The Montessori Blog

Why is my child cleaning windows at school?

Mon, 27 Apr 2026 14:25:21 GMT

Understanding practical life skills and independence in Montessori education

It is a question many Montessori parents ask, often with a mix of curiosity and concern. Why polishing? Why scrubbing tables? Why tasks that, at first glance, seem far removed from academics?

From an AMI Montessori perspective, the answer is both simple and profound: this is the work that makes all other work possible.

The Foundation of the Primary Environment

In the Montessori primary classroom (ages 3 - 6), practical life is not an “extra” or a preliminary warm-up, it is the foundation of the entire environment. Dr. Maria Montessori observed that young children are irresistibly drawn to purposeful, real activity. When given the opportunity to engage in meaningful tasks; washing, pouring, polishing, they enter into deep concentration and repetition, a state she described as normalization.

These activities are carefully designed around four core areas: care of self, care of the environment, control of movement, and grace and courtesy. Through them, the child constructs essential capacities: order, coordination, concentration, and independence.

This is not symbolic play. This is real work, undertaken with intention.

The Hidden Curriculum: What the Child Is Really Learning

When a child washes a table or cleans a window, the visible task is only the surface. Beneath it lies a sophisticated developmental process.

Each practical life activity is structured with:

A clear sequence of steps
A defined beginning, middle, and end
Precise, controlled movements
Opportunities for repetition and mastery

Through this, the child refines both motor control and executive function. They learn to follow a logical sequence, to attend to detail, and to complete a cycle of activity independently.

Montessori education recognizes that the hand is the instrument of the mind. Repeated, purposeful movement strengthens neural pathways that support higher-order cognition. Pouring, spooning, scrubbing, and polishing are not incidental, they are neurological preparation.

As noted within Montessori research and practice, these activities cultivate “concentration, coordination, independence, and an appreciation for routine,” forming the conditions under which intellectual work can later flourish.

Practical Life as Preparation for Literacy

A common question follows naturally: What does this have to do with reading?

The connection is direct, though not always immediately visible.

Practical life builds the preconditions of literacy in several critical ways:

1. Development of Concentration

Before a child can decode language, they must be able to sustain attention. Practical life activities are often the child’s first experience of prolonged, self-directed focus. Montessori observed that children who engage deeply in these tasks develop the capacity to concentrate for extended periods, an essential prerequisite for reading and writing.

2. Sequential Thinking

Every practical life exercise follows an ordered process. This strengthens the child’s ability to understand sequence, an underlying cognitive structure necessary for both phonetic decoding and narrative comprehension.

3. Fine Motor Control

The precise movements required for pouring, transferring, and polishing directly prepare the hand for writing. Control of the wrist, grip, and coordination are refined long before a pencil is introduced.

4. Executive Function and Independence

Children learn to initiate, carry out, and complete tasks independently. These executive functioning skills correlate strongly with later academic success, including literacy development.

Montessori literature explicitly notes that practical life “lays the foundation for learning in every other area,” including reading, by strengthening focus, coordination, and the ability to follow steps.

Additionally, contemporary Montessori-aligned research and educational analysis consistently link self-regulation and fine motor development; both cultivated through practical life, to improved early reading outcomes. While not always isolated as a single-variable study, the correlation is well-established within developmental science; children who can control their movement, sustain attention, and sequence actions are significantly better prepared for literacy acquisition.

More Than Preparation: A Formation of the Whole Child

It is important, especially from an AMI perspective, not to reduce practical life to mere academic preparation.

Practical Life is not valuable because it leads to reading.
It is valuable because it forms the human being who is capable of reading and much more.

Through these activities, the child develops:

A sense of responsibility and belonging
Respect for their environment and community
Confidence in their own capabilities
Joy in purposeful work

As Montessori educators often emphasize, children engaged in practical life are not simply learning tasks, they are learning how to be .

These experiences cultivate what Montessori described as an “inner discipline,” emerging not from external control, but from meaningful, self-directed activity.

A New Lens for Parents

So when you see your child polishing, sweeping, or carefully washing a window, it may help to reframe the image.

They are not being kept from “real learning.”
They are engaged in its very beginnings.

They are building the concentration that will allow them to read.
The coordination that will allow them to write.
The independence that will allow them to think.

At Northwood Montessori, in the primary environment, practical life is the quiet, essential work; the work that prepares the child not only for academics, but for life itself.

5 Ways Montessori Appeals to the Senses

Tue, 21 Apr 2026 18:02:03 GMT

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Learning with all our senses involved allows us to have a fuller, richer experience. Montessori classrooms strive to provide multi-layered sensory opportunities for children. The result? Children who have a strong ability to distinguish the variances in the environments around them.

1. Montessori digs deeper than the classic five senses.

Growing up, you undoubtedly learned about sight, hearing, taste, touch, and smell. Of course, these are the five basic senses we tend to think about, but Montessori education has a more extensively defined list all its own:

Visual - our ability to differentiate objects by form, color, and size
Tactile - just another name for the sense of touch, or how something feels on our body
Baric - differentiation based on weight and/or pressure
Thermic - the ability to sense various temperatures
Auditory - another name to describe the sense of sound
Olfactory - our sense of smell
Gustatory - the sense of taste
Stereognostic - a muscular sense, or the ability to distinguish an object without seeing it, hearing it, or smelling it, but relying of touch and muscle memory alone

2. Montessori developed materials to help children refine their senses.

Using what she knew about the above senses, Dr. Montessori developed a series of sensorial materials to be used in the classrooms of young children. These materials were designed to isolate one skill and to be self-correcting. This allows the child to concentrate their efforts and to be independent in their learning. Just a small selection of the more famous sensorial materials include:

Knobbed Cylinders - small wooden cylinders with knobs that are to be inserted into holes of the corresponding size
Pink Tower - a series of pink wooden cubes ranging in size from 10 cm cubed to 1 cm cubed are meant to be stacked in decreasing succession
Brown Stair - ten brown, wooden rectangular prisms in a range of sizes are meant to be arranged in order
Color Tablets - a material that allows children to differentiate not just by color, but by shades of colors
Mystery Bag - children are meant to reach their hand inside the bag without looking to determine the contents
Geometric Solids - a physical representation of an often abstractly-taught concept, these solids allow children to identify their attributes

3. Food is prepared and celebrated regularly in Montessori classrooms.

Beginning when they are just toddlers, Montessori children are directly involved in the preparation and purposeful enjoyment of food. Toddler classrooms have regular tastings, in which they try new and interesting foods. Guides will offer a wide variety of textures, colors, smells, and tastes for the children to explore. These little ones help set the table and learn grace and courtesy through table manners.

During the primary grades (ages 3-5), children participate in food preparation. They are given lessons and chances to practice slicing, spreading, mixing, blending, and multi-step food preparation. Sometimes they enjoy their work as a snack for themselves; other times they prepare food to serve to others.

Guides in older levels find ways to continue this important work. Food preparation may be connected to a cultural study, birthday celebration, or school lunch program. As they get older, children are able to complete more complex and interesting recipes.

4. The classroom environment keeps a focus on the natural world.

Montessori guides are taught to make nature an integral part of the classroom environment, and this often means lots of beautiful indoor plants. Studies have shown that proximity to plants benefits us a variety of ways. They are visually beautiful, but did you know that scientists believe that houseplants can improve our attention? They may also be helpful in reducing sick days and keeping us more productive overall. *See links at the end for more information.

Aside from having live plants in our classrooms, Montessori schools favor natural materials over synthetic. This means that whenever possible, we choose wood, glass, and natural baskets over plastic. We believe that the color and texture of natural materials is more appealing and calming to our senses. While many conventional classrooms favor bright colors, we opt for more muted, natural ones. This allows children to feel calm, safe, and able to focus on their work.

Whenever possible, Montessori schools believe in the importance of taking children into nature on a regular basis. Whether to a local pond, for a walk in the woods, or even a nearby city park, being in green spaces is an important part of learning and growing.

5. Montessori honors children’s developing vestibular and proprioceptive systems.

A couple quick definitions-

The vestibular system is responsible for balance and is closely connected to the inner ear.

The proprioceptive system is important when having awareness of where one’s body parts are in relation to the rest of one’s body and the space/objects around it.

These systems typically develop early in childhood. It’s our job as adults to make sure children have opportunities to refine them. It is especially important that we provide opportunities to children with sensory related disorders.

Although many schools around the country are decreasing or doing away with recess altogether, Montessori schools hold that time in high regard. All the climbing, swinging, spinning, and other types of play are natural ways for children to develop their vestibular and proprioceptive systems.

There are activities built into Montessori classrooms that assist this work as well. Carrying heavier materials, painting, and using playdough are connected to the proprioceptive system. The traditional ‘walking the line’ in Montessori primary classrooms provides excellent vestibular input; children must slowly walk while staying on a taped or painted line. Extensions include walking with a bell in hand and trying not to ring it or balancing something on top of their head.

Interested in seeing the sensory classroom in action? Whether you are a current or prospective parent, we encourage you to give us a call and set up a time to observe.

The Benefits of Mixed-Age Classrooms in Montessori Education

Tue, 14 Apr 2026 14:04:57 GMT

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One of the most defining characteristics of a Montessori education is the mixed-age classroom. At Northwood Montessori, both our Toddler Community and Primary environments are intentionally designed to include children across a three-year age span.

This structure is not simply a logistical choice, it is rooted in the developmental insights of Maria Montessori, who observed that children learn most naturally in communities that mirror real life.

What Is a Mixed-Age Classroom in Montessori?

In Montessori education, children are grouped according to planes of development, not strictly by age:

Toddler Community: approximately 18 months to 3 years
Primary (Children’s House): approximately 3 to 6 years

Dr. Montessori recognized that children pass through sensitive periods, windows of time when they are especially receptive to certain types of learning. Mixed-age groupings allow each child to engage with the environment according to their individual developmental needs, rather than a fixed curriculum.

Why Mixed-Age Classrooms Matter

Young children have what Dr. Montessori called the absorbent mind, a powerful ability to learn simply by observing their surroundings.

In a mixed-age classroom:

Younger children watch older peers with fascination
They internalize movements, language, and social behaviors
They attempt new skills when they feel ready

This process leads to natural, self-motivated learning, rather than instruction that is imposed from the outside.

Older children benefit just as deeply. When a child demonstrates a lesson or helps a younger peer:

Their understanding becomes more refined
Their confidence grows from real competence
They develop patience and empathy

Dr. Montessori observed that teaching another child is one of the most powerful ways to solidify knowledge.

In traditional same-age classrooms, children are often compared to one another. In Montessori environments:

Each child progresses at their own pace
There is no pressure to match a group standard
Repetition is encouraged until mastery is achieved

Because abilities vary naturally within the group, children experience learning as a personal journey, not a competition.

Children typically remain in the same Montessori environment for a full cycle of years. This continuity offers:

Consistent relationships with guides and peers
A predictable and orderly environment
A deep sense of belonging

Dr. Montessori emphasized that a secure child is a child who is free to explore, concentrate, and develop independence.

The mixed-age classroom functions as a small, real community:

Younger children receive support naturally
Older children practice leadership with care and responsibility
Social skills develop through daily, meaningful interaction

Rather than competition, children experience collaboration and mutual respect, essential foundations for both learning and life.

Mixed-Age Learning in the Toddler Community

In the Toddler environment, even small differences in age have a meaningful impact.

Younger toddlers are surrounded by slightly older children who:

Model language and communication
Demonstrate purposeful movement
Show increasing independence in daily routines

Through observation, younger children gain the confidence to try these skills themselves. At the same time, older toddlers refine their abilities by repeating and modeling what they know.

Mixed-Age Learning in the Primary Classroom (Ages 3–6)

The Primary classroom is a complete expression of the mixed-age model. Over the three-year cycle:

The youngest children observe and absorb
The middle group practices and gains confidence
The oldest children lead, synthesize, and deepen their understanding

By their final year, children often demonstrate:

Strong concentration
Independence in work
Confidence in social interactions
A solid academic foundation built through hands-on experience

This progression happens naturally because the environment supports continuous growth over time, rather than yearly resets.

The Montessori Difference

Mixed-age classrooms reflect a fundamental belief: children are not meant to learn in isolation or in uniform groups. They thrive in environments that are dynamic, social, and responsive to their development.

At Northwood Montessori, our classrooms are carefully prepared to support this vision, allowing each child to learn not only from materials, but from one another.

Final Thoughts

When children are part of a mixed-age community, they are doing far more than academic work. They are learning how to:

Observe and adapt
Lead and support others
Develop independence with confidence
Engage meaningfully within a community

These are not just school skills, they are life skills. And they begin with the simple, powerful structure of a mixed-age classroom.

Montessori vs. Waldorf vs. Traditional Education: Understanding the Differences

Mon, 06 Apr 2026 15:50:47 GMT

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Choosing the right educational environment for your child is one of the most important decisions a family can make. Among the most commonly compared approaches are Montessori, Waldorf, and traditional education. While all aim to support children’s growth, their philosophies, classroom structures, and outcomes differ significantly.

At Northwood Montessori, we believe that understanding these differences helps families make informed, intentional choices aligned with their child’s development.

What Is Montessori Education?

Developed by Maria Montessori, the Montessori method is a research-based, child-centered approach grounded in observation and respect for natural development.

Key Characteristics of Montessori

Child-led learning: Children choose purposeful work based on interest and readiness
Prepared environment: Classrooms are carefully designed with hands-on, self-correcting materials
Mixed-age classrooms: Encourage peer learning and leadership
Focus on independence: Children develop autonomy, responsibility, and confidence
Uninterrupted work cycles: Deep concentration is protected and valued

Montessori Goal

To cultivate independent, self-motivated learners who are capable of critical thinking, collaboration, and meaningful engagement with the world.

What Is Waldorf Education?

Waldorf education was founded by Rudolf Steiner and emphasizes imagination, creativity, and holistic development.

Key Characteristics of Waldorf

Teacher-led structure: The teacher guides the curriculum and rhythm
Emphasis on imagination: Storytelling, dramatic play, and arts are central
Delayed academics: Formal reading and writing are introduced later
Natural materials: Toys and classroom items are simple and sensory-based
Rhythm and routine: Daily and seasonal rhythms are deeply embedded

Waldorf Goal

To nurture the whole child; head, heart, and hands with a strong emphasis on creativity and emotional development.

What Is Traditional Education?

Traditional education is the most common model in public and private schools, structured around standardized curriculum and teacher-directed instruction.

Key Characteristics of Traditional Education

Teacher-centered instruction: The teacher leads lessons for the whole group
Standardized curriculum: Learning objectives are uniform across students
Age-based classrooms: Children grouped strictly by age
Assessment-driven: Grades, tests, and benchmarks measure progress
Structured schedule: Subjects are divided into fixed time blocks

Traditional Education Goal

To ensure students meet academic standards and benchmarks through structured instruction and evaluation.

Key Differences at a Glance

1. Approach to Learning

Montessori: Self-directed, hands-on exploration
Waldorf: Imaginative, teacher-guided experiences
Traditional: Instruction-based, curriculum-driven learning

2. Role of the Teacher

Montessori: Guide and observer
Waldorf: Central authority and storyteller
Traditional: Instructor and evaluator

3. Use of Materials

Montessori: Specialized, self-correcting materials tied to real-world concepts
Waldorf: Open-ended, natural materials that encourage imagination
Traditional: Textbooks, worksheets, and digital tools

4. Academic Focus

Montessori: Early exposure through concrete experiences
Waldorf: Delayed academics, focus on creativity first
Traditional: Early and structured academic instruction

5. Classroom Environment

Montessori: Calm, orderly, child-centered
Waldorf: Warm, artistic, rhythm-based
Traditional: Structured, teacher-centered

Why Families Choose Montessori

Families often choose Montessori because it aligns with how children naturally learn. Research and observation show that young children thrive when they are given:

Freedom within limits
Opportunities for meaningful, hands-on work
Time to concentrate without interruption
Environments that foster independence and responsibility

In Montessori classrooms, children are not passive recipients of information, they are active participants in their own development.

Final Thoughts

While Montessori, Waldorf, and traditional education all offer valuable experiences, they reflect fundamentally different views of the child and how learning happens.

Montessori trusts the child’s inner drive to learn
Waldorf nurtures imagination and creativity through guided experiences
Traditional education prioritizes structure and standardized outcomes

At Northwood Montessori, we embrace an approach that respects each child as an individual, capable of growth, independence, and deep, meaningful learning.

What Are the Sensitive Periods in Montessori Education?

Tue, 24 Mar 2026 15:00:03 GMT

Understanding Maria Montessori's Sensitive Periods

Have you ever wondered why young children seem to become deeply fascinated with certain activities, repeating them over and over with intense focus? According to Maria Montessori’s research, these moments are not random. They are part of what she called sensitive periods, powerful windows of opportunity in a child’s development.

At Northwood Montessori School, guided by AMI (Association Montessori Internationale) pedagogy, understanding and supporting these sensitive periods is central to how we nurture each child’s growth.

What Are Sensitive Periods?

Sensitive periods are specific blocks of time in early childhood when a child is naturally driven to acquire particular skills or knowledge. During these phases, learning happens effortlessly, joyfully, and with deep concentration.

Maria Montessori observed that children are biologically prepared to absorb certain aspects of their environment at precise stages. When supported appropriately, children develop abilities with remarkable ease. When missed, those same skills may require significantly more effort to master later.

Key Sensitive Periods in Early Childhood

AMI Montessori education recognizes several core sensitive periods, especially from birth to age six:

1. Sensitive Period for Order (0–6 years)

Children crave consistency and structure. They are drawn to routines, repetition, and organization in their environment. This is why a well-prepared Montessori classroom emphasizes predictability and calm order.

2. Sensitive Period for Language (0–6 years)

During this time, children absorb language naturally from their surroundings. From babbling to complex sentences, their capacity for vocabulary and grammar development is extraordinary.

