home. Laying the Groundwork In order for children to be successful in this process of caring for their surroundings, adults do a lot of behind-the-scenes preparation. We make sure we have materials ready that are both real and child-sized. Because young children learn from (and love!) repetition, we also want children to be able to continue working with the materials as long as they desire. This might mean having just the right amount of polish for cleaning the mirrors, or vases for arranging fresh cut flowers, or cloths for wiping the tables. Real Outcomes The activities we provide in Montessori environments are real work, rather than something to keep children busy. As such, the outcome of the activities must be clear and necessary. If the plants need water, children can water the plants. If the floor is wet, children can mop the floor. If a table is dirty, children can scrub the table. Because our young people are learning how they can have an impact on their environment, adults work hard to not redo what children just did. Thus, if the table is still dirty, the adults leave it as is. Perhaps later another child can be invited to clean the table, but the adults refrain from swooping in and cleaning the table afterward. Types of Activities In order to determine appropriate care of the environment activities for the classroom, we observe children and also consider what practical maintenance needs to happen each day. If there is an easel with paint, we create a material for washing the easel. If there is an easel with chalk, we offer an activity for washing the chalkboard. The specific kinds of activities depend upon community norms, the greater culture, the climate, and even the length of the day. Regardless of these variables, the activities always have an intelligent purpose and are part of the everyday, regular part of what happens in the community. Individual Satisfaction to Community Impact At first, children will pursue the activities for their own satisfaction. They will clean a table to enjoy the process of creating soapy bubbles and wiping them off the table. Later they will realize how they are caring for the environment in ways that benefit everyone. They will want to scrub a table because they see it is dirty and they want it to be clean. This realization causes children great joy. They love to contribute to the greater good! To help children develop this awareness and sense of belonging, it is nice to acknowledge something a child has done that day to contribute to the community. However, we must tread lightly in this process so that children maintain a sense of doing the activity for themselves and the community, rather than for adult praise. Responsibility Ultimately, care of the environment activities help children learn how to be responsible for their actions. If a plant needs to be watered, and it isn’t watered, eventually the plant will die. We can offer children the opportunity to water the plant, but if no one is willing, there is a tangible and natural consequence. Children learn that their actions matter and they take great pride in being capable contributors. Presentation Before presenting these practical life activities, we work carefully as adults to practice the steps, ensure that the activity makes sense, analyze our movements, and be confident that the presentation flows. Once we create the activity, practice it, and present it, we step back and observe children working with the materials. In the process of observation, we ask questions like: Is this activity working? Do I need to change anything? Do I need to change some of the steps? Do I need to take out unnecessary steps? Does the activity need to be removed? Ultimately though, children will observe what is essential in the activity and make it their own unique process. As children internalize the procedure, they will start to realize how capable they are. They will put their whole focus into the work and experience great satisfaction in the process of engaging with meaningful work in the community. They will develop a strong sense of belonging, and ultimately flourish into their fullest self. Support at Home As parents, we are often curious about how we can support our children’s Montessori experience at home. One of the best ways is to create care of the environment routines and activities at home. Children can clean up their toys at the end of the day, set the table for dinner, or put dirty clothes in the laundry basket. We don’t need elaborate preparation, but rather carefully selected items or furniture: special shelves for toys, a low shelf or drawer prepared with items for setting the table, or a basket in the room for laundry. Taking a little time to think through the steps involved and what children will need to be successful goes a long way. As adults, we move through daily activities without having to think about what we are doing. Young children, though, are learning how to master their movements. Thus, when we are presenting how to do something, our children need us to slow down and really isolate each step of the process. Significance and Belonging For children, learning how to care for their surroundings is a remarkable gift. Through this meaningful work, children develop a strong sense of belonging and significance. They see how their contribution matters. Come visit our school to see how even our youngest children care for their community and develop personal purpose!

In Montessori, we recognize that food plays a bigger role in our young humans’ development. While nutrition is key, food also represents so much more! Therefore, we offer children the opportunity to use food as a way to develop a richer understanding of the world, master abilities to function independently, and develop a rich language for communication.

