Blog Post

Montessori Basics: Cosmic Education

Nido Marketing • February 14, 2020

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.


One way we tap into the wonder of the elementary mind is via what we call the Great Lessons. The five Great Lessons are not synonymous with cosmic education, but rather they are a springboard from which the work can begin. These lessons are dramatic and impressionistic. They open doors in the child’s imagination from which a wide scope of learning can begin.


These five lessons are given each year, although some schools may divide them between lower and upper elementary levels. Over the course of three years in a classroom, a child will receive a lesson three times, with a different level of deepening understanding each time. The weeks and months that follow will include many related lessons, though these may vary from year to year in order to cover a range of topics and student interests.


The Beginning/The Creation of the Universe

Typically given near the beginning of the school year, this lesson is a delight for children. The guide prepares materials while the children are elsewhere: a long series of “experiments” and other props that will be used during the telling of the story. The blinds are drawn, lights turned off, and perhaps there is some soft music playing as the students arrive and take their seats facing the guide.


The story begins with a description of the time before our universe began: how it was colder and darker than we can even imagine, and how in an instant [a black balloon filled with glitter and confetti is popped] it came into being. A soft candle is lit, and the guide launches into storytelling about how different particles came together and moved apart. They talk about the immense number of stars in our universe, states of matter, how quickly light travels, and how the solar system and the surface of the Earth formed over time. The lesson culminates with the explosion of a model volcano, and setting the stage for the life that was to come in Earth’s future.


Follow-up lessons and work are often related to the study of space, chemistry, physics, geology, and geography. The lesson is also a great prequel to teaching children about the scientific method and how to conduct experiments.


The Coming of Life

A bit later in the school year the children will begin to learn about the evolution of life on Earth. Two materials: the Long Black Strip and the Clock of Eras give children a visual idea of the amount of time Earth has been in existence compared to how long humans (and other living beings) have been here. It’s often shocking for children (and adults!) to see a long black strip of fabric (Earth’s lifespan) running the length of a long hallway, with a tiny strip of white at one end to represent all of humanity. These types of lessons are humbling to children, and they begin to give them a sense of connection to those that have come before us.


The main event of this great lesson, however, is the Timeline of Life . This gorgeous, colorful, illustrated material shows children just how life has evolved throughout history. From early one-celled organisms to the first plants, and invertebrates, through the various vertebrates throughout time, children in the elementary years adore this work. They learn about how fossils are our records of the past, and how our understanding of the past changes with each new discovery. (The Timeline of Life has been revised several times!)


Follow-up work includes plenty of biology content. Children learn about the five kingdoms of life on Earth. They take a close look at the five classes of vertebrates, their external features, and internal body functions. They learn about the biology of plants as well, from algae and mosses to flowering and fruiting plants, and so many more.

The Coming of Humans

This lesson includes a beautiful timeline as well that displays dates and evidence of our evolution from the earliest hominids to the present day. Children learn about what makes humans special, and how our ability to think, feel, and work have let us make developments that are unique to our species. They learn about the migration humans have made across the globe and how we have used various tools and technologies to make our lives easier.


Montessori guides introduce children to the concept of the fundamental needs of humans. We discuss what those needs are and how we meet them today. One material allows children to explore how these same needs have been met by various civilizations throughout history. Learning about our past as a species is important for children in the second plane of development. It helps them develop a sense of self, and a sense of belonging in the bigger picture.


The History of Mathematics

Simply put, children are fascinated to learn about the origins of math and numbers. This focus allows them to take a peek at how math has transformed over time, and to learn which people have made significant contributions to our mathematical understanding.


This comes at a perfect time, as they are simultaneously learning the foundational math skills that will take them through the rest of their lives. When a child is working on their subtraction problems and they are able to relate it back to the beginnings of subtraction, the work is so much more meaningful and exciting for them.


The History of Language

Similar to the previous lesson, the history of language gives children a framework in which they might place their own learning of language. By this time in their lives they have mastered oral language, but they are still very much engaged in the development of their own reading and writing skills. To learn about the origins of such things is empowering and fascinating, and makes their work more special than it otherwise would be.


We hope this has been an interesting topic to read about. If you have any questions or would like to observe in our elementary program to see cosmic education at work, please let us know! We think you will find the experience enlightening and rewarding.