3. Sensitive Period for Movement (0–6 years)

Children refine both gross and fine motor skills. Purposeful movement; carrying, pouring, and walking carefully is essential to their cognitive and physical development.

4. Sensitive Period for Refinement of the Senses (2–6 years)

Children become keen observers, exploring textures, sounds, colors, and shapes. Montessori materials are specifically designed to isolate sensory qualities, helping children categorize and understand the world.

5. Sensitive Period for Social Behavior (2.5–6 years)

Children begin to develop empathy, manners, and an understanding of community. Grace and courtesy lessons in Montessori classrooms directly support this growth.

6. Sensitive Period for Small Objects (1–4 years)

Young children often show fascination with tiny details. This focus supports concentration and fine motor development.

Why Sensitive Periods Matter in AMI Montessori Education

In AMI Montessori environments like Northwood Montessori School, educators are trained to carefully observe each child and recognize these sensitive periods as they emerge.

Rather than forcing learning, Montessori guides:

Prepare environments rich with purposeful materials
Offer lessons at the right moment
Allow freedom within limits
Respect each child’s natural developmental timeline

This approach ensures that learning aligns with the child’s internal drive, leading to deeper understanding and long-term retention.

The Role of the Prepared Environment

A hallmark of AMI pedagogy is the prepared environment, a thoughtfully designed space that meets the developmental needs of the child.

At Northwood Montessori School, classrooms are:

Ordered and aesthetically calm
Filled with hands-on, self-correcting materials
Structured to promote independence
Designed to encourage exploration during sensitive periods

This environment allows children to follow their natural curiosity and engage in meaningful work.

Supporting Sensitive Periods at Home

Parents can also support sensitive periods by:

Maintaining consistent routines
Encouraging independence in daily tasks
Providing rich language experiences (reading, conversation)
Allowing time for uninterrupted play and concentration

Recognizing these developmental windows helps parents respond with patience and intention.

A Foundation for Lifelong Learning

Sensitive periods are one of Maria Montessori’s most profound contributions to early childhood education. By respecting these natural stages, we empower children to learn with joy, confidence, and purpose.

At Northwood Montessori School, our commitment to AMI principles ensures that every child is seen, supported, and guided at exactly the right moment in their development.

What Is Grace & Courtesy in Montessori & Why It Matters So Deeply

Tue, 17 Mar 2026 15:43:43 GMT

What Is Grace and Courtesy in Montessori and Why It Matters So Deeply

In a Montessori classroom, learning is not limited to letters, numbers, or materials on a shelf. Just as essential is how children learn to be with one another. One of the most powerful and often most misunderstood elements of Montessori education is Grace and Courtesy.

At Northwood Montessori, grace and courtesy is not an “add-on” or a behavior management strategy. It is a foundational practice that supports the child’s social, emotional, and moral development and helps create a peaceful, purposeful community where authentic learning can flourish.

What Is Grace and Courtesy?

Grace and courtesy are explicit lessons and daily practices that model respectful, kind, and socially aware behavior. These lessons give children the language, movements, and social tools they need to navigate their world with confidence and care.

Examples include:

How to greet a friend or guest
How to wait for a turn or observe quietly
How to offer help—or how to decline it politely
How to interrupt respectfully
How to care for shared materials and shared spaces

These lessons are typically presented through short, intentional demonstrations, allowing children to observe first and then practice naturally in real-life situations.

Why Do We Practice Grace and Courtesy in Montessori Environments?

1. Children Are Building Their Social Identity

Dr. Maria Montessori recognized that children are actively constructing who they are in relation to others. Social behavior does not develop automatically—it must be modeled, named, and practiced.

Grace and courtesy lessons:

Give children clear expectations for social interaction
Replace correction and punishment with guidance and dignity
Help children internalize respectful behavior rather than perform it for approval

When children know how to act, they are more likely to act with confidence and kindness.

2. Independence Requires Social Competence

Montessori independence is not only about tying shoes or choosing work, it is also about navigating relationships independently.

Grace and courtesy supports independence by teaching children:

How to solve small social conflicts on their own
How to advocate for themselves respectfully
How to collaborate without adult mediation

This social independence empowers children to function confidently in both the classroom and the wider world.

3. A Peaceful Classroom Is a Product of Preparation

Montessori environments are carefully prepared; not only with materials, but with social structures that allow many children to work together harmoniously.

Grace and courtesy:

Reduces unnecessary conflict
Creates predictability and emotional safety
Allows children to focus deeply on their work

Peace is not enforced, it is cultivated through shared understanding and mutual respect.

The Deeper Benefits of Grace and Courtesy

Emotional Intelligence and Empathy

Through daily practice, children learn to:

Recognize the feelings of others
Respond with compassion
Understand the impact of their actions

These skills form the foundation of empathy, a capacity that will serve them throughout life.

Strong Executive Function Skills

Grace and courtesy lessons strengthen:

Impulse control
Self-regulation
Perspective-taking

These are critical executive functions that directly support academic learning, problem-solving, and emotional resilience.

A True Sense of Belonging

When children know how to contribute positively to a community, they feel:

Valued
Capable
Connected

Grace and courtesy fosters a classroom culture where every child belongs, regardless of age, ability, or temperament.

How Grace and Courtesy Helps Children Long-Term

The benefits extend far beyond the Montessori classroom. Children who experience consistent grace and courtesy practice often demonstrate:

Strong communication skills
Respectful leadership
Confidence in social settings
A natural inclination toward fairness and kindness

These are not short-term outcomes, they are life skills.

Grace and Courtesy as a Foundation for Peace

Dr. Montessori believed that education was the key to peace, and grace and courtesy is where that vision becomes tangible. By teaching children how to move through the world with respect and care, we are not only shaping capable students; we are nurturing thoughtful, compassionate human beings.

At Northwood Montessori, grace and courtesy is woven into every day because how children learn to treat one another matters just as much as what they learn.

If you walk into our classrooms, you’ll see it in the quiet patience of a child waiting, the gentle words of a peer offering help, and the confidence of children who know they belong.

That is the lasting gift of grace and courtesy.

Why Montessori Classrooms Have a Three-Year Cycle: An AMI Perspective from Northwood Montessori School

Mon, 09 Mar 2026 18:48:34 GMT

Why Montessori Classrooms Have a Three-Year Cycle: An AMI Perspective from Northwood Montessori School

Families exploring Montessori education in Northwood often ask why Montessori classrooms are designed as three-year cycles and why AMI Montessori schools do not separate the kindergarten year. At Northwood Montessori School, this structure is intentional, developmentally precise, and essential to the child’s success; academically, socially, and emotionally.

The three-year cycle is not a scheduling convenience. It is a core principle of authentic Montessori pedagogy, based on decades of scientific observation by Dr. Maria Montessori.

What Is the Three-Year Cycle in a Montessori Classroom?

In an AMI Montessori Primary classroom, children typically enter around age three and remain in the same prepared environment until they are six years old. This spans:

First year : Orientation and foundational skill-building
Second year : Deepening concentration and mastery
Third year ( “kindergarten”) : Leadership, integration, and application

Importantly, in authentic AMI Montessori schools, the kindergarten year is not a separate program. It is the culmination of the child’s full primary cycle within the same classroom, community, and learning environment.

Some children, depending on their birthdate and local cut-off dates, may remain in the Primary environment slightly longer than three calendar years. This flexibility respects the child’s developmental readiness rather than an arbitrary age requirement.

Why Montessori Uses a Three-Year Cycle

1. Development Follows a Natural Rhythm

Montessori education aligns with the planes of development, particularly the first plane (birth to age six). Children do not develop in one-year increments. Skills such as concentration, independence, language, and abstract thinking unfold gradually and sequentially.

The three-year cycle allows:

Time for repetition and mastery
Learning without pressure or comparison
Development at the child’s natural pace

This is why families searching for an AMI Montessori school near Northwood often notice the calm, confident focus of older children in the classroom.

2. The Environment Works Because of Mixed Ages

A hallmark of Montessori classrooms is the mixed-age community. Younger children learn by observing older peers, while older children consolidate their learning by teaching and mentoring.

By the third year, children naturally step into leadership roles:

Modeling lessons
Assisting younger classmates
Demonstrating grace, courtesy, and responsibility

This social structure cannot exist in a one-year or two-year program.

3. True Academic Integration Happens in the Final Year

The final year of the Primary cycle is when everything comes together.

Children apply years of hands-on work to:

Advanced language and reading comprehension
Mathematical reasoning and abstraction
Writing, research, and problem-solving
Sustained concentration and self-direction

This is not “more work” or “harder work”; it is integrated work, built on a solid foundation laid in the earlier years.

Why AMI Montessori Schools Do Not Separate Kindergarten

In traditional education models, kindergarten is often isolated as a separate grade. From an AMI Montessori perspective, this disrupts the child’s developmental flow.

Separating the kindergarten year:

Breaks the continuity of learning
Removes the child from their leadership role
Interrupts peer relationships and community stability

At Northwood Montessori School, the kindergarten year is honored as the final, most powerful stage of the Primary cycle, not a standalone program.

What Happens When a Child Leaves Before Completing the Cycle?

When a child leaves a Montessori Primary environment before completing the full three-year cycle, they may miss critical developmental experiences, including:

Leadership and mentoring opportunities
Full academic integration of Montessori materials
Confidence built through mastery and repetition
Social maturity developed through mixed-age collaboration
Executive functioning skills such as planning, persistence, and self-regulation

While children are adaptable, Montessori research and observation consistently show that the greatest benefits of Montessori education emerge in the final year of the cycle.

The Benefits of Completing the Montessori Primary Cycle

Children who complete the full Primary cycle often demonstrate:

Strong intrinsic motivation
Advanced problem-solving skills
Emotional resilience and independence
Confidence in academic and social settings
A genuine love of learning

These outcomes are not accidental, they are the result of respecting the full developmental arc of early childhood.

The Northwood Montessori School Commitment

At N orthwood Montessori School, we support families by:

Educating parents about the importance of the full cycle
Providing continuity in the prepared environment
Respecting developmental readiness over age-based expectations
Aligning our programs with AMI Montessori principles

Families seeking a Montessori preschool or kindergarten alternative in Northwood often discover that the Montessori Primary cycle offers something far deeper: a complete foundation for lifelong learning.

Choosing Montessori Is a Long-Term Investment

Montessori education is most effective when experienced as intended, not in fragments, but as a complete developmental journey. The three-year cycle is essential to that journey.

At Northwood Montessori School, we are proud to guide children through the full Primary cycle, honoring the child, the pedagogy, and the science behind Montessori education.

Why Montessori Says “Toileting,” Not “Training”

Mon, 09 Mar 2026 18:37:50 GMT

Language matters

Toilet learning is one of the most significant milestones in early childhood. At Northwood Montessori School, our approach to toddler toileting is grounded in AMI Montessori pedagogy, respecting the child’s developmental readiness, dignity, and growing independence.

Families searching for Montessori toddler programs in Northwood, toilet training the Montessori way, or AMI Montessori toileting often discover that Montessori views this process not as “training,” but as a natural progression toward self-care and autonomy.

Montessori Uses the Term “Toileting,” Not “Toilet Training”

In authentic Montessori environments, we intentionally use the word toileting rather than toilet training . Training implies an adult-driven process imposed on the child. Montessori toileting, by contrast, is child-centered, respectful, and based on observation.

Maria Montessori emphasized that independence is a fundamental human drive:

“Any help which is given when it is not necessary is an obstacle to development.”
- Maria Montessori

Toileting is one of the earliest expressions of this drive toward independence.

When Does Toileting Begin in Montessori?

From an AMI Montessori perspective, toileting does not begin at a single moment, it begins from birth, through:

Freedom of movement
Awareness of the body
Respectful caregiving
Opportunities for participation in self-care

Most children show readiness for toileting between 15 months and 3 years; depending on the child, not a predetermined age.

Key developmental signs include:

Awareness of bodily functions
Increased control of movement
Desire to participate in self-care
Ability to communicate needs verbally or nonverbally
Interest in independence

The Role of the Prepared Environment

The prepared environment is essential to successful Montessori toileting. In a toddler Montessori classroom, the environment is designed so the child can participate independently.

This includes:

Child-sized toilets or toilets with stable foot support
Low sinks and mirrors
Accessible clothing (elastic waistbands)
Consistent routines
Calm, respectful adult guidance

At Northwood Montessori School, the environment supports toileting as a normal, everyday part of life, not a pressured event.

The Montessori Toileting Process

1. Observation Comes First

Montessori guides carefully observe each child to understand readiness and patterns. No child is rushed or compared to others.

2. Consistency and Predictability

Children are offered regular opportunities to use the toilet, especially during natural transitions, without pressure or rewards.

3. Participation, Not Perfection

Children are encouraged to:

Walk to the bathroom
Manage clothing with assistance as needed
Sit calmly on the toilet
Wash and dry hands

Accidents are treated as neutral information, not failures.

4. Respect for the Child

Language is calm and factual. Adults model confidence and trust in the child’s abilities.

Frequently Asked Parent Questions About Montessori Toileting

Is Montessori toileting child-led or adult-led?

Montessori toileting is child-centered and adult-supported. Adults prepare the environment and offer opportunities; the child leads the process.

What if my child has accidents?

Accidents are expected and respected as part of learning. They provide feedback to the child and information to the adult. There is no punishment, shame, or reward system in AMI Montessori environments.

Does Montessori use rewards or sticker charts?

No. External rewards undermine intrinsic motivation. Montessori supports internal satisfaction and self-mastery, which leads to lasting independence.

Can my child toilet at school but not at home (or vice versa)?

Yes, and this is common. Consistency between home and school helps, but development is not linear. Montessori guides partner with families to support continuity.

What if my child is not ready yet?

Readiness varies. Forcing toileting before the child is developmentally prepared can create stress and resistance. Montessori respects the child’s timeline.

Why does Montessori emphasize independence so strongly in toileting?

Toileting supports:

Body awareness
Executive function
Confidence
Self-respect
Trust in one’s abilities

These qualities extend far beyond the bathroom.

Why Montessori Toileting Supports Long-Term Development

From an AMI Montessori perspective, toileting is not an isolated skill. It is deeply connected to:

Control of movement
Order
Concentration
Emotional regulation
Independence

When toileting is approached with respect and patience, children develop a healthy relationship with their bodies and their capabilities.

Toddler Toileting at Northwood Montessori School

At Northwood Montessori School, we:

Follow AMI Montessori principles
Respect each child’s developmental readiness
Prepare environments that foster independence
Partner closely with families
Maintain dignity and consistency throughout the process

Families looking for a Montessori toddler program in Northwood often appreciate our calm, thoughtful approach to toileting—one that supports the whole child.

A Foundation for Independence

Toileting is one of the first ways a child says, “I can do it myself.” When supported properly, this moment becomes a foundation for confidence and self-trust that lasts a lifetime.

At Northwood Montessori School, we honor this important step with respect, patience, and authentic Montessori pedagogy.

Understanding Sensitive Periods in Early Childhood: A Montessori Perspective (0 - 6 Years)

Tue, 24 Feb 2026 14:12:43 GMT

The importance of the 0-6 years.

Understanding Sensitive Periods in Early Childhood: A Montessori Perspective (0 - 6 Years)

At Northwood Montessori School, our approach to early childhood education is rooted in the work of Dr. Maria Montessori and aligned with the standards of the Association Montessori Internationale (AMI). One of the most profound contributions Maria Montessori made to child development is the discovery of sensitive periods, critical windows of opportunity in a child’s growth from birth to six years.

Understanding sensitive periods helps parents recognize why the early years matter so deeply and how a high-quality Montessori school environment supports each child’s natural development.

What Are Sensitive Periods?

Sensitive periods are temporary phases in early childhood when a child is neurologically primed to acquire specific skills or knowledge effortlessly and joyfully. During these periods, learning happens almost unconsciously and with intense focus.

Maria Montessori observed that children are not randomly developing; instead, they follow a precise developmental timetable guided by inner drives.

“There is in every child a special sensitivity which leads him to absorb everything about him, and as soon as this sensitivity has passed, it is gone forever.”
- Maria Montessori

From an AMI Montessori perspective, this is crucial: once a sensitive period has passed, it does not return. Learning can still occur later, but never with the same ease, enthusiasm, or depth.

Key Sensitive Periods from Birth to Age Six

1. Sensitive Period for Movement (Birth - 4½ Years)

From birth, children are driven to move; not simply to burn energy, but to build the brain. Crawling, walking, climbing, carrying, pouring, and refining hand movements all support cognitive development.

In a Montessori classroom, purposeful movement is encouraged rather than restricted. Child-sized furniture, open floor space, and hands-on materials allow children to develop coordination, balance, and independence naturally.

2. Sensitive Period for Language (Birth - 6 Years)

Language development begins at birth. Children absorb spoken language effortlessly, followed by vocabulary expansion, sentence structure, writing, and reading.

The Montessori prepared environment supports this sensitive period through:

Rich, precise vocabulary
Classified language materials
Phonetic awareness and hands-on literacy tools
Respectful, intentional adult language

This is why Montessori early childhood programs place such importance on oral language; phonics, and writing before reading, following the child’s natural developmental sequence.

3. Sensitive Period for Order (Approximately 1 - 4 Years)

Order helps young children make sense of the world. This includes physical order, routine, and consistency. When order is disrupted, children may show distress because their internal need is not being met.

The Montessori classroom is carefully structured, with:

Consistent routines
Materials always in the same place
A logical progression of work

This external order supports the child’s internal emotional and cognitive organization.

4. Sensitive Period for Refinement of the Senses (2 - 6 Years)

Children between two and six are driven to refine their senses; touch, sight, sound, smell, and taste. Montessori sensorial materials are scientifically designed to isolate specific qualities such as size, color, texture, weight, and sound.