There are so many ways in which Montessori education stands apart from other traditional methods. One of the most stark is the way in which our teachers (also known as guides) are prepared for their jobs. To get straight to the point, Montessori educators have the same credentials as their conventional education counterparts...and then some. In this article we highlight what Dr. Maria Montessori had envisioned, what teachers need to become certified today, and what it takes to become a modern Montessori educator.What did Dr. Montessori have to say?“An ordinary teacher cannot be transformed into a Montessori teacher, but must be created anew, having rid herself of pedagogical prejudices.” -Maria Montessori, Education for a New World

Montessori is known for fostering academic excellence. While most people think of how we teach children reading, writing, and mathematics, you might be amazed to learn how we teach other subjects!

Are you new to Montessori? Have you had a child in our program for a while but find it difficult to explain Montessori in a nutshell? This educational philosophy is more than meets the eye, and it can be easy to get bogged down in the details when trying to explain it to someone. While we could talk about Montessori all day, sometimes it’s helpful to have a succinct article both to learn from and to share with others. Many people have heard of Montessori, but there are plenty of misconceptions and misinformation out there! Check out our ten points that help explain what Montessori is really all about.

Last month we shared an article about Montessori’s elementary curriculum, coined, Cosmic Education. This month, we dive a bit deeper to share an interesting concept Dr. Montessori wrote about and considered when developing her work for elementary children. Cosmic work, or a cosmic task, is that which anything in the universe does to contribute to the greater good, most often unknowingly. Dr. Montessori felt that teaching elementary-aged children about cosmic work throughout Earth’s history would serve as inspiration for them as they define their own cosmic work over the course of their lives. Cosmic work serves as an idea to support the symbiosis of all things.

When Dr. Montessori began developing the elementary curriculum, she knew it had to be vastly different from the work of younger children. Not only were the academic skills to be more challenging, but the manner in which content was to be delivered shouldn’t be the same. This was because she understood that in the second plane of development (ages 6-12), children’s needs are very different from the needs of their younger selves. She coined the term cosmic education to describe the work done in the elementary years. Around age 6, a child’s scope of vision tends to expand beyond themselves. Social connections are suddenly far more important, they develop vivid imaginations, and they become curious about their world, their universe, and how they fit into the big picture. Our task is to provide a framework in which they can explore those areas.

We explore the magic and mystery of the origin of language to better appreciate what children accomplish when they master spoken and written language skills.

Throughout history, the number three has been upheld as significant. We share some secrets behind the power of three in the Montessori process of learning!

