Visitors who are new to Montessori are often amazed how children of very different sizes and abilities can all be supported and challenged in one classroom. There are many factors but one reason the mix of ages works so well in Montessori is because we have “three-year cycles.”
Memorizing facts is essential to solid numeric understanding as well as preparation for efficiently completing more complicated problems later. As you might imagine, we start this process when children are young, and we use specialized materials to help them feel and envision what the numbers are doing.
Art is a vital form of self-expression, especially for young children. In Montessori, we’re highly sensitive to the various expressive needs of children throughout different stages of development. Explore the role that art plays in Montessori classrooms.
Montessori supports children in becoming independent so they can ultimately be free. In order to be truly free, we need to be able to make our own choices which means having the skills and abilities to then act upon our choices. Without independence, we can’t truly be free.
You may already know that Montessori educators value and encourage independence in even their youngest students. Why is it so important? We believe that nurturing this valuable character trait is both empowering and necessary.
From the earth’s biosphere offering an array of support for life, to the fragrant and colorful flowers existing to lure pollinators, to a woman’s uterus preparing each month for the implantation of a fertilized egg – prepared environments are all around us!
In Montessori, while we care deeply about the academics we teach, we’re quite passionate about other things too. We want the children in our care to go out into the world feeling good about themselves, caring about others, and excited about what they do.
Positive discipline aligns well with Montessori philosophy and helps us shift from being reward-based or punitive to being kind and firm at the same time. Children do best when there's encouragement instead of punishment. And yet, oftentimes we get caught in a cycle.
Those of us accustomed to traditional models of education may find the Montessori approach, and the role of the adult in the classroom, somewhat odd or even worrisome. How can we expect our children to learn if the teachers don’t teach?
Have you ever noticed how sensitive young children can be to changes in their routine? Or how quickly young children can absorb the intricacies of language? Or how they progress seamlessly from sitting to crawling, to walking and then running?