Through repeated hands-on exploration, children build discrimination, concentration, and intellectual clarity, forming the foundation for later abstract thinking in mathematics and science.

5. Sensitive Period for Social Development and Grace & Courtesy (2½ - 6 Years)

Children are naturally drawn to understanding social relationships, cultural norms, and respectful behavior. Montessori environments explicitly support this through Grace and Courtesy lessons, modeling kindness, empathy, patience, and collaboration.

Mixed-age classrooms allow children to:

Learn from older peers
Develop leadership and responsibility
Practice cooperation in a real social community

Why Sensitive Periods Matter So Much

From an AMI perspective, sensitive periods are non-negotiable realities of human development. When supported at the right time, children develop:

Independence
Confidence
Self-discipline
A lifelong love of learning

When missed or suppressed; development can still occur, but often with greater effort and frustration later in life.

This is why high-quality Montessori education from birth to six years is so impactful.

How Northwood Montessori School Supports Sensitive Periods

At Northwood Montessori School, our classrooms are carefully prepared to meet the developmental needs of each child exactly when they arise. Our AMI-aligned Montessori environment ensures that:

Materials are developmentally precise
Teachers are trained to observe and respond, not direct
Children are free to follow their natural interests within a structured framework
Each child progresses at their own pace

Rather than forcing learning, we protect and honor the sensitive periods, allowing development to unfold as nature intended.

Investing in the Most Important Years

The years from birth to six are not simply preparation for school, they are the foundation for life. Maria Montessori showed us that when we respect sensitive periods and provide the right environment, children reveal their full potential.

At Northwood Montessori School, we are honored to guide children and families through these critical early years with care, precision, and respect for the child.

The Value of Unscheduled Time: Why Children Need Free Play, Boredom, and Breathing Room

Tue, 17 Feb 2026 19:51:26 GMT

The Value of Unscheduled Time

The new year often brings a renewed focus on productivity, routines, and “getting back on track.” For adults, this can be helpful. For young children, however, the most valuable reset is often the opposite: more unstructured time, fewer scheduled activities, and space to simply be.

A growing body of child development research consistently shows that independent free play and even moments of boredom are not luxuries for young children. They are essential conditions for healthy cognitive, social, and emotional development.

What the Research Tells Us

1. Free play builds executive function.
Executive function skills, such as self-regulation, problem-solving, planning, and flexible thinking are strongest when children engage in self-directed play. Studies from the American Academy of Pediatrics and developmental psychologists like Dr. Adele Diamond show that these skills develop most effectively when children are allowed to initiate, organize, and sustain their own activities without adult direction.

When children decide what to play, how to play, and how long to stay engaged, they are practicing the very skills that underpin academic success later on.

2. Boredom fosters creativity and resilience.
Research published in journals such as Developmental Psychology suggests that boredom is a critical precursor to creativity. When external stimulation is reduced, children are pushed to generate ideas from within. This internal motivation leads to imaginative play, experimentation, and persistence.

Children who are never bored do not learn how to tolerate discomfort, wait, or work through frustration, skills that are fundamental to emotional resilience.

3. Overscheduling increases stress and reduces intrinsic motivation.
Multiple longitudinal studies have linked overly packed schedules in early childhood to increased anxiety, decreased joy in learning, and reduced intrinsic motivation. When every hour is directed by adults, children come to rely on external structure rather than developing internal discipline and curiosity.

Young children, in particular, process their experiences through play. Without adequate time to do so, learning becomes fragmented and shallow.

Why Less Is Often More

From a developmental standpoint, young children do not need more activities, they need more time . Time to repeat an activity, to abandon it and return later, to struggle, to succeed, and to reflect.

In Montessori environments, we intentionally protect long, uninterrupted work periods for this reason. The same principle applies at home.

A calm, predictable rhythm with ample open space in the day allows children to:

Develop independence
Strengthen concentration
Learn to manage their own time and energy
Experience joy and ownership in their work and play

Practical Ways to Protect Free Play at Home

Supporting unscheduled time does not require eliminating all activities. It requires thoughtful balance.

1. Limit after-school commitments.
For young children, one optional activity per season is often sufficient. Ask yourself:

Does this activity bring genuine joy to my child?
Is there still time afterward for rest and free play?

If the answer is no, it may be time to pause or simplify.

2. Schedule “nothing.”
Treat free time as a non-negotiable part of the day. This might look like:

An open afternoon with no plans
A slow morning on weekends
Time after school with no expectations beyond snack and rest

Children will often say “I’m bored” before meaningful play begins. This is a sign you are doing it right.

3. Reduce adult-led entertainment.
Rather than stepping in to solve boredom, try responding with:

“I wonder what you might do.”
“You’ll think of something.”
“Let me know if you need help getting started.”

This communicates confidence in your child’s ability to direct themselves.

4. Create an environment that invites independence.
Simple, accessible materials encourage self-initiated play:

Open-ended items (blocks, art materials, practical life tools)
Limited toys, displayed neatly
Child-sized furniture and reachable shelves

An orderly environment supports deeper, more sustained engagement.

5. Protect rest and downtime.
Young children need significant periods of rest, both physical and mental. Overscheduling often pushes children beyond their developmental capacity to self-regulate, leading to fatigue and behavioral challenges.

Quiet time is not wasted time; it is restorative.

A Long-Term Investment

Choosing not to overschedule can feel countercultural, especially in a world that equates busyness with success. Yet the research is clear: children who are given time to play freely, to be bored, and to move at a child’s pace develop stronger internal motivation, emotional regulation, and problem-solving skills.

By protecting unstructured time now, we are not holding children back, we are giving them exactly what they need to thrive.

As we move into the new year, we invite families to reflect not on what more can be added, but on what might be gently released, making room for childhood to unfold as it should.

Nurturing the Heart of the Child: The Montessori Experience of Love and Respect

Tue, 10 Feb 2026 15:49:38 GMT

Fostering Love Always, Not Just on Valentines Day

At Northwood Montessori School, we speak often of “independence,” “concentration,” and “purposeful work”; hallmarks of an AMI-authentic Montessori education that has shaped families in the Houston area since 1975. But beneath all of these observable facets lies something even more essential: a deep and abiding r espect for the whole child, an understanding that education is not merely academic but profoundly relational and human .

Dr. Maria Montessori reminded us of this truth in her own poetic way: “The things he sees are not just remembered; they form a part of his soul.” From a child’s earliest steps into the prepared environment through their unfolding years in our classroom; every interaction leaves an imprint, one that matters far beyond the intellectual.

Seeing Children as Whole Beings

In the AMI Montessori approach, love is not sentimental; it is respect in action. This respect acknowledges the child as a person with purpose, curiosity, and inner dignity. Our guides, rigorously trained in AMI pedagogy, do not simply transmit knowledge. Instead, they observe deeply , respond sensitively , and engage with children in ways that honor their innate capacities .

When a child chooses a work with earnest intent, when they persist through challenge; when they show care for a friend in the classroom, these moments are not peripheral. They are expressions of the child’s emerging self and are nurtured by a community that sees each child as worthy of trust and of reciprocal respect.

The Relationship at the Heart of Learning

A Montessori classroom is intentionally built to support meaningful relationships:

Child to Environment: Materials and spaces designed to invite exploration with purpose and clarity.
Child to Child: A mixed-age community that cultivates kindness, cooperation, and peaceful conflict resolution as part of everyday life.
Child to Guide: Guides act with gentle authority grounded in respect — a presence that supports freedom within limits and growth through self-discovery.

This web of relationships allows children to experience trust. They learn that their feelings matter, that they can contribute meaningfully, and that their work in the world has value.

Respect as Love in Montessori Practice

In Montessori education, LOVE and RESPECT are inseparable:
Love is embodied through patience, attentive listening, and structured freedom.
Respect is expressed through trust, calm guidance, and encouragement of autonomy.

In our classrooms, a child’s choice is honored not because choice is trendy, but because respect for the child’s will is foundational to their emotional and cognitive growth. Through this respect, children develop confidence, social grace, and an enduring sense of belonging; inside the classroom and within themselves.

A Community That Grows Together

At Northwood Montessori School, we are more than a collection of classrooms. We are a community bound by shared admiration for children’s capacities and belief in their potential. Families tell us how their children carry home not only new knowledge but new ways of relating; thoughtful, empathetic, confident. These transformations are the quiet wonders of our work together.

As we reflect on our approach this season, we celebrate not a day of hearts; but the daily work of loving respect , the lifeblood of Montessori education and the foundation upon which children flourish.

Unlocking Early Literacy the Montessori Way: Foundations for Reading Success

Thu, 05 Feb 2026 19:43:53 GMT

Unlocking Early Literacy the Montessori Way: Foundations for Reading Success

The Montessori approach to early literacy is rooted in respect for the child’s developmental timeline and the understanding that reading emerges naturally when foundational skills are thoughtfully cultivated. Montessori classrooms offer a rich language environment that prepares children for writing and reading through movement, sensory exploration, and meaningful communication.

The Montessori Philosophy Behind Language Development

Before introducing symbols or formal reading lessons, Montessori guides support children in building spoken language, vocabulary, and clear articulation. This oral foundation is essential. When children express themselves confidently and hear varied, rich language throughout the day, they are better prepared for phonetic understanding and future literacy.

Montessori language development progresses from concrete to abstract; beginning with listening and speaking, then moving to writing, and finally to reading.

How Montessori Materials Build Literacy Skills

Sound Games and Phonemic Awareness

Sound games strengthen the child’s ability to hear, isolate, and manipulate sounds in words. This auditory awareness is the cornerstone of reading readiness.

Sandpaper Letters

These tactile materials introduce letter sounds through touch, sight, and movement. Children trace each letter while hearing its sound, engaging multiple senses that support memory and internalization.

The Moveable Alphabet

Montessori’s unique approach allows children to “write” by building words with the Moveable Alphabet before they read. This sequencing respects the child’s natural development and fosters deep understanding of phonetic relationships.

Early Readers and Classified Cards

Once children can encode and decode, they explore early reading materials that match real images to vocabulary. Classified cards help develop comprehension, categorization, and language precision.

How Parents Can Support Literacy at Home

Create a Language-Rich Environment

Narrate daily tasks, describe objects, and engage in meaningful conversation. The more language a child hears, the stronger the foundation for reading.

Montessori-Aligned Activities

Object-to-picture matching
Sound hunts around the house
Describing sensory experiences

These activities build vocabulary and strengthen phonemic awareness.

Reading Without Pressure

Follow the child’s interests. Read aloud often. Offer exposure but avoid pushing. Montessori literacy unfolds naturally when supported, not rushed.

How Northwood Montessori Prepares Confident Early Readers

Through thoughtfully sequenced materials, individualized lessons, and the Montessori emphasis on movement, sensory integration, and independence, children at Northwood Montessori develop reading skills with joy and confidence.

Our approach at Northwood Montessori nurtures not only technical literacy but also a deep love of language, setting the foundation for lifelong learning.

Honoring Dr. Martin Luther King Jr. Through Montessori Peace Education

Tue, 20 Jan 2026 19:15:47 GMT

Educating for Peace

Honoring Dr. Martin Luther King Jr. Through Montessori Peace Education

Dr. Martin Luther King Jr.’s message of peace, dignity, and respect deeply aligns with core Montessori principles. Both Montessori education and Dr. King’s work emphasize the development of peaceful communities, the cultivation of empathy, and the belief that children hold the key to building a more harmonious world.

In Montessori environments, peace education is not an annual event, it is woven into the fabric of everyday life. Still, MLK Day provides a special moment to reflect on how we nurture respect, justice, and kindness in our youngest learners.

Montessori Philosophy and Dr. King’s Message

Maria Montessori believed that peace is achieved through the development of the whole child. When children are supported in their physical, emotional, and intellectual growth, they naturally become compassionate, respectful, and responsible members of society.

Dr. King similarly championed cooperation, respect, equality, and the power of community. The alignment between these two approaches is profound: both understood that lasting peace begins with the way we guide and educate children.

How Montessori Classrooms Teach Peace Every Day

Grace and Courtesy Lessons

Grace and Courtesy lessons help children learn how to navigate social situations with kindness and respect. These brief demonstrations; such as how to greet someone, how to wait patiently, or how to include others, model the behaviors that support peaceful community life.

Mixed-Age Communities

Montessori classrooms with mixed ages naturally promote collaboration, encouragement, and mentorship. Older children develop leadership and empathy, while younger children experience belonging and support.

Purposeful Work and Concentration

Dr. Montessori observed that concentrated work brings inner calm. When children are given time and freedom to focus, they experience satisfaction and self-regulation; critical components of peaceful behavior.

Montessori-Inspired Ways to Honor Dr. King at Home

Conversations About Kindness and Fairness

Keep discussions simple and age-appropriate. Focus on themes such as helping others, including everyone, and standing up for what is right.

Peace Activities for Young Children

Create a “peace table” where children can calm themselves
Practice taking turns and listening respectfully
Encourage simple acts of kindness in the home or community

Books That Reflect MLK’s Values

A few child-friendly options include:

I Am Martin Luther King, Jr. by Brad Meltzer
My Brother Martin by Christine King Farris
Martin’s Big Words by Doreen Rappaport

These stories help children understand Dr. King’s message through meaningful illustrations and clear language.

Building a Community of Respect at Northwood Montessori

At Northwood Montessori, peace education is a daily practice. Through Grace and Courtesy lessons, purposeful work, and a carefully prepared environment, children learn how to interact with empathy, resolve small conflicts, and recognize the value of every individual.

As we honor Dr. King this month, we reaffirm our commitment to cultivating a school community grounded in respect, inclusion, and peace.

Supporting Your Child’s Independence After Winter Break: A Montessori Approach

Wed, 14 Jan 2026 19:51:02 GMT

Returning to school after winter break presents a meaningful opportunity to re-establish rhythm, routine, and independence for children. In Montessori education, transitions are approached with patience, respect for development, and thoughtful preparation of the environment. January offers a natural reset; allowing children to regain momentum and rebuild the concentration and confidence that come from purposeful work.

Re-establishing Rhythm After the Holidays

Young children thrive when their days follow predictable patterns. Breaks from school are joyful and family-centered, yet they often bring irregular schedules, travel, or disrupted sleep routines. As children return to the classroom in January, they may temporarily show signs of disorganization, lower concentration, or increased emotional sensitivity.

From the Montessori perspective, this is expected. The prepared environment, with its order, consistency, and carefully sequenced materials, provides the grounding children need to return to purposeful activity. Very quickly, they remember the flow of the work cycle, the expectations of the community, and the independence that is built into every part of the day.

How Montessori Classrooms Reinforce Independence in January

Practical Life: The Foundation of Independence

Practical Life materials are central during post-break transitions. Children are naturally drawn back to these exercises because they offer structure, clarity, and purposeful movement. Activities such as pouring, sweeping, food preparation, and care of the environment help children regain equilibrium while strengthening coordination and concentration.

Grace and Courtesy Renewed

January is an ideal time for revisiting Grace and Courtesy lessons, small demonstrations that teach children how to interact respectfully within their community. These lessons help reset expectations and reinforce peaceful problem-solving, kindness, and cooperation.

Choice and Uninterrupted Work Cycles

Children return to long, uninterrupted periods of concentration. The freedom to choose meaningful work allows them to re-engage at their own pace, restoring the satisfaction that comes from self-directed activity.

Strategies Parents Can Use at Home

Resetting the Home Environment

Simple adjustments can empower children to become more independent after the holiday break. Consider:

A consistent place for shoes and coats
Low hooks and shelves for belongings
A small snack station with accessible containers
Child-sized tools for cleaning and organizing

These changes mirror the Montessori prepared environment and help children feel capable and confident.

Consistent Routines

Re-establish a predictable morning and evening sequence:

Prepare clothes the night before
Use a visual routine chart if helpful
Keep wake-up and bedtime consistent

Children feel more secure when they know what to expect.

Supporting Emotional Transitions

Transitions take time. Montessori emphasizes calm, respectful communication. Offer empathy, pause before assisting, and encourage your child to try tasks on their own before stepping in.

Simple Montessori-Aligned Activities to Build Independence

Folding washcloths
Watering plants
Helping prepare breakfast or snacks
Sorting laundry
Organizing winter gear and outerwear

These tasks develop coordination, responsibility, and confidence while fostering meaningful participation in family life.

Supporting Independence at Northwood Montessori

At Northwood Montessori, we see January as a fresh opportunity to strengthen independence, re-establish routines, and honor each child’s natural desire for purposeful work. Through the prepared environment, skilled guidance, and respect for each child’s developmental rhythm, we help children transition back into the school community with confidence and joy.

10 Minutes That Change Everything: The Power of Special Time with Your Child

Mon, 24 Nov 2025 11:00:44 GMT

10 Minutes That Change Everything: The Power of Special Time with Your Child

Our children are particularly sensitive to changes. Whether something as seemingly small as picture day, or as major as a new sibling, our children feel the energetic shift, and we may see resulting (and perhaps frustrating) changes in their behavior.

The irony is that when our children are acting their worst, they need our love the most. A strategy for handling these kinds of challenges is to set aside “Special Time.”

Special Time is a proactive way to strengthen our relationship with our child. During this time, our role is to be fully present, with no distractions or multitasking. No phone, no dishes, no “just a quick text.” We are giving our child undivided attention and pouring in love, delight, appreciation, and a bit of extra enthusiasm.

We choose when it will happen and how long it will last (it works to start with just ten minutes), and our child chooses what you do together. Yes, this is child-led!

Practical Tips

During Special Time, we follow our child’s lead and play whatever they choose. Be sure to play anything they want during this time and commit to the time together. Children love this special time, and they tend to choose the activity we least enjoy! If this is the case, remember it is only for a short duration. Even a short burst of undivided attention helps children feel secure, valued, and deeply connected. And when children feel connected, they are more cooperative with us and each other.