Memory is such a critical component of learning. We perhaps take this for granted without fully understanding how memory works and how to support our children in the process of creating and retrieving memories. What is memory? Memory is essential to being human. Our brains have evolved to remember what is most meaningful. That being said, we also tend to forget things! Interestingly enough, not remembering is often just a case of not giving our brains enough input to support the creation and retrieval of the memory. How are memories created? We take in a great deal of information through our senses. This perception includes the sensory, emotional, and factual components of experiences. In order for any of that information to become a memory, our brains have to create and connect all those bits of information into a pattern of neural activity. That pattern persists in a structural change that is created in our neurons. This pattern can later be re-experienced (or remembered) by reactivating the neural circuit. There are four steps to this process of creating a memory: Encoding Consolidation Storage Retrieval Encoding is basically just the process of capturing information through sights, sounds, emotions, the meaning of what we perceive, and what we pay attention to in the moment. This information is changed into a neurological language. Consolidation is the brain’s process of linking activity into a single pattern of connections and associations. Consolidation is a time-dependent process and it can be disrupted or impaired. If a new memory is in the process of consolidation and something interferes, then the memory can be lost or degraded. Storage is a pattern of activity that is maintained over time through chemical changes in neurons and create physical/structural changes in the brain. Then through retrieval, we reactivate the same connections so we can revisit, recall, or recognize what we learned or experienced previously All four of these steps have to happen to create a long-term memory that can be consciously retrieved. Why is this significant? If we want to remember something, we need to notice what is happening. This requires perception and attention. We might perceive something, but if we don’t actively give it attention, the neurons activated during perception won’t be linked and a memory won’t be formed. In other words, memory is not like a video camera. Our memory can only capture and retain what we give our attention to. When children (and adults, too!) forget things it is because they didn’t give it attention in the first place. It’s worth noting that paying attention isn’t always easy for the brain. We pay attention to things that are interesting, new, emotional, or important to us in some way. Those are the details our brain captures. The rest we ignore and forget. Paying attention requires a conscious effort. We have to wake up the brain and become consciously aware to remember something. Memory & Montessori With all this in mind, we can see how learning is going to be most effective when our children have a connection to the content. Basically, it’s easier for children to learn things that they are interested in. In a Montessori classroom, children have the freedom and opportunity to focus on learning information and skills that are personally exciting and inspiring. As a result, the process feels less like school and more like play. Also, remember how the formation of memories depends upon the process of consolidation (something you read just a few paragraphs before)? Well, because consolidation can be disrupted by any interference, it’s important for children to have uninterrupted time to engage in their learning. They need to be able to focus without having to regularly shift gears. In Montessori, a three-hour work cycle allows children to settle into their learning and fully consolidate the information they are encountering. They have the time and space to allow their brains to link their activities into a pattern of connections and associations.  Focusing on the Positive If you’ve ever heard the reminder to water the flowers rather than the weeds, you’ll appreciate the power of paying attention to positive experiences. There is a neurological reason why this matters. If we invest our attention toward positive things, those are the experiences that we will consolidate into memories. If we pay attention to the negative, that is what we will synthesize and store. We find what we are looking for because that is what we paid attention to in the first place! Again, this is applicable to Montessori education where we focus on what children are doing right. Plus, we use opportunities to reteach skills so children can be successful and experience a positive feedback loop. As a result, children can enjoy learning, which then becomes self-perpetuating as they find engaging activities, interesting information, and meaningful accomplishments throughout their lives. If you are interested in learning more about memory, be sure to read Remember: The Science of Memory and the Art of Forgetting by Lisa Genova.