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Whether we embrace math or not, humans have a tendency to think in patterns, quantify, and make logical connections. Some even say we have a mathematical mind! Young children also have this innate ability and inclination, so in Montessori, we take advantage of this propensity for mathematical thinking and offer learning experiences that provide an in-depth understanding of math even at a young age. Organized into six general groups, the mathematical exercises in the Children’s House span from a foundational understanding of the numbers one to ten, to working with very large numbers and place value within our decimal system, to internalizing number facts, and even early work with fractions! Numbers 1 to 10 Although learning the numbers 1 to 10 sounds simple, it actually involves the integration of several distinct concepts. The beauty of the Montessori materials is that they isolate each separate concept so that children’s understanding grows in progressive steps. This first group of exercises in the Children’s House aims to teach the names, symbols, quantities, and sequence for the numbers 1 through 10. The youngest children first use the number rods, which are color-coded with alternating red and blue sections to designate the quantities of one through ten. As children work with the number rods, they solidify the concept of quantity as a single entity while also practicing one-to-one correspondence. The sandpaper numbers help children learn the symbolic representation of numbers. After children master the sandpaper numbers and can easily identify numerals, we help them connect the number cards with the corresponding number rods. Additional materials–like the spindle boxes, cards and counters, and the memory game–help children progress from understanding quantity as a single entity to grasping how quantity can be a set. Throughout this progression, we offer experiential exercises to help children learn the concepts of addition, subtraction, multiplication, and division. At this stage, we don’t provide the vocabulary but rather give an impression of the concept of each operation. The Decimal System Once children have mastered the numbers 1 to 10 activities, they are ready to begin exercises with the golden beads. Because there are never more than nine in a given place value, and children already know the quantities and the symbols, they are ready to learn the hierarchy of units, tens, hundreds, and thousands. As children set up the golden beads, the primary decimal system materials, they learn how to think through the process of each operation and the concepts of calculation. Are they putting quantities together or taking them apart and recounting the categories? The decimal system work gives children knowledge of the mathematical processes and solidifies their understanding of the mechanics of the decimal system. We focus on helping children understand the process of each operation. We aren’t looking for the right answer. We want the child to understand the operations and what adding, multiplying, dividing, or subtracting means. After children understand the operations with the golden beads, we offer other materials, such as the stamp game and dot game, to help them move away from a very concrete toward a more symbolic representation of the quantities. We offer word problems at the end of this series, which help verify whether children understand each operation's process. Continuation of Counting Through this group of exercises, children learn the name, symbol, and quantity of the numbers from 11 to 100, and consolidate linear counting up to 1,000. The work starts with the teen boards (11 through 19) and tens boards (20 to 100). We also introduce the colored bead stair, which gives a color-coded sensorial representation for quantities of one through ten, a pattern replicated throughout the Montessori math materials. With the golden beads, children experience the difference between 100 and 1,000, by weight and geometrical representation. In continuation of counting, children lay out the bead chains and see the dramatic linear difference between 100 and 1,000. Children also use the bead chains to practice skip counting, which lays the foundation for further studies in multiplication. We also make sure there is lots of counting in the classroom! Children can be taught to count by rote, but mental maturity helps them take the leap from rote counting to understanding quantities represented by numbers. Exploration and Memorization of the Tables Through a variety of materials–the addition strip board, addition snake game, subtraction strip board, subtraction snake game, multiplication bead board, bead bars, and unit division board–children have lots and lots of practice with the essential math facts. This concrete exploration establishes a visual understanding of what something like 5 x 6 looks like and helps children establish early neural pathways for memorizing these math facts. After children use different forms of bead material to practice, they move into more abstract representations of quantity and eventually even use blank charts to test their memory. All of the repetition in this exploration phase leads to memorization as children become aware of which combinations they know and which they don’t know. Eventually, after a lot of practice and repetition, children realize that it is faster to do the calculations mentally rather than with the materials. As children reach the end of their primary years, they want to be more efficient. At precisely this point, they are ready to begin the last group of exercises, called the passage to abstraction. Passage to Abstraction In the exercises for passage to abstraction, children connect the skills and concepts from the previous strands of learning, and their knowledge base shifts from understanding the concepts experientially to understanding them logically. With the small bead frame, children revisit the process of addition and subtraction. With the wooden hierarchy material, children get a sensorial and symbolic introduction to the quantities ten thousand, one hundred thousand, and one million. This material also prepares children for the large bead frame and experiencing the multiplication of large numbers with a single-digit multiplier. The racks and tubes material allows children to begin dividing with larger divisors and dividends. With all of this concrete experience working with larger quantities, children are well on their path to abstraction. Fractions The final material in the mathematical progression is fractions. In the Children’s House, we have already helped the youngest children explore fractions sensorially. They return to this material from a mathematical perspective to understand quantities smaller than one unit. In addition, children begin simple operations with the fraction material and start to explore the equivalence of fractions. In the Children’s House, the progression we use for all of these exercises helps children deeply solidify their mathematical understanding. We first ensure children have strong concrete experiences, followed by more symbolic representations. After children associate the concrete and the abstract, we offer lots of activities for practice, repetition, and verification. In the process, we support children’s growth in classification, comparison, and reasoning. We invite you to come see children’s mathematical minds in action. Schedule a tour today!