A timer is essential. Why? Because our child may come up with some big, wild, or noisy ideas! Ten minutes of mess or silliness is easier to embrace than an hour. The timer helps us be all-in, and it reassures our child that this time is both precious and reliable.

If you have more than one child, you’ll want to find ways to protect this one-on-one time. Some parents stagger bedtimes or wake-ups. Others enlist a partner, sitter, or neighbor to help. Sometimes screen time is a perfectly reasonable tool for protecting Special Time with another sibling. With just a little creativity, ten minutes really can fit into the rhythms of family life.

How to Begin

Introduce it. Explain that you’ve learned about a new way to spend time together called Special Time. Commit to doing it every day for the next five days, for ten minutes each time.

Announce special time with joy. When it’s time, say, “It’s time for Special Time! I’m setting the timer for ten minutes, and we can do whatever you want!”

Follow their lead. Join their play. If you’re not sure what to do, sit at their level, smile, and stay present. Sometimes your attention is all they need.

End with affection. When the timer rings, wrap up warmly. A hug, high five, or smile is perfect. Follow what feels right for your child.

Why It Matters

Special Time builds trust, connection, and joy. It gives children the message that they are worthy of our time and attention, not just when they need correction or help, but simply for who they are.

From a Montessori perspective, this practice aligns beautifully with the principle of following the child. In Montessori environments, children thrive because adults prepare the space and then step back, allowing the child’s choices to drive the activity. Special Time brings that same spirit into your home. It tells your child: I see you, I delight in you, and your choices matter.

We often talk about independence, but true independence rests on a foundation of strong, loving relationships. By offering these short, intentional moments, we help our children feel secure, valued, and confident in their choices. These qualities then serve our children in all areas of their growth.

Try this today! Set the timer for ten minutes, follow your child, and see what unfolds. If you want to learn more about how positive relationships boost closeness and cooperation, set up a time to see us here at Northwood Montessori School in Houston, Texas.

Navigating Friendships and Social Challenges: A Montessori Parent’s Guide to Building Resilience and Empathy

Mon, 17 Nov 2025 11:01:20 GMT

Navigating Friendships and Social Challenges: A Montessori Parent’s Guide to Building Resilience and Empathy

The early years are full of exciting growth and also fraught with tricky social situations. Children at Northwood Montessori School are learning how to communicate kindly and effectively, make and maintain friendships, manage their emotions, and solve problems, all while figuring out their place within a group. It’s no surprise that challenges arise.

As parents and caregivers, our instinct is to protect our children, especially when they come home upset. But how we respond matters. Our children do need to vent,

and these moments offer powerful opportunities to teach problem-solving, resilience, and compassion.

Common Challenges

Throughout their childhood, children will face a series of challenges with their peers. As children experiment with language, they also experiment with the impact of their words. Silly “potty talk” might elicit a laugh from peers, but then a more serious curse word might cause upset or concern. This is also the time when children may lash out with more hurtful remarks about culture, religion, or skin color. Friendship struggles are also a regular part of the elementary years and can include feeling left out, lacking a “best friend,” or navigating shifting social groups. On top of all of this, some children struggle more with self-control, which can impact peer relationships. These challenges are not signs of failure. Rather, they are a normal part of learning how to relate to others.

Scenarios & Steps

Imagine your child comes home feeling excluded by a group of friends. After four or five times of seeing your child come home upset, you likely feel frustrated and protective. Should you email the teacher right away or help your child learn to self-advocate? Or perhaps your child is worried about a classmate who has tantrums, sometimes pushes, and disrupts the classroom. When you learn the child has ADHD and is receiving support, you may feel compassion, but you still don’t know how to help your child feel safe.

Both scenarios are different, yet these three easy steps provide a road map for a variety of social situations that may arise: start with empathy, pause before reacting, and then work on skill-building with your child.

Step One: Regulate Our Own Emotions

Children are highly attuned to our feelings. Before acting, it’s best to give ourselves time to process. We sometimes refer to this as the “24-hour rule.” This pause helps us avoid acting out of frustration and gives us space to see the bigger picture.

Step Two: Validate Our Child’s Feelings

Resist the urge to jump straight into fixing. Instead, focus on empathy and validation:

"I’m so sorry that happened."
"That must have felt really unexpected."
"How are you feeling right now?"

This kind of acknowledgement lets your child know their emotions are normal and safe to express. It’s important to keep ourselves neutral, though. Our children don’t need us to absorb their emotions. Rather, they need a safe space to feel and express themselves without our emotional reactions.

Step Three: Teach Problem-Solving Skills

Problem-solving is not natural at this age, and our children need us to model and support the process. Here is a simple four-step approach:

Brainstorm : This is when we can work with our child to come up with two to three strategies. This is most effective when we keep the skill we want them to learn in mind (e.g. advocacy, making friends, respecting personal space).

Model : We can show them what the strategy looks like. It helps to use humor, stuffed animals, or even role play to make it engaging.

Practice : We want to give our child time to rehearse, just as one would when practicing a sport. During this practice, we can offer encouragement and feedback.

Plan : With our child, we then choose one strategy to try for a few days. We can help our child track progress and create a “Plan B” if needed.

This approach not only teaches social skills but also builds flexibility, persistence, and confidence.

Applying the Steps

Let’s think about the previous scenarios. In the first example of your child feeling excluded, maybe you decide that advocacy is the key skill. Together, you and your child can brainstorm ways to talk to friends. Then, you can select one strategy, practice it through role-playing, and set a plan to implement it for three days. If it

doesn’t work, agree to regroup and try Plan B.

In the second example of your child feeling worried about a classmate’s behavior, it can help to both acknowledge your child’s feelings while also modeling being curious about what might be going on for the classmate. You may identify that a key skill is setting boundaries or communicating with an adult about feeling uncomfortable with the behavior. Again, the process is similar: help your child pick astrategy, practice it, apply it, and then reconnect to see how it worked or if it’s worth trying another approach.

In both situations, it can also help to let your child’s classroom teacher know what is coming up at home. Keep in mind, though, that sometimes our children want to vent to parents and caregivers without their teachers knowing. It helps to

communicate with your child, “This sounds like something your teacher should know about. Let’s write an email together.” Or if you want to give the teacher a quiet heads-up, be sure to communicate that your child doesn’t know you are reaching out. This is also a great opportunity to see if your child’s classroom teacher has any recommendations for how to guide your child to respond if the situation arises again.

Educators value timely communication. If challenges arise at school, please notify teachers promptly so they can assist children in resolving the issue in real time, rather than weeks later when the dynamic has already shifted. When schools and families work together, children reap the benefits!

Compassion and the Bigger Picture

It’s natural to feel protective when our children experience social challenges. However, when we approach these situations with compassion rather than blame, our children learn to do the same. The skills our children learn (such as problem-solving, advocacy, and empathy) extend far beyond the classroom. They prepare our

children to thrive in diverse communities, workplaces, and future relationships.

Supporting children through peer challenges is not about fixing every problem for them. It’s about guiding them to develop the skills, confidence, and compassion they need to manage relationships independently. We invite you to visit Northwood Montessori School here in Houston, Texas to see how we help children strengthen their social lives.

Nurturing Persistence and Choice in Children

Mon, 10 Nov 2025 11:00:43 GMT

Nurturing Persistence and Choice in Children

“If persistence be the true foundation of the will, we nevertheless recognize decision as the act of the will par excellence.”

— Dr. Maria Montessori, Spontaneous Activity in Education

In this quote, Dr. Montessori reminds us that persistence is at the heart of character development. Today, we might call this steadiness and perseverance “grit.”

When children work through obstacles and remain committed to their chosen activity, they are not only building skills. They are forming the very foundation of their will.

Take this typical scene from a Northwood Montessori classroom: a four-year-old works with decimal system materials, building four-digit numbers using beads and cards, staying with the activity for an extended period of time, repeating it again and

again with intensity and focus. The child gives as much attention to the careful set- up and clean-up as to the work itself.

It’s easy to imagine this young person years later as a hard-working, thoughtful, responsible individual. The four-year-old’s persistence in that moment shapes the future self, strengthening the ability to act with purpose in life.

Decision: The Act of the Will

If persistence is the foundation of the will, decision is the act of the will. And every decision arises from choice. For children, the ability to make choices is essential. Just as movement cannot develop when children are kept immobile, the will cannot develop if children are never given the chance to choose.

Our entire life is a continual exercise of decisions. This ability to choose builds independence. When children cannot make their own decisions (or when they fear making the wrong one), they become dependent on others.

This is why choice is such an important part of the Montessori environment. We strengthen children’s will by continually offering opportunities to decide. The choices don’t have to be large ones. They can be woven gently into the day:

Would you like to carry the tray or the mat?
You may choose any table.
Would you like to put the box or the pencil away first?

Each small decision helps strengthen the will.

Independence Through Choice

Every time children make a decision, they are practicing independence. They are learning to trust themselves instead of depending on the suggestions of others. They decide when to begin and when to finish, when to move and when to pause, when to be quiet and when to speak.

One of our jobs as adults is to ensure that we are giving children opportunities to practice using their will. Just as we don’t keep children motionless when they are learning how to crawl, cruise, walk, or run, we don’t want to impede children’s will when they are learning how to make choices and act upon their environment.

“And yet we do something of the same kind when, in order to educate the child’s ‘will,’ we first of all attempt to annihilate it, or, as we say, ‘break' it, and thus hamper the development of every factor of the will, substituting ourselves for the child in everything.”

— Dr. Maria Montessori, Spontaneous Activity in Education

This is a cautionary reminder for us as adults, as we can all too easily impose our will upon our children. This can happen in overt, overly controlling ways, or it can happen more subtly when adults do things for children rather than allowing them to practice making choices and experiencing consequences.

As Montessori parents and guides, our role is to protect this space for choice. By doing so, we are supporting children’s independence in the present, while also helping them build the persistence, decision-making, and strength of will that will guide them for life.

Curious to see how this works in a classroom? Schedule a tour here at Northwood Montessori School in Houston, Texas.

Montessori Materials Explained: Multiplication & Division Bead Boards

Mon, 03 Nov 2025 11:00:11 GMT

Montessori Materials Explained: Multiplication & Division Bead Boards

For many children, learning the multiplication tables (and their flip-sided partners, division facts) can feel like a tedious rite of passage. However, here at Northwood, we approach math facts in a concrete, hands-on manner that makes the process both engaging and memorable.

Key tools in this process are the multiplication and division bead boards.

The Multiplication Bead Board

This simple wooden board, with its rows of little indentations and bright red beads, allows children to see multiplication patterns and feel the quantities of a number a certain amount of times.

The top of the board features the numerals 1 through 10, which represent the multiplier. A small card slot shows the multiplicand (the number being multiplied).

Children move a red marker disk across the top to indicate the multiplier and then carefully count out beads into the columns below.

For example, if the multiplicand is five:

With the marker over “1,” children place five beads, counting aloud: “Five, one time is five.”
When they move the marker to “2,” children place another five beads and count again: “Five, two times is ten.”
With each step, children build the product: bead by bead and column by column.

The process is slow, deliberate, and deeply satisfying. Rather than focusing on memorizing facts, children are able to internalize the structure of multiplication. Soon, they begin to notice patterns (for example, 5x3 makes a rectangle that looks like a 3x5 rectangle flipped on its side), skip-count naturally, and recall products with ease.

This material bridges the concrete and the abstract. Eventually, children record their work in multiplication booklets and then check against a control chart. Through this repetition, math facts transition from hands-on practice to memory, without the pressure or rote drilling that can often frustrate young learners.

Dr. Montessori herself remarked on how children loved this material. She noted that multiplication—something traditionally dreaded—became so enticing that children even asked to take the bead board home!

We often introduce the Multiplication Bead Board around ages five to six, when children are eager to explore patterns in numbers. It provides both a strong foundation for future abstract math, not to mention the joy of discovery that comes when math becomes something tangible and meaningful!

The Unit Division Board

When approached abstractly, division can be a tricky math concept for children to grasp. Unlike addition or multiplication, where patterns are more predictable, division often results in remainders, creating an unpredictability that can be frustrating when only approached abstractly.

In Montessori classrooms, we use the Unit Division Board to provide a more concrete, hands-on way to explore and internalize the process.

This material resembles the Multiplication Bead Board, but with one important difference: along the top of the board, there are indentations for small green peg- like figures (called “skittles”) that look like simplified versions of little people and that represent the divisor. The dividend (the total number to be divided) is shown with green beads, which children carefully distribute across the board. Along the left side are the numerals 1 to 9, showing the quotient.

For example, if the dividend is 18:

With nine skittles across the top, children share out the 18 beads equally. The answer in division is what one gets, so one of the “skittle people” gets two beads (showing that 18 ÷ 9 = 2).
If the divisor changes to six skittles, the same 18 beads can be shared among the three “skittle people,” showing that each one got three beads (18 ÷ 6 = 3).
If divided by four, children will discover that some beads can’t be shared equally. These extra beads—the remainders—become an important part of understanding how division really works.

Through repeated practice with different dividends and divisors, children begin to notice which numbers divide evenly, which don’t, and how multiplication and division are related.

Dr. Montessori emphasized that division is different from the other operations because it reveals limits, remainders, and exceptions. The Unit Division Board makes those discoveries visible. Children see, with their own eyes and hands, that not every number can be divided evenly, an important truth about how numbers behave. The Unit Division Board invites children into that discovery process.

What could feel discouraging instead becomes an exploration, as well as an opportunity to discover patterns, and build a relationship with math that is based on confidence and joy!

We invite you to visit our classrooms here at Northwood in Houston, Texas to see how children in Montessori build a positive relationship with math!

Unlocking the Power of Language

Mon, 27 Oct 2025 11:00:23 GMT

Unlocking the Power of Language

We all know that reading is much more than just decoding words. When we understand and appreciate the full meaning behind words, phrases, and sentences, reading can transport us in powerful ways.

In our classrooms here at Northwood Montessori School, we support young children’s deeper understanding. One way we do this is through a set of activities called the Function of the Word exercises.

At first glance, these exercises may appear to be grammar lessons, but they serve a distinctly different purpose. They are actually reading activities designed to help children explore how language works and to do so in a joyful, hands-on, and developmentally appropriate way.

Why Do These Exercises Matter?

Children around age 4½ to 5 are in the midst of what Dr. Maria Montessori identified as a Sensitive Period for Language. During this time, they naturally begin experimenting with grammar, word order, and expression. The Function of the Word exercises tap into this innate curiosity by offering playful and engaging opportunities to explore how words function within a sentence.

These lessons are full of movement and drama. When a child reads something like “jump and sing a song” and gets to act it out, they are having fun and actively building the foundation for what we call “total reading.”

Total Reading

We want children to move from decoding into “total reading,” which is when they can comprehend and interpret the meaning of written text, including understanding the author's intent, emotions, and the overall message conveyed. This is when children go beyond basic decoding skills and integrate various components of reading to achieve a holistic understanding.

In essence, total reading is the complete comprehension and interpretation of the thoughts and ideas presented in a written text. It's not just about recognizing the words on the page, but about understanding what those words mean and how they connect to the larger message.

From Words to Sentences: A Natural Progression

The Function of the Word exercises provide children with increasingly longer phrases to read, and eventually lead up to sentences. A sample progression is as follows:

Example exercises of the Noun Family :

1 word (noun): horse
2 words (noun and article): the horse
3 words (noun, article, adjective): the brown horse
Phrase (with conjunction): the brown horse and the spotted cow
Phrase (with preposition): the brown horse and the spotted cow in the pasture

The best part is that as children read these words and phrases, they find the figurines to set up the scene.

Example exercises of the Verb Family:

1 word sentence (verb): gallop
Short sentence (verb and adverb): gallop swiftly

Children love experiencing how verbs bring life to a sentence! They act out the sentences and delight in experimenting with how adverbs change the action.

Through this kind of progression, children begin to understand how words build on each other to create meaning.

Making Language Visual and Hands-On

In Montessori, we also use symbols to represent each part of speech. Using color-coded symbols provides children with a sensorial impression of the different functions of words and how they relate to each other. Children also begin to visually identify syntactical patterns.

Noun : large black triangle
Article : small light blue triangle
Adjective : medium blue triangle
Conjunction : pink bar
Preposition : green crescent
Verb : large red circle
Adverb : small orange circle

Using these symbols, children can build and manipulate sentences. They play games where they switch the order of words to explore how syntax changes meaning. Imagine the giggles when children realize how different “the man on the horse” is from “the horse on the man”!

Oral Language Games

Before reading and symbol work, each function is introduced through spoken games. Here are a few examples you can try at home:

Article Game : Ask your child for “ the ball” (a specific one) or “ a ball” (any ball). See if they can tell the difference!
Adjective Game : Ask for “the pencil,” but don’t specify which one. Then say, “I meant the red pencil, but I didn’t say red. How did you know?”
Conjunction Game : Name a group of objects using “and,” such as “a spoon, a cup, and a plate.” Play around with omitting the conjunction.
Preposition Game : Use simple commands like, “Put your hands behind your back” or “Put the napkin under your legs.”
Verb and Adverb Game : Give playful commands like “Jump quickly,” “Walk slowly to the door,” or even a three-part task: “Say hello to your teddy bear, hop to the kitchen, and touch the blue chair.”

These games can be fun time-fillers while waiting for others, an appointment, or your turn in line. Plus, they help children internalize the beauty and power of language in meaningful, developmentally aligned ways.

A Joyful Journey Toward Literacy

It’s important to note that in the preschool years, we don’t introduce children to grammatical terms (this comes later in Montessori elementary classrooms!). The goal isn’t to memorize parts of speech, but to explore language playfully and deeply. Through repeated, engaging, and sensorial experiences, children begin to read with understanding, emotion, and appreciation.

Schedule a visit to Northwood Montessori School here in Houston, Texas to see how Montessori provides a true foundation for lifelong literacy.