As is often the case, specialties or practices have their particular lingo. Montessori is no different! In this Montessori Dictionary post, we’re focusing on a few terms (some familiar, some far from familiar) that apply to the elementary and adolescent years. When possible, we’ve included some quotes from Dr. Maria Montessori. We encourage folks to take a look at her work. Dr. Montessori was a woman well before her time and her books continue to be a source of inspiration! Cosmic Education “Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe.” –Dr. Maria Montessori, To Educate the Human Potential Dr. Montessori developed Cosmic Education as an educational approach for children in their elementary years. This approach is based on the needs, tendencies, and characteristics of children ages six to twelve, and provides an awareness of the interconnectedness of all things, as well as a sense that the universe is ordered, governed by rules, and is inspiring. Cosmic Education also provides an understanding that all we know and learn is built upon the great work of those that came before us in the whole of human history. “If the idea of the universe be presented to the child in the right way, it will do more for him than just arose his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying….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 centered.” –Dr. Maria Montessori, To Educate the Human Potential Erdkinder Dr. Montessori’s vision for adolescence was to have a land-based program where adolescents can engage in meaningful work that balances intellectual and physical pursuits. This program is ideally a residential farm school in a country setting where adolescents can pursue the real work of the farm and create a community separate from their families. This kind of work allows adolescents to cultivate social and economic independence through valuable experiences in social organization, economic vitality, and intellectual pursuits. “This means that there is an opportunity to learn both academically and through actual experience what are the elements of social life….We have called these children the ‘Erdkinder’ because they are learning about civilization through its origin in agriculture. They are the ‘land children’.” –Dr. Maria Montessori, From Childhood to Adolescence Imagination Imagination allows us, as humans, to understand and shape the world in significant ways. Dr. Montessori emphasized that children have great imaginative power that is essential to their self-construction and human development. Imagination is what has allowed humanity to make advances, create, invent, and work through problems that have not yet been solved. Imagination is the superpower of elementary-age children. They have built up their sensorial experiences and impressions during their early years and are now able to use this foundation to imagine through time and space. Thus, a great deal of the elementary curriculum appeals to the imaginative ability of children ages six to twelve. Occupations Occupations are opportunities for adolescents to try on adult-level activities and work that integrates the mind and the body. These experiences are focused and purposeful and allow adolescents to experience how they can contribute to their society. Often adolescents will ask, “What will I use this for?” They deeply want and need to use their knowledge to make an impact in the world. Occupations can range from beekeeping to bookkeeping. They are practical experiences, typically connected to the land or other non-academic pursuits. Plan of Study and Work “…the aim should be to widen education instead of restricting it.” –Dr. Maria Montessori, From Childhood to Adolescence At the adolescent level, Montessori education is based on a general, holistic program of study that integrates with work on the land, production and exchange, and support for the developmental needs of adolescents. This general plan includes: the moral and physical program that emphasizes how adolescents should be treated as vulnerable growing young humans; a syllabus and methods for education, which includes activities and methods for self-expression, cognitive and intellectual development, and preparation for adult life; and practical considerations for prepared environments, ways for adolescents to be involved in economies, and varied and supportive adult involvement. Psycho-Discipline To understand the term psycho-discipline, it can be helpful to look at the two parts of the word. The prefix, psycho, means relating to the mind or psychology, and comes from the Greek for “breath, soul, and mind.” Discipline is a branch of knowledge. Thus psycho-discipline is the knowledge that is presented according to the psychology of the learner. In Montessori, we focus first on the whole young person and figure out how to support the characteristics and needs of that individual and where they are in the stages of development. As such, the learner connects to what they are learning because they are naturally engaged with, and own, their process of learning. The learning process ultimately helps the individual’s process of self-construction. “Education should not limit itself to seeking new methods for a mostly arid transmission of knowledge: its aim must be to give the necessary aid to human development.” –Dr. Maria Montessori, From Childhood to Adolescence If education in the “disciplines” is to aid human development, the focus becomes on the individual and their holistic growth, rather than solely on the content. Please be sure to schedule a tour of our school so you can see how Montessori education aids human development, inspires the imagination, and gives a vision of the whole universe!