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Most of us have had the experience of a child walking into the room and proclaiming, with exasperation and desperation, “I’m bored!” Without even thinking, we begin to offer suggestions. Despite our best intentions, this situation tends to not end well. Our brilliant ideas are often quickly refuted. We feel frustrated. Our children haven’t engaged. And we’ve missed an opportunity to help our children take responsibility. What Does it Mean to “Own the Problem”? It helps to think proactively about how to respond when our children face problems, choices, or situations. These aren’t necessarily the big issues, but rather daily moments that can help our children learn important coping skills that will be crucial in their lives. At its core, figuring out who owns the problem is about determining whether we or our children are the ones who are primarily responsible for addressing an issue. For example, when our children forget to bring something to school (a coat, gym shoes, snack, etc.), it’s their problem to own and solve because they are directly impacted. Plus, they are also capable of problem-solving (e.g. borrowing a coat, talking to their teacher, asking if there is any food they can have for a snack). Owning the problem helps children take more responsibility and learn from their mistakes. Whereas, if we rush to their rescue and bring anything that was left at home, our children learn that remembering to bring essential items isn’t really important because we take care of covering for them. The Challenges However, watching our children struggle can be heart-wrenching. We don’t like to see our children upset, in pain, or even frustrated. Often, without even thinking, we jump in and try to protect our children from whatever problem, conflict, or challenge they are experiencing. In addition to this urge to rescue, we may also experience time constraints, diminishing patience, worry about how others will perceive the situation, doubts about our children’s capability, and even pushback from our children. It may seem faster to tie our children’s shoes or clean their messy room than to wait for them to do it themselves. We may worry that our children won’t meet expectations with a school project or that teachers, other parents, or extended family members will judge the results if we don’t help. Or maybe we aren’t sure that our children will make the “right” decision or if our children are mature or skilled enough to handle a situation. We may even feel guilty about allowing our children to face the natural consequences of their actions, even though it’s a necessary part of learning. The Value All problems have owners. Being thoughtful about who owns the problem helps create a clear boundary between guiding our children and taking over their challenges, which is crucial for raising independent, confident, and capable individuals. If we take the time to think ahead about specific (and even recurring) situations, we can be prepared to empower our children to take ownership of the challenges they face, rather than automatically intervening. It’s also important to remember that if we regularly take ownership of our children’s problems, we are inadvertently teaching our children that they are not capable. The result? Our children grow more needy and dependent on (and sometimes even more demanding of) adults. If our children own the problem, we can let them handle the problem and provide support as necessary. This is a growth opportunity for us and our children! Steps to Take The next time our children express frustration or emotion in response to a problem they own, we can try a simple, three-step response. Tell them what we see When our children approach us, consider using detective skills to determine what emotion is at play. “It looks like you don’t know what to do right now,” or “It looks like you are disappointed,” or “It looks like you are feeling sad.” This simple first step provides acknowledgment and helps children accept that their feelings are normal and acceptable. For younger children, this also helps them learn to identify different emotions. In addition to validating our children’s feelings, active listening shows empathy and helps us avoid jumping to solutions. For example, if the upset is about an interaction with a friend, we can try saying something like, “That sounds really frustrating. Tell me more about what happened." Ask them what they can do Next, we can act as a coach rather than trying to provide solutions. This requires listening closely to determine the root cause of their problem and helping them come up with a solution (without doing it for them). For example, if facing the “I’m bored” statement, we can ask questions, “What do you think you could do on your own so that you would feel busy?” Even if they respond by saying, “I don’t know,” we can continue to focus on their ability to think through possibilities. Sometimes, even just replying with something like, “make believe you know,” grants them permission to use their imagination. Additional types of questions to have mentally prepared can include: “What do you think you could do to fix this?” “How do you think _____ might react if you explain?” “What’s the first step you could take?” Offer to help if appropriate Once our children have come up with a solution to their problem, we can offer to help without taking over and implementing the solution for them. Sometimes our children might need support with generating ideas. It’s okay to brainstorm together, which is different than trying to come up with solutions for them. If we do offer brainstorming support, it’s important to let our children choose the best course of action. For example, if the problem revolves around forgetting to bring something to school, we can help with some scaffolding, “Let’s think of ways you have remembered to bring your instrument for band. What’s one technique you’ve used before that worked well?” We can also offer support by providing access to tools or resources. For example, if the struggle involves organization, we can offer to provide a calendar or checklist and teach our children how to use this tool rather than organizing their assignments or chores for them. Role-playing can also sometimes help children practice the solution they’ve identified. Ultimately, we want to set clear exceptions by letting our children know what is expected and giving them the responsibility to follow through. Asking what their plan is is a great way to shift the focus to their ability to solve the problem. The best part is that the more often we allow our children to solve their own problems, the more capable they become. Are you curious to learn more about supporting children’s emerging sense of responsibility? Come visit our school!
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