Montessori Myths: Balancing Teacher Guidance & Exploration

Mon, 20 Oct 2025 11:00:13 GMT

Montessori Myths: Balancing Teacher Guidance & Exploration

A common misconception about Montessori education is that it is entirely child-led. This couldn’t be further from the truth! Certainly, children feel like they are in the driver’s seat of their education, and that’s by design. Behind the scenes, Montessori-trained teachers here at Northwood Montessori School are skillfully guiding children through carefully sequenced lessons, ensuring they encounter and master all of the subject areas, strands, and standards they need.

The true gift of Montessori education is that it blends the best of two worlds: direct instruction and hands-on learning. Direct instruction means children receive explicit, structured, teacher-led lessons focused on clear objectives and skill mastery. Hands-on learning, on the other hand, is where children engage deeply with materials and ideas, learning concepts through direct experience rather than passive absorption. This dual approach is always tailored to the needs and readiness of each child. In a way, it’s as if every child has their own individualized education plan and one that is seamlessly built into the Montessori model.

The Power of Hands-On Learning

Montessori classrooms are alive with opportunities for children to learn by doing. Instead of simply listening to a teacher or reading about an idea, children are actively engaged with beautiful materials that invite exploration. They pour, build, count, measure, and experiment, discovering concepts in a way that feels natural and meaningful. Learning is not abstract. It is concrete, tactile, and rooted in experience.

This approach has profound benefits. Children who learn through active engagement develop a deeper understanding because their brains are making strong connections between what they see, touch, and do. They also grow as problem-solvers because they are encouraged to try, adjust, and try again when faced with challenges. The process itself is motivating, which means children stay engaged and joyful in their work. Along the way, they also pick up practical skills they can use in daily life, as well as social skills, due to many of the activities naturally fostering collaboration and cooperation. Because children are learning through experience, the knowledge they gain tends to stick with them, building a lasting foundation.

The Role of Direct Instruction

At the same time, Montessori teachers provide an essential framework through carefully designed lessons. This is not free-for-all learning. Rather, it is a highly structured and intentional process. Teachers give clear, step-by-step presentations that introduce new concepts or skills. These lessons are sequenced in a logical and developmental order, ensuring that children build on what they already know and are ready for what comes next. Even better, these lessons are given one-on-one or to small groups, so the lessons can be tailored to individual children’s learning needs and styles.

During these lessons, children first practice with the teacher’s guidance and support, which allows for immediate feedback and correction. Then, as they gain confidence, they continue working independently, applying what they’ve learned in their own time and in their own way. This direct instruction is especially valuable when children are new to a subject or skill. It provides clarity, reduces confusion, and builds confidence. Over time, the structured approach helps children achieve true mastery and ensures they are well-prepared for more advanced work.

Montessori: The Best of Both Worlds

What makes Montessori unique is the seamless blend of these two approaches. A child might receive a beautifully clear lesson on a new math concept one day and then spend the rest of the week exploring, practicing, and applying that concept with hands-on materials. Teachers provide the roadmap, and then children are given the freedom to travel the path at their own pace, in a way that feels meaningful to them.

This balance allows children to feel ownership of their learning while also benefiting from the expertise and intentionality of their teachers. The result is an education that is joyful, engaging, and deeply effective. Montessori children grow into curious, capable, and confident learners who know both the satisfaction of discovery and the security of guidance.

Montessori education offers the best of both worlds: clear guidance and joyful discovery. See for yourself how this balance supports children’s growth and confidence. Contact us to schedule a tour here at Northwood Montessori School in Houston, Texas.

Honoring Indigenous Peoples’ & Columbus Day the Montessori Way

Mon, 13 Oct 2025 11:01:10 GMT

Honoring Indigenous Peoples’ & Columbus Day the Montessori Way

Every October, families and schools, including Northwood Montessori, across the country face the question of how to approach Indigenous Peoples’ Day and Columbus Day. For many of us, these holidays can bring up complex feelings. Montessori offers us a way to hold that complexity with honesty, balance, and respect for human dignity.

Grounding in Truth and Respect

In Montessori, we first ground ourselves in the big picture. This includes presenting history truthfully, even when it’s uncomfortable. While Christopher Columbus’s voyages were remarkable in their boldness, they also marked the beginning of a period that brought devastating consequences for Indigenous peoples. To honor human dignity, we acknowledge both.

The Human Story of Exploration

Dr. Maria Montessori described the universal human tendencies that drive our development: exploration, orientation, imagination, and communication, among others. Columbus’ journey across the Atlantic can be understood as part of this shared human story of curiosity and discovery. At the same time, we acknowledge that Indigenous peoples had been exercising these same human tendencies for thousands of years, creating thriving civilizations, languages, technologies, and cultures long before Europeans arrived.

Celebrating Indigenous Cultures

Indigenous Peoples’ Day gives us an opportunity to celebrate the beauty, resilience, and contributions of Indigenous communities. Montessori classrooms and families might:

Read stories or legends written by Indigenous authors.
Explore maps that show the many nations that existed (and still exist) across the Americas.
Listen to Indigenous music or learn about traditional art forms.
Reflect on the continued contributions of Indigenous people today, not just in the past.

Gratitude and Reflection

Montessori places great emphasis on gratitude and stewardship. We can invite children to pause and ask: Who lived on this land before us? How can we honor their legacy? How do we show respect for people whose voices may not always be heard? Simple practices like acknowledging the land, offering thanks to the earth, or caring for nature connect to both Montessori principles and Indigenous values.

Developmentally Appropriate Conversations

How we approach these topics will vary by age:

Young children can focus on cultural appreciation through stories, art, music, and food.
Elementary children can begin to discuss colonization and resilience within the context of the story of human interdependence.
Adolescents can dive even deeper, exploring issues of representation, justice, and equity, or even engaging in service projects that support Indigenous communities.

A Balanced Montessori Approach

Montessori encourages us to reframe the conversation: How do we tell the full human story? We honor the courage of exploration while also telling the truth about colonization. We celebrate Indigenous cultures not only as something from the past but as vibrant, living contributions to our present and future.

By approaching these holidays with honesty and reverence, Montessori classrooms and families can help children grow into compassionate global citizens.

Schedule a time to visit Northwood Montessori School in Houston, Texas to see how we support young people who understand that our shared human story is both complex and beautiful.

Northwood Montessori School looks into the Human Tendencies: Why Montessori Still Feels So Relevant

Mon, 06 Oct 2025 11:00:08 GMT

Northwood Montessori School looks into the Human Tendencies: Why Montessori Still Feels So Relevant

When Dr. Maria Montessori was observing children’s development, she wasn’t just focused on how they learn in the classroom. She was curious about the drives, instincts, and patterns that have shaped humans across time.

These human tendencies are the forces that have guided our species since the very beginning, helping us adapt, survive, and thrive. And when we recognize them in children, we can create environments that don’t fight against human nature, but flow with it.

Here’s a closer look at some of these tendencies, and how they show up in both history and our children’s lives.

Orientation

At its root, orientation literally means turning toward the east and the rising sun. For early humans, orientation meant survival through knowing where to find water, food, or shelter, as well as recognizing the stars and using them to navigate.

As adults, we still crave orientation when we move to a new place, start a new job, or even visit an unfamiliar store. We rely on guides, rituals, and familiar touchstones to help us settle.

Children, too, need orientation. The way they’re welcomed on their first day in a classroom, where they put their belongings, what routines they can count on—all of this helps them feel secure. Even a simple “good morning” is a daily act of re-orientation that matters more than we sometimes realize. Children look for orientation in daily rhythms: the bedtime routine, knowing which shelf holds their favorite books, or even how breakfast is served each morning.

Exploration

From the moment we are born, we explore. Infants use their mouths, eyes, and hands. Toddlers climb stairs like they’re scaling mountains. Older children explore through research, imagination, and adventures into both history and science.

Exploration is how humans pushed across continents, learned to farm, crossed oceans, and now even travel into space. Our curiosity never stops. Montessori environments honor this by giving children real opportunities to investigate the world, whether that means calculating the area of the classroom or researching life in the Carboniferous period. We see our children exploring as they turn over rocks in the backyard, take apart a toy to see how it works, or invent new rules for a favorite game.

Order

We all know the relief of an organized kitchen drawer or a well-structured calendar. Order helps us make sense of life. For early humans, ordering the world by figuring out what was safe versus unsafe or edible rather than poisonous ensured survival.

Young children need physical order. Anyone who’s seen a toddler melt down because their bedtime story was read “out of order” or because the blanket wasn’t arranged in just the right way knows this is real. Montessori classrooms respect this sensitive period by offering environments that are consistent and predictable. At home, you may notice your child lining up toy cars, insisting on a particular bedtime ritual, or sorting stuffed animals by size.

By the elementary years, order shifts into the mental realm. Children now want to classify animals, chart types of mountains, or debate the “rules” of their group. They’re learning not just order in things, but order in ideas, logic, and morality. You’ll see this at home when children organize their collections, invent complicated rules for backyard play, or argue passionately about fairness.

Self-Control

Self-control has always been key to survival. Hunters had to move silently. Communities relied on cooperation. Today, self-regulation is one of the biggest predictors of success in school and life.

In Montessori environments, self-control grows naturally: waiting for a material to become available, choosing the right time to speak, or practicing social courtesies. When children find deep concentration in meaningful work, that sense of inner discipline blossoms. We may notice our children waiting patiently to blow out birthday candles, saving allowance for a bigger purchase, or calming themselves after a disagreement with a sibling.

Imagination

Imagination isn’t just for artists. It’s what allowed early humans to picture tools before they were built, imagine migration routes, or dream up stories around a fire.

For children, imagination expands exponentially in the elementary years. Suddenly, they’re not only absorbing the world, they are imagining other worlds. Dinosaurs, outer space, ancient civilizations, atoms…nothing is off-limits! Montessori taps into this by giving children the universe itself as their curriculum. Imagination at home might unfold through elaborate pretend play, story writing, or inventing new games with household objects.

Abstraction

Abstraction is the ability to pull an idea from an experience. Early humans drew symbols on cave walls. Today, we live in a world of abstractions: math, laws, justice, and freedom.

Children naturally move toward abstraction, but only after being fully grounded in hands-on experience. Montessori materials are designed as “materialized abstractions,” allowing children to build concepts with their hands before holding them in their minds. We see children developing abstraction when they begin to understand time (“after lunch,” “in three days”), use symbols in drawing or writing, or play games that rely on imaginary rules.

Activity, Work, Movement, and Experience

Humans are doers. From stone tools to skyscrapers, everything we know about early humans comes from their work. Dr. Montessori believed, echoing Kahlil Gibran, that “work is love made visible.”

For children, work isn’t drudgery. Rather, work is joy. Whether pouring water, building long math equations, or researching volcanoes, children grow through purposeful activity. Movement is not a distraction from learning, but a pathway into it. Children eagerly help bake, sweep, carry groceries, or build forts. This is joyful work that feels both purposeful and fun.

Repetition

Watch a toddler stacking blocks again and again, or a preschooler repeating a pouring exercise 40 times in a row. Repetition for young children is how they achieve a deep sense of mastery.

Older children still repeat, but they do it differently. They elaborate, amplify, and push concepts further: instead of practicing small sums, they’ll dive into giant multiplication problems just for the thrill of it. At home, this shows up when our children want the same story read every night, practice a cartwheel over and over, or endlessly build new versions of the same LEGO design.

Exactness and Self-Perfection

Humans have always needed exactness, whether it was a sharp spear or a stable bridge. Children share this drive. They beam when their handwriting is neat, or when they finally get something just right.

Linked to exactness is the tendency toward self-perfection. Children don’t just want to do it. They want to do it well. You see this tendency in the toddler learning to zip a coat, the elementary child striving to be fair, or the adolescent wrestling with big moral questions. The tendency shows up when our children insist on re-tying their shoelaces until they’re perfectly even, redoing a drawing until it’s just right, or correcting themselves when they mispronounce a new word.

Communication and Belonging

At the heart of it all is our need to connect. Communication, whether through language, art, music, or technology, has always been how we share knowledge and emotions. Belonging is what makes us human, and we create this connection in various ways, joining together in families, tribes, clubs, or communities.

Children live these tendencies out loud. They talk endlessly, write stories, create clubs, and invent games. Classroom and family rituals, shared meals, whispered secrets between siblings or friends help children know they belong.

Why This Matters

These human tendencies remind us that education isn’t about filling children with information. It’s about nurturing what is already inside them.

When Montessori said we should “follow the child,” she wasn’t suggesting we leave them to wander aimlessly. She meant we should pay attention to these deep, universal drives and prepare environments where these drives can manifest in positive ways.

Because when children’s natural tendencies are honored, they don’t just learn. They grow into the kind of humans who can orient themselves in a new world, explore with curiosity, build with order, imagine boldly, and belong with others in peace.

Visit Northwood Montessori our school here in Houston, TX, to see how Montessori deeply connects with what it actually means to be human so that children can flourish in beautiful ways!

Focused on Friends (or Frenemies!)

Mon, 26 Sep 2022 01:30:00 GMT

Focused on Friends (or Frenemies!)

During their elementary years, it can seem like our children are only focused on friends (and frenemies!). We hear about what happened at recess or who they sat with at lunch. They come home with elaborate accounts of being wronged. It’s easy to begin to wonder what they are really learning at school!

In Montessori we always try to understand what is happening developmentally, so we can address children’s needs and offer the best forms of support. When we consider our six- to twelve-year-olds, it’s pretty apparent how they are intensely focused on peers!

Physical Changes

As children approach the age of six, it’s easy to see the physical changes of middle childhood. Their hair becomes coarser. They lose that soft baby skin. Their first teeth begin to fall out. Their bodies become more stretched out. It is as if our children literally become rougher!

In addition, they have incredible physical stamina and can ride bikes, swim, climb trees, and play games from dawn to dusk. This newfound toughness means they are less likely to make a fuss over scrapes, bruises, or falls. Often neatness and cleanliness no longer seem to matter and we may find ourselves offering multiple reminders to comb hair, change clothes, brush teeth, or even take a shower.

A Focus on Friends

In addition to these physical changes, elementary-age children are also shifting how they relate to others. They are developing their moral compass during a time in their lives when their thinking is still pretty black and white. As a result, they are regularly trying to evaluate what is happening with everyone around them. This is when tattling can take center stage. When they come to report someone else actions, it’s often their attempt to figure out if the choices others made were right or wrong. Elementary children are trying to make sense of the rules, including how a group is organized: who leads, who follows, and what sacrifices need to be made.

In addition, elementary-age children begin to want to extend themselves beyond their family structure. This is when we start to see them separate from us as parents. They might walk ahead on the sidewalk or be reluctant to hold hands. What was previously a long goodbye at the start of the day shifts to a quick wave as they head down the sidewalk. They want to stretch beyond the bounds of home, and even past the school walls. They seem to constantly ask for playdates and sleepovers. Sometimes it can be hard to keep up with what is happening in their social world!

All of these shifts are part of normal development. In fact, it’s not just nice for elementary-aged children to be involved with their peers: it is essential for their social-emotional development. This is when children are trying to figure out who they are in relation to their friends.

Montessori Support

In Montessori, instead of working in opposition to this development, we use it to our advantage. Rather than relegate this social time to lunchtime or recess, we give lessons to small groups of children and encourage collaboration. When you come to visit our elementary classrooms, you might see a handful of children working through the steps of long division together as they navigate if 23 goes evenly into 2,425, or two students constructing the unfolding of events on an American History timeline, or a guide supporting four children sorting nouns by whether they are common, proper, abstract, or concrete.

For elementary children, there is incredible value in working with peers. Social learning comes first and foremost and opens the door for intellectual and academic pursuits. A reluctant writer can be inspired by a friend who wants to create a story together. Seeing classmates construct the periodic table can lead to an interest in learning about elements as building blocks of matter. Joining a group researching ancient Egypt can spark a lifelong joy of digging into history.

In Montessori, we also recognize that elementary-aged children need to go out beyond family and school bounds in order to practice taking steps in the broader world. To support this need, we offer opportunities for students to organize excursions based on their interests. A small group might arrange an interview with a local historian, visit a museum to see a style of art they have been studying, or even organize a trip to the store to gather supplies for a project.

At Home Support

Even though it can be hard to embrace some of the changes that emerge in the elementary years, it’s a great time to celebrate this new level of independence. Elementary-age children are more capable than ever before! The key is finding jobs and responsibilities that appeal to their sense of no longer being a little kid.

At home, we can explore opportunities for running an errand, which can start as simply as sending our kids to a different aisle in the grocery store to fetch an item from the list, or delivering a note to neighbors down the street. Eventually, they might want to take on additional jobs or responsibilities, like weeding the garden, mowing the grass, or stacking wood. Their physical stamina can be a gift as they take on bigger work at home.

When your child comes home complaining about the latest social event at school, take a deep breath and remember it’s developmental! Acknowledge their feelings and resist the temptation to want to solve the social drama of the day. Being a thoughtful and reflective listener allows our children to process and reflect on what they are experiencing in their little practice society.

If something sounds particularly concerning, it’s helpful to ask if they would like some help in solving whatever is coming up for them. Sometimes our kids just want to vent or air grievances, not unlike the times we may come home from work and just want to complain a bit. Yet it is also helpful to let our children know we can support proactive and respectful communication and problem-solving.

Although it may seem like our elementary children are only focused on friends, it’s a natural and healthy part of their development. In many ways, they are experimenting with and practicing what it means to live in a society. Our patient understanding and support will serve them well and provide hope for the future.

Achieving Economic Independence

Mon, 19 Sep 2022 01:30:02 GMT

Achieving Economic Independence

Adolescents exist between two worlds: they are no longer children but they aren’t yet adults. On this bridge to adulthood, adolescents need opportunities to develop real, meaningful, adult-level skills. They aspire to do what adults do. They are curious about how to make their own way in the adult world.

