kaban-montessori

The Power of a Mirror and a Tissue

Mon, 25 Aug 2025 11:00:17 GMT

In their journey toward independence, one of the earliest and most meaningful steps children take is learning to care for themselves. In Montessori, this essential area of development is part of what we call Practical Life, which supports both physical and psychological growth.

A Prepared Environment for Self-Care

Montessori environments are intentionally designed to foster this growth. Everything is made accessible at the child's level: a sink they can reach, a faucet they can operate, and soap measured just right for a small hand. We carefully choose and arrange the materials to promote independence, order, and confidence.

We ensure that activities that may have once been done to children—like washing hands, brushing hair, or putting on a coat—can now be done by children, with increasing skill and pride. These seemingly simple tasks carry profound developmental weight, reinforcing our children’s self-concept and strengthening their ability to function with increasing autonomy.

Learning to Care for the Self: Wiping the Nose

In the Montessori approach, even the simplest daily tasks are viewed as meaningful opportunities for children to build independence and confidence. One such task—often overlooked by adults but deeply empowering for children—is learning how to wipe their own nose.

This Practical Life activity is typically introduced around age one, or when a child enters a Montessori classroom. It is designed not only to support hygiene but also to encourage autonomy, intentional movement, and body care.

This activity can also be introduced at home!

A Prepared Environment for Self-Care

To support this important developmental step, first think about how to carefully prepare the environment:

Set up a small basket or container that holds about 10 tissues, each folded in half. (During cold season, full-size tissues may be used for greater effectiveness.)
Place a small trash can nearby for easy disposal.
Have a mirror, either mounted or resting at the child’s height, to allow your child to observe their own face and movements.
Store extra tissues nearby, either on a grooming table or supply shelf, to support repetition and independence.

This setup encourages children to move freely and participate fully in the process, fostering both confidence and coordination.

Step-by-Step: The Wiping Process

Next, we can model and provide gentle guidance:

Invite your child to come to the mirror.
Help them notice something on their nose and explain the purpose of the activity.
Show the tissues and select one, unfolding it slowly and deliberately.
Invite your child to select and open a tissue.
Face the mirror and demonstrate how to place the tissue so each half forms a “tent” over the nose.
Gently bring the tissue edges together and wipe upward and outward.
Fold the tissue in half, then rotate it and repeat with the other side.
Use the remaining clean section to dab gently under the nose.
Dispose of the tissue in the trash.
Invite your child to have a turn and, if needed, show the mucus on the tissue as a reference.
Encourage repetition with a new tissue if their nose is not yet clean.
Remind your child that they may wipe their nose anytime.
Follow up with handwashing to reinforce cleanliness.

If your child has excessive mucus or needs a more thorough cleaning, you can also use pre-moistened wipes. We typically don’t introduce nose blowing until around age 2.5 to 3 to avoid the risk of ear infections.

When introducing this activity, it is helpful to consider its overarching purposes. First and foremost, learning how to wipe one’s own nose helps support independence and confidence. The process also helps children develop self-awareness and tools for self-care.

We can also highlight certain movements so our children achieve success. In Montessori, we call these “points of interest.” The key points of interest in this activity are:

Watching their own movements in the mirror
Observing the removal of mucus from their face
The folding and unfolding of the tissue
Practicing care not to touch the mouth during wiping

A Foundation for Independence & Self-Awareness

In Montessori, every Practical Life activity serves a deeper purpose. Even wiping the nose becomes a pathway to self-discovery, dignity, and joyful independence. By breaking down the steps and offering repeated, respectful invitations to participate, we give children the tools they need to become gracefully self-aware and independent!

Care of oneself is about far more than hygiene or appearance. These early experiences shape children’s understanding of their place in the world and prepare them to become responsible, confident, and independent human beings.

In Montessori, self-care is not a chore. Rather, it’s a celebration of children’s unfolding independence. Come visit our school to learn more about activities that cultivate children’s capability and self-respect.

Where Learning Grows: The Montessori Approach to Outdoors

Mon, 18 Aug 2025 11:00:09 GMT

One of the many beautiful and empowering aspects of Montessori education is how it helps children understand themselves as valued members of a community. A key way this happens is through Care of the Environment, a form of Practical Life work that provides children with the opportunity to tend to the spaces they live in each day.

By participating in this care, children begin to feel at home in their classroom, school, and community. They feel a sense of ownership and take pride in their surroundings, and in the process, develop a deep sense of responsibility and connection.

The Outdoor Environment

When considering the children’s environment, we're not just referring to indoor spaces. In Montessori, the outdoor environment is not an afterthought. Instead, we consider the outdoors to be a natural and essential extension of the prepared indoor space.

For young children, who are absorbing everything from the world around them, the time spent outdoors supports development in profound and lasting ways. For older children and adolescents, outdoor spaces can be a place for self-regulation and deep focus.

Now more than ever, when children tend to spend increasing amounts of time indoors, reconnecting with natural spaces is vital for physical, emotional, and cognitive health.

Why Being Outdoors Matters

Research, including the work of Richard Louv in The Last Child in the Woods, highlights a growing body of evidence that time spent in nature is critical to the healthy development of both children and adults. In Montessori, we recognize that outdoor time is not a break from learning. Rather, the natural world is a powerful space for movement, language, social development, and sensory integration. Time outdoors is learning time.

Young children are in the midst of sensitive periods for order, language, movement, and sensory refinement. These windows of opportunity allow for an intense connection with nature that nourishes the whole child. Plus, the natural world’s beauty, order, and rhythm speak to our deepest human tendencies: to explore, understand, and belong.

The Adults’ Role Outside

Outdoor spaces become a rich environment for observation, guidance, and connection. Children are often more socially expressive outdoors, making this a critical time for observing group dynamics and supporting social-emotional growth.

It’s also a time to model joyful, playful behavior. Children need to see that being human includes lightness and laughter, and outdoor time offers the perfect opportunity for us to play alongside children while still maintaining an appropriate level of guidance.

We can also help children understand that different environments call for different behaviors. What is appropriate outdoors differs from what is expected indoors. As children gain different experiences, they come to understand how to conduct themselves with grace and courtesy on a woodland trail and a garden bed, or how to navigate the intricacies of fort building and group game dynamics. Montessori children learn to move through different scenes and scenarios with increasing awareness, sensitivity, and confidence.

Setting Up Outdoor Spaces

We want our outdoor spaces to feel like a true extension of our classrooms, not a break from them. As such, we are intentional about how the outdoor spaces are developmentally appropriate, deepen children’s understanding of cause and effect, and nurture a sense of order. We want activities in the outdoor space to have a purposeful intent so they support the integration of children’s will, intellect, and coordinated movement.

At home, outdoor activities can provide open-ended play opportunities that encourage exploration and independence, as well as ways to involve children in purposeful projects. Here are some ideas to get started!

Practical Life

Provide tools for cleaning tasks: sweeping paths, washing outdoor furniture, scrubbing flower pots, washing the car, and wiping off outdoor toys.
Encourage gardening: planting seeds, watering, weeding, harvesting herbs or vegetables.
Offer animal care opportunities: refilling bird feeders, walking the dog, playing fetch.

Sensorial Exploration

Include sensory gardens with fragrant herbs, soft leaves, and vibrant flowers—like lavender, mint, and lamb’s ear—that invite children to touch, smell, and observe.
Create a collection space for sticks, stones, pinecones, shells, and seed pods.

Gross Motor Development

Find natural structures like logs or balance beams for climbing.
Encourage running, rolling, or playing games in grassy areas.
Create sand or dirt pits for digging and building.

Observation and Nature Study

Set up bird feeders, weather tools, and insect hotels.
Create small areas for quiet observation with a bench, blanket, or hammock.
Add sensory elements like wind chimes or water features to create a calming atmosphere.

Curricular Connections

Math: count petals, measure plant growth, sort leaves by size and shape.
Science: Tools like magnifying glasses and microscopes help them explore soil, insects, and plant life up close. Composting systems, rainwater collection, or native plantings foster environmental stewardship.
Art: Natural materials become mediums for creativity, such as twigs for weaving, leaves for prints, and landscapes for sketching.
Language: Storytelling, reading under a tree, or labeling plants and garden tools strengthens vocabulary and communication while keeping learning grounded in the real world.

Observe and Adapt

As with all prepared environments, the key is observation. What captures our children’s curiosity? Where are they returning again and again? What challenges are they facing?

By observing carefully, we can adjust to our children’s needs and interests. A prepared environment supports the whole child and helps them feel connected, not just to the earth, but to themselves and their community.

We’d love to share our outdoor spaces with you. Schedule a tour today!

Curiosity Over Commands

Mon, 11 Aug 2025 11:00:26 GMT

Imagine the scene. A young child is trying to get comfortable for a car ride, but nothing seems right. Parents (and maybe even siblings) try to help. However, with each suggestion, the child becomes increasingly upset and overwhelmed.

When we see that our children are getting frustrated, often our immediate response is to offer help, usually in the form of advice: “Try this.” “Do that.” “Just calm down.” While our intentions are good, our children’s responses tend not to be positive. Depending upon the situation, they may get more overwhelmed, respond with resistance, or even shut down.

Advice, even when helpful, isn’t always what’s needed in the moment. What often works better (with children and even adults!) is a different kind of support, one that builds connection and trust, rather than pressure.

The Power of Curiosity Questions

In the Positive Discipline approach, this alternative is known as curiosity questions. Rather than imposing solutions (think of this as “you should” kind of advice), these questions are designed to invite children into the problem-solving process. Curiosity questions shift the dynamic from a command-and-control approach to one of collaboration.

Here are a few examples of curiosity questions:

“What’s happening?”
“What would you like to have happen?”
“How can I help?”

By asking instead of telling, we can give our children space to think, feel, and take ownership. Their brains remain engaged in a calm, reflective state rather than flipping into fight-or-flight mode. Even more importantly, children start to feel capable because their ideas and feelings are valued.

Why This Matters

Moments of frustration or challenge are inevitable. Whether it’s struggling with a seatbelt, navigating friendship dynamics, or facing academic pressures, children need tools to navigate those moments, and we need ways to guide without overwhelming them.

Curiosity questions do more than solve the problem at hand. They:

Build emotional resilience
Strengthen communication skills
Cultivate problem-solving and independence
Foster mutual respect

When we ask questions instead of rushing in with answers, we step out of the pressure to “fix” everything. We create connection instead of conflict.

A Simple Shift

Imagine a different response on that car ride. Instead of “You should move your backpack,” or “Just unbuckle and redo the seatbelt,” or “Take a deep breath and calm down,” what if the question had been, “What’s bothering you back there?” or “What would make things more comfortable?” The child may still have felt upset, but they would have been invited into the solution.

Key Principles

Using curiosity questions effectively, our tone, timing, and intent are critical. Keeping these core principles in mind will help immensely!

Be Genuinely Interested

When we ask questions, we want to make sure we don’t have a hidden agenda. Children are incredibly perceptive and can sense when a question is loaded or when it's a subtle way of getting them to do what we want. Curiosity questions are most powerful when they come from a place of authentic wonder and care. Ask because you want to understand their experience, not because you're trying to control it.

Create a Calm First

When children are in the middle of a meltdown, they aren’t able to process language-based information. If they (or we) are emotionally flooded, focus on calming and connection first. “I can see this is really frustrating. Let’s take a breath. We can talk about it when we’re both ready.” The focus, thus, is first on everyone feeling regulated.

Avoid Accusatory Language

Children are also incredibly sensitive to undertones of blame. Even well-meant questions can come across as judgmental if they're delivered with irritation, sarcasm, or disbelief. Focus on gathering information with empathy and openness. We want to avoid “Why did you…?” if it feels like an interrogation. Thus, it’s best to frame questions to understand.

Listen Actively

When a child answers a curiosity question, they’re offering a glimpse into their inner world. Pause. Make eye contact. Tune in with your full attention. Reflect back what you hear. Ask follow-up questions to deepen understanding. Active listening builds trust and strengthens the relationship. A good go-to question is, “Tell me more about that.”

Be Patient

Children—especially younger ones—often need time to process both the question and their thoughts. Thus, we want to avoid jumping in with another question or suggestion too quickly. Silence can be a powerful part of the process, giving our children time to think and respond.

For the Road Ahead

Curiosity questions are a cornerstone of respectful, connection-based parenting. We’ll face plenty of moments when instinct tells us to jump in and take control. However, sometimes the most empowering thing we can do is to slow down and get curious. With just a few simple questions, we can help our children feel calm, capable, and connected. In the process, we can also remind ourselves that guidance doesn’t always mean having all the answers.

To learn about more examples of effective and respectful guidance, schedule a time to visit our school!

Easing the Transition: A Guide to Starting the School Year

Mon, 04 Aug 2025 11:00:14 GMT

As summer winds down and the school year approaches, our children often experience a mix of emotions from excitement and curiosity to worry and anxiety. Whether your child is returning to familiar routines or stepping into something entirely new, transitions can be challenging for both children and parents.

The good news? With a little forethought and gentle structure, the shift from summer to school can become an opportunity for growth, connection, and calm. The Montessori philosophy reminds us that preparing the environment is key, and that includes preparing our home routines, emotional landscape, and mindset for the change ahead.

Reestablishing Routines

One of the most effective ways to support a smooth transition is to gradually reintroduce routines. Children thrive on consistency and predictability, and reestablishing a gentle rhythm can reduce stress and help everyone feel more grounded.

Sleep Schedules

The shift from late summer nights to early school mornings is often the trickiest. Rather than expecting a sudden adjustment on the first day, we recommend starting 10 to 14 days in advance. Gradually move bedtimes and wake-up times earlier in 15-minute increments. The goal is for your child to wake feeling rested and ready when the school year begins. Pair this adjustment with a calming, age-appropriate bedtime routine to support both physical rest and emotional regulation.

Morning Routines

A consistent and peaceful morning routine can transform the start of the day for the entire family. With a few subtle adjustments, we can also encourage our children to participate in preparing for the day ahead. For example, offer two outfit options for younger children, or encourage older children to choose and lay out their clothes the night before. A visual checklist with steps like getting dressed, eating breakfast, brushing teeth, and packing up can help alleviate the pressure. For added fun and independence, laminate the visual guide and let your child check off each task with a dry-erase marker. Ultimately, it helps practice the morning routine together before school starts, so it feels familiar and low-pressure.

Preparing Lunches and Snacks

Involving children in packing their own lunch fosters independence and gives them a sense of responsibility. Set up a small shelf or refrigerator section with healthy, ready-to-grab options. With a little support, even very young children can help pack their snacks and lunches the night before or as part of the morning routine.

Creating Calm and Order at Home

Designating a special area for school items helps build a sense of order and capability. Low hooks for backpacks, a bin for shoes, and a tidy shelf for lunch bags or outerwear give your child the tools they need to manage their belongings independently.

You can even “practice” coming home before the first day of school. Having your child hang up their backpack, unpack their lunch, and put things away helps establish habits that will carry through the year.

Supporting Emotions

It’s completely normal for children (and us!) to feel a mix of emotions about returning to school, especially when starting somewhere new. The key is to remain open, curious, and validating.

Encourage open conversations about feelings that might be arising. Instead of trying to fix discomfort, try reflective listening: “It sounds like you’re feeling a little nervous about meeting new friends.” We can also model a positive mindset by highlighting joyful aspects of school, such as reconnecting with friends, engaging in favorite activities, or exploring something new.

Another approach is to create rituals to mark the transition, such as an end-of-summer breakfast, a special note tucked into a lunchbox, or a celebration to mark the start of the school year.

Cultivating Connection

Transitions are smoother when children feel supported and connected to their community. If possible, visit the school before the first day, especially if your child is starting something new. Even a walk around the outside of the building can provide helpful familiarity. Coordinating playdates or meetups with classmates can help build or rebuild social bonds. If your child is interested, it can also be fun to explore extracurricular activities that foster a sense of belonging.

Maintaining Wellness and Balance

We do better when we feel better. To help children sustain their energy for the school day, focus on nutritious meals, especially a healthy breakfast that will fuel concentration and energy. To support a healthy balance between screen time, movement, and rest, work with your child to establish technology boundaries and screen limits before the school year starts. This helps children adjust ahead of time to different (and hopefully healthier) habits.

Encouraging Independence and Collaboration

Back-to-school doesn’t have to be something adults “do to” children. When we invite children into the process with genuine collaboration, they begin to feel more in control and more confident. From setting up routines, to preparing meals, to expressing their feelings, children are capable of contributing meaningfully to the process.

The result? A smoother transition, a greater sense of peace, and children who feel ready to step confidently into the school year ahead.

Curious to learn more about supporting children in developing habits that serve them for a lifetime? Visit our school today!

From Impulse to Intention: Raising Capable, Conscious Kids

Mon, 28 Jul 2025 11:00:11 GMT

In our culture, we often think of “will” in terms of willpower—gritting our teeth to do something difficult or pushing ourselves to achieve a goal. But in the Montessori approach, the will is something far more profound. We understand that, rather than being about discipline or determination, the will is the very force that propels children forward in life, guiding them from unconscious action to conscious choice.

In Montessori, supporting the development of the will is a significant part of our work. It is through this development that children become truly independent, capable of acting thoughtfully, responsibly, and with purpose.

What Is the Will?

Dr. Montessori described the will as a universal force of life. Like memory or language, it is part of our cognitive development, something we are born with and must nurture. It isn’t created. It’s cultivated. And like our muscles, the will grows stronger through repeated use and practice.

From birth, children are guided by natural instincts and unconscious drives, which create windows of opportunity in their development. Around age four or four and a half, those internal motivators begin to fade. That’s when the will begins to take over and become the children’s primary internal guide. At this stage, children start to act not just out of impulse, but from conscious decision-making.

The Four Stages of Will Development

Montessori described four stages in the development of the will:

Instinctual behaviors : These are the reflexes of infancy, such as rooting, suckling, grasping, and crying. They are unconscious and essential for survival.