Part of being part of a community is participating in the daily routines to care for our surroundings. In Montessori, we provide numerous ways for children to participate as community members. Children love being able to help care for their environment through real and meaningful activities. In the process of helping maintain and care for their classroom and school, children develop a sense of belonging. They begin to feel at home. Laying the Groundwork In order for children to be successful in this process of caring for their surroundings, adults do a lot of behind-the-scenes preparation. We make sure we have materials ready that are both real and child-sized. Because young children learn from (and love!) repetition, we also want children to be able to continue working with the materials as long as they desire. This might mean having just the right amount of polish for cleaning the mirrors, or vases for arranging fresh cut flowers, or cloths for wiping the tables. Real Outcomes The activities we provide in Montessori environments are real work, rather than something to keep children busy. As such, the outcome of the activities must be clear and necessary. If the plants need water, children can water the plants. If the floor is wet, children can mop the floor. If a table is dirty, children can scrub the table. Because our young people are learning how they can have an impact on their environment, adults work hard to not redo what children just did. Thus, if the table is still dirty, the adults leave it as is. Perhaps later another child can be invited to clean the table, but the adults refrain from swooping in and cleaning the table afterward. Types of Activities In order to determine appropriate care of the environment activities for the classroom, we observe children and also consider what practical maintenance needs to happen each day. If there is an easel with paint, we create a material for washing the easel. If there is an easel with chalk, we offer an activity for washing the chalkboard. The specific kinds of activities depend upon community norms, the greater culture, the climate, and even the length of the day. Regardless of these variables, the activities always have an intelligent purpose and are part of the everyday, regular part of what happens in the community. Individual Satisfaction to Community Impact At first, children will pursue the activities for their own satisfaction. They will clean a table to enjoy the process of creating soapy bubbles and wiping them off the table. Later they will realize how they are caring for the environment in ways that benefit everyone. They will want to scrub a table because they see it is dirty and they want it to be clean. This realization causes children great joy. They love to contribute to the greater good! To help children develop this awareness and sense of belonging, it is nice to acknowledge something a child has done that day to contribute to the community. However, we must tread lightly in this process so that children maintain a sense of doing the activity for themselves and the community, rather than for adult praise. Responsibility Ultimately, care of the environment activities help children learn how to be responsible for their actions. If a plant needs to be watered, and it isn’t watered, eventually the plant will die. We can offer children the opportunity to water the plant, but if no one is willing, there is a tangible and natural consequence. Children learn that their actions matter and they take great pride in being capable contributors. Presentation Before presenting these practical life activities, we work carefully as adults to practice the steps, ensure that the activity makes sense, analyze our movements, and be confident that the presentation flows. Once we create the activity, practice it, and present it, we step back and observe children working with the materials. In the process of observation, we ask questions like: Is this activity working? Do I need to change anything? Do I need to change some of the steps? Do I need to take out unnecessary steps? Does the activity need to be removed? Ultimately though, children will observe what is essential in the activity and make it their own unique process. As children internalize the procedure, they will start to realize how capable they are. They will put their whole focus into the work and experience great satisfaction in the process of engaging with meaningful work in the community. They will develop a strong sense of belonging, and ultimately flourish into their fullest self. Support at Home As parents, we are often curious about how we can support our children’s Montessori experience at home. One of the best ways is to create care of the environment routines and activities at home. Children can clean up their toys at the end of the day, set the table for dinner, or put dirty clothes in the laundry basket. We don’t need elaborate preparation, but rather carefully selected items or furniture: special shelves for toys, a low shelf or drawer prepared with items for setting the table, or a basket in the room for laundry. Taking a little time to think through the steps involved and what children will need to be successful goes a long way. As adults, we move through daily activities without having to think about what we are doing. Young children, though, are learning how to master their movements. Thus, when we are presenting how to do something, our children need us to slow down and really isolate each step of the process. Significance and Belonging For children, learning how to care for their surroundings is a remarkable gift. Through this meaningful work, children develop a strong sense of belonging and significance. They see how their contribution matters. Come visit our school to see how even our youngest children care for their community and develop personal purpose!

In Montessori, we recognize that food plays a bigger role in our young humans’ development. While nutrition is key, food also represents so much more! Therefore, we offer children the opportunity to use food as a way to develop a richer understanding of the world, master abilities to function independently, and develop a rich language for communication.

When many of us think of our geometry education, we have thoughts of identifying shapes in kindergarten, and then taking a class or two in high school.  The truth is, children are fully capable, and enthusiastically prepared, to learn so much more at a much younger age. While we can’t possibly cover our entire curriculum in one short article, we’ll share some of the highlights. It begins (perhaps unsurprisingly) in our primary classrooms.

There are many different reasons why families choose Montessori for their child. Some enroll when their child is young and stay the course. Others discover it a bit later on. Others, still, leave their Montessori school and end up returning a year or two later. Why do parents gravitate toward this unique method of education? Here are a few of the main reasons we have seen frequently in recent years.

Many families rely on childcare while their children are still young. Figuring out the best place to drop your little one off every day is a big decision. Parents want to ensure their child spends their days safe, comfortable, and happy, and under the watchful eye of well-trained and competent adults. Daycare is the obvious choice for many folks…that is, until they become aware of other options. If you’re reading this article, it’s likely you are one of those parents who is trying to figure out the best possible placement for your child. Allow us to highlight five key differences between a typical daycare center and a Montessori school.