As adults, we are part of an economic system. Even if we aren't using money to buy something, through our work or our hobbies we produce or consume aspects of culture. In this way, economics is about the web of interdependence we have with other people. We all depend upon the work and activity of others.

Economics and Interactions

If we look at economics as how people offer value in their interactions, as well as the production, distribution, and consumption of services and goods, we can really think about economics as how we organize ourselves in society. Because adolescents are building the skills for stepping into the adult world, it’s important to consider how they are developing their ability to navigate this economic aspect of adult life.

How many of us had the opportunity, as adolescents, to develop the skills necessary for economic independence? How would our lives be different if, as adolescents, we had a support system so we could figure out a fair and reasonable cost for goods we produced, faced the reality of a profit and loss statement, or found our way in navigating the paths of spending, saving, and sharing?

Road to Achieving Economic Independence

Dr. Maria Montessori realized the importance of adolescents developing these kinds of skills. In From Childhood to Adolescence, Dr. Montessori made a bold statement about our approach to education and its impact on the greater society. She stated it clearly: “The essential reform is this: to put the adolescent on the road to achieving economic independence.”

So in Montessori adolescent programs, we offer our emerging young adults the opportunity to learn key skills of production and exchange. We sometimes call this “microeconomy.” The basic idea is that adolescents need opportunities to produce goods and services, and work with money and monetary systems, so they can develop an understanding and appreciation for how economies work and their own role in economic systems.

Real, Meaningful, and Purposeful Work

This experience can take many different forms depending upon the community. Whether running a farm stand or a holiday marketplace, adolescents get to learn key skills. They learn to balance profit and loss. They discuss and determine how much money should be reinvested into the business to help it grow or how much money should be reinvested in the greater community. They respectfully listen to their customers’ needs and concerns and incorporate that feedback in useful ways.

In order to have these learning experiences, adolescents need real, meaningful, and purposeful work. Just like young children need to actually prepare food rather than play with a pretend kitchen set, adolescents need actual experiences in creating a business plan, keeping track of income on a spreadsheet, and balancing a budget. They need to practice accounting work so they can build the skills for their own economic independence. They need to have the thrill of handfuls of cash and then face the responsibility of keeping track of those earnings. They need the experience of paying for replacement materials when they have overused key supplies. If they have developed some savings and want to invest the money, they need to find opportunities that align with their values.

Preparing for Adult Life

Too many of our young people enter the world of adult lives without having experienced their role in an economy (perhaps other than being consumers!). Economic independence is a key part of preparing for adult life. We want our adolescents to step into maturity with confidence that they can independently navigate their new responsibilities and roles. If we give adolescents the opportunity to learn how to have a sound basis for their economic decisions, imagine where they will be when they are adults and making decisions that affect broader aspects of society!

Materials Spotlight: Montessori Mobiles

Mon, 12 Sep 2022 01:30:08 GMT

Materials Spotlight: Montessori Mobiles

In their first weeks of life, babies begin to focus their eyes and track objects. These small acts of visual control provide an important foundation for newborns who are building their neural networks. To set infants up for success, we offer a series of specially designed mobiles to aid this development.

Each Montessori mobile is created with particular characteristics to help babies further develop their sense of sight, depth perception, concentration, hand-eye coordination, and more. Plus, newborns love them!

Essential Characteristics of Montessori Mobiles

Montessori mobiles follow a progression that parallels infant development. The first mobiles have a visual focus and begin with basic shapes. They progress to include more complicated objects and eventually become interactive and tactile.

The first mobiles are simple and light enough to allow them to flow with gentle air currents. In order for infants to have the best visual experience, a mobile should be hung so that it is about 12 inches in front of them rather than directly above. When babies are lying on their back, there should be a visual line at about a 45-degree angle from their eyes to the mobile. This particular placement allows infants to see the whole mobile moving.

Each mobile has visual components designed to help infants track the objects and sharpen their vision. Then after these opportunities to follow objects visually, infants begin to have more arm and hand control and might begin to reach and grasp objects nearby. To support this new ability to reach and grasp, the mobiles take a slightly different form and thus need to be easy to grasp, colorful, and safe for children to mouth.

Progression of Mobiles: Visual

The first four mobiles–the Munari, Octahedron, the Gobbi, and the Dancers–provide babies with meaningful visual experiences when they are just recognizing shapes and then later identifying colors.

The Munari

Newborns can only see black and white, so the first mobile we offer does not have any colors and is composed of black and white shapes with contrasting borders and a hanging glass sphere. The hanging glass sphere reflects light and captures infants’ attention. Named after Bruno Munari (1907-1998), an Italian architect who created a series of mobile sculptures that created patterns of light and shadow, the Munari provides newborns the possibility to begin to focus on one object and experience the difference between light and shade.

The Octahedron Mobile

Children start seeing color around two months of age and this mobile introduces primary colors, as well as three-dimensional objects. The traditional mobile has three octahedrons–one red, one yellow, and one blue–made of glossy, reflective paper. Light reflects off the shiny paper and attracts the infants’ attention. Although other simple geometric shapes can be used, it’s best if they have straight lines. When the shapes move, their movements simulate a circle. Although typically introduced around two months of age, the mobile can be used as early as one month of age, because some babies may already be seeing colors and those who aren't may be encouraged to see the new colors.

The Gobbi

We introduce this mobile around one or two months of age, but after the Munari and Octahedron. The Gobbi is made of five spheres hanging from a horizontal rod. The spheres are covered with embroidery floss and have graduation of one color from light to dark and hang in a progression on a 45-degree angle so that the darkest sphere is lowest and the lightest sphere is highest.

The Gobbi was designed by Gianna Gobbi (1920-2002), Dr. Maria Montessori's assistant in the early 1950s. Created specifically for a Montessori environment, the Gobbi helps babies begin to see a gradation of colors and sharpen their visual abilities.

The Dancers

This mobile is made with light, metallic paper of two different colors. The paper is cut into shapes and hung in a way that resembles four dancers. The parts move with the slightest current of air and light plays off the mobile as the dancers spin around.

This mobile moves faster, has parts with two colors, and has shapes that aren’t as definite due to each part within the dancer moving separately. These new visual components help babies with depth perception and focus as they track the different movements of the shapes.

Progression of Mobiles: Tactile

The next four mobiles–Stylized Wooden Figures, Three Colored Spheres, Bell on a Ribbon, and Ring on a Ribbon– represent a shift toward objects that babies can not only track visually, but also reach for, potentially grasp, and also even pull. For that reason, these mobiles need to be attached very securely!

Stylized Wooden Figures

The first of these visual and tactile mobiles is made of light wooden shapes that are ideally realistic figures that could actually fly and move, such as birds, butterflies, or airplanes. If they are painted, the paint should be non-toxic.

In addition to being at an angle for the child to see, this mobile and the subsequent mobiles also need to be hung at a distance where the child can stretch and be able to grasp the items.

Three Colored Spheres

Made from interlocking circles that form an impression of a sphere when they spin, this mobile is a more tactile version of the Octahedron mobile. Each of the three spheres is a primary color (painted with non-toxic paint, of course), which makes the spheres very contrasting. Because they are made from interlocking wooden disks, the hanging objects also provide babies with four sides that are relatively easy to grasp.

Bell on a Ribbon

The Bell on a Ribbon is a wonderful mobile to use when babies begin to spend more time on their stomachs, or even when they start to be able to sit. Because of this change in the children’s positioning, the mobile height may need to be adjusted.

In the beginning, babies will hit the bell by accident, then they will gradually begin to try reaching for the bell to make the sound again. When babies make contact, the bell moves and they must work harder to grasp it. The bell can also be enclosed inside a crocheted covering.

The ribbon should be attractive enough to see, but not so colorful as to distract attention away from the bell. Although attached securely, the bell should still be large enough to not be a choking hazard.

Finally, for added interest, babies can also be positioned so the bell is at their feet so when they kick it will jingle!

Ring on a Ribbon

This is the last of the mobiles in the Montessori progression and helps babies use more precise movements in order to be able to grasp the moving ring. This simple wooden ring hanging from a ribbon or elastic offers so much benefit as babies reach, grasp, release, and try again. After babies are able to grasp a thick ring, the ring can be switched out for a slightly thinner version. Older babies may also use this material to pull themselves up.

Setting the Scene

In setting up an environment for newborns, one of the key areas is a place for movement. The movement area includes a mat and a hook on the ceiling for hanging the mobiles. It’s ideal for the movement area to have a mirror next to the mat, especially because babies are developing the ability to hold and control their heads. As such, they can look at the mobile in the mirror if they need to have their heads to the side.

Montessori mobiles are meant to be used in a movement area, rather than above a changing area or sleeping area. Interacting with the mobiles is important work for babies and they need prepared space for that work. The area should have natural light and enough airflow to move the mobile, while also being warm enough to be comfortable.

To make it easier to exchange the mobiles, an elastic band or ribbon is attached to the ceiling or off the wall (perhaps with a hanging plant bracket or something comparable). To make it easy to switch out the mobiles, the end of the ribbon or elastic band has a securely attached key ring. The ribbon attached to each mobile also has a ring, so the two rings can be slid together when it’s time to hang the mobile.

From Independence to Interdependence

Mon, 05 Sep 2022 01:30:00 GMT

From Independence to Interdependence

In Montessori, we talk a lot about independence. However, one of the lesser known or understood aspects of Montessori is that independence isn’t the end goal.

As humans, we are each wonderful, unique individuals. But we don’t exist in isolation. We live amongst other wonderful, unique individuals! In order to effectively live in community with other people, though, we need to be able to function independently. Said another way, before we can offer help to others or make ourselves useful, we need to be able to meet our own needs.

How can we be independent and interdependent at the same time?

We all want to make choices for ourselves, exercise our liberty, and be responsible for our own lives. At the same time, we also want to be part of something. We are designed to be both independent and be in community. These two needs are not mutually exclusive, but in fact, operate in relationship to each other. We have an innate desire to be autonomous and to belong.

When we develop the ability to act for ourselves, make choices, control ourselves, and accept responsibility, we are able to be functioning, contributing members of society. We can see what needs doing and do it because we have the skills to do so. We can work with others to create solutions or produce goods and services. We can be part of a community by acting and taking responsibility for our actions, each able to contribute because we all have the skills to do so.

What does this have to do with children and Montessori education?

From a very young age, children are trying to exert control over their lives. Children are trying to gain functional independence from birth to about age three. In Montessori classrooms, we offer all sorts of opportunities for young children to develop skills that help them take care of their basic needs. But we don’t stop there! We also provide so many ways children can care for others and for their surroundings.

Once children have mastered pouring from one pitcher to another, they are able to pour water into a vase and arrange flowers to beautify the classroom. After they learn how to sweep, they are quick to notice a spill and rush to get the dustpan and dust brush so they can help. When someone is struggling to zip their jacket, they take pride in sharing their newfound skill in service to someone else’s need.

As children move into the elementary years, this service to others often takes on a slightly different form, in part because elementary-age children are developing their intellectual independence. Thus, their contribution often involves applying these newfound intellectual skills. They might notice a classmate struggling to figure out the steps in a math problem and offer support. Or when friends are in conflict, they might provide some mediation to help each party listen to the others’ perspective.

In adolescence, young adults are ready to work toward being socially and economically independent. They want to figure out their place in society, grapple with real problems, and contribute in a useful way. Thus, Montessori adolescent programs offer teens the chance to develop and feel secure in their own abilities while also collaborating in real and meaningful social endeavors. In the process of running a small business, for example, adolescents are applying their intellectual skills from marketing to mathematics, while also navigating how to communicate with customers and collaborate with classmates.

Why is this important?

As humans, we want to achieve independence and belonging. Being independent is about learning the skills to be able to contribute in a meaningful way. All the little conquests of independence–throughout each age and stage of development–matter! When our infant reaches to grasp an object, our two-year-old demands to put their shirt on themselves, our eight-year-old argues about just and fair rules of a game, or our adolescent insists they can solve a problem with their peers, we can remember that these acts of independence are laying a foundation for our children to become part of an interdependent, harmonious society.

Independence is just a step. Interdependence is the ultimate goal.

Materials Spotlight: Miniature Environment and the Grammar Boxes

Mon, 29 Nov 2021 01:30:28 GMT

Materials Spotlight: Miniature Environment and the Grammar Boxes

We love grammar! This probably doesn’t come as any surprise, considering we work at a school. In our humble opinion, Montessori grammar materials are so beautiful, and they do a great job of drawing kids in to learn about something many of us dreaded when we were kids ourselves.

It all begins in the final year of primary or the first year of lower elementary, with a sweet introduction to the miniature environment.

The Miniature Environment/Function of Words

Traditionally, the miniature environment consists of a replica barn, complete with tiny toy animal figures, although some Montessori schools today have strayed from the original farm and created other environments.

When we think of grammar and six-year-olds, the goal is to let them graze. We don’t expect mastery. We want to introduce concepts in a way that is light and fun and makes them want to engage.

This is where the farm animals come in.

Nouns are naming words, and six-year-olds are often still developing their reading skills. It’s so much fun for them to match labels to animals as they name cow, sheep, chicken, and even fence, barn, farmer. As time goes on, we introduce the concept of articles, and how their function is to introduce the noun. The cow, a sheep, an ox. Tiny paper labels lie alongside the figures as the child works. This progresses through all the parts of speech: adjectives, verbs, prepositions, adverbs, pronouns, conjunctions, and finally, interjections.

The Grammar Boxes

Of course, there’s more to grammar than adorable toy animals. In the second year of lower elementary, and extending into the third year, children use the grammar box materials. The grammar boxes consist of wooden boxes containing cards with words and phrases, sectioned trays to lay the cards in, and open-topped containers with larger index-sized cards.

We start with the latter, which are called command cards. As with the functions of words lessons, these progress through the different parts of speech. The command cards direct children to physically do specific things. “Throw the eraser out the door” is a crowd favorite. This is one exciting way Montessori turns language work into something more hands on and participatory.

Once they’ve worked their way through the command cards, children engage with the filling boxes, recreating phrases and sentences and identifying the various parts of speech.

At some point, the children learn the corresponding symbols for each part of speech (some are seen above in the picture), and they become able to write sentences in their notebooks and draw the correct labels above each word.

The grammar boxes are typically completed sometime during the final year of lower elementary, although upper elementary teachers may choose to use the material for review purposes.

Sentence Analysis

Montessori sentence analysis is not the same as the sentence diagramming some of us did when we were younger, but it is based on some of the same concepts.

At this point in a child's Montessori career, they are beginning to move toward what we call abstraction. That is, they are beginning to internalize concepts in a way that doesn’t require them to use hand-held manipulatives or materials nearly as often. This is obvious in that the sentence analysis materials are still moveable, but there’s a lot less to interact with. A series of wood circles and arrows, they help the child learn concepts like subjects and predicates.

Eventually, sometime in upper elementary, children explore all kinds of sentence analysis concepts, like indirect objects and adverbial extensions.

Want to learn more about the Montessori language curriculum and materials? Keep an eye on our blog as we highlight more throughout the school year.

Developing Fine Motor Skills

Mon, 22 Nov 2021 01:30:31 GMT

Developing Fine Motor Skills

Developing fine motor skills is critical for everyday activities. There are many ways to help children along this process, and Montessori classrooms have specifically designed materials that are intended to strengthen the small muscles in the hands and wrists. The strengthening of these muscles allows us to make more precise movements and perform detailed tasks, as opposed to the large muscles required for gross motor activities like jumping and walking.

While fine motor development is supported at various levels in Montessori environments, we can observe the bulk of this work occurring during the primary years, when a child is between the ages of 3 and 6. Three areas of the classroom play particularly important roles: the sensorial, practical life, and language work. In this article we highlight some of the ways Montessori materials in these areas help children strengthen their hand and wrist muscles. Interestingly, these materials have other purposes as well, teaching a wide range of skills.

Sensorial Materials

● The Pink Tower

A series of pink cubes are meant to be stacked vertically from largest to smallest, with the top block measuring 1cm cubed. Using this material requires a child to use their focus and carefully balance each block, using precise movements as the blocks get smaller.

● Knobbed Cylinders

Wooden cylinders of varying sizes fit into a block designed for this purpose. Each cylinder has a tiny knob for children to hold onto, and there is only one way to fit the cylinders correctly. In addition to developing fine motor skills and their pincer grip, this is one of many materials that aid in developing visual discrimination.

● Mystery Bags

A small cloth bag containing tiny objects and miniatures, a child is meant to feel inside, hold the objects, and determine what they are without seeing them.

Practical Life Materials

● Clothespins

Montessori students learn to wash clothes or linens used in the classroom. One step in the process is, of course, hanging the cloth to dry using clothespins.

● Spray Bottles

Spray bottles are used for a variety of practical life activities in the classroom, including window washing and plant care. The repeated action of squeezing the trigger on the bottle is great for strengthening hand muscles.

● Crumbers and Dustpans/Brushes

Again, with a focus on precision and careful use, there are several practical life materials used for cleaning up the classroom that are also fantastic fine motor tools. Dustpans and brushes are used for cleaning up messes on the floor, while crumbers are similar sets meant for picking up on the surface of a table - after eating but before washing the table.

● Cooking Utensils

A major part of Montessori practical life work is food preparation. There are countless kitchen tools that are used in this learning, and so many of them require the development of fine motor skills. Just a few of these include: vegetable peelers, knives for chopping, apple slicers, whisks, and spatulas.

● Dressing Frames

One of the most direct fine motor materials, the dressing frames teach children to fasten clothing in a variety of ways. A wood frame with two cloth panels is attached in the center; children practice lacing, buttoning, buckling, snapping, zipping, pinning, and more.