Deliberate actions : Soon, babies begin to act with intention. We see this as they turn their head toward a voice or reach for a toy. These actions, while still not entirely rational, demonstrate a developing sense of cause and effect.

Voluntary actions : As children grow, they begin to make intentional choices, and this is when their will really begins to form. When children choose which snack to eat, which material to use, or whether to carry a tray with two hands, they are practicing using their will.

Conscious actions : Around age four and a half, children’s motivation increasingly comes from within. The choices they make are guided by thought, deliberation, and understanding.

The Role of the Environment

The will develops through experience. This means children’s environment, and how they’re allowed to interact with it, plays a central role.

Montessori classrooms are designed to give children opportunities to make real choices and experience natural consequences. This freedom, within clear boundaries, helps children learn how to act with purpose and to reflect on their actions.

By giving children appropriate levels of choice—“Would you like to carry the tray or the underlay?” “Do you want to walk by yourself or hold my hand?”—we offer them chances to practice decision-making in manageable ways. And every time children make a choice, they are exercising their will.

Balancing Impulse and Inhibition

Dr. Montessori also spoke of two fundamental forces in all of us: impulse and inhibition. Young children are often driven by impulse, an intense curiosity to act, explore, and move. That being said, they must also learn how to regulate those impulses.

The will is what helps children find balance. It allows them to move from reacting to choosing. In a well-prepared environment, children develop the capacity to think, “I want to do this…but should I?”

This balance supports their formation of character. We don’t want children to become compliant. Instead, we want them to develop their internal strength to persist, overcome challenges, and act with integrity. Today, we might call this “grit,” but over a century ago, Dr. Montessori recognized it as the outcome of a well-developed will.

Obedience: A Natural Outcome

Montessori’s approach to discipline is often misunderstood. In many traditional systems, obedience is demanded early, sometimes before the child is developmentally capable of giving it. But Montessori believed that internal discipline is a choice, and a well-developed will must support that choice.

She described three stages of obedience:

Children cannot obey : They do not yet have the control or skills to carry out a request.

Children can obey sometimes : As abilities grow, children can follow directions, but not consistently.

Children choose to obey joyfully : They align their will with the will of trusted adults out of love, respect, and understanding.

At this highest level, obedience isn’t about power or fear. Rather, it’s about harmony and mutual respect. But to reach it, children must first be allowed to develop their own will.

Why It Matters

The development of the will is not about producing obedient children or compliant workers. It’s about raising thoughtful, capable individuals who understand themselves, make choices with care, and live harmoniously within a community.

The Montessori approach offers something radically different: an environment where children can grow into themselves with dignity, strength, and self-direction. Schedule a tour to learn more!

Little Hands, Big Purpose: The Power of Practical Life

Mon, 21 Jul 2025 11:00:13 GMT

In our daily lives, we undertake numerous tasks to care for our homes, loved ones, and ourselves. As adults, we often move through these routines without much thought: washing the dishes, setting the table, tidying up a room. But for young children, these moments hold incredible fascination. They yearn to participate in practical matters and delight in doing meaningful work alongside the adults they admire.

In the Montessori approach, we refer to these tasks as Practical Life activities. Whether it’s dressing themselves, wiping a spill, or watering a plant, these activities help children connect to the world around them. They offer a gentle introduction to cultural norms and everyday responsibilities while also supporting the development of internal motivation, intellect, and body coordination.

Two Purposes: One External, One Internal

Every Practical Life activity serves two important purposes. The first is external and easily visible: when children wash a table, the table becomes clean. The second purpose is internal and perhaps even more meaningful: children grow in confidence, independence, and a sense of belonging.

When children are invited to participate in purposeful work, they feel like important contributors to their family or classroom community. Learning to meet their own needs — such as dressing, feeding themselves, or cleaning up — helps them develop a sense of competence and pride. Over time, these small but significant experiences lay the foundation for future independence and responsibility. By the time children become young adults, they are well-prepared to care for themselves, plan for their future, and contribute meaningfully to the world around them.

Preparing the Environment for Success

In Montessori classrooms, Practical Life activities are intentionally prepared and beautifully presented to support children’s independence. The sink is at children’s height. The soap dispenser holds just enough soap for a single wash. Every tool has a place, and children learn how to use and return each one with care.

This thoughtful preparation allows children to take on tasks that might previously have been done for them. Now, they can do it for themselves, and in doing so, they begin to see themselves as capable and responsible individuals.

Even our youngest children can begin participating in daily routines through collaboration. For infants, we might say, “I’m going to put on your shirt. Let’s slide your arm through the sleeve,” giving them the opportunity to feel involved in the process. As they grow, children begin to imitate the adults around them and eventually take on tasks in their own unique way. This process isn’t always linear — some days, more support is needed. On those days, we can offer gentle encouragement, saying, “Let’s do this together,” while still honoring our children’s role in the task.

Caring for the Environment

In addition to self-care, children in Montessori environments are given many opportunities to care for their surroundings. From watering plants to sweeping floors, these real and purposeful activities help children feel connected to their community.

Success in this area depends on a well-prepared environment. Child-sized tools and meaningful work allow the child to make a visible impact. If the plants are dry, the children water them. If a table is dirty, children scrub it. These aren’t pretend tasks — they are real contributions, and children know it.

Supporting Practical Life at Home

Parents often ask how they can support Practical Life work at home. The good news is that it doesn’t require elaborate preparation. A few intentional routines and accessible materials go a long way.

A basket in the room for laundry, a drawer with placemats and utensils for setting the table, or shelves with toys that are easy to return to their place — these simple choices allow children to take ownership of their environment.

When creating Practical Life opportunities at home, consider these guiding questions:

Will this activity help develop independence and coordination?
Can it be done independently?
What skills are needed?
Does it allow for repetition?
Is it culturally appropriate and necessary?
Is it beautiful?
Is the material child-sized?
Is it logical and safe?

The Joy of Purposeful Work

As children learn to care for themselves and their environment, they come to understand what is essential. They begin to internalize procedures, take pride in doing things “all by myself,” and discover just how capable they are.

Children naturally pour their attention into meaningful work. They experience deep satisfaction not only in the outcome but in the process itself. Through Practical Life, they develop a strong sense of belonging and the confidence to grow into their fullest, most independent selves. Come visit our school to see this for yourself!

Feeling Heard: The Practice of Active Listening

Mon, 14 Jul 2025 11:00:53 GMT

Have you had the experience of your child exploding in frustration when you try to answer a question? This can manifest in different ways. When you try to answer, your child may react or even shout, "Stop interrupting me!" This can feel baffling, especially if we don’t seem to be interrupting at all. Your child asks a question. You answer.

Looking Behind the Behavior

Children often communicate in ways that reveal deeper needs. Their words can be loud, reactive, or difficult to interpret. But often, it is not the content of our response that causes tension—it’s the speed, the timing, and the presence behind it.

In many cases, we are already forming our responses before a child finishes speaking. This habit, while unintentional, can make our children feel unseen or unheard. What they may need instead is a thoughtful pause—space between the question and our reply. This kind of mindful interaction can be especially meaningful in moments of stress or conflict.

Space for Ideas to Breathe

We use a similar approach in Montessori classrooms. As adults, we strive to pause after someone speaks. This space allows ideas to breathe and encourages deeper listening. Over time, as we practice this technique, we become more aware of body language, emotional tone, and unspoken cues. We learn to listen with the intention of understanding, not just responding.

In both classrooms and homes, this practice of active listening can significantly shift the tone of relationships. Active listening involves pausing, tuning in, and reflecting back what the speaker has expressed. It communicates, “I hear you. I understand what you’re feeling.” This doesn’t mean we need to agree with every statement, but rather we are validating the speaker’s emotions and experiences.

Active Listening in Action

When we respond with active listening, our children often become calmer and more open to cooperation. For example, if your child asks, “Can I watch a movie?” rather than offering an immediate yes or no, we might pause and say, “It sounds like you’d really like to watch something. I understand how fun that can be. I’m not willing to do that today because we already had a movie night last night.” Your child might not like the response, but when we practice active listening, children tend to be calmer and less prone to react emotionally. The boundary remains firm, but your child’s feelings are acknowledged.

In more emotionally charged moments, active listening can also help de-escalate conflict. For example, if your child yells, “I hate you!” a simple response, such as “It sounds like you’re really angry with me,” can validate their emotions and help your child identify feelings that may seem complicated or hard to name. On calmer days, we can allow our children to explore even more deeply by asking follow-up questions, such as, “Is there more?” This can lead to an even deeper connection and emotional awareness.

Deeper, More Cooperative Relationships

Children, like all people, want to feel heard. When we slow down, listen with intention, and respond with empathy, relationships deepen. The result is not only fewer emotional outbursts but also more goodwill, cooperation, and mutual respect. Active listening becomes more than a communication tool. It becomes a way of honoring each other’s humanity.

To experience active listening in action and see its impact on our children, schedule a tour to visit our school!

More Than a Method: Montessori's Vision for Humanity

Mon, 07 Jul 2025 11:00:36 GMT

At the heart of Montessori education is a deep respect for human potential. The core of Montessori philosophy and practice originated when Dr. Maria Montessori, as part of her medical school training, worked with children who had developmental delays. Dr. Montessori observed that the children needed something different, so she provided them with materials and an environment that truly supported their development. The result? The children demonstrated remarkable growth. This discovery has forever changed our understanding of learning and the human experience.

A Scientific Lens on Human Nature

Dr. Montessori approached children and human development as a scientist. Through her observations, she recognized that humans possess innate, universal characteristics and follow predictable patterns of development. At our core, we are a species designed to learn, to adapt, and to grow.

By observing children through the lens of human development, Dr. Montessori identified specific stages of growth, which we now call the Planes of Development, and a set of Human Tendencies that drive learning and adaptation from birth to maturity. These tendencies are not random. They are evolutionary forces that guide humans to meet their needs and fulfill their potential.

Education That Aligns With Nature

Montessori education is structured around supporting these stages and tendencies. Instead of imposing learning, we respect and reinforce the natural unfolding of each child’s abilities. Montessori learning environments are carefully prepared to meet developmental needs, and the adult’s role shifts from teacher to someone who serves as an aide to life. This means adults serve as guides who observe, prepare, and support rather than direct.

A Cosmic Perspective

Montessori’s vision of human development goes beyond the individual. She saw human beings as part of a cosmic web of interrelationships. In this interconnected system, each part plays a role in maintaining balance and harmony. Humans have a special place in this system, not only because of our capacity to adapt but because of our consciousness of that very role.

With this perspective, we recognize that education must also cultivate humility, wonder, and stewardship —qualities that enable us to live responsibly within this complex, interdependent world. In this context, education is not just about achieving success; it’s about supporting the growth of mature, adaptive, and aware human beings.

The Power of Adaptation

Humans are uniquely capable of adapting to a vast range of environments and social conditions. We have been able to move beyond survival and, in the process, have become creative, intelligent, and intentional in our adaptation. From birth, children adapt and evolve through interaction with their surroundings. Through their senses, hands, minds, and relationships, children construct themselves and their understanding of the world.

Dr. Montessori identified key characteristics that support this adaptation. Humans have a long childhood, noteworthy for the development of our hands, intelligence, imagination, and social interdependence. These capacities are guided by the Human Tendencies, which not only move development forward but also shape who we become.

The Human Tendencies

These universal tendencies include the drive to:

Orient to the environment
Explore the unknown
Order and make sense of the world
Abstract and think symbolically
Imagine possibilities
Calculate and reason
Work to shape and adapt the environment
Repeat and strive for precision
Perfect oneself through effort
Communicate and associate with others

These tendencies are innate, universal, lifelong, and evolutionary in nature. They cannot be eliminated, but they can be supported—or thwarted. When blocked, children will still try to meet their needs, often in less productive or more disruptive ways.

Observation and the Role of Adults

To truly support a child’s development, we observe with care to determine if children’s tendencies are being honored or obstructed. As Montessori-trained guides, we strive to look beneath behavior and recognize what drives it. This observational practice shifts our understanding of children and deepens our respect for their developmental process.

Dr. Montessori’s work challenges traditional views of education. Instead of seeing adults as the agents of growth, Dr. Montessori emphasized that children are self-constructing beings. Education should not be about imposing knowledge but about intentionally supporting the natural process of development.

Education as an Aid to Life

Ultimately, we believe that education should serve as a vital component of life itself. When we align learning environments with the science of human development, supporting children’s creative process of adaptation, we open the door to profound potential.

Montessori education offers not only a method but a visionary framework rooted in observation, science, and deep reverence for what it means to be human. It calls us to see children not as empty vessels, but as beings full of possibility, ready to become mature, capable, and compassionate citizens of the world.

We invite you to visit our school to see how Montessori environments support the potential of our young people!

Montessori’s Living Curriculum: Biology in the Classroom & Beyond

Mon, 30 Jun 2025 11:00:24 GMT

What is biology? At its root, the word comes from the Greek bios, meaning "life," and logos, meaning "word" or "reason." In short, biology is the study of life. In Montessori elementary classrooms, however, biology is more than a science subject—it’s a gateway to wonder, connection, and understanding our place in the larger story of life on Earth.

A Living Subject in a Living Curriculum

Dr. Maria Montessori saw biology as essential to what she called Cosmic Education—a curriculum designed to help children in the second plane of development (ages 6 to 12) see how everything in the universe is interconnected. In this context, biology is not just about memorizing facts. It’s about discovering how plants, animals, water, minerals, and even the air work together in a grand collaboration. Through this lens, we can discover how each species has a cosmic task—a unique role in sustaining life on Earth.

Plants, for example, draw minerals and water from the soil, but they also protect that soil from erosion and help purify the air. Animals depend on plants for food and, in turn, help pollinate, fertilize, and spread seeds. Each element takes what it needs and gives something back. In a Montessori classroom, children explore these ideas deeply, not just as scientific facts, but as part of a moral and ecological awareness.

The Importance of Real Experiences

Montessori elementary children are imaginative, curious, and developing a strong sense of morality. They want to understand how things work and why they matter. That’s why biology in Montessori isn’t taught from a textbook—it’s brought to life through real experiences and thoughtful exploration.

Whenever possible, we begin biology lessons with real specimens. A single seed, a fallen leaf, or a live plant offers more opportunities for engagement and connection than a picture ever could. Children are encouraged to observe, touch, ask questions, and form hypotheses. We may use sketches and charts to aid understanding, but hands-on exploration always comes first.

Children examine the parts of a flower, experiment with how different leaves respond to light, or observe how water travels through a stem. Along the way, they learn the functional anatomy of plants and animals, explore systems of classification, and begin to understand adaptation and evolution.

Moral Considerations in Science

Because elementary-age children are developing a sense of right and wrong, we take care to present biology with sensitivity and respect. We don’t cut living plants carelessly or keep animals for the sake of experimentation. Instead, we invite questions: Is it right to dissect a flower? What happens when we keep a bird in a cage? How does using pesticides affect bees and flowers?

These questions encourage children to develop empathy, a sense of stewardship, and a respect for life. It’s not just about learning how living things function—it’s about understanding our responsibility within the web of life.

A Dual Environment: Classroom and Nature

One of the most important aspects of biology in Montessori is that it happens in two environments: the classroom and the natural world. Children study parts of a plant in class, then go outside to identify those parts in a garden or forest. They may observe a classroom pet or bees coming to planter boxes, then learn about insect behavior and classification. This dual environment deepens understanding and builds connection.

When in Kodaikanal, India, Dr. Montessori experienced how elementary children learned by exploring hills, forests, and fields. While not every school is surrounded by nature, the beauty of biology is that it’s everywhere–a patch of grass, a few fallen leaves, or the cracks in a sidewalk where something green is growing.

How Families Can Support a Love of Biology and Nature

As parents and caregivers, we are our children’s most important guide to the natural world. And the good news is, we don’t need to be a biology expert to nurture a deep love of life sciences. Here are some simple ways we can provide support:

Go outside often . Whether it’s a walk around the neighborhood, a hike in the woods, or just time in the backyard, give children plenty of opportunities to observe and wonder.
Make collections . Children love collecting things—leaves, rocks, feathers, shells. Encourage this instinct, and use it as a way to ask questions and spark further research.
Model curiosity . If your child asks why some plants grow in the shade or why certain animals come out at night, don’t feel pressured to have the answer. Say, “I wonder that too. Let’s find out together.”
Create a nature journal . Encourage children to draw, label, and write about what they see in nature. This can be as formal or informal as they like. The goal is to create a habit of observation.
Ask big questions . Children love the extraordinary. Ask them what they think about camouflage, desert survival, or why birds migrate. Their imagination and reasoning will shine.
Use your interests . If you love gardening, birdwatching, or hiking, share that with the children in your life. Even your casual observations can spark their own questions and investigations.

From Biology to Ecology

As Montessori children grow in their biological studies, they naturally move toward ecology—the study of how all living and nonliving parts of the world interact. This final synthesis reinforces their understanding that they are part of something bigger, something intricate and beautiful.

Ultimately, biology in Montessori is about more than life sciences—it’s about living fully, attentively, and respectfully in the world. With a nurturing classroom, a natural world to explore, and the guidance of engaged adults, our children can grow up with a profound sense of connection, wonder, and care for the Earth.

Schedule a time to visit the school to experience how we cultivate a love for living things and an interconnected way of thinking about the world.

Wonder and Words: How Montessori Builds Language Through Biology

Mon, 23 Jun 2025 11:00:53 GMT

In our primary classrooms, science is woven into children’s experience. Children are driven by wonder, and our classrooms nurture this natural curiosity. From the moment they step into the learning environment, children’s natural curiosity leads them to explore the living world around them.

In Montessori, we support children making sense of what they are absorbing through their senses by offering a powerful tool — language. As children effortlessly absorb new vocabulary, they also use new words to organize their thinking.

Why Start Biology So Young?

Between the ages of two and six, children reach the peak of their sensory and language development. They are in a sensitive period for absorbing vocabulary, categorizing objects, and forming meaningful connections between words and their experiences.

Biology in a Montessori classroom isn’t about memorizing facts. It’s about building a relationship with life—plants, animals, and the systems that support them. Through language-rich, hands-on experiences, children develop both a scientific mindset and a deep appreciation for the natural world.

The Foundation: Observation and Vocabulary

Everything begins with observation. Through their senses and experiences with specially designed sensorial materials, children develop the ability to notice minute details, such as leaf shapes, flower structures, and animal features. Once children have had numerous experiences, we provide language to describe sensorial qualities and scientific details.

We don’t flood children with information; instead, we provide just enough vocabulary to unlock further exploration. These words become tools for thinking and communicating.

Botany: Language Rooted in Nature

Plants are all around us, and in the Children’s House, they’re part of daily life. Whether watering classroom plants, taking a nature walk, or tending to outdoor gardens, children encounter a diverse range of botanical specimens.

When in the pre-reading stage, we provide children with activities such as:

Matching real leaves to wooden shapes in the Leaf Cabinet
Learning the names of parts of plants, flowers, and leaves
Classifying plants: wildflowers, trees, desert plants, and more

Once they are reading, children begin:

Labeling the parts of plants with cards
Creating booklets and plant care guides
Using three-part cards and definition booklets to solidify vocabulary

Zoology: Speaking the Language of Animals

Animals captivate children—and provide rich opportunities for expanding language. From feeding a classroom fish to identifying birds at a feeder, children develop vocabulary through real-world encounters.

Pre-readers engage with activities such as:

Sorting animals by category (mammals, birds, amphibians, etc.)
Sequencing the life cycles of insects or frogs
Learning the external parts of animals through picture cards

Our young readers then begin:

Matching pictures and labels
Reading or creating definition booklets
Solving riddle games, such as “Who am I?” based on animal traits
Engaging in word study (e.g. animal homes, male/female/young, collective nouns)

More Than Words: Cultivating Curiosity and Connection

In Montessori, the goal isn’t to create little encyclopedias—it’s to nurture lifelong learners. When a child asks about a bug or leaf we don’t recognize, the best response isn’t an answer—it’s a shared investigation.

As adults, we might say: “I’m not sure what it is, but let’s look it up together.” This approach models curiosity, critical thinking, and the joy of discovery.

These language extensions in biology offer powerful tools for children by encouraging observation and reflection, fostering an emotional connection to living things, providing a framework for organizing experiences, and helping children develop precise vocabulary to express what they see.

Montessori biology connects wonder and words, and equips children with the tools to explore and care for their world with confidence and respect.

Looking for ways to bring this home?

Go on a nature walk and label what you see
Set up a small plant care station for your child
Use picture books to explore animal life cycles
Keep a journal of new plants and animals your child encounters

We also love to share what we do, so please contact us to schedule a tour and see biology come to life for young children!

Our Montessori Bookshelf: Wonders of the Natural World

Mon, 16 Jun 2025 11:00:40 GMT

In Montessori, we recognize the importance of children being immersed in the wonders of the natural world. We want nature to be an integral part of daily life, rich in experiences that awaken curiosity and inspire awe.

Whether it’s watching ants march across a sidewalk, wondering at the shape of a cloud, or marveling at a tree's branches reaching across the sky, nature has a way of capturing children’s imaginations. Our goal is to help them see the natural world not just as a backdrop for play, but as a living, breathing system of which they are a part.

Children are often drawn to books that reflect the magic they sense outdoors. To support that connection, we’re sharing some of our favorite nature-based book series—beautifully written and illustrated titles that encourage exploration, observation, and a lifelong relationship with the natural world.

Over & Under Books

By Kate Messner with art by Christopher Silas Neal

These picture books will appeal to the youngest children, while also serving as an invitation for older children to explore. With illustrations that open windows to how we perceive the natural world, the books offer readers a glimpse into what we can discover if we look a little more closely. Whether we lift our gaze or peer deep down into the depths, there are wonders waiting to be revealed. The storyline of each book takes us on a child’s journey, with the security of a loving adult as a companion.

Messner, a former teacher, also includes descriptions of each animal at the end of the book, as well as additional resources for those who want to learn more about the ecosystem she has highlighted. Depending upon upcoming excursions or current interests, you and your child can explore the following titles:

Up in the Garden and Down in the Dirt

Over and Under the Canyon

Over and Under the Pond

Over and Under the Rainforest

Over and Under the Snow

Over and Under the Waves

Over and Under the Wetland

A …. Is …. Series

By Dianna Aston, Illustrated by Sylvia Long

One of the many beautiful features of these picture books is that they can be as simple or as complex as the reader prefers. For our youngest children, it’s easy enough to read the short poetic sentences written in lovely script across the page. For those who want more details, we can delve into fascinating facts and labeled illustrations. The detailed paintings share the splendor of the natural world as well as biological information that captures the imagination. Each of these titles is an invitation to awe:

A Beetle Is Shy

A Butterfly Is Patient

An Egg Is Quiet

A Nest Is Noisy

A Rock Is Lively

A Seed Is Sleepy

Mary Holland Books

The photographs in Mary Holland’s books bring us close up to the animal world. Crisp and full of detail, each page is immersive, both visually and factually. The books that focus on particular aspects of animals (ears, eyes, legs, etc.) weave together rich information with engaging commentary and questions (“Can you do that?” -or- “Can you find…?”).

The books that detail a particular animal, such as Ferdinand Fox’s First Summer and Otis the Owl, take us on a seasonal journey through the lens of that animal’s life. Each title also ends with activities, called “For Creative Minds,” for further exploration. Animal lovers will lose themselves in these books!

With over 15 books to choose from, this collection can provide days and weeks of exploration. For those who really fall in love with this series, it’s worth investing in Naturally Curious Day by Day: A Photographic Field Guide and Daily Visit to the Forests, Fields, and Wetlands of Eastern North America, which offers information about the natural world for each day of the year.

Holland’s picture book titles include:

Animal Ears

Animal Eyes

Animal Homes

Animal Legs

Animal Mouths

Animal Myths

Animal Noses

Animal Skins

Animal Tails

Animal Tracks and Traces

The Beavers' Busy Year

Ferdinand Fox’s First Summer

Otis the Owl

What’s Inside?

Yodel the Yearling

Rothman’s “Anatomy” Books

Written and Illustrated by Julia Rothman

Perhaps more suited for older readers, these books are a treasure trove of information. Easy enough to flip through to discover captivating details, and well worth moving through the thematic chapters, the pages offer sweet illustrations, short descriptions, labeled anatomy, and much more.

Rothman’s delightful drawings offer just enough detail without being too much, making them accessible yet engaging. If anything, these books are a great introduction to what nature journaling can be! If children are inspired to try their hand at nature journaling, Claire Walker Leslie’s books, especially Keeping a Nature Journal: Deepen Your Connection with the Natural World All Around You, can be another wonderful option to explore with your child!

The five Rothman “Anatomy” books are:

Food Anatomy: The Curious Parts & Pieces of our Edible World

Wildlife Anatomy: The Curious Lives & Features of Wild Animals Around the World

Farm Anatomy: The Curious Parts & Pieces of Country Life

Nature Anatomy: The Curious Parts & Pieces of the Natural World

Ocean Anatomy: The Curious Parts & Pieces of the World Under the Sea

Whether they’re flipping through pages while curled up on the couch or stepping outside to explore with new eyes, these texts and illustrations can help children cultivate a lasting relationship with nature. We hope these books offer a meaningful bridge between your child and the natural world—one that inspires closer observation, deeper questions, and joyful discovery.

In Montessori, we believe that fostering a love for the natural world lays the foundation for stewardship, empathy, and wonder. These books are just a starting point—an invitation to see more, learn more, and care more about the life that surrounds us every day. Please reach out to let us know what you think of these books or to recommend others. Happy reading, and happy exploring!

A Different Kind of Homework: A Montessori-Inspired Summer

Mon, 09 Jun 2025 11:00:22 GMT

With its change of pace, summer can be a lovely time to branch out into different kinds of family adventures. Even though school isn’t in session, learning doesn’t need to end! In Montessori, however, we believe summer is a time not for worksheets and drills, but for wonder, exploration, and deep connection with the natural world.

As adults, we can offer invitations to exploration. For inspiration, we are offering this list of meaningful, joyful, and skill-building experiences designed to awaken the senses, ignite curiosity, and nourish the spirit.

Here is our "Summer Homework List" that reflects Montessori values of independence, care for the environment, and learning through doing. Consider this a summer challenge! How many can your family tackle during these upcoming months?!

Explore the Great Outdoors ��

Climb a hill or mountain.

Hike a section of a trail.

Walk, bike, or skate along a bike path or greenway.

Canoe or raft down a local river.

Spend extended time walking quietly through the woodlands.

Climb a tree and observe the world from a new perspective.

Play and splash in a summer rainstorm.

Learn to Navigate and Survive in Nature ��

Learn to use a compass and a map to find your way.

Pitch a tent, build a fire, and cook a meal outdoors.

Go on a night hike with a flashlight and listen for nocturnal life.

Use Your Hands to Build and Discover ��

Make sandcastles on the beach or mud pies in the yard.

Build a fort or lean-to in the woods.

Spend hours making dams and bridges in streams.

Dig for worms.

Try catching frogs and fireflies.

Experiment with different designs for kites or paper airplanes.

Connect with the Cosmos ��

Learn to identify a few constellations and find the North Star.

Discover where north, south, east, and west are in relation to your home.

Watch the Perseid meteor shower in August.

Observe and Create ��

Build a birdhouse.

Learn to whittle a stick.

Identify local birds by sight and sound.

Learn the names of the trees around your home.

Blow bubbles and observe patterns with wind direction and speed.

Create a scavenger hunt in the yard.

Collect, Record, and Reflect ��

Start a small home museum: shells, rocks, feathers, or postcards of natural wonders.

Collect and paint rocks.

Create a sculpture or design with found objects.

Keep a Nature Journal with drawings, leaf rubbings, and observations.

Lie in the grass and observe the clouds.

Grow and Gather ��

Care for your own tomato plant.

Plant and tend a vegetable garden.

Gather locally grown foods and create a picnic.

Pick fresh berries—and bake a pie!

Why It Matters ��

Summer is an excellent time to consider what experiences will nourish our children’s love of life! With that in mind, let’s trade pencils for pinecones, screens for stargazing, and worksheets for wildflowers. This is the kind of homework children will remember, and that will support deep growth and learning.

Children thrive when they experience real-world learning, especially when it involves movement, observation, problem-solving, and connection. Plus, these summer suggestions awaken the senses, promote independence, and help children feel rooted in their environment.

If you are interested in learning more about how Montessori keeps this spirit of discovery alive all year, please be in touch. We love to share what we do!

Creating Community in Montessori Toddler Environments

Thu, 29 May 2025 11:00:56 GMT

In Montessori education, we emphasize community, not just as an abstract concept, but as a lived daily experience. From the very beginning of life, we emphasize carefully prepared environments that foster a deep sense of belonging and connection.

What Is Community?

The word community comes from the Latin communis , meaning “common, public, general, or shared by all or many.” In addition to shared space, in Montessori, we also think about community as a shared sense of meaning, values, and connection.

At its core, community begins with the most fundamental human group: the family. Families form children’s first social experience and the first place where values, culture, and expectations are passed down. This bond has helped humans survive and thrive throughout history.

Partnering with Families

In the Montessori approach, we honor and respect each family's unique values, striving to foster strong home-school relationships. Our partnership with families is a mutual journey—one in which the adult caregivers at school and home come together with a shared purpose: to nurture children’s natural growth.

Building the Toddler Community

We design our learning environments—both indoors and outdoors—to meet each child where they are, providing just the right level of challenge, comfort, and beauty. In creating community, we focus on essential, concrete elements like people, space, and materials, while also attending to intangible aspects that provide a profound sense of order.

The People : The adults—both the lead guide and trained assistants—focus on personal and professional preparation. Their role is not to direct the child but to support their natural development with presence, purpose, and peacefulness.

The Space : The physical environment must be appropriately sized, thoughtfully arranged, and aesthetically pleasing. If it’s too large, children can feel lost or overstimulated. If it’s too small, they may feel crowded and unsettled. We design every detail—from the furniture to the flow of the day—with intention.

The Materials : Everything in the classroom is purposeful, developmentally appropriate, and in harmony with Montessori principles. We carefully select materials to support children’s movement, independence, concentration, and sense of order.

Profound Order : A true Montessori community also relies on an invisible but essential structure: the order that underlies everything. Children have a fundamental need for order, especially during the first six years of life when they are in their sensitive period for order.

External order—seen in routines, consistent expectations, and a well-organized space—helps children form inner order, which is the foundation of emotional regulation, concentration, and autonomy.

If children do not experience order in their lives, they must expend energy trying to create it—energy that should instead be used for self-construction. That is why order must exist not just in the physical environment, but also in the adults’ behavior and in the flow of the day. A sense of control, predictability, and respect enables toddlers to flourish as they begin to form their personalities.

The Role of the Prepared Adult

As we create and cultivate our learning communities, we also recognize the significance of our role as adults in creating a community where toddlers feel safe, supported, and free to grow.

While we play a critical role in creating and maintaining a beautiful environment, we also recognize that it belongs to the children for their growth and development. To ensure that we support this development, we strive to master the art of observation, which enables us to identify what children need to aid their growth. With a deep understanding of the purpose of every material in the classroom, we can then connect children to meaningful work through intentional and respectful presentations.

We also practice humility, recognizing that children are often more in tune with their needs than we are. Our work with toddlers requires us to respect each child’s human potential, even when behavior is challenging, and to love unconditionally, accepting children for who they are, not who we want them to be. This practice means that we regularly reflect on our own work, always striving to improve so that we can better serve the children.

A Living, Breathing Community

Creating a Montessori community for toddlers is both an art and a science that requires intentional environments, well-prepared adults, and a deep respect for children’s developmental journey.

At its heart, the Montessori Toddler Community is a shared space where children learn how to be in the world—together. It is here they first experience what it means to belong, to contribute, and to grow with others.

Schedule a visit to see what an intentionally designed community looks like in action!

Montessori Materials Explained: The Fundamental Needs Charts

Mon, 26 May 2025 11:00:50 GMT

Exploring Human Connection: The Fundamental Needs Charts in Montessori

In the Montessori elementary classroom, we support children’s natural curiosity about what it means to be human. One of the tools we use for this exploration is the Fundamental Needs Charts, which illustrate the universal needs that connect all people, past and present.

Understanding Our Shared Humanity

The purpose of these charts is to help children recognize their own needs and see how human beings across time and cultures have worked to fulfill them. Through this, children begin to develop a deeper awareness of their place in history and the common threads that unite all people.

There are two charts that children use first as an overview and then as a tool for research.

The first chart provides a broad overview of fundamental needs, divided into material needs (food, shelter, clothing, defense, transportation) and spiritual needs (art, music, religion, communication).
The second chart focuses specifically on the human need for food, a concept that even the youngest elementary students can appreciate!

Unlike traditional text-heavy resources, these charts rely on visual representations, which makes them accessible to younger elementary children. The charts also provide a visual model of how to organize an investigation into ancient civilizations and cultures.

A Framework for Exploration

Elementary-aged children are naturally curious about how things work and why people live the way they do. The Fundamental Needs Charts provide a structured way to study history and culture, allowing children to ask meaningful questions:

How did different civilizations meet their needs for food and shelter?
How did people create art, music, and systems of belief?
What innovations, like the wheel, changed the way humans lived?
Are spiritual needs as essential as physical ones for survival?

These questions encourage children to think critically and compare cultures in a way that fosters both curiosity and respect for diversity.

From Concrete to Abstract Thinking

At first, children relate to physical needs like food and warmth because they have personally experienced hunger or cold. They also begin to grasp more abstract concepts, such as the role of art, music, and communication in human development.

We introduce the first chart through conversation:

What did you have for breakfast this morning?
How did you get to school? Did you wear a seat belt?
Why did you choose the clothes you have on today?
What do you plan to do this weekend?

We often write little slips with students’ answers. Then, we display the first chart and, together with the children, figure out how to put the different answers into the different categories. Children love this personal connection to the material, and the process lays the stage for how information can be organized thematically.

Encouraging Independent Research

The Fundamental Needs Charts do not present every possible human need–this is intentional. Instead, they provide a model that encourages children to create their own charts based on their research. This process deepens their understanding and allows them to make connections between cultures in a meaningful way.

Younger children often love making “needs” collages from magazine pictures or even charts of their own personal “fundamental needs” such as “What I Eat.” Sometimes, children may make booklets or write a story or report about a particular aspect of the chart, such as “How We Get to School” or foods that come from fish or foods that are flowers! Or they may make a chart with all the different ways human beings transport themselves, or about human houses. The possibilities are endless!

As they continue their studies, older children transition to The History Question Charts, which rely more on text and research. These allow for a more detailed examination of historical patterns, further reinforcing the idea that history is a story of human beings working to meet their needs.

Education for Peace

Dr. Maria Montessori believed that education should help children see themselves as part of a larger human family. By studying the universal needs that all people share, children develop a sense of human solidarity through space and time. They learn that while cultures may differ in their approaches, our fundamental needs unite us all.

This understanding fosters empathy, respect, and a sense of interconnectedness—essential components of education for peace. The Fundamental Needs of Human Beings Charts are more than just learning tools; they are a gateway to understanding human history, culture, and identity.

Visit our classrooms to see how our learning activities help young people become interconnected citizens!

Practical Life Has Purpose!

Mon, 19 May 2025 11:00:15 GMT

The Purposes of Practical Life in Montessori

In a Montessori classroom, practical life activities play a foundational role in supporting children’s development, independence, and connection to their environment. Because children are actively absorbing and adapting to the world around them, everything we offer in practical life serves a developmental need.