Language

● Sandpaper Letters

Perhaps one of the most famous Montessori materials, the sandpaper letters are small wooden tiles with textured letters in the surface. Indirect preparation for handwriting and reading, children use their index finger to trace the shape of the letter while saying the sound it makes aloud.

● Moveable Alphabet

When learning how to write, children are ready to share their ideas before they are ready to grip a pencil. The moveable alphabet is a set of tiny wooden letters that children lay out on a work rug to spell words, phrases, and sentences. Organizing these small letters takes plenty of hand control.

● Metal Insets

Another material that is meant to indirectly prepare the child for handwriting, The metal insets are like a stencil that children are meant to use colored pencils and trace, create lined patterns within, and follow a series of directions to recreate the shapes on paper. This is often a child’s first real experience with learning how to hold a pencil properly, and aids in developing the critical pincer grasp. Some Montessori environments even provide triangle-shaped pencils to aid in this process.

Bonus: Pin Punch

A small wooden or plastic stylus with a sharp metal tip is used to make perforations. Children will often trace a shape onto a piece of construction paper, place the paper onto a specific soft surface, and use the pin punch tool to make a series of holes along the drawn line. If they take their time and do this correctly, they are able to punch out their shape upon completion.

Want to learn more? Curious to discover ways you can support your child’s fine motor growth at home? We welcome questions and love to talk about children’s development. Contact us today for more information.

Practical Life for the Holidays

Mon, 15 Nov 2021 01:30:22 GMT

Practical Life for the Holidays

The holiday season is nearly upon us, and no matter how you celebrate, this time of year is often steeped in family traditions. The foods, smells, decorations, songs, and gifts echo in our memories for a lifetime. As a parent, it can be magical to experience the holidays through your child’s eyes; everything is so exciting and full of wonder.

Many families involve their children in preparing for special days and celebrations. By doing so, you may already be engaging in what Montessori refers to as practical life, or the teaching and practicing of skills that a person will use to get by in their everyday lives as an adult. Practical life covers a wide range of skills, but this time of year is ripe with opportunities — and not just for the preschool crowd. Check out our ideas below!

Caring for the Self

As with everything, it’s important to consider where your child is developmentally, what their interests are, and set your expectations accordingly.

● Choosing what to wear

Special occasions call for special outfits. It can be fun for parents to pick out adorable clothing for their small children, but it’s also nice to involve kids in the process so that they are able to share in the fun and develop a sense that their opinion is important. Younger children (toddlers, preschool-aged) might benefit from being able to select from two or three choices that you have found ahead of time.

Older children enjoy (and deserve) to be more involved in selecting their own clothing. It can help to talk about what you’re looking for ahead of time and what your expectations are. If a family occasion calls for something more dressy than jeans, let your child know. Remember that choice is important, but so are limits. Be open-minded (this can be even more challenging when your teenagers are developing their sense of self through style), but it’s okay to let your child know that you have the right to veto an outfit. Ultimately, it all comes down to finding something you can both appreciate and that is appropriate for the occasion.

● Practicing hygiene

There are two main opportunities in this category this time of year: practicing hygiene in social situations and taking advantage of extra time at home together to teach new skills.

When it comes to actions like using a napkin to wipe ones’ face at the dinner table, toddlers will find this new concept fun and exciting, but even your elementary-aged child may need some reminders and practice. Although your children are likely experts on the following by now, it doesn’t hurt to remind them what to do when they need to cough, sneeze, or blow their nose around others.

Enjoying some vacation time and days around the house together? What better time to teach your three-year-old how to brush her hair, your five-year-old to floss, or give your twelve-year-old a crash course on skin care?

● Food preparation

This item on our list may just be the most fun.

Many families have traditional recipes they share for special holidays. What are yours? Could you teach your child how to make Grandma’s jelly-filled cookies? Your famous vegetable side dish? That roast everyone looks forward to enjoying once a year?

Regardless of what you’re making in the kitchen, there’s a way for pretty much everyone to get involved. Whether it’s simple slicing or complicated multi-step directions that need to be followed, it’s great to teach children how to make their own food. It’s extra special when you’re sharing memories and creating new ones.

● Budgeting

This is a special section just for the teens in your life. They may be at an age when they would like to start participating more in gift-giving. Enter: budgeting lessons. Whether you give them a certain amount to spend or they have their own money (saved or earned from a part-time job), many of us wish we had gotten financial lessons when we were younger.

What does your teen already understand about money? What do they still need to learn?

Caring for the Environment

Caring for ourselves is important, but so is taking care of the space we live and exist in. The skills in this section focus on the home and beyond.

● Cleaning

It seems like cleaning tasks tend to increase this time of year. There is cleaning to be done ahead of time, maintenance cleaning should you be expecting visitors, and cleaning once the season is over and everything needs to be put away.

It’s never-ending!

Hand your toddler a dustpan, teach your third grader to load the dishwasher, and remind your adolescent how to properly sort the laundry.

● Outdoor work

Some people need to start shoveling snow this time of year, while others are still gardening. Depending on where you live, the jobs are different, but there are almost always tasks to be taken care of outside of your home.

If your children are still young, kid-sized tools can help. Smaller rakes, shovels, and the like aren’t too hard to find, and they can make all the difference. Our children want to participate in family tasks; finding ways to let them help increases their confidence, teaches them valuable skills, and lets them know that all family members are important and can/should contribute.

Grace and Courtesy

The way we interact with others on a social level is an important set of skills that we carry with us throughout our lives. Kids pick up a lot on their own and just by playing with one another, but some bits need to be taught. This is a great time of year to talk about, model, and practice grace and courtesy.

● Interacting with relatives

Does your son need to hug his aunt? Not if he doesn’t want to. Does he need to say hello and learn how to have a polite conversation (even if it’s short and sweet)? Definitely.

When our students enter our building, their teachers greet them at the door in the morning with a smile and a hello. They look one another in the eye, and our staff teaches children what they expect in return. Manners matter; showing other people basic respect is the foundation for positive human interaction. Too often children are excused from pleasantries, but we believe the opposite should be true. Let’s teach them while they’re young!

Before celebrating holidays with family members, talk to your child about what you expect. Role-play together so they have a chance to practice ahead of time. If, in the moment, they don’t quite get it right, don’t fret. There’s always next time.

● Giving gifts

Gift giving is not synonymous with spending money. It’s about showing the people we love that we care about them. It can be making something special by hand or spending quality time together.

If your family exchanges gifts this time of year, talk to your child about how they might like to contribute. It’s also nice to consider giving charitable gifts - what are some ways your family might work together to support folks or organizations in your community this time of year?

● Showing gratitude

Expressing our thanks is a win-win. We let others know that we notice and appreciate them, but it also feels good to be grateful. Consider some ways you would like your child to show gratitude and lead by examples. This may be as simple as saying the words aloud and with conviction, or you might teach them how to write a nice thank you letter to drop in the mail.

Movement with Purpose

The way we move through the world is one last set of practical life skills that are taught in Montessori schools. Traditionally this work would be left to the primary classroom, but our suggestions extend to the years beyond.

● Decorating the home

While this doesn’t apply to everyone, many families have old or fragile holiday decorations, with some having been passed down for generations.

Let your child know how precious special items are, and how they need to be handled and cared for. Then, as you are comfortable, let your child participate in decorating with these items. There is always a risk that something may break, so start small!

● Dancing

This final point is just for the fun of it. Moving our bodies feels good and moving our bodies joyfully to music feels great.

So crank up some tunes and have a fun dance-fest around the living room with your kids! You’ll all be glad you did.

Elementary History: A Scope and Sequence

Mon, 08 Nov 2021 01:30:24 GMT

Elementary History: A Scope and Sequence

Think back to your grade school days: what do you remember learning about history? Whatever you did learn was probably focused on your country’s history, didn’t take up very much of your total learning time, and may have even contained some “facts” that you began to question as you got older. For the majority of us, in-depth history instruction didn’t take place until perhaps high school, and even then, it wasn’t all that comprehensive.

As with all subjects, Montessori schools begin with the big picture and gradually focus in on the details. That’s why when we teach history, we start at the very beginning. We give students an understanding of the start of the universe. Over the course of the year/years, we give progressively more detailed lessons that zoom in eventually to the various cultures that have existed on Earth throughout history. We find this approach helps give kids a frame of reference in which everything makes just a bit more sense - and is a whole lot more interesting.

It all starts in the first grade. History is one of the few areas of learning in the Montessori classroom in which students receive group lessons — sometimes even the whole class at a time. This is because all of the children within a three-year age span are developmentally prepared to engage with the information being presented, and when they participate in these big, impressionistic lessons each year they’re in a class, they gain something new each time.

What do we teach and where do we start? We present an overview of what the Montessori history curriculum looks like in grades 1-6:

● The Creation of the Universe

Early in the school year — sometimes even the very first week — lower elementary Montessori guides present a fantastic lesson about the beginnings of our universe. It’s all very dramatic and presented in a darkened room and delivered in a story-telling format, although there are a number of ‘science experiments’ sprinkled throughout. From the Big Bang/Great Flaring Forth, to the formation of the first particles, the first elements, states of matter, density, and the sheer vastness of space, there is a LOT of information included. The whole thing ends with the unveiling of a model volcano into which vinegar is poured to cause an ‘eruption’, much to the delight of 6-9 year old children. This lesson ends with an explanation of Earth’s early geological history, and children walk away excited and in awe.

● The Concept of Time

At some point during the year, and likely toward the beginning, children learn a bit more about the mechanics of how humans observe the passing of time. They look at how the year is divided with the help of their fraction materials, they explore years by making their own timelines, and they learn to tell time on the clock. This section of study concludes by intersecting with grammar and learning the three fundamental tenses: past, present, and future.

● The Long Black Strip

This lesson is literally so big ithas to be done outdoors or in a *very* long hallway. While children stand to the sides, the guide carries out a large, rolled up strip of black felt. The outer end is weighted down, and as she unrolls it they tell the story of Earth’s history. From the formation of our planet itself, to the earliest one-celled organisms, through the evolution of all living things, and so on. The strip is 30 meters long, and each centimeter is meant to represent a million years. By the time the very end is revealed, the children can see a tiny slice of white. This represents the amount of time humans have inhabited the earth. You can imagine what children are feeling when they walk away from such a powerful visual.

● The Clock of Eras

As you can tell by now, we like to give children impressionistic lessons, and visual aids that help them develop a frame of reference. The Clock of Eras imagines Earth’s history as if it were encompassed within a twelve hour clock. This circular, laminated cardboard material breaks down the major eras and allows children to see a visual percentage of the total history each section takes up. They are able to see the large chunk of time during which there was no, or nearly no life at all. This is followed by another imposingly long stretch of time during which Earth was host to just one-celled organisms. As life became more complex, the slices of the pie become smaller and smaller, until a minuscule strip of red again shows all of humanity.

● The Time Line of Life

The time line of life is exactly what it sounds like: a large and gorgeously illustrated wall hanging that shows how life has evolved from the beginning of the Paleozoic Era. Children are fascinated to learn about the seemingly strange earlier life forms, and how over time they changed and paved the way for others. It’s also neat to see how there are several organisms that have withstood the test of time and developed ways to adapt regardless of an ever-changing planet.

● Fundamental Needs of Humans

What do people need to survive? Children learn about our basic needs, consider how they meet those needs today, and explore how various cultures met those needs throughout history.

● The Study of Early Humans

We believe it is critical to teach children about where their ancestors came from. Having an understanding of human history allows us all to respect the enormous progress that has been made in countless ways since the existence of the first humans. We teach students how the earliest humans survived and met their needs, and how their eventual movement around the planet changed the course of history.

● Stages in the Progress of Civilization

This area of study is of particular interest to upper elementary-aged children, and their newly-acquired research skills allow them to spend extensive amounts of time reading and discovering for themselves about how civilizations have functioned throughout history. Students dive deep into learning about ancient and more recent cultures and societies across the globe, discovering the many similarities and differences they have both to one another and to humans today.

Once children complete the elementary program, they have a solid understanding of basic history. This allows them to more deeply understand and appreciate whatever history courses they take in the future.

Books to Honor Native Culture

Mon, 01 Nov 2021 01:30:18 GMT

Books to Honor Native Culture

November is Native American Heritage month, and we thought it fitting to celebrate by recommending books by native authors that celebrate their culture and traditions. Read below for some new titles for your child to explore this month. As always, we recommend checking books out from your local library when possible, but we have provided Amazon links for more information or in case you’d like to purchase them.

My Heart Fills With Happiness by Monique Gray Smith, illustrated by Julie Flett

A sweet board book recommended for infants and toddlers, but would also be enjoyed by many preschoolers. Winner of a BC Book Prize, the simple text and bold illustrations guide readers through many of the ways we find joy in our everyday lives. Some of the examples are universal to us all: “when...I see the face of someone I love”, “I sing” “I feel the sun dancing on my cheeks”. Other examples, as well as the artist’s renderings, honor uniquely native cultural elements: “I smell bannock baking in the oven”, traditional native dress, and the importance of oral tradition. Native children will be able to see themselves (or people like them) in this book; non-native children will have an opportunity to see and learn a little about indigenous culture. Giving children such opportunities in the literature they read is so important, and the earlier we begin doing so in their lives, the better!

Fry Bread: A Native American Family Story by Kevin Noble Maillard, illustrated by Juana Martinez-Neal

A lovely picture book that children through about grade 1 will enjoy. Fry bread is a native food that was born out of necessity; when indigenous people were forced to move out of their homelands and into places that did not support their traditional agriculture, the United States government provided them with supplies like canned goods and flour. Fry bread was created to prevent starvation, and while its history is complicated, it is seen by many native people today as a comfort food that has woven itself into the fabric of their collective history. This book focuses on how fry bread can be enjoyed by all our senses, and how it makes people feel. There is even a recipe at the end of the book so that you can try it at home! Winner of the 2020 Robert F. Sibert Informational Book Medal and a 2020 American Indian Youth Literature Picture Book honor.

We Are Water Protectors by Carole Lindstrom, illustrated by Michaela Goade

Winner of the 2021 Caldecott Medal, We Are Water Protectors is an excellent picture book suitable for children through first grade. Water is fundamental to us all, and its importance is revered in indigenous stories and culture. Narrated by a young girl, this story imparts the critical nature of water on Earth and talks about the native prediction of a destructive black snake that has long been foretold as a threat to water and life. Connecting the black snake to today’s oil pipelines, the story then illustrates the role native people have played in important protests across North America. Stunning illustrations show the power a community of caring people can have when they stand for what they believe in.

Pikiq by Yayo

Young Pikiq, and his friends the crow and snowy discover a box one day that was left behind by an explorer. Inside they find wonderful items: art supplies and a book about far away plants and animals. Pikiq dives right in and begins drawing as many as he can, and in the days that follow, his imagination lets him see these fantastic plants and beasts everywhere he goes. A pink armadillo walks across the inside wall of his icy home, tropical birds perch on caribou antlers, trees begin to look like elephants, and he even imagines making a kayak out of banana leaves. At the end of the book we realize it was all a dream, but Pikiq is excited to draw everything anyway!

Bowwow Powwow by Brenda J. Child, translated by Gordon Jourdain, illustrated by Jonathan Thunder

Written in English and translated into Ojibwe, this story celebrates the magic of the powwow: a gathering of native nations to celebrate music, dance, food, community, and heritage. Young Windy Girl finds the perfect dog - Itchy Boy. Together, they pile into her uncle’s truck and listen to his stories about the powwows of his youth. The best part of Windy Girl’s summer is attending the powwow, eating blueberry snow cones, watching the dancers, and falling asleep under the stars to the sounds of the drums. This picture book won a 2020 American Indian Youth Literature award.

Indian No More by Charlene Willing McManis and Traci Sorell

This middle grade book is recommended for children in grades 4-8. Loosely mirroring McManis’ own childhood experiences, main character Regina Petit’s family’s native status was revoked by the United States government in the 1950s. During this time, entire native nations were expelled from their lands and were forced to move elsewhere in search of economic opportunities. The Petits moved from Oregon to Los Angeles, losing their culture, community, and way of life. Regina meets some new friends in her diverse neighborhood, but experiences racism (directed both toward her family and her friends’) for the first time. This book shows some of the many ways people deal with such experiences; Regina’s grandmother focuses on passing native knowledge and stories on to her granddaughters, Regina’s mother expresses her anger but finds solace in her new community, and Regina’s father unsuccessfully attempts to reject his native heritage in an effort to become “American”. A beautifully crafted piece of historical fiction, this book has won multiple awards, including being named one of the best books of 2019 by American Indians in Children’s Literature.

Apple in the Middle by Dawn Quigley

Thirteen-year-old Apple has spent her whole life never feeling like she fits in anywhere. Her mother, a native American, died the day she gave birth to Apple, and her father is too heartbroken to ever talk about what happened or Apple’s heritage. One summer he decides she should spend a few months with her grandparents - who she’s never met - on their reservation. Apple meets people who accept her for who she is, she learns about her mother and her ancestors, she finds herself immersed in culture and traditions, and best of all - she begins to figure out who she really is. A 2020 American Indian Youth Literature honored book, this young adult title would appeal to teens.

Hearts Unbroken by Cynthia Leithich Smith

This 2020 winner of the American Indian Youth Literature award is the final young adult title on our list, and highly recommended for teens. Seventeen-year-old Louise dumps her popular football-player boyfriend when he makes disparaging remarks about native Americans. While she doesn’t always talk about it in her predominantly white town, Lou has great pride and deep respect for her native heritage. At the start of her senior year of high school, she joins the school newspaper and begins writing about issues that are important to her. Right around the same time, her brother (a freshman), is given the part of the Tinman in the school’s production of The Wizard of Oz. Steeped in racism, the local parent organization begins to protest - outraged at the newly established diversity within the theater department. Lou goes through many of the same experiences all high school seniors do, while also finding ways to fight for what’s right and give voice to the often silenced.