Supporting Independence

One of the primary goals of practical life is to nurture children’s functional independence—the ability to care for oneself and the environment and interact meaningfully within a community. The first plane of development (0 to 6 years) is marked by a strong drive for independence, with children eager to do things for themselves.

By the time a child enters the Children’s House (approximately ages 2.5 to 6), they have already made strides toward independence. However, they still require an environment that allows them to refine their skills. In the world, children generally encounter a number of obstacles to their independence:

Household processes (e.g., cleaning dishes in the dishwasher) may be hidden or too complex.
Tools are adult-sized and difficult for small hands to use.
Movements happen too quickly for children to absorb (e.g., tying a shoe).

The Montessori environment addresses these barriers by providing:

Child-sized tools for daily activities, such as preparing food and caring for the classroom.
A clear, ordered sequence of movements that children can observe and repeat.
The freedom to practice skills at their own pace, allowing them to move from passive observers to active participants.

Supporting the Sensitive Period for Movement

We also recognize that young children are in a critical period for refining their control and coordination. So practical life activities are designed to help children refine their movements in purposeful ways, directing children’s attention and energy toward focused, intentional actions. Walking on the line of an ellipse develops balance and control. Pouring water from a basin to a bucket refines precision. Carrying a tray teaches careful, measured movements.

One of the most challenging yet essential aspects of movement is control. It takes effort to stop pouring just before a cup overflows or use only a small drop of polish when shining an object. By engaging in these exercises, children strengthen their willpower and gradually master their own actions.

Supporting the Sensitive Period for Order

Children in the first plane of development have an innate need for external order, which is reflected in their surroundings and daily routines. Montessori environments support this in a variety of ways.

We ensure that activities have a logical sequence of steps so as children learn new concepts, they can also rely on the sequencing.

Materials are placed in a specific order on the shelves, moving left to right and top to bottom so children begin to internalize the same patterning we use for reading as they work through the easier and most concrete activities to the most challenging and abstract.

Montessori activities are color-coded. For the youngest children this means that all of the items for something like window washing will have the same color which helps children keep the set together. As children get older the color-coding is designed to help them grasp concepts like place value in math or parts of speech in language.

Once children internalize these structures, they gain confidence and independence, allowing them to complete tasks from start to finish without adult intervention.

Assisting with Cultural Adaptation

Practical life activities reflect real-world tasks that children observe in their daily lives. Children are naturally drawn to meaningful work—they want to help, imitate, and participate. For example, in Dr. Montessori’s early observations in San Lorenzo, she saw that children were fascinated by the gardener and the custodian, eagerly following and watching their work. Children see adults doing marvelous activities, and children want to learn the skills to participate! Through practical life activities, children engage in culturally relevant tasks that allow them to feel like valuable members of their community.

Supporting Orientation

Orientation is a fundamental human tendency—we all seek to understand our surroundings and how to function within them. Practical life exercises help children orient to the Montessori classroom by introducing essential routines. For example, we take the time to teach children things that might otherwise be taken for granted, such as:

How to carry a chair properly.
How to greet a friend.
How to roll and unroll a work rug.
How to ask for help.

By taking time to demonstrate these tasks, we show respect for the child and provide the knowledge they need to act confidently in their space.

Supporting the Development of Concentration

Practical life activities serve as a gateway to deep concentration. The freedom to choose and repeat exercises allows children to follow their intrinsic motivation and work toward self-perfection.

When children reach deep concentration, they experience:

Joy and a sense of fulfillment.
An increased connection to others.
A natural reduction in undesirable behaviors.

The ability to repeat an activity for as long as needed also supports children’s sensitive period for order and mastery. This is why practical life often serves as the first point of engagement for children in the Montessori classroom.

Supporting the Development of the Will

Practical life exercises help children develop willpower and self-control by bridging the gap between impulse and deliberate action.

At first, children act on instinct, but through repeated exercises, they learn to:

Act consciously and voluntarily.
Perfect their actions through self-correction.
Develop grace, courtesy, and social awareness.

Whether through learning how to clean up a spill or preparing snack to share with others, children learn to control their impulses and consider the needs of others.

Dr. Montessori beautifully summarized this transformation in The Discovery of the Child:

“The grace and dignity of their behavior and the ease of their movements are the corollaries to what they have gained through their own patient and laborious efforts. In a word, they are ‘self-controlled,’ and to the extent that they are thus controlled, they are free from the control of others.”

Practical life is far more than just pouring, scrubbing, and folding—it is the foundation for independence, concentration, order, and social development. These carefully designed activities help children orient to their world, refine their movements, and develop the willpower to act with purpose.

By embracing practical life, we give children the tools to engage meaningfully with their environment, take ownership of their learning, and ultimately, become confident, self-sufficient individuals. Contact us to schedule a tour so you can see how young children use practical life activities in powerful ways!

Mother and Newborn: A Deep Early Connection

Mon, 12 May 2025 11:01:39 GMT

The moments immediately after birth mark the beginning of a new yet deeply connected relationship between mother and infant. Though they are now separate beings, their bond remains intensely intertwined in a symbiotic relationship—one that nurtures, sustains, and supports both.

The word "symbiosis" originates from the Ancient Greek "σύν" (together) and "βίωσις" (living), beautifully encapsulating this critical early period where mother and baby live in close, mutual dependence. During this time, each provides something essential to the other, fostering survival, emotional security, and a foundation for lifelong attachment.

The Newborn’s Dependence on the Mother

Human infants enter the world in a state of immense dependency. Due to the evolutionary growth of the brain, babies are born before they reach full developmental maturity—an adaptation necessary to ensure a safe passage through the birth canal. This means that, unlike many other species, a human newborn requires continuous care and support in order to thrive. Infants’ nervous systems, movement, and even digestion are still developing outside the womb, making maternal presence essential for their adaptation to life beyond the confines of their prenatal environment.

The Mother’s Need for the Newborn

While the newborn’s need for the mother is evident, the mother’s need for her infant is just as profound. After birth, a mother’s body requires the baby’s presence to complete the physiological transition of childbirth.

Skin-to-skin contact and immediate breastfeeding trigger the release of oxytocin, which aids in contracting the uterus, expelling the placenta, and reducing the risk of postpartum hemorrhage. Additionally, prolactin, another key hormone stimulated through breastfeeding, deepens maternal attachment and fosters the nurturing instinct. As Ashley Montagu explains in her book, Touching :

“Psychologically, this intensification serves further to consolidate the symbiotic bond between herself and her child. In this bonding between mother and child, the first few minutes after birth are important. This is the beginning of that time when mother and baby are literally getting in touch with one another.”

This early connection is not just physical—it is deeply emotional. The mother’s body, heart, and mind undergo a transformation, developing an instinctive responsiveness to her baby’s needs. The mutual dependency between mother and child is what makes this period so unique and essential.

The Newborn’s Transition: Finding Security in the Familiar

Emerging into the external world is a dramatic shift for newborns. The womb was a place of warmth, movement, and constant sound—their mother’s heartbeat, breath, and voice. Birth catapults them into an unfamiliar space filled with new sensations, but certain elements can help bridge this transition. When held close, newborns find comfort in their mother’s scent, heartbeat, and voice—familiar reference points that reassure and provide continuity between the prenatal and postnatal worlds.

Meeting the Newborn’s Five Immediate Needs

Newborns enter life with five fundamental needs that ensure their smooth adaptation:

Direct contact with the mother
Adherence to biological rhythms
Temporal, physical, and social order
Space for unhindered vision and movement
Opportunities to explore with all the senses

These needs are met through three essential aspects of the mother-child relationship: holding , handling , and feeding .

Holding: The First Experience of Love

Holding, especially skin-to-skin contact, is crucial in the moments and weeks after birth. Being held provides the newborn with reassurance and an immediate sense of belonging. As Montagu describes in Touching :

“It is through body contact with the mother that the child makes its first contact with the world, through which he is enfolded in a new dimension of experience, the experience of the world of the other.”

Through touch, infants absorb the warmth, rhythm, and security of their mothers. This experience lays the foundation for trust, emotional stability, and future social bonds.

Handling: Loving, Intentional Care

Every interaction—bathing, changing, dressing—provides an opportunity for meaningful communication. Handling should be done with love and respect, fostering collaboration between caregiver and infant. When approached with attentiveness and predictability, these routine interactions create security and help the baby integrate into the social world with confidence.

Feeding: A Relationship Beyond Nutrition

Feeding, particularly breastfeeding, is not just about nourishment—it is about connection. The act of nursing stimulates hormones in both mother and baby, supporting digestive development, immune function, and emotional bonding. In fact, as the baby nurses, twenty different gastrointestinal hormones are released in the mother and infant, which stimulates the growth of the baby’s intestines and increases calorie absorption.

How feeding happens also matters. Even though newborns need guidance, we want to allow them to initiate suckling, as this reinforces their autonomy and natural rhythms. This early dynamic of mutual responsiveness creates a foundation of trust—ensuring children feel safe, heard, and secure in their ability to have their needs met.

The Lasting Impact of the Symbiotic Period

The symbiotic period, spanning approximately six to eight weeks, is foundational in shaping the infants’ perception of the world. Babies who experience warmth, responsiveness, and consistency in these early weeks develop an intrinsic trust in their environment. Likewise, through this deep connection, the mother gains confidence in her role and solidifies her bond with her child.

The profound mutual dependence of the symbiotic period is not just about survival—it is about building a relationship of love, trust, and security that serves as the blueprint for infants’ future interactions. By embracing this period with intention, awareness, and tenderness, both mother and baby emerge from it transformed—ready to take on the next stages of growth, hand in hand.

In Montessori, we are intentional about how we support each stage of development. Contact us to learn more!

A New Role: Adults in Montessori Adolescent Programs

Mon, 05 May 2025 11:01:13 GMT

Adolescents are in a new stage of development. So, how can the adults in their lives adapt? In Montessori adolescent programs, we open our hearts and minds to what is really happening for adolescents in their growth toward adulthood.

We have enormous respect for adolescents and the growth that happens during this stage of life. In many ways, the early adolescent years are parallel to the first years of life. Adolescents are newly emerging adults. They are newborns, and just like newborns, they are gaining a great deal of learning, brain integration, and social/emotional equilibrium.

Because what happens during adolescence impacts how our future adults will adapt and contribute to the broader society in adulthood, we are careful to model what it means to be an adult. We work to provide guidance and structure while respecting adolescents’ journey of self-construction. This stage of development is a period of reorganization, and we have the unique opportunity to positively influence and support this transformation.

The Montessori Adolescent Environment

Montessori adolescent programs vary in structure but typically include:

Plans of study and work
Different forms of social organization
Micro-economy programs
Work with nature and the land

Within these activities, adults serve multiple roles in different settings, such as in the kitchen, through work on the land, in business operations, and more. However, it is essential to remember that the Montessori learning environment belongs to our adolescents. As such, we must ensure students develop concentration and independence through meaningful activities in an attractive and stimulating environment.

Creating this prepared environment is a vital piece of the adult’s work! So we work to uphold the following characteristics.

Designed for self-construction : Adolescents need an environment where their personal development takes priority over just producing a finished product. Whether running a microeconomy business or working on the land, we remember that the product isn’t the primary concern; rather, it’s the adolescent’s development and their self-construction.

Developmentally appropriate : Activities and experiences should align with where adolescents are in their growth so as to ensure engagement and relevance.

Supportive of human tendencies : We want the environment to support human tendencies, like orientation, order, association, and exploration, in a way that evolves with students’ age and maturity. This means the space and the work will look different based on what our students experienced during their elementary years!

Includes materials/activities that provide appropriate challenges and opportunities for independence : Adolescents need access to tools, technology, creative outlets, and real-world applications of their learning, from garden tools to spreadsheets, from theatrical production materials to forms of publication.

Provides Beauty and Order : While adolescents may not always maintain order, a well-organized and aesthetically pleasing environment still impacts their development and identity formation. Although adolescents experience organization as a convenience, order is necessary to operate in a microcosm of society and when you need to get things done, like cooking a meal for a group.

Ensures Isolation of difficulty : We need to observe to know if our adolescents can use the tools at their disposal and also to plan for what lessons they need to be successful. Adolescents don’t want to be incompetent. They also don’t want to be ordered about by an adult. They need our side-by-side support.

Is Scaled in Size : We want workspaces should be adaptable to accommodate the diverse physical and developmental needs of adolescents. Scaling still matters at this level because adolescents can be very different from each other in their development.
Offers Limited materials : Too much choice can be overwhelming, yet the material needs to be obtainable when the task requires it. We intentionally ensure there isn’t one of everything for everyone because research shows adolescents are more productive when working with a partner.

Encourages Care (of self, others, and the environment) : This is a beautiful thread in all of Montessori. As our young people approach adulthood, we support them in learning how to take of themselves so that they then have the capacity to take care of people around them and then their community and their planet. Encouraging adolescents to care for themselves, their community, and the world around them fosters responsibility and empathy.

The Essential Role of the Adult

Adults are an essential part of the prepared environment, acting as facilitators of human development. Our primary responsibilities include:

Creating Conditions for Growth : Providing experiences that develop social responsibility, justice, and dignity.

Modeling Respect and Civility : Demonstrating respect for people, living things, community spaces, and social norms.

Fostering Engagement : Encouraging participation through invitations to work, short presentations, and meaningful activities.

Encouraging Self-Construction : Allowing adolescents to take ownership of their learning while the adult remains in the background, blending into the work alongside them.

The Power of Observation and Patience

A fundamental role of the adult is to create conditions that naturally engage adolescents. This requires stepping back from unnecessary praise and criticism and allowing students to recognize their own successes and errors. Learning comes from experience, and we see mistakes as valuable opportunities for growth.

Adults must also develop strong observation skills, practicing patience as adolescents navigate their developmental process. Our role is to guide, not dictate, allowing adolescents to take ownership of their education.

Ultimately, we must be aware of and sensitive to adolescents' developmental needs and characteristics. We respect their potential and understand adolescents’ need to function in a social context and their drive to become independent young adults.

Side-by-Side Work

One of the most effective tools for fostering independence is working alongside adolescents. This allows them to:

Observe real work in action
Understand their role within a community
Feel valued for their contributions

The process begins with adults modeling tasks, ensuring students understand the necessary skills, tools, safety rules, and quality expectations. Gradually, responsibility shifts to the adolescent, allowing them to take ownership while we observe from a distance. Older students can take on leadership roles, further developing their skills and sense of responsibility.

Preparation of the Adult

The role of adults in a Montessori adolescent program is built on teamwork, respect, and humility. Adults must collaborate effectively, ensuring that the program serves the community of adolescents rather than personal agendas. By fostering a respectful and engaging learning environment, adults empower adolescents to become independent, confident, and socially responsible individuals.

Facilitating adolescent development is a significant challenge requiring deep preparation. Montessori adults must be willing to evolve, accept change, and continually refine their approach based on observation and feedback. Montessori education is powerful for this age group because the adults are constantly exploring how to creatively meet adolescents’ needs, from designing the learning environment to preparing themselves to support these emerging young adults.

Curious to learn more about how Montessori supports stages of development in our young people? Schedule a tour!

Cosmic Education

Mon, 28 Apr 2025 11:00:55 GMT

Elementary-aged children have an innate desire to learn about the universe, the world, places, people, and how they interact. They yearn to understand why and how. They are eager to understand not only the culture in which they live but also make sense of the magnitude of cultures (human and non-human) that make up the entire world and, indeed, the entire cosmos.

Dr. Maria Montessori developed Cosmic Education as a guiding framework for children in the second plane of development (ages 6 to 12). Comic Education is designed to nurture their reasoning minds and imagination while fostering a sense of interconnectedness and wonder.

The Philosophy of Cosmic Education

Dr. Montessori described Cosmic Education as an approach that offers children a vision of the universe and its order and a way to understand how all things are interrelated.

“If the idea of the universe be presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder... his intelligence becomes whole and complete because of the vision of the whole that has been presented to him.”

– Dr. Maria Montessori

To Educate the Human Potential

Rather than teaching isolated subjects, Cosmic Education presents an integrated curriculum where history, science, geography, language, and math are interwoven into a grand narrative. This holistic approach helps children see themselves as part of both a larger human story and the natural world.

The Scope of Cosmic Education

Unlike traditional curricula focused on skills, facts, and assessments, Cosmic Education prioritizes deep exploration. As Montessori educators, we recognize that we are guides who plant seeds of interest, knowing that these seeds may germinate later in life. We encourage children to pursue knowledge freely, follow their curiosity, and make connections across disciplines.

At its core, Cosmic Education is centered around key themes:

Natural Laws: The universe follows natural laws, from gravity to the water cycle, which children observe and study. Human societies also create laws to maintain order and cooperation.

Work & Contributions : Everything in nature and human civilization has a role to play. From the work of bees pollinating plants to the contributions of scientists and artists, children see how each element of the universe is purposeful.

Interdependencies & Relationships : All systems in the universe, from ecosystems to human economies, are interconnected. Montessori education highlights these relationships to foster understanding and responsibility.

Love, Appreciation, & Gratitude : Cosmic Education nurtures a sense of reverence for the universe, whether through scientific discovery or historical narratives.

The Great Stories: A Foundation for Learning

Cosmic Education is introduced through the Great Stories, a series of imaginative, inspiring tales we share with wonder and reference. These stories not only provide a tantalizing glimpse into the marvels of the universe, they also provide a framework for deeper study. In order to bring significant concepts to life, Montessori elementary guides appeal to students’ imagination through allegory, metaphor, beautiful language, charts, and dramatic demonstrations.

The Great Stories include:

The Creation of the Universe (“God with No Hands”) – An awe-inspiring story about the origins of the universe, the formation of galaxies, and the forces that shape our world.

The Coming of Life – A journey through the evolutionary changes of life on Earth that culminates in an introduction to the fascinating Timeline of Life.

The Story of Humans – Explores the unique intellectual and creative capacities of human beings, emphasizing imagination and innovation.

The Story of Communication in Signs/The Story of Our Alphabet Story – Traces the development of written language, from ancient symbols to modern alphabets.

The Story of Our Numerals – Highlights how mathematics is another kind of human language and introduces the power of math to bring order and exactness, including how math has allowed humans to meet their needs in different ways.

These stories captivate children’s imaginations, prompting further exploration of subjects like physics, chemistry, history, and biology. They provide a unifying theme that integrates all areas of study, reinforcing the idea that learning is not fragmented but part of a cohesive whole.

Outcomes of Cosmic Education

Dr. Montessori’s vision of education extends beyond academics; it is about shaping compassionate, knowledgeable, and socially responsible individuals. She believed that understanding our place in the cosmos fosters humility, gratitude, and a commitment to improving the world.

Through Cosmic Education, children develop:

A sense of purpose, recognizing that their work and actions contribute to the greater whole.

An organized and analytical mind, capable of seeing patterns and relationships in complex information.

A deep appreciation for humanity and nature, encouraging them to become responsible stewards of the Earth.

A lifelong love of learning, driven by curiosity rather than external rewards.

Nurturing wonder, critical thinking, and interconnected understanding lays the foundation for a lifetime of meaningful learning and engagement with the world. Ultimately, Montessori’s Cosmic Education is more than a curriculum—it is a philosophy that empowers children to view themselves as active participants in the ongoing story of the universe. The best way to learn about Cosmic Education is to come see it in action! Schedule a tour today!

Tattling vs. Telling: A Montessori Approach

Mon, 21 Apr 2025 15:55:19 GMT

How often have our little ones run up to us to spill forth their grievances about other children? Sometimes, these reports are about broken rules. Sometimes, they are about hurt feelings. Sometimes, they may even be attempts to get others “in trouble.”

In these moments, we have a split second to determine how best to respond. And our response matters!

Underlying Issues

When children come to an adult to tattle, typically they are trying to figure out the rules, both explicit and implicit, as well as how those rules are enforced. Which rules are critical? Which rules can be bent or broken? When should someone intervene?

Although those “tattle” moments can feel annoying, it can help to remember that there are probably a dozen or more other times when they didn't come to an adult. Coming for help can be because they reached the point of enough is enough. In this case, the "tattling" is really a plea for help.

We can remember that children are in the process of creating their value system, and this is especially so for elementary-aged children who have a heightened sense of justice and are often acutely attuned to what is or isn’t fair.

Children who are regularly tattling, are usually those who need support with figuring out the intricacies of rules and which are the most important. Children who have clarity about this are more likely to just remind a sibling or classmate about the rule.

If we reframe how we think about a tattler, we can see that child as asking for affirmation or clarification, or even just a clear understanding of the consequences of breaking a rule.

Reframing Our Response

If we reframe tattling as a request for help, our response can shift accordingly: "It sounds like you really need some help with this. What can I do to help?" Or "I hear that you are feeling very frustrated with Jackie. Let's go talk to her.”

It’s important that we don’t just dismiss children by telling them to go work it out on their own. The reason they have come to you is for some help.

That being said, if children are seeking retribution or punishment for another, we have a good opportunity to help guide them through another approach. Maybe the two children aren't getting along for some reason and they need some support to repair their relationship.

A Step-by-Step Approach

First, take a moment to try to determine the intention behind the tattling. One way to slow down the process is to make an observation and restate the concern: “So you are upset that…” or “You are concerned about…”
We also want to acknowledge children’s feelings and need for help: “Theo, it sounds like you need some help resolving this with Tristan. Let’s go talk to him together.”
We can then facilitate a structured conversation between the children. For the most success, we want to ensure the conversation happens in a calm, neutral setting. Then we can encourage each child to express their concerns: “Theo, can you explain to Tristan what happened that upset you?”
It helps to remind both children to truly listen to each other and to ask the listener to repeat what they heard in their own words: “Tristan, what did you hear Theo say?”
In this process, we can help explore the root of the issue and see if there were any triggers that led to the unwanted behavior: “So I wonder what happened prior to Tristan throwing a stick at you. What could have caused him to want to do that?”
It’s important to allow both children to express their perspectives and repeat back what they heard.
We can also encourage the children to think critically about their motivations to guide everyone toward a resolution. Try questions like:

“What do you think I should do here?”
“What do you think should happen next?”
“What would help resolve this?”

In asking these kinds of questions, we are helping children consider their own motivations as well as how to make amends. This can help bring to light if they are seeking punishment or truly need help resolving the issue.

Children are also very sensitive to whether we are maintaining adult neutrality. Even if one child seems “more guilty,” we want to avoid taking sides so that the process is focused on understanding, communication, and relationship repair.

Helping Children Distinguish Between Tattling and Telling

Over time, we ultimately want children to build the skills to independently resolve conflicts, uphold expectations, and know when to get help for serious issues. As children develop trust in the fact that adults can be counted on to help as they form their own value systems, we can introduce them to the difference between tattling and telling.

What is Telling?

Reporting serious concerns (safety, harm, or bullying).

Seeking help when there is a genuine need for an adult’s intervention.

Example: “Someone is hurt,” or “I saw something dangerous.”

What is Tattling?

Seeking attention.

Trying to get someone in trouble.

Reporting minor issues that could be resolved independently.

Example: “She took my pencil!”

Feel free to download this visual guide to use as a discussion tool with children. It’s important to acknowledge that children often struggle to distinguish between tattling and telling. But with support, time, and intentionality, children can learn! They may even want to add to the list as they experience different instances of tattling or telling.

We want children to learn that safety and well-being are priorities while also empowering them to be able to problem-solve when issues arise. The goal is for children to recognize when an issue requires an adult’s help and how they can take responsibility in social situations. As adults, we can model empathy and accountability in this process.

We also invite you to visit our school to see Montessori conflict resolution strategies in action!

When at Wit’s End

Mon, 14 Apr 2025 11:00:08 GMT

Our children are hard-wired to test boundaries. They do this while simultaneously wanting assurance that they are accepted and belong. While this tendency may try our patience, it helps to remember that children just want to know that we can maintain both limits and connection.

Over the years, we’ve found four key approaches that, when used in parallel, can help re-establish relationships, provide clarity of expectations and routines, and help children feel understood and valued.

Mistaken Goals

Often, our children act out when their needs are not being met in some way. If we can understand what our children are trying to achieve through their behavior, we can address these underlying needs. The Positive Discipline model identifies how many behaviors stem from four mistaken goals: the desire for attention, the need for power, the hunger for revenge, and the assumption of inadequacy.

If children’s goal is attention, the coded message behind the behavior is "notice me" or "involve me usefully.” If the need is power, their behavior conveys that they need meaningful ways to contribute. If children are trying to get revenge, they are communicating they are hurting or need their feelings validated. When their goal is assumed inadequacy, expressed by giving up or wanting to be left alone, the message behind their behavior is a need for others to believe in their capability and show them small steps toward success.

We tend to have emotional responses when our children misbehave, and those feelings are the key to breaking the code of behavior. We recommend using this Positive Discipline Mistaken Goal chart . Use the first column to identify how we feel when faced with the behavior. The subsequent columns (such as how we tend to react and our child’s response) help hone in on the possible mistaken goal. Then, the chart also helps identify the possible beliefs behind the behavior, how adults may contrive, the underlying message, and proactive and empowering responses to shift the behavior.

Pausing and remembering that misbehavior is a form of communication can help us respond to our children in more supportive ways.

Playful Parenting

Play allows children to process and make sense of their lives. They need play, and as Lawrence J. Cohen, PhD, so eloquently explains in his book, Playful Parenting, children need the adults in their lives to play, too. Even though we may not feel like playing, by engaging in this way, we can create more closeness, cooperation, and confidence in our children.

When there is a particularly tricky situation that keeps arising–perhaps bedtime, getting out of the house, sharing with a sibling, or something else–using a “playful parenting” model can help. To do this, first, briefly discuss the challenge together during a relaxed time when everyone is in a good mood. This conversation should be non-judgmental and focused more on making observations. For example, “I’ve noticed that when it’s time to leave for school, you seem to get really stuck, and then I get angry because we will be late. Have you noticed that?” This can be a time for your child to share their perspective, too.

Then, with your child, try acting out the scenario in different ways: when everything goes well, when everything falls apart, with a new approach, etc. It’s also super enlightening and fun to try reversing roles. Have your child be the adult, and you be your child. Not only does this lighten the mood about a friction-causing moment, it can also provide both parties some insight into the other’s perspective. Plus, this playful approach strengthens the bond you have with your child.

Special Time

Another way to proactively cultivate a positive relationship is by scheduling “special time.” Our children need our undivided attention, yet so often, as parents, we are pulled in many directions. One way to address this is to commit to having five to ten minutes of one-on-one time with each child. Let your children know that this is when you will be with them one-on-one and 100%. If you have more than one child, each gets to choose what you both do together during that time, and it’s important to schedule separate one-on-one time with each.

Be sure to play anything they want during this time and commit to the time together. Children love this special time, and be forewarned, they tend to choose the activity we least enjoy! If this is the case, remember it is only for a short duration. Use a timer and stay committed to having the time each day. This undivided attention helps children feel secure and connected. The result? They are more cooperative with us and each other.

Let Routines Rule

If struggles arise around particular times of day (bedtime, mealtime, transitions, getting ready for school, etc.), shifting to a visual schedule can really help. The key is to collaborate (again during a relaxed time when everyone is in a good mood) with your child to create a visual schedule of what needs to happen during these typically challenging times of the day. For example, if bedtime is tough, brainstorm together about all the steps: brushing teeth, bath time, pajamas, picking out clothes for the next day, storytime, etc. Then together, you can create images, either by drawing them or taking photos of your child doing each step.

This visual schedule can be a checklist that is laminated so your child can use a dry-erase marker to check off each item they have completed, or pictures can be attached with velcro so they are movable (which allows room for the order to be changed if your child can reorder the flow of events). The idea behind this is to give children a sense of control and to also take the focus off of us reminding them of the next steps. When our children hear us giving constant reminders about what to do next, they can easily slip into resistance mode. Plus, by providing information through the visual sense (not just the auditory sense), a visual schedule helps children understand more concretely and remember the expected structure and sequence.

We’d love to hear how these techniques work for you! Parenting can be an emotionally exhausting experience. One of the gifts of these strategies is that they can also help you reconnect to the joy of raising these amazing (and challenging) beings! Also, let us know if you’d like to schedule a time to come visit in person. We love sharing insights and ideas about supporting children!

Unlocking the Magic of Language: Montessori Sentence Analysis

Mon, 07 Apr 2025 11:00:12 GMT

Did you know that the word "grammar" evolved from "glamour"? This linguistic connection reflects an ancient association between language and enchantment. When we introduce Montessori's sentence analysis work, we offer more than just a lesson—we present an enchanting gift!

We regularly witness children falling in love with language as they uncover its patterns and structures. At the elementary level, children possess a reasoning mind, an active imagination, and a deep need for communication. The Montessori sentence analysis activities appeal to these characteristics, helping children connect as they creatively discover the underlying patterns of our language.

Why Do We Teach Sentence Analysis in the Elementary?

Children are natural pattern seekers. They love to identify and understand structures in the world around them, including language.
We want them to fall in love with language. By engaging in hands-on grammar work, children develop an appreciation for the beauty of sentence construction.
Sentence analysis provides clarity. Understanding sentence structure helps children write with greater precision and confidence.
Analysis leads to synthesis. When children break down sentences, they gain the tools to build more complex and meaningful expression in their own writing.

What Sentence Analysis Involves

The elementary sentence analysis materials introduce a set of symbols (that correlate to what children have experienced with the Montessori grammar boxes and the symbols for parts of speech), along with color-coded arrows with questions on one side and grammatical names on the other.

When breaking apart the parts of the sentence, children first identify what brings the sentence to life: the verb (predicate). To identify the subject of the sentence, children ask the questions from one of the arrows emanating out from the action: Who is it that? What is it? By answering those questions, the children are able to determine the subject.

Let’s use a very simple sentence as an example: Josie jumped. The children first identify the action: jumped. They can underline this word in red and then can cut it out or tear it out in order to be able to place the word on the red predicate circle. Then they use the black arrows to answer the question: Who is it that jumped? Josie!

The subject emanates out from the predicate, reflecting standard English sentence structure. We then directly teach other sections of the sentence like direct and indirect objects. For example, Raphael planted a tree for his mom.

Once we introduce adverbials, children take off independently, excitedly creating long sentences by answering the different questions on the arrows. We also explore attributives, compound subjects and compound predicates, and even compound direct and indirect objects.

We introduce this work early in the elementary years, beginning with simple sentences and progressing to compound and complex sentences. Children first learn to analyze and name the parts of a simple sentence before moving on to more complex structures. However, because simple sentences are rare in authentic texts, once children are confident with the structure of a simple sentence, we quickly move to varied sentence types.

Children can write their own sentences on paper strips or rolls of paper (like adding machine rolls). Using this kind of paper encourages students to create longer, continuous sentences, reinforcing their understanding of sentence expansion and modification. The questions on the arrow guide children in both creating sentences and analyzing the parts of sentences. The focus is not on achieving 100% correctness but on engaging in the activity and thinking critically about sentence structure.

Where Do They Go From Here?

Children love to play with sentence analysis work! They might challenge themselves to create the longest compound sentence possible, or they might try to include all the adverbial phrases in one sentence.

To deepen their understanding, children can analyze sentences from various sources: their own writing, newspaper or magazines, read-aloud books, graphic novels, non-fiction texts, teacher-created sentences, and sentences from classmates. They love to create sentences for each other to analyze. Plus, student-generated sentences provide organic opportunities for individualized teaching moments.

Montessori sentence analysis serves as a gateway to advanced writing and grammar exploration. As children progress, they refine their understanding of sentence construction, enhancing both their reading comprehension and their ability to write with clarity and sophistication. Ultimately, children internalize essential rules of grammatical construction just by experimenting with creating, deconstructing, and sometimes even reconstructing sentences.

By engaging deeply with sentence analysis, children develop a lifelong appreciation for the structure and beauty of our language–the glamour of grammar! If you are interested in seeing how this gift continues to unfold as children grow through the Montessori program, contact us to schedule a tour!

Our Montessori Bookshelf: Autism Awareness

Mon, 31 Mar 2025 11:00:12 GMT

We are committed to building communities based on understanding, acceptance, and support. So, in honor of Autism Awareness Month, which is observed every April, we are sharing some of our favorite books with themes of understanding autism and appreciating neurodiversity.

We hope that in exploring these books together, you and your children can help dispel myths and misconceptions about autism, foster a more inclusive society, and recognize the unique strengths that neurodiverse individuals can offer.

Ali's Gifts: A Family's Experience of Autism Spectrum Disorder

By Livvy Tune

Told from an older sister’s perspective, this story highlights the importance of a family focusing on how to understand a child’s experience of autism (rather than worrying about what other people think). The book provides a lovely journey from the initial upset of people asking, “What’s wrong with your brother?” to celebrating uniqueness.

Amazing Me: A Kids Guide to Understanding Autism

By McKenzie Schneider, Illustrated by Sydney Saathoff

This book can be a good resource for a younger elementary-age child who is just learning about what it means to be a person with autism. The clear descriptions and examples of what autism means for the main character, Alex (who can be seen as either a boy or girl, depending upon the reader’s perspective), can also serve as a helpful reference for if and when issues arise (e.g. making friends, sensory overwhelm, etc.) and also for celebrating strengths!

Autism and Me: An Empowering Guide with 35 Exercises, Quizzes, and Activities!

By Katie Cook

When older children are ready to learn more about autism (either as someone who has autism or as someone who wants to be supportive), this is a great go-to guide. Full of real-life examples, interactive activities, and easily digestible information, this is a must-have positive and empowering resource. The book is mostly text, with a few illustrations and decorative elements woven in.

The Boy with Big, Big Feelings

By Britney Winn Lee, Illustrated by Jacob Souva

Written in rhyme, this picture book shows how some children might feel things more intensely. A boy’s emotions are illustrated in colorful swaths coming out of him in different situations. Eventually, by connecting with a girl who also has big feelings, the boy feels more secure about expressing his emotions, which helps others, too. Although not specifically about autism, this story can be a way to explore sensory sensitivities and big reactions to seemingly small issues.

He’s Not Naughty! A Children’s Guide to Autism

By Deborah Brownson, Illustrated by Ben Mason

This is a good resource for elementary-aged children who want to better understand autism. The pages are filled with text that feels handwritten and bold images that help make the point. Although the book feels like a stream of conscious sharing about autism, it actually starts with a table of contents, which can be helpful for referencing particular aspects of ASD (like making friends, smells, or routines). At first glance, the book feels overwhelming, but it can serve as a helpful reference for children with autism and their friends and family.

The Girl Who Thought in Pictures: The Story of Dr. Temple Grandin

By Julia Finley Mosca, Illustrated by Daniel Rieley

Told in rhyming verses, this true story chronicles the life of a girl who was diagnosed with autism, struggled at school, but then who (thanks to supportive, understanding adults) went on to not only achieve incredible academic success but also to revolutionize how farms could be more compassionately designed for animals. The end of the book includes a note from Temple Grandin, tidbits and fun facts from the author’s interview with her, a well-designed timeline of Temple Grandin’s life, a thorough written overview of her life, and resources for further information.

Masterpiece

By Alexandra Hoffman, Illustrated by Beatriz Mello

Samuel, the main character, is obsessed with blue and creates a picture with all the shades of blue for a class project. The gift of this book isn’t necessarily the storyline or illustrations, though. Rather it masterfully tells a simple story that normalizes being a person with autism. From arm flapping, to wearing headphones, to needing the teacher to quietly connect about expectations, Samuel’s uniqueness is just gently woven into what the reader experiences.