Bonus:

We haven’t read these titles yet, but they’re on our list, and come highly recommended!

Rez Dogs by Joseph Bruchac (middle grade novel in verse)

Firekeeper'sDaughter by Angeline Boulley (YA fiction thriller)

Hunting by Stars by Cherie Dimaline (YA fiction, follow-up to Marrow Thieves)

6 Effective Ways to Be an Engaged Parent

Mon, 22 Feb 2021 15:26:00 GMT

Research has shown

Could Montessori Transform Early Childhood Education?

Sun, 14 Feb 2021 19:00:00 GMT

One case study

Thank You to the Illustrators

Sun, 07 Feb 2021 19:00:00 GMT

The Undefeated

Hello Lighthouse

Wolf in the Snow

Radiant Child: The Story of Young Artist Jean-Michel Basquiat

Finding Winnie: The True Story of the World’s Most Famous Bear

The Adventures of Beekle: The Unimaginary Friend

Locomotive

This Is Not My Hat

A Ball for Daisy

A Sick Day for Amos McGee

150 Years: The Mixed-Age Classroom

Sun, 31 Jan 2021 19:01:00 GMT

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education. There are many elements that make Montessori education stand apart from more conventional methods. One of the most obvious is our mixed-age classrooms. Rather than grouping children by a single chronological age, our classroom environments encompass children spanning across several ages. We find this method to be a huge benefit. Read on to learn more.

But...why?

There are so many perks to having mixed-age classrooms. Some of the key points include:

Models and leaders

By having children of different ages together in one room, the younger children enter the environment with a variety of older children that serve as models to them. It is often the case that children learn best from one another, and when a 6-year-old watches an 8-year-old work, they quickly understand what is expected and what kind of work lies ahead in their future. As for the older children in the class, they have many opportunities to serve in leadership roles, cultivating skills that are critical as they become independent members of their communities.

Skill progression fluidity

Learning is not linear, for any of us. There are periods of rapid growth, periods of steady progress, and times spent in plateau. This is normal and will vary across subject areas for individual children. This is why we don’t believe it makes sense to deliver a prescribed curriculum to all students at the same time, ultimately leaving some children bored and others struggling. In our classrooms, kids can work and progress at their own rates. These lines are further blurred when we don’t rely on typical grade levels.

Strong relationships

When a child is in a class for three years, it allows the guide to really get to know them not just as a learner, but as a person. Rather than starting from scratch each September, the child-teacher-parent team is already established and can work together on a deeper level and with greater understanding of strengths and goals than they would be able to otherwise.

Enhanced social opportunities

Diversity is important on all levels, and that includes spending time with people of different ages. We have so much to learn from each other, and children gain all sorts of skills from their interactions in a mixed-age classroom, like empathy, patience, and open-mindedness.

Reflection of real life

We would be hard-pressed to find an example outside of conventional schools in which people are sorted into one-year age groups where they spend most of their day. Multi-age classrooms are a much better approximation of what life is really like, and we think children benefit from these early experiences.

What did Dr. Montessori have to say about it?

Maria Montessori had a way with words. While she was a woman of science who relied heavily on her observations, her descriptions and explanations often captured the heart of her audience. Her discussion of the multi-age classroom was no different. “Our schools have shown how children of different ages help one another. The younger ones watch what the older ones are doing and ask all kinds of questions, and the older ones explain. This is really useful teaching, for the way that a five year old interprets and explains things is so much nearer than ours to the mind of a child of three that the little one learns easily, whereas we would scarcely be able to get through to him. There is harmony and communication between them that is not possible between an adult and such a young child. There is a natural mental osmosis between them. A child of three is also quite capable of taking an interest in the work of a five year old, because in fact the difference in their abilities is not that great.
People are concerned about whether a child of five who is always helping other children will make sufficient progress himself. But, firstly, he doesn’t spend his whole time teaching, but has his own freedom and knows how to use it. Secondly, teaching really allows him to consolidate and strengthen his own knowledge, which he must analyse and use anew each time, so that he comes to see everything with greater clarity. The older child also gains from this exchange.”

How we break it down

Obviously, a Montessori school doesn’t place a 3-year-old in the same classroom as a twelve-year-old (although we do love to find opportunities for children to work together from different periods of growth and development!). Generally speaking, the classrooms take on three-year age spans that roughly correspond with the planes of development.

Infant/Toddler - Sometimes divided into two separate environments, children aged 0-3 have specific (and similar) developmental needs.
Primary/Early Childhood - We combine what would be called preschool and kindergarten elsewhere, with children ages 3-6 working alongside one another.
Elementary - Many Montessori schools have a lower (ages 6-9) and upper (9-12) elementary environment, but others keep them combined.
Adolescent - As with several of the other age groups, teens aged 12-18 may be placed in separate middle and high school environments, or they may work together for all/part of their day.

Still have questions? Send an email or give us a call. We would love to chat with you about how Montessori serves children in a wide variety of ways.

Recent Research: How Montessori Students Benefit from the Findings

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Montessori: The Science Behind the Genius

Books by Black Authors

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this great article

has won so many awards we’ll just link to a list here

150 Years: The Power of a Story, part 2

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Soul Fire Farm

Separation Anxiety: Why It’s Normal and What You Can Do

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Check out this fantastic article for helpful tips

150 Years: Books for Adults

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What You Should Know About Your Child

The Montessori Notebook

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The 6 Reasons Montessori Will Work For Your Child

Mon, 15 Jun 2020 09:11:00 GMT

The 6 Reasons Montessori Will Work For Your Child

Perhaps you have a friend with a child in a Montessori program. Maybe you have heard about Montessori at a local playgroup. Or maybe you just stumbled across it online.

It all sounds great in theory, doesn’t it? An environment that fosters a deep love for learning; teachers trained to meet the needs of each individual child; a classroom community that provides an opportunity for all children to develop independence.

But, in the back of your head, a nagging question remains: “Will Montessori really work for my child?”

You Are Not Alone

It’s a common question that most parents ask when researching Montessori education.

The reality is that most of us never had an opportunity to attend an authentic Montessori when we were young. Many of the experiences in a Montessori classroom are the complete opposite our own experiences in school. So, it’s completely understandable to question the efficacy of something so new for your own child!

I have witnessed Montessori education shape the lives of thousands of children throughout my career. And, there are an infinite number of reasons why Montessori will work for your child. But, let’s talk about 6 significant reasons why your child will thrive in a quality Montessori program:

Your Child Will Learn by Doing: Your child will be exposed to hundreds of specially designed materials that invite hands-on exploration. She will choose what she wants to explore, creating strong neural pathways that contribute to the construction of a strong brain.

Your Child Will Learn From and Teach Others: Have you ever heard the expression “The best way to learn something is to teach it?” This happens every day in our Montessori classrooms. Children are grouped in three-year age spans, so that children ages 3, 4 and 5 are all in the same class.

Younger children observe older children working with, for example, “Bead Bar Multiplication”. They look up to and admire these older children who are doing all these incredible things: they want to emulate them and are motivated to learn to be just like them.

The Curriculum Adapts to Your Child: Most conventional early childhood programs assume that all children, born within a year of each other, are capable of learning and doing the same thing at the same time. As we all know, that simply isn’t true! Many bright children are bored, and others, who need more time to learn, are left behind when we teach to the whole class.

We recognize that your child has his own unique timetable for development and will learn different parts of the curriculum when he is ready. We teach to the individual needs of your child, not to the entire class or to a group of children.

Beautiful Classrooms Inspire Your Child to Learn: Our Montessori classrooms are beautiful and inviting. Materials are laid out on low, open shelves and call out to your child “Come touch me! Come explore!” From the toilets to the sinks to the tables, to the beginning materials to the advanced materials . . . all are miniaturized and made to fit perfectly into the hands of your young child. Everything supports your child’s developing independence and helps him gain confidence in himself and his abilities.

The Teacher Really Knows Your Child: “Follow the child” is the mantra uttered by all well-trained Montessori teachers. They are trained to observe and to support each individual child. They take the time to get to know your child’s strengths, challenges and interests. They plan lessons for your child based on their observations of him.

Your child will be a member of the same classroom community for three years, which affords the teacher the opportunity to know him deeply, intimately and well. He will feel seen, heard, and appreciated for who he is.

Your Child Will Be in Good Company: Many of the most successful and creative people in our modern society are former Montessori students.

– Larry Page and Sergey Brin (cofounders of Google)

– Jeff Bezos (founder of Amazon)

– Jacqueline Kennedy Onassis

– Sean “P. Diddy” Combs

– Prince William and Prince Harry

– Berry Brazelton (pediatrician and author) Julia Child

– William Wright (creator of “The Sims”) Anne Hathaway

– Chelsea Clinton

– Beyoncé Knowles

– Peter Drucker (business guru and lecturer)

– Gabriel Garcia Marquez (Nobel Prize-winning novelist)

How Research Is Proving that Montessori Works

Still need proof? How about some hard data:

Recent research provides irrefutable evidence that the Montessori method of education is powerfully effective in educating young children.

Studies conducted at the University of Virginia and Wisconsin demonstrated that Montessori kindergarten students outperform peers attending traditional public schools. These studies show that Montessori children form clear concepts from using the hands-on manipulative materials they find in their classrooms.

When children are developmentally ready and when they get to choose materials that match their individual timetable of development, their learning takes off! They become enthusiastic, confident, joyful learners!

You Have to See It to Believe It

You child deserves the very best! Enrolling your child in a Montessori preschool gives her the opportunity to be seen as a unique individual; she will be receive a tailor-made education designed especially for her.

What are you waiting for? Go and observe in a Montessori program today and give your child the gift that will last a lifetime.

Summer Reading List

Mon, 15 Jun 2020 09:01:00 GMT

Summer is quickly approaching…

This may mean the end of school for the year but that shouldn’t mean a break from reading. Reading, and being read to, is critically important for children’s language development. Reading to infants and toddlers gives parents a chance to model our spoken language. Preschoolers and kindergarteners are learning about sounds and words; your reading aloud to them will help them delight in the magic of the written word, eventually leading them to begin decoding for themselves. As children get older, it is important for them to spend time reading independently, but reading together can continue on into the preteen years (and perhaps beyond!) Children appreciate spending time with their parents, and there’s something special about slowing down and enjoying a book together.

Read on for some fun summer suggestions.

Cocoa Ice by Diana Karter Appelbaum, illustrated by Holly Meade

https://www.amazon.com/Cocoa-Ice-Diana-Karter-Appelbaum/dp/0531330400/ref=sr_1_1?ie=UTF8&qid=1524881253&sr=8-1&keywords=cocoa+ice

Cocoa Ice is the story of two young girls who live in very different climates. One child helps her family harvest and prepare cocoa beans to eat, sell, and trade. The other child watches as ice is cut into large blocks and loaded onto a schooner that heads to the tropics. While the children never meet, they are connected by their curiosity about each other as well as their love of the sweet treat, cocoa ice.

The Relatives Came, by Cynthia Rylant, illustrated by Stephen Gammell

https://www.amazon.com/Relatives-Came-Cynthia-Rylant/dp/0689717385/ref=sr_1_1?s=books&ie=UTF8&qid=1524881784&sr=1-1&keywords=the+relatives+came

This book will be loved by anyone who has ever had a house full of relatives. The character’s family comes to visit from out of town, and while life may feel a little cramped, the time spent together in the hot summer sun makes it more than worth it. The illustrations are wonderful, but even the words themselves create a vivid visual.

Fireflies! by Julie Brinckloe

https://www.amazon.com/Fireflies-Julie-Brinckloe/dp/0689710550/ref=cm_cr_arp_d_product_top?ie=UTF8

At first glance this book tells a story that so many of us have experienced as a child: the joy of running outside on a warm summer night to catch fireflies in a jar. While that simple theme is the main plot, the character’s internal experiences offer great opportunities for discussion with children. Parents may want to note that on one page the child misuses a pair of scissors without his mother’s permission to cut holes in the lid of the jar. At the end of the book, he is also confronted with the challenging decision about what to do with the fireflies as their blinking light begins to fade within the jar. (Spoiler: he makes the right choice and releases them!)

Bailey Goes Camping by Kevin Henkes

https://www.amazon.com/Bailey-Goes-Camping-Kevin-Henkes/dp/0688152880

This book will be especially appealing to younger siblings. Bailey’s older brother and sister are gearing up for a camping trip, but Bailey doesn’t get to go because he’s too young. Luckily his parents have some ideas to help him have his own camping experience.

Watermelon Day by Kathi Appelt, illustrated by Dale Gottlieb

https://www.amazon.com/Watermelon-Day-Kathi-Appelt/dp/0805023046/ref=sr_1_1?s=books&ie=UTF8&qid=1524971319&sr=1-1&keywords=watermelon+day

Jesse can hardly wait to take a bite of sweet, cool, refreshing watermelon. All summer long she watches as the melon grows larger in the garden. When her father finally decides it’s ripe enough to cut off the vine, she must wait all day while the melon cools in the chilly water. Her family gathers for a summer celebration, capped off, off course, with a delicious treat.

Blueberries for Sal by Robert McCloskey

https://www.amazon.com/Blueberries-Sal-Robert-McCloskey/dp/014050169X/ref=sr_1_1?s=books&ie=UTF8&qid=1524966710&sr=1-1&keywords=blueberries+for+sal

Sal and her mother head out to pick wild blueberries one warm summer day. On the other side of the hill a mother bear and her cub are doing the same. The two youngsters wander off, meet up with the wrong mothers (much to the mothers’ surprise!), and eventually find their way back. This book will charm parents and make little ones giggle.

One Morning in Maine by Robert McCloskey

https://www.amazon.com/One-Morning-Maine-Picture-Puffins/dp/0140501746/ref=sr_1_1?s=books&ie=UTF8&qid=1524967068&sr=1-1&keywords=one+summer+in+maine

Sal (from Blueberries for Sal) is a little older in this story, but she brings readers on a journey that many children (and their parents) will be able to relate to. Sal wakes up with her first loose tooth one morning, and while she initially upset she quickly becomes excited at this sign that she is growing up. Sadly, she very literally loses her tooth, and spends the day learning

National Geographic Kids National Parks Guide USA Centennial Edition

https://www.amazon.com/National-Geographic-Parks-Guide-Centennial/dp/142632314X/ref=sr_1_2?ie=UTF8&qid=1524970765&sr=8-2&keywords=national+parks+books+for+kids

Planning a family trip to one (or more!) national parks this summer? Pick up this guide for your children and they can help plan, as well as get excited to learn about and visit these amazing places.

Holiday Gift Giving Guide 2019

Mon, 15 Jun 2020 08:55:00 GMT

Believe it or not, the holiday season is rapidly approaching! We thought it might be fun to share some of our favorite Montessori-friendly gift ideas.

Montessori Infant Mobiles

Montessori infant environments traditionally use mobiles for newborns. There are different types, but their purpose remains the same: they aid babies in the development of their visual tracking, but they also just bring the babies a sense of joy. Etsy is a great source for finding beautiful handmade versions. To learn more about Montessori mobiles, take a look at this article.

Baby Boo Silk Scarves

Silk scarves are an excellent option for open-ended play. Children use their imaginations and creativity as they think of ways to incorporate them into their play. The scarves will be used for hiding, covering, waving, dancing, and as a dress-up option. We have even seen them worn by patient and willing family pets. This particular scarf is a bit smaller and colored with nontoxic dyes, making it perfect for babies and toddlers.

Crayon Rocks

Art supplies are a must for any child. Keep it simple; children are happy to use paper from the recycle bin and whatever else you have around. If you’re looking for something a little more special, check out these crayon rocks. Comfortable for tiny hands to grasp, they are made with soy wax and colored with mineral powders. They lay down gorgeous color and are appreciated by children of all ages.

Child-Sized Snow Shovel

Young children love to do whatever the beloved adults in their lives are doing. The tasks we often view as monotonous or even tedious are exciting for little ones. Giving children real tools that are sized down for them makes this important work possible. This snow shovel will allow you to get your driveway cleared while your child learns alongside you, getting fresh air, exercise, and important bonding time with you.

Young Carpenter’s Set

Much like the snow shovel listed above, this toolbelt, hammer, and safety glasses set will allow aspiring young carpenters to work alongside the adults they admire. Montessori Services offers many different child-sized tools, depending on your child’s level of interest and what types of projects you have envisioned!

Leaf and Flower Press

Children are collectors. Especially when they spend time outdoors, their natural fascination with the world spurs them to gather tiny objects. We are all familiar with pockets full of rocks and crushed dandelions found in the back seat of the car. As children get a little older, this leaf and flower press can allow them to preserve their botanical finds. Once leaves and flowers are dried and pressed, they can be used in many different ways.

Marble Run

If your child loves to build, marble runs are a great way to encourage independent development of a wide range of skills. Kids will experience trial and error, general engineering concepts, creativity, and more. There are endless possibilities for configurations, and children can enjoy using the toy by themselves or with a friend or adult.

Jigsaw Puzzles

Puzzles are a classic way to pass the time together. We really appreciate this particular brand

because they are well-made and have many great designs for children. The beauty of puzzles is that they don’t need to be completed in one setting. Designate a tabletop and have one out for the family to work on together a little bit each day. Rather than linking to one particular puzzle, we decided to just share the page for children’s puzzles so you can find one that would be appealing to your child.

Child-Sized Mug

There’s nothing quite like cozying up with a warm drink on a chilly winter day. These 4-ounce ceramic mugs were created with kids in mind. They are adorned with pictures of wild animals, and a portion of each sale is donated to conservation efforts.

Kites

Kites are a classic children’s toy. They encourage our children to run around outside and to pay attention to keeping the kite afloat. Teaching your child how to fly one can be a fun and rewarding experience, and there are so many different places to take them. Some families like to keep one in the trunk of their car, just in case!

We hope this list has provided you with some helpful inspiration. Do you have other ideas to share? Let us know!