My Brother Charlie

By Holly Robinson Pete and Ryan Elizabeth Pete, Illustrated by Shane W. Evans

This sweet, simple, and profound picture book is a must-have. The narrator tells her story and experience of her twin brother having autism. This true story is both instructive and heartwarming and includes a lovely explanation at the end about how to be supportive of those with autism.

Uniquely Wired: A Story about Autism and Its Gifts

By Julia Cook, Illustrated by Anita DuFalla

Although slightly visually busy, this picture book really conveys the experience of living with autism. A young boy shares his unique perspective on the world and gives easily digestible explanations for behaviors that can seem off-putting at times.

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Stages of Development Series: Maturity

Mon, 24 Mar 2025 11:00:12 GMT

This is the final post of a series focusing on each of the four stages (or planes) of development: birth through age six, ages six to twelve, ages twelve to eighteen, and ages eighteen to twenty-four. Montessori pedagogy calls for a big picture perspective that incorporates the fundamental principles of human development at each stage of development and how we can best provide for a developing young person in each stage.

A Path Toward Maturity and Contribution to Society

The journey of human development, as envisioned by Dr. Maria Montessori, is marked by four distinct planes. Each plane represents a different phase in an individual's growth, and the fourth plane, spanning from 18 to 24 years of age, is no exception. This phase, which Montessori refers to as Maturity, signals the culmination of psychological and physical growth and paves the way for young adults to step into the world as a fully formed individuals capable of significant contributions to society.

Characteristics of the Fourth Plane

The fourth plane represents a time when individuals reach the height of their development and begin to assume their role in society. Unlike the earlier planes, the psychological changes during this period are less dramatic and more internal, and the focus shifts to understanding oneself and the world beyond one’s immediate needs. Whereas the body completes its physical maturation, the mind embarks on the task of understanding how it can contribute to humanity.

In The Four Planes of Education, Dr. Montessori writes, “The individual should be the man who knows how to make his own choice of action having passed to perfection the preceding phases. He should be as a live spark and aware of the open gate to the potentialities of prospective human life and of his own possibilities and responsibilities” (p. 15). This encapsulates the essence of the fourth plane— young adults’ newfound ability to make independent choices while being aware of their potential impact on society.

In this stage, individuals are not merely focused on themselves but are also learning to engage with the world beyond their personal ego. The question that arises is not “Who am I?” but “What can I do?” This shift from self-centeredness to a broader, more collective view of life signifies the maturity that defines the fourth plane.

Conquest of Independence

One of the key aspects of the fourth plane is the conquest of independence, particularly economic independence. This phase marks a time when individuals strive to become self-sufficient within the larger society. Young adults move beyond the dependency of childhood and adolescence, assuming more responsibility for their own life, finances, and future.

This is a period when a personal mission begins to take shape. Young adults start to solidify their goals, whether academic, professional, or personal, and work toward them with a growing sense of purpose. Dr. Montessori believed that achieving economic independence was crucial, as it not only provides the means to live but also fosters a sense of autonomy and responsibility.

Observable Examples of Development

Physically, by the fourth plane, development is largely complete. The dramatic growth spurts of the previous stages have slowed, and young adults now have full mastery over their body. Health is typically stable, and there is an overall sense of well-being.

Much like the second plane, the fourth plane is also conducive to intellectual pursuits, particularly those that lead to specialization in areas essential for a future career. This is when our young adults are honing skills that will serve them in the professional world, whether through higher education, apprenticeships, or other forms of specialized learning.

The fourth plane is also a time when individuals, having developed a solid understanding of themselves, are ready to take on more significant intellectual and social responsibilities. This is when they truly start asking the big questions, such as, “How can I contribute to the world?” It is at this stage that young adults embark on the exploration of their "cosmic task," a concept Montessori introduced in the second plane, which refers to the idea that every individual has a unique role to play in the larger story of humanity.

The Role of the Supportive Environment

With significant internal growth happening during the fourth plane, the role of the external environment remains crucial. A supportive environment during the preceding planes can have a profound effect on how individuals move through this stage. If our young adults have been nurtured in an environment that promotes autonomy, responsibility, and respect for their capacity to make choices, they are more likely to enter adulthood with the skills and mindset necessary to thrive in society.

To prepare for their careers during this time, many young adults pursue higher education, either through university studies or vocational training. Alternatively, they may enter the workforce, beginning to take on professional roles that contribute to society. This is also a time when many young adults leave the family home and start families of their own, further solidifying their place in the world as independent adults.

Dr. Montessori, unfortunately, did not have the opportunity to explore this phase in depth. However, we can imagine a world where every individual has been given the best possible environment throughout the previous planes of development. In such a world, adults who emerge from the fourth plane are equipped not only with the knowledge and skills to succeed but also with a profound sense of responsibility toward the greater good.

An Enlightened Society

The ideal outcome of the fourth plane is individuals who not only seek personal success but also work toward the welfare of humankind. Young adults who have passed through the earlier planes of development with the support of nurturing environments can enter society with a strong social conscience, eager to contribute to the collective well-being of humanity. They see the interconnectedness of all people and seek ways to address societal issues and contribute to the common good.

Imagine a world in which all young adults, having been guided through the previous developmental stages, emerge from the fourth plane ready to play their roles in society—not only as self-sufficient individuals but as enlightened members of a larger human community. This vision encapsulates the Montessori ideal: a world where everyone has the potential to contribute meaningfully to the advancement of humanity as a whole.

The fourth plane of development is not merely a time for self-discovery but a time for self-realization and societal contribution. Young adults, secure in their independence, prepare to engage with the world in ways that transcend personal goals, focusing instead on broader responsibilities. By fostering an environment that nurtures growth and independence, we set the stage for a society composed of individuals capable of making meaningful contributions to humanity’s collective well-being.

Curious to see how attention to the characteristics and needs of earlier stages of development can support an enlightened society? Schedule a tour today!

Stages of Development Series: Adolescence

Mon, 17 Mar 2025 11:00:08 GMT

This post is the third installment in our series exploring four stages of human development from a Montessori perspective. The Montessori approach takes a holistic view of growth, recognizing the unique needs of young people at every stage—birth to age six, six to twelve, twelve to eighteen, and eighteen to twenty-four—and adapts learning environments to support natural development at each stage. By understanding these key phases, we can better nurture young individuals as they progress on their journey to maturity.

Adolescence (Age Twelve to Eighteen)

Adolescence is often seen as a turbulent stage in life, sometimes even labeled as dysfunctional or something to endure. However, Dr. Maria Montessori viewed this vital period of human development as a time in our lives that deserves respect and understanding.

In Montessori education, adolescence is honored as a time of transition, a phase of development that, in many ways, mirrors the first six years of life. Just as the early years are marked by rapid transformation and the shaping of the individual, adolescence marks the transformation from childhood into adulthood.

Adolescent Development

The third plane of development, which typically begins at age twelve and continues through the teenage years, is one of significant physical, emotional, and social transformation. This period is characterized by the onset of puberty, hormonal changes, and dramatic physical shifts.

Adolescents, much like children in the first plane of development, experience rapid change, but this time it is in preparation for adulthood and potential child-rearing. As a result, adolescents require more sleep and are more susceptible to health issues (e.g. acne, depression, and eating disorders).

A key focus during this stage is the conquest of social and economic independence. Humans on the journey to adulthood need to function in social organizations, which requires intellectual and social skills. Adolescents also need to experience how economic interdependency works and they want to learn about different roles in economic systems. To do so, they need the awareness and skills to contribute in meaningful ways.

Social engagement is how we function as humans. Economic contribution and interdependency is how we meet our needs. Adolescents are no longer passive observers of society; instead, they strive to become active participants and contributors. Like during the first plane, adolescents learn best through hands-on experiences that benefit society, which reinforces their desire to contribute in meaningful ways.

Adolescents as Social Newborns

Dr. Montessori often referred to early adolescence as the "newborn" stage of adulthood, highlighting the vulnerability and transformation that adolescents undergo. This period of rapid physical and emotional development mirrors the developmental intensity of the first years of life. Adolescents are not just growing in terms of physical stature but also in terms of emotional and social maturity.

Much like a newborn, adolescents are learning how to navigate the complexities of the world around them. They are developing a sense of self and finding their place in society. The challenge of the third plane is to help them build this self-confidence and self-worth, while guiding them through the emotional turbulence that often accompanies this stage.

Holistic Development: Physical, Emotional, and Social Growth

Montessori's approach to adolescence is deeply holistic. We emphasize the importance of addressing the adolescent's physical, emotional, and social needs, recognizing that these areas are interconnected and cannot be separated in the developmental process.

Physical Development

Adolescents undergo significant physical changes during this time, including hormonal fluctuations and rapid growth. Brain development continues with an oversupply of gray matter and pruning of neural pathways, which influences behavior and learning capacity.

Key physical needs include:

Engaging in physical activity and hands-on work
Maintaining a healthy diet
Ensuring adequate sleep

Emotional and Psychological Development

Adolescents experience strong emotional swings and are highly self-conscious. They are forming their identities and are very aware of peer perceptions. Balancing these emotions and navigating their evolving sense of self can be challenging.

Emotional needs include:

Opportunities to build confidence and independence
Safe yet challenging environments
Support in self-expression and identity formation

Social Development

Social connections become increasingly important during adolescence. Adolescents seek peer approval and loyalty and often engage in risk-taking behaviors as they establish their place within their social circles. They learn best through collaboration and social interaction.

Social needs include:

Opportunities for collaboration with peers
Mentorship from adults
Meaningful and relevant social engagement

Moral and Intellectual Development

Dr. Montessori emphasized the adolescent’s sensitivity to issues of justice and personal dignity. This stage is a critical time for developing a strong sense of fairness and the desire to contribute meaningfully to society. As they mature, adolescents begin to understand the value of their contributions to the world around them.

Though their intellectual development might seem secondary due to emotional upheavals, it remains essential. As their brains undergo significant rewiring and neural pruning, adolescents still benefit from intellectual opportunities and challenges, as well as strong moral foundations.

The Role of Work and Contribution

Just as it was in earlier planes of development, work remains a vital aspect of adolescence. Adolescents have a strong desire to contribute to society and have their efforts recognized. Through work and activity, adolescents bolster their self-esteem and gain a sense of accomplishment.

The educational model proposed by Dr. Montessori focuses on land-based work and cooperative community living, which provide ways for adolescents to engage in meaningful activities. This model supports adolescents’ physical well-being, fosters social development, and prepares them for economic independence. Through hands-on work, adolescents not only contribute to their immediate communities but also develop a sense of responsibility and understanding of the value of work.

Supporting Adolescents Through Their Development

To meet the developmental needs of adolescents, we need to offer supportive environments. Dr. Montessori envisioned a community where adolescents could live and work together, gaining both physical and emotional nourishment. Providing opportunities for physical activity, collaboration, and self-expression helps adolescents develop into confident, capable adults.

Adolescents need both freedom and guidance. While they push away from adults as they seek independence, they still require boundaries, structure, and mentorship. Adults play a critical role in supporting adolescents as they navigate this transformative stage.

Understanding adolescence through the Montessori lens allows us to appreciate this period as one of profound transformation. By honoring the physical, emotional, social, and moral development of adolescents, we can provide them with the support they need to transition confidently into adulthood. With a holistic approach that integrates meaningful work, opportunities for self-expression, and guidance from adults, adolescents can be empowered to become the capable, interdependent adults society needs. Visit our school today to learn more!

Stages of Development Series: Childhood

Mon, 10 Mar 2025 11:00:09 GMT

Understanding human development at each stage is crucial to fostering optimal growth. This belief forms the foundation of Montessori education, which is deeply rooted in the developmental needs of children.

This post is the second in a series that explores the four stages of human development: birth through age six, ages six to twelve, ages twelve to eighteen, and ages eighteen to twenty-four. Each of these stages, or planes of development, comes with unique needs and capacities, and understanding them allows us to better support children in their educational journey.

Childhood (Age Six to Twelve)

Unlike the dramatic changes seen in infancy and adolescence, the second plane of development (ages six to twelve) is often viewed as a period of relative stability. This phase serves as a critical time for children to build upon their early experiences while preparing for the transitions that will come in adolescence. Despite its importance, this period is sometimes overlooked in society, but it is essential for the development of social, intellectual, and emotional skills that will serve as a foundation for later life.

Key Characteristics of Elementary Children

At the core of this stage are several observable characteristics.

Physical Sturdiness and Stability

Children in this stage experience a steady period of physical growth. They lose their primary teeth and gain adult teeth. Their skin loses its baby softness. Their hair even gets coarser and darker. Their body becomes leaner and stronger, with the soft, rounded contours of early childhood giving way to a more defined physical form. Despite these changes, growth slows down compared to the rapid pace of the first plane. This time also brings greater stability in health and coordination.

Reasoning and Abstraction

While children in the first plane absorb information effortlessly and even unconsciously, the second plane is marked by a growing capacity for reason and abstraction. No longer content with simply absorbing facts, children seek to understand the underlying causes of things. They begin to ask “why” questions and develop the ability to think logically and critically about the world around them. Their imagination flourishes and they love being able to transcend time and space, mentally traveling through history or exploring possible futures.

Conquest of Independence

This is a time when children transition from sensorimotor learning to becoming intellectual explorers. The intellectual independence they gain during this phase fuels their studies of mathematics, history, geography, art, and music. Montessori classrooms provide opportunities for children to explore these subjects with the motto: “Don’t tell me. I’ll figure it out myself.” Their journey toward independence extends beyond the academic to include a growing capacity for social reasoning and moral judgment.

The Herd Instinct and Socialization

One of the defining features of children in the second plane is their social nature. Children at this age exhibit a strong "herd instinct"—the need to belong to a group and collaborate with peers. They begin forming micro-societies and creating their own rules, roles, and expectations. These experiences allow them to practice social interactions and develop their conscience. It’s worth noting that as adult-directed activities (e.g. afterschool sports and classes) increase, children have fewer opportunities to work out social dynamics independently.

Moral Development and a Sense of Fairness

As elementary-age children seek independence, they also begin to develop a sense of morality. Children at this stage are sensitive to fairness and justice, and are likely to voice concerns when they perceive inconsistencies. This is when we frequently hear, “It’s not fair!” This stage is about the exploration of right and wrong and the ability to question rules and authority. The drama that unfolds in the classroom is often part of this process, as children navigate the complexities of social rules and develop their moral code.

A Fascination with the Extraordinary

Second plane children are drawn to the extraordinary, whether in the form of superheroes, mythical creatures, or fascinating civilizations. Their imagination is sparked by the idea of powers beyond the ordinary, and they are eager to explore cultures and histories that seem larger than life. This fascination with the exceptional provides them an avenue for exploring concepts of heroism, strength, and the human condition.

A Supportive, Community-Based Learning Environment

In a Montessori classroom, children are encouraged to work both independently and in groups. As such, the prepared environment of the second plane is designed to foster collaboration while allowing space for individual exploration. Group activities allow children to develop their social skills, negotiate rules, and practice taking on different roles within a community. Through these experiences, they are able to form their own moral code and develop their identity in relation to the group.

Children in this stage also have a thirst for knowledge that goes beyond what is available in the classroom. Montessori education encourages “Going Out” experiences—trips beyond the school to explore the wider world. These excursions allow children to engage with real-world problems, develop planning and execution skills, and build a deeper understanding of the subjects they are studying. Through these experiences, children come to see themselves as active participants in the world around them.

Montessori referred to the educational experience in the second plane as "cosmic education." In this phase, children are introduced to the universe as a whole, with an emphasis on the interconnectedness of all life. The Montessori curriculum for this stage revolves around the Five Great Lessons, which invite children into discovering more about the universe, the formation of the earth, the coming of plants and animals, the arrival of humans, and the development of written language and numbers. From these lessons, all areas of study—botany, geography, history, zoology, language, and more—emerge, inspiring awe and gratitude for the universe and humankind’s place within it.

Support from Home and Community

While second plane children are eager to explore beyond the family and classroom, they still require the strong support of their home, school, and peer group. Social activities become increasingly important, as group work provides them with the opportunity to practice collaboration, moral judgment, and self-expression. A strong, supportive environment—both at home and at school—helps children navigate this important stage in their development.

Curious to see how a school environment can meet the needs of six- to twelve-year-olds while inspiring deep learning? Schedule a tour of our classrooms!

Stages of Development Series: Infancy

Mon, 03 Mar 2025 11:00:02 GMT

Imagine education from a fresh perspective—one that sees children not as empty vessels waiting to be filled but as whole individuals embarking on a lifelong journey of self-formation. From the moment of birth, children are driven by powerful internal forces that guide their growth and help them adapt to their unique time, place, and culture. This remarkable ability to evolve and adapt is a defining trait of our human species.

The Montessori approach to education is built upon this profound understanding of human development. Dr. Maria Montessori dedicated her life's work to observing how children grow and change over time, identifying key developmental stages that shape their path to maturity. Through her scientific observations, she identified four distinct planes of development, each with its own unique characteristics and needs.

In this four-part blog series, we’ll explore each of these four stages—birth to age six, six to twelve, twelve to eighteen, and eighteen to twenty-four—unpacking how Montessori education adapts to support children’s evolving needs at every phase of growth. By understanding these developmental stages, we can better support young people on their journey to becoming capable, independent, and fulfilled individuals.

Infancy (Birth to Age Six)

The first plane of development is an extraordinary period of psychological and physical growth. Newborns enter the world entirely dependent, unable to move or communicate. Yet, within just six years, they are walking, talking, and asserting their independence with intellect and will.

Characteristics of the First Six Years

During this transformative stage, children require ample sleep to support their rapid development. However, when they are awake, their curiosity knows no bounds. They explore their surroundings with boundless energy, using their senses to touch, smell, taste, hear, and examine everything in their environment.

Conquest of Independence

One of the primary goals during this stage is achieving functional independence. Children are eager to take care of their own needs and are naturally inclined to observe and imitate the actions of adults. The mantra of children at this stage is: “Help me do it myself!”

Sensitive Periods

Children in the first plane experience sensitive periods—windows of opportunity when they are uniquely receptive to acquiring essential skills.

Movement : Young children need movement to develop brain-body integration.
Order : They crave order to make sense of their surroundings, learning what happens and how objects are used.
Language Acquisition : This is a critical period for language development, during which children absorb words and speech patterns effortlessly.

These sensitivities drive children’s development, shaping their understanding of the world.

Observable Milestones

One of the most profound achievements in this phase is the acquisition of spoken language. Talking to newborns, for example, stimulates vocal cord development, and astonishingly, their vocal cords vibrate when adults speak to them. From being essentially mute at birth, toddlers can have a vocabulary of around 200 words by age two and an impressive 10,000 words by the end of this phase. This makes it essential to provide a language-rich environment during these formative years.

Physically, this period is one of monumental growth. Children progress from being immobile to sitting, crawling, walking, speaking, and independently eating. As adults, we must be mindful about supporting rather than hindering this development. We want to offer rather than limit growth opportunities for our children!

The Sub-Planes: Ages 0 to 3 and Ages 3 to 6

The first plane of development can be divided into two distinct sub-phases:

Ages 0 to 3 : Children’s development is largely unconscious, driven by innate forces. During this phase, children absorb the world around them and do so without any filters. It’s important during this time that adults respect children’s natural developmental path without imposing external motivations.

Ages 3 to 6 : During these years, children become more consciously aware of their actions and motivations. This is when we see the emergence of children’s willpower and the powerful drive to classify and understand their environment. Children become more conscious learners.

As they grow, children naturally identify patterns, similarities, and differences based on their experiences. They construct their understanding of the world from scratch, and active experiences in their environment play a crucial role in shaping their cognitive development.

Social Development in the First Plane

During their first three years, children form strong bonds with their primary caregivers and family, finding comfort in a small social circle. They prefer solitary exploration and engage in parallel play.

By age three, children seek a broader social experience beyond the family. They require opportunities to interact with peers and engage in community life, which fosters independence and social development.

Creating a Supportive Environment

Providing the right environment is crucial to supporting children during their early years. Key elements of an optimal environment include:

A Secure Home : A safe and loving home helps children build trust and confidence in the world around them.
Freedom to Explore : Children need space and opportunities to move and explore safely, both indoors and outdoors.
Language Exposure : A rich linguistic environment helps children build vocabulary and develop confidence in self-expression.
Participation in Daily Life : Involvement in practical life activities helps children develop independence and a sense of belonging.
Cultural Experiences : Exposure to family traditions, rituals, and cultural practices helps children adapt to their culture and understand their place within it.

As children develop over the course of this stage of life, they also benefit from being part of a social community and, in the process, learn valuable lessons about cooperation, sharing, and responsibility.

By understanding the characteristics and needs of the first plane of development, we can create environments that nurture children’s natural growth, independence, and exploration. We invite you to visit our school to see for yourself how a prepared environment can meet the needs of our youngest children!

Mathematical Foundations

Mon, 24 Feb 2025 11:00:14 GMT

Whether we embrace math or not, humans have a tendency to think in patterns, quantify, and make logical connections. Some even say we have a mathematical mind! Young children also have this innate ability and inclination, so in Montessori, we take advantage of this propensity for mathematical thinking and offer learning experiences that provide an in-depth understanding of math even at a young age.

Organized into six general groups, the mathematical exercises in the Children’s House span from a foundational understanding of the numbers one to ten, to working with very large numbers and place value within our decimal system, to internalizing number facts, and even early work with fractions!

Numbers 1 to 10

Although learning the numbers 1 to 10 sounds simple, it actually involves the integration of several distinct concepts. The beauty of the Montessori materials is that they isolate each separate concept so that children’s understanding grows in progressive steps. This first group of exercises in the Children’s House aims to teach the names, symbols, quantities, and sequence for the numbers 1 through 10.

The youngest children first use the number rods, which are color-coded with alternating red and blue sections to designate the quantities of one through ten. As children work with the number rods, they solidify the concept of quantity as a single entity while also practicing one-to-one correspondence.

The sandpaper numbers help children learn the symbolic representation of numbers. After children master the sandpaper numbers and can easily identify numerals, we help them connect the number cards with the corresponding number rods. Additional materials–like the spindle boxes, cards and counters, and the memory game–help children progress from understanding quantity as a single entity to grasping how quantity can be a set.

Throughout this progression, we offer experiential exercises to help children learn the concepts of addition, subtraction, multiplication, and division. At this stage, we don’t provide the vocabulary but rather give an impression of the concept of each operation.

The Decimal System

Once children have mastered the numbers 1 to 10 activities, they are ready to begin exercises with the golden beads. Because there are never more than nine in a given place value, and children already know the quantities and the symbols, they are ready to learn the hierarchy of units, tens, hundreds, and thousands.

As children set up the golden beads, the primary decimal system materials, they learn how to think through the process of each operation and the concepts of calculation. Are they putting quantities together or taking them apart and recounting the categories?

The decimal system work gives children knowledge of the mathematical processes and solidifies their understanding of the mechanics of the decimal system. We focus on helping children understand the process of each operation. We aren’t looking for the right answer. We want the child to understand the operations and what adding, multiplying, dividing, or subtracting means.

After children understand the operations with the golden beads, we offer other materials, such as the stamp game and dot game, to help them move away from a very concrete toward a more symbolic representation of the quantities. We offer word problems at the end of this series, which help verify whether children understand each operation's process.

Continuation of Counting

Through this group of exercises, children learn the name, symbol, and quantity of the numbers from 11 to 100, and consolidate linear counting up to 1,000. The work starts with the teen boards (11 through 19) and tens boards (20 to 100). We also introduce the colored bead stair, which gives a color-coded sensorial representation for quantities of one through ten, a pattern replicated throughout the Montessori math materials.

With the golden beads, children experience the difference between 100 and 1,000, by weight and geometrical representation. In continuation of counting, children lay out the bead chains and see the dramatic linear difference between 100 and 1,000. Children also use the bead chains to practice skip counting, which lays the foundation for further studies in multiplication.

We also make sure there is lots of counting in the classroom! Children can be taught to count by rote, but mental maturity helps them take the leap from rote counting to understanding quantities represented by numbers.

Exploration and Memorization of the Tables

Through a variety of materials–the addition strip board, addition snake game, subtraction strip board, subtraction snake game, multiplication bead board, bead bars, and unit division board–children have lots and lots of practice with the essential math facts. This concrete exploration establishes a visual understanding of what something like 5 x 6 looks like and helps children establish early neural pathways for memorizing these math facts.

After children use different forms of bead material to practice, they move into more abstract representations of quantity and eventually even use blank charts to test their memory.

All of the repetition in this exploration phase leads to memorization as children become aware of which combinations they know and which they don’t know. Eventually, after a lot of practice and repetition, children realize that it is faster to do the calculations mentally rather than with the materials.

As children reach the end of their primary years, they want to be more efficient. At precisely this point, they are ready to begin the last group of exercises, called the passage to abstraction.

Passage to Abstraction

In the exercises for passage to abstraction, children connect the skills and concepts from the previous strands of learning, and their knowledge base shifts from understanding the concepts experientially to understanding them logically.

With the small bead frame, children revisit the process of addition and subtraction. With the wooden hierarchy material, children get a sensorial and symbolic introduction to the quantities ten thousand, one hundred thousand, and one million. This material also prepares children for the large bead frame and experiencing the multiplication of large numbers with a single-digit multiplier. The racks and tubes material allows children to begin dividing with larger divisors and dividends. With all of this concrete experience working with larger quantities, children are well on their path to abstraction.

Fractions

The final material in the mathematical progression is fractions. In the Children’s House, we have already helped the youngest children explore fractions sensorially. They return to this material from a mathematical perspective to understand quantities smaller than one unit. In addition, children begin simple operations with the fraction material and start to explore the equivalence of fractions.

In the Children’s House, the progression we use for all of these exercises helps children deeply solidify their mathematical understanding. We first ensure children have strong concrete experiences, followed by more symbolic representations. After children associate the concrete and the abstract, we offer lots of activities for practice, repetition, and verification.

In the process, we support children’s growth in classification, comparison, and reasoning. We invite you to come see children’s mathematical minds in action. Schedule a tour today!

Who Owns the Problem?

Mon, 17 Feb 2025 11:00:02 GMT

Most of us have had the experience of a child walking into the room and proclaiming, with exasperation and desperation, “I’m bored!” Without even thinking, we begin to offer suggestions.

Despite our best intentions, this situation tends to not end well. Our brilliant ideas are often quickly refuted. We feel frustrated. Our children haven’t engaged. And we’ve missed an opportunity to help our children take responsibility.

What Does it Mean to “Own the Problem”?

It helps to think proactively about how to respond when our children face problems, choices, or situations. These aren’t necessarily the big issues, but rather daily moments that can help our children learn important coping skills that will be crucial in their lives.

At its core, figuring out who owns the problem is about determining whether we or our children are the ones who are primarily responsible for addressing an issue. For example, when our children forget to bring something to school (a coat, gym shoes, snack, etc.), it’s their problem to own and solve because they are directly impacted. Plus, they are also capable of problem-solving (e.g. borrowing a coat, talking to their teacher, asking if there is any food they can have for a snack).

Owning the problem helps children take more responsibility and learn from their mistakes. Whereas, if we rush to their rescue and bring anything that was left at home, our children learn that remembering to bring essential items isn’t really important because we take care of covering for them.

The Challenges

However, watching our children struggle can be heart-wrenching. We don’t like to see our children upset, in pain, or even frustrated. Often, without even thinking, we jump in and try to protect our children from whatever problem, conflict, or challenge they are experiencing.

In addition to this urge to rescue, we may also experience time constraints, diminishing patience, worry about how others will perceive the situation, doubts about our children’s capability, and even pushback from our children.

It may seem faster to tie our children’s shoes or clean their messy room than to wait for them to do it themselves. We may worry that our children won’t meet expectations with a school project or that teachers, other parents, or extended family members will judge the results if we don’t help. Or maybe we aren’t sure that our children will make the “right” decision or if our children are mature or skilled enough to handle a situation. We may even feel guilty about allowing our children to face the natural consequences of their actions, even though it’s a necessary part of learning.

The Value

All problems have owners. Being thoughtful about who owns the problem helps create a clear boundary between guiding our children and taking over their challenges, which is crucial for raising independent, confident, and capable individuals. If we take the time to think ahead about specific (and even recurring) situations, we can be prepared to empower our children to take ownership of the challenges they face, rather than automatically intervening.

It’s also important to remember that if we regularly take ownership of our children’s problems, we are inadvertently teaching our children that they are not capable. The result? Our children grow more needy and dependent on (and sometimes even more demanding of) adults.

If our children own the problem, we can let them handle the problem and provide support as necessary. This is a growth opportunity for us and our children!

Steps to Take

The next time our children express frustration or emotion in response to a problem they own, we can try a simple, three-step response.

Tell them what we see

When our children approach us, consider using detective skills to determine what emotion is at play. “It looks like you don’t know what to do right now,” or “It looks like you are disappointed,” or “It looks like you are feeling sad.” This simple first step provides acknowledgment and helps children accept that their feelings are normal and acceptable. For younger children, this also helps them learn to identify different emotions.

In addition to validating our children’s feelings, active listening shows empathy and helps us avoid jumping to solutions. For example, if the upset is about an interaction with a friend, we can try saying something like, “That sounds really frustrating. Tell me more about what happened."

Ask them what they can do

Next, we can act as a coach rather than trying to provide solutions. This requires listening closely to determine the root cause of their problem and helping them come up with a solution (without doing it for them).

For example, if facing the “I’m bored” statement, we can ask questions, “What do you think you could do on your own so that you would feel busy?” Even if they respond by saying, “I don’t know,” we can continue to focus on their ability to think through possibilities. Sometimes, even just replying with something like, “make believe you know,” grants them permission to use their imagination.

Additional types of questions to have mentally prepared can include:

“What do you think you could do to fix this?”

“How do you think _____ might react if you explain?”

“What’s the first step you could take?”

Offer to help if appropriate

Once our children have come up with a solution to their problem, we can offer to help without taking over and implementing the solution for them.

Sometimes our children might need support with generating ideas. It’s okay to brainstorm together, which is different than trying to come up with solutions for them. If we do offer brainstorming support, it’s important to let our children choose the best course of action. For example, if the problem revolves around forgetting to bring something to school, we can help with some scaffolding, “Let’s think of ways you have remembered to bring your instrument for band. What’s one technique you’ve used before that worked well?”

We can also offer support by providing access to tools or resources. For example, if the struggle involves organization, we can offer to provide a calendar or checklist and teach our children how to use this tool rather than organizing their assignments or chores for them. Role-playing can also sometimes help children practice the solution they’ve identified.

Ultimately, we want to set clear exceptions by letting our children know what is expected and giving them the responsibility to follow through. Asking what their plan is is a great way to shift the focus to their ability to solve the problem. The best part is that the more often we allow our children to solve their own problems, the more capable they become.

Are you curious to learn more about supporting children’s emerging sense of responsibility? Come visit our school!

An Explosion in Language Development

Mon, 10 Feb 2025 11:00:01 GMT

Almost 120 years ago, when Dr. Maria Montessori created the first Children’s Houses in the slums of Rome, she saw a curious phenomenon. Young children, who not that long before had been considered street urchins, developed a sense of pride in their work and soon were eager to read and write. In fact, Dr. Montessori tells a story about how the children and their parents begged her to teach them writing and reading, despite the fact that, at the time society didn’t think that children under six were capable of this type of learning.

Then Dr. Montessori did what she did so well: she observed the children, she identified what skills they needed, and she provided opportunities for the children to develop. The result? Dr. Montessori saw what she described as an “explosion” into writing and reading.

In Montessori, we support children’s progression (and “explosion”!) in three aspects of language development: spoken language, written expression, and interpretive reading.

Spoken Language

Because spoken language is the foundation for all work in the language area, we offer rich, full, and beautiful language for young children through a variety of activities to cultivate conversation skills. Our enrichment of vocabulary exercises focus directly on expanding children’s receptive vocabularies and cultivating children’s experience and intelligence. As we engage children in language games, we also help increase their listening skills as well as their comprehension. As part of spoken language development, we also take the time to listen to children’s own spontaneous efforts of expression, so that they gain confidence in speaking and feel that their thoughts have meaning.

Written Expression

The act of writing consists of two separate elements: composing and recording. Composing is the mental work–thinking about what to say. Recording is the physical aspect of writing. In the Children’s House, we prepare these two elements separately by offering exercises to prepare the hand for recording and exercises to prepare the mind for composing. Writing is having a known thought that goes from sound to symbol, a process that is much easier than the process of reading.

Because the development of the hand takes longer than the development of the mind, we use a material called the movable alphabet as a way for children to compose words before their hands are ready to write. The movable alphabet is a box containing the letters of the alphabet, essentially the building blocks of all the sounds in our language.

Interpretive Reading

In Montessori environments, unlike many traditional settings, reading is introduced after writing because the process of reading is cognitively more difficult. Writing is essentially an expression of thought. When we write something, we know what we are writing. When we read something, we don’t know what the author was communicating so we have to take the symbols, match sounds to them, blend them together, and then attach meaning to them. This is much harder to do.

While the hand needs to be prepared for writing, the eye must be prepared for reading. This includes being able to follow a left to right, top to bottom progression across the page. In addition, the eye must recognize that the symbols in our language are lines creating a shape. So we have lots of activities with the geometry cabinet, as well as other sensorial materials, to prepare children for this visual discrimination. We also use the sandpaper letters to introduce the phonemes of language through three senses: tactile, visual, and auditory. Through games with the sandpaper letters, children get to practice the trace of the letter through gross motor movement of the whole arm and hand, see the shape, and associate the letter sound with its shape and their own movement.

Once children progress from reading words (mostly nouns), to reading phrases and finally sentences and paragraphs, we offer activities to highlight how different words have different functions. These exercises also highlight the syntax or order of words (e.g. adjectives tend to come before the noun they are describing). Another set of exercises, called reading analysis, highlights the role or the order of parts of a sentence. In the process of understanding the components of our language, children are better able to interpret what the author is writing.

The Pattern of Human Language Development

The progression that young children go through – spoken language to written expression to interpretive reading – follows the pattern of early human language development. Early humans began with spoken language, then advanced into forms of writing (think of the first cave paintings and picture writing), and later moved into reading as a way to interpret the thoughts of others. How amazing that our young children do the same in a matter of years from birth to age six!

One of the joys of the Montessori learning environment is how language learning is woven into all aspects of the children’s experience. When we present dusting, for example, we model a left to right, top to bottom pattern, which prepares the eye for tracking words on a page. When children use sensorial touch tablets and the rough and smooth boards, they develop lightness of touch and a relaxed hand necessary for writing. Every time children grasp a knob of the knobbed cylinders, they prepare their hand for holding a writing instrument.

Through the sound game, children become aware of the fact that words are made of sounds and they begin to identify all of the sounds in a word and place them in order. Through the sandpaper letters and sandpaper phonograms, children associate the sounds of our language with their symbols. This is exciting work for the children because not only can they see the isolated symbols, but they can touch them, too! Through the moveable alphabet, children are able to write their thoughts even before their hand is ready to control a pencil.

The genius of the Montessori approach is that it breaks down individual skills and abilities so that children can practice them in isolation. So by the time children have mastered these individual skills, they seem to spontaneously know how to write or know how to read.

Once this explosion into writing and reading has occurred, then children are excited to refine their writing and access worlds of knowledge through reading. A new journey of discovery and learning begins.

We invite you to visit the school to learn more about the “explosion” in language development and the joyous journey that unfolds!

The Three R’s of Recovery: A Positive Discipline Approach to Mistakes

Mon, 03 Feb 2025 11:00:04 GMT

Do you ever feel annoyed by throw-away apologies? So often, our children pick up the habit of tossing out “I’m sorry” like a used tissue. Completely overused, the expression begins to feel devoid of worth. They speak the words, but it seems like they don’t actually feel a sense of remorse or regret, much less a desire to make amends.

In Montessori, we don’t insist that children apologize, especially right at the tail end of a heated moment. For goodness' sake, think about when we, as adults, are tired or hungry or stressed and make a snarky comment. We’re not usually feeling particularly sorry – more like ticked off and cranky! Later, after we’ve had time to take some deep breaths, or perhaps tend to low blood sugar, we often feel a deep sense of regret and desire to make things right.

Because our children tend to replicate what they see in us, it helps if we decide to first make sure we aren’t just using “sorry” as an easy way out. To really model a different approach, it helps to use the framework of the “Three R’s of Recovery” from Positive Discipline.

The Three R’s of Recovery

When we make mistakes, we have an opportunity to make amends and even learn from the experience. In Jane Nelson’s Positive Discipline work, the “Three R’s of Recovery” offer steps to follow after calming down. The first R stands for recognize , and with this, we verbally acknowledge our mistake and take responsibility for our actions. To do this effectively, we must also be sure to keep any hint of blame out of the picture.

So if we’ve snapped at our children and later cooled off, we might say something like, “I feel really bad about when I snapped at you. You don’t deserve to be treated that way.” Notice that these statements don’t weave in any know-it-all finger-wagging about things they did to push our buttons. Rather than blaming, we take responsibility for the choice we made in the moment.

Next, we can reconcile by apologizing. This can be as simple as just saying, “I’m sorry.” When we’ve really taken responsibility, the reconciliation comes from a genuine and heartfelt place. And children are so forgiving and understanding. Perhaps we could learn a few things from them in this regard!

Finally, the third R is for when we resolve the problem. At this point, we work together to find a respectful solution. After taking responsibility and reconciling, everyone often feels open and willing to collaborate. If the time isn’t right for a brainstorming session, it’s important to set and stick to a later date for problem-solving. When allowed to share ideas in a safe, respectful forum, children often can help come up with incredibly creative solutions.

The Benefits

When we try putting the “Three R’s of Recovery” into practice, our children are often able to be more mindful after their less-than-ideal moments. Our mistakes become less about what we did wrong and more about the kind of people we want to be.

Because mistakes are an opportunity to learn and grow, our relationships with our children often grow stronger as we practice recognizing, reconciling, and resolving together. Mutual respect increases, and trust in each other becomes stronger.

The Positive Discipline approach dovetails nicely with Montessori principles and practice. We’d love for you to visit our school to learn more. Contact us to schedule a tour!

Montessori and Real-World Learning: The Value of Micro-Economies in Adolescent Programs

Mon, 27 Jan 2025 11:00:06 GMT

Our adolescents are on the road to adulthood. Physically and psychically, they are no longer children. However, they are not yet adults. They are in between. As a result, adolescents are deeply interested in what adulthood means and strongly desire to figure out their part in society.

One thing everyone knows about adulthood is that adults work and (mostly) pay their bills. Of course, this is not all that adults do. We have roles to play in society. We have passions. We have tasks. We have hobbies. All of that contributes to the roles we play in an economic system. Although money is involved, economics is ultimately about our web of interdependence. Every one of us depends upon the work of others.

To try to understand their future roles, adolescents observe adults and are curious about how to make their way as adults do. Although our adolescents may not outwardly show this interest, they are watching us. They want to be brought into side-by-side work and are keenly interested in gaining economic independence.

What is Economics (from a Montessori perspective)?

Economics is how people interact with value, and in particular the production, distribution, and consumption of services and goods. Economic independence allows individuals to make some contribution of value to society. By producing something useful and exchanging it for something else, we are drawn together in a web of connection.

In Montessori adolescent programs, we provide adolescents with opportunities to grow food, build useful items, or share services of their choosing. They then experience someone purchasing what they have produced, allowing them to buy other goods and services with the money they have earned. Through experiences of production and exchange, adolescents get to practice living humanity’s interdependence. They begin to develop an economic personality and a sense of self-worth and dignity.

Micro-Economies as a Form of Production and Exchange

To provide real-life learning on adolescents’ road to independence, Montessori students get to develop and run micro-economies, which are small-scale businesses within the school community. These micro-economies help adolescents learn practical skills (like budgeting, planning, customer service, and teamwork), foster creativity and problem-solving, and encourage responsibility and accountability.

Micro-economies are a way for adolescents to practice production and exchange through activities like running a small farm and selling produce, creating seasonal crafts or baking goods to sell, or providing child care for school events. The work of adolescents can be seen as a microcosm of society because the production and exchange activities they undertake help illustrate the necessity of a division of labor.

Money and Morality

As a community, adolescents create rules around their micro-economies. Because adolescents have a sensitivity for justice, they are very interested in exploring money and its morality. As a result, they often grapple with questions like:

What is a fair price to charge?

Should we include our labor when pricing?

How can we do this ethically?

How should we treat our customers? Our suppliers?

How do we want to use our money to express our beliefs and values?

In figuring out the role money plays in their micro-economies, adolescents also practice bookkeeping, how to make projections, and when to invest money in community efforts. They can explore what percentage to keep to invest in their own economy and how much they can afford to give to others.

Developing Micro-Economies

As adolescents develop their small businesses, they must also explore the scale of their production and exchange. In doing so, we help them consider if the work is immediate, proportionate, and appropriate.

For example, a micro-economy should respond to the needs of the group and the place. If students return to school in the fall and the fields are full of food, they must figure out how to deal with the abundance of the harvest. The work also needs to fit the group of students' size and ability while also being grounded in the community rather than being manufactured or artificial.

Thus, adolescents need to consider what goods and services their community needs and whether they can meet them. For example, adolescents can determine if families can more easily attend school events if child care is provided, if coffee service would be a hit during morning drop-off, or if a farm stand or marketplace could offer goods that help families and their busy lives.

Long-Term Benefits

By offering opportunities for adolescents to participate in all the aspects of the production and exchange cycle–from creation to sale–each individual can find a multitude of ways to engage and learn new skills, apply interests, and contribute to the economic well-being of their community.

In addition, through meaningful production and exchange, adolescents build empathy and a service-oriented mindset. The experience of collaboratively creating and implementing micro-economies fosters a sense of purpose and belonging. Ultimately, this work prepares our young people to become active, contributing members of their communities.

By supporting these activities in a morally grounded way, we help our adolescents experience valorization. They realize they have something to offer and are initiated into an economic system that unites people. At the age when adolescents are starting their journey to adulthood, what could be more fundamental?

Really, though, it’s most powerful to see how Montessori offers real-world learning! We invite you to schedule a tour to learn more about how Montessori prepares our young people for a positive future.

Why do Montessori Classrooms Have Long, Uninterrupted Work Periods?

Mon, 20 Jan 2025 11:00:04 GMT

The Montessori method of education was born from Dr. Montessori's scientific observations as she explored how to support children’s optimum development. In her studies, Dr. Montessori found that children need a block of uninterrupted time to go through cycles of focus and consolidation. Children two and a half and older need at least three hours to move through rhythms of focus. Often, the most growth and meaningful work happens toward the end of a three-hour block of time.

The Flow State

We can think about this in terms of the current-day understanding of what it means to get into a flow state. Sometimes, people describe a flow state as “being in the zone.” It’s when we are so immersed in and focused on what we are doing that a sense of time and our surroundings disappears.

This concept of “flow” was introduced in the 1970s by Mihaly Csikszentmihalyi, a psychologist whose studies of happiness and creativity led to his articulation of this highly focused mental state conducive to creativity and productivity. When Csikszentmihalyi’s grandchildren started going to a Montessori school, he was delighted to see how Montessori learning environments allowed young children to achieve this state of flow.

Long Uninterrupted Periods of Time

In order to get into their state of flow, children need about a three-hour block of uninterrupted time. Therefore, we have designed school and classroom schedules so that children can benefit from an interrupted morning work cycle.

Part of the morning routine involves children having enough time to greet their peers and go through their transition process without being rushed as they enter the classroom environment. When children are ready and in the classroom, the teachers (also known as guides) can focus on giving lesson presentations and supporting children as they start their day.

During the work cycle, children are engaged in a variety of activities–some they choose, some the adult guides them toward, and some individual or small group lessons. This opportunity to make choices of activities that have personal meaning and engagement provides several cognitive, emotional, and social benefits.

Benefits of the Work Cycle

When children can focus without interruption or externally driven transitions to another activity, they experience deep concentration. With all of the competing distractions in our world, this extended time to settle into their tasks and explore without pressure allows children to develop the “mental muscles” to sustain their focus.

Neuroscience shows that deep focus activates the prefrontal cortex, the brain area responsible for executive functions like planning, decision-making, and problem-solving. When frequent interruptions happen, the prefrontal cortex can’t engage fully, leading to fragmented thinking. Basically, when interruptions occur, the brain must reset and reorient itself, which can significantly impair learning and problem-solving. Plus, we know it takes time to transition into a focused state mentally, and shorter periods don’t allow this natural process to unfold.

Deep focus enhances memory retention, comprehension, and problem-solving skills. When children aren’t stressed by racing against a clock or knowing they will be pulled out of an engaging activity, they develop a more relaxed and open mindset. This mindset helps children retain their learning, approach challenges confidently, and solve problems more effectively. Children who concentrate deeply are also more likely to feel a sense of calm and satisfaction, which helps them manage their emotions more effectively.

In summary, Montessori’s uninterrupted work periods allow children to fully utilize their cognitive resources, making the learning process more efficient and satisfying.

Work Periods in Action

In her book, The Absorbent Mind, Dr. Montessori wrote about the profound benefits of deep concentration. She also observed that when children are allowed to work without interruption, they often become calmer, more focused, and more confident.

The list of benefits goes on and on! From promoting responsibility and time management to strengthening intrinsic motivation and curiosity, long, uninterrupted work periods have broad implications for children’s success as lifelong learners.

The teacher also plays a vital role in observing and supporting children during these work cycles so that children can be guided into healthy challenges, new learning, and necessary practice. Children learn that with the freedoms of this uninterrupted time, there are also clear boundaries and expectations. Thanks to the calm, respectful atmosphere of Montessori learning communities, work periods tend to have an ordered, busy hum.

Are you curious about the multifaceted benefits of long, uninterrupted work periods? We would love to have you visit and see them in action. Reach out today to schedule a time to observe.

Montessori Explained: Handwashing as a Learning Activity

Mon, 13 Jan 2025 11:00:03 GMT

Why do Montessori classrooms have a hand washing basin and pitcher when children can just access the sink? Isn’t this an antiquated experience?

To answer these questions, it helps to step back and explore why young children are drawn to an elaborate hand-washing process, the benefits of breaking down a series of steps, and what children are really accomplishing through the experience.

Practical life exercises provide the foundation for Montessori early childhood programs. These practical life experiences are foundational and significant for young children’s development. Yet they often don’t receive the appreciation they deserve, especially with the many academic benefits of the Montessori sensorial, math, and language materials.

To understand the value of practical life activities, we must understand the nature of young children, which Dr. Montessori did over 100 years ago.

Why Practical Life?

The exercises of practical life began to serve a practical need. Dr. Montessori had responsibility for children who were being destructive in a building in the slums of Rome. The proprietors needed to take care of the building, yet the children were unkept and out of control.

As a doctor, Dr. Montessori knew the importance of hygiene in preventing illness. So, one of the first things she did was provide water basins and cakes of soap. Then, Dr. Montessori showed the children how to wash their hands and faces.

What happened was unexpected. Once the children washed their hands and faces, they didn’t stop. They kept washing long after their hands were clean.

Dr. Montessori said the children repeated the activity as if driven by an imperceptible force. Instead of stopping them, like adults are apt to do, Dr. Montessori watched. She wanted to see what would happen. With her curiosity, patience, and powers of scientific observation, Dr. Montessori observed a need that went way beyond washing hands. From these practical beginnings came a very significant discovery for Dr. Montessori.

A Deeper Purpose

Dr. Montessori discovered the fundamental difference between work as the adult experiences it and work as the child experiences it. While work for the adult brings on fatigue, work for the young child is energizing. This is because children under age six are in a period of self-construction. They are developing their intelligence, memory, language, will, and movement.

Young children are motivated to interact with their environment to develop these essential aspects of themselves. Their goal is self-construction! Adults often don’t recognize this vital urge young children have to work. So typically, adults stop children from doing something because the action seems too tiring, too complicated, too messy, or because it will be more efficient and faster for adults to do it themselves.

But something deep within is propelling young children to this kind of activity. So, in our prepared environments, we offer motives of activity that will match children’s developmental needs. One of these essential experiences is hand washing.

The Benefits of Hand Washing as an Activity

In addition to the typical handwashing at a sink, Montessori toddler and primary classrooms also include a hand washing station with an apron, a basin and pitcher, soap, hand and drying towels, a bucket, and sometimes even a nail brush or hand lotion when appropriate.

We break down each step of washing hands: wetting our hands, washing with soap, rinsing, drying our hands, cleaning the wash area, drying the area, and restocking any necessary supplies.

In the process of filling a pitcher with the appropriate amount of water, pouring the water into a basin, and emptying the basin into a bucket to take back to the sink, children practice crucial gross motor skills that help them with equilibrium and crossing their midline.

As they learn how to get the fronts and back of each hand wet and lather each finger, their palms, the backs of their hands, and their wrists, they refine their visual motor coordination and fine motor skills.

The hand-washing exercise also helps children develop a sense of order through a logical sequence of activities. Practicing this sequencing lays the foundation for children’s future ability to handle sequences that aren’t as logical, especially as they move into work with mathematical and language materials.

A Love for the Process

Young children love this care of self activity, which involves being able to access and use water in a purposeful way. They can often be found repeating the process over and over. Children can also become very focused on the drying process and show remarkable attention to detail as they take care to wipe up any drips or spills.

As children master these steps, we introduce additional challenges, like using a nailbrush to clean nails or applying lotion when their hands are clean and dry.

The process is lovely to observe, and we invite you to schedule a visit to see how hand washing helps children with the vital process of self-construction!

Supporting Children's Social Lives

Mon, 06 Jan 2025 12:00:05 GMT

We’ve all experienced it. Those days when our children come home feeling the sting of a recess exclusion, a series of slights from a friend, or some other social discontent. They unload their hurt onto us, and we feel heavy with the weight of their pain.

Childhood is a time of profound social development. Our children are navigating their social lives, and learning how to handle social struggles is a process that can ultimately build resilience, empathy, and problem-solving skills. Social challenges are a normal and essential part of childhood development. But that doesn’t make the process any easier (especially for us as parents!).

Letting the Process Unfold

When our children come to us and unload their latest story of social exclusion, teasing, or friendship drama, it is important to make sure they feel heard. This means our job is to reflect back what we hear in an empathetic way, while also acknowledging any hurt or complex feelings. In practice, this may sound something like, “Wow, it sounds like you were feeling really hurt when your friend stormed away from you during the game at recess.” Our children need to know that they can vent and that we will listen.

Avoid Getting Too Involved

We are hard-wired to want to shield our children from pain. As a result, instead of just listening and acknowledging, we can tend to hold onto our children’s hurt feelings and may even feel compelled to intervene.

Unfortunately, our intention to alleviate the pain can often have unintended consequences. Sometimes, our intervention may be that we regularly check in with our children about the social dynamic. For example, the next day asking, “How did it go with your friend during the game at recess today?” We don’t realize that our children have often moved on from the previous day’s hurt. Childhood friendships and social interactions ebb and flow multiple times a day.

But when we keep harking back to hurt, we inadvertently do what psychologist Michael Thompson calls “interviewing for pain.” In doing so, we refocus our children’s experience on one incident they have likely mostly forgotten. Each day, when we ask again about that friendship or social interaction, our children either realize that this topic really gets our attention and/or begin to think of themselves as victims.

Support Problem Solving

Instead of “interviewing for pain,” we can ask questions that support our children’s problem-solving skills. So, after acknowledging the hurt feelings when our children first share them, we can plant some problem-solving seeds, “I wonder how you are going to handle a situation like this in the future.” Or, if we are really concerned about our child’s emotional or physical safety, we can check in about what they need, “This seems like a serious situation. Do you feel like this is something that needs to be communicated to your teacher? How can I support you in getting some help?”

Non-interference doesn’t mean neglect or ignoring something serious. Instead, we are focusing on encouraging our children to talk about their feelings without solving the problem for them, offering perspective or guidance only when asked, and observing from a distance unless safety is at risk.

If we recognize red flags (such as ongoing bullying or harmful behaviors), we can step in thoughtfully by collaborating with our children to find solutions, which may include consulting with teachers or counselors if necessary. Ideally, this is done with our children’s awareness so they aren’t blindsided by others knowing what they shared with us, especially if they thought they were sharing it in confidence.

A Developmental Necessity

Ultimately, our children learn to navigate the complexities of human relationships through their own experiences. The ups and downs of social interactions are opportunities for growth in emotional resilience, conflict resolution skills, understanding social boundaries, empathy, problem-solving, and independence and confidence.

Think about the many benefits. Social setbacks, such as disagreements or feelings of exclusion, help children cope with disappointment and bounce back. Arguments and misunderstandings teach children how to resolve conflicts constructively. Through trial and error, our children learn to negotiate, apologize, and compromise—skills essential for healthy relationships throughout life. They learn about boundaries and how we all impact each other in different ways, leading to insights into different perspectives and feelings.

Social challenges push children to think creatively about how to navigate tricky situations. Each successful navigation of a social challenge reinforces our children’s belief in their ability to handle similar situations in the future. This builds self-esteem and independence and helps our children realize they don’t always need an adult to solve their problems.

By stepping back and allowing children to experience and work through these situations on their own, we give our children the space to develop essential life skills. The key is to provide a supportive environment where children feel safe to share their feelings and seek advice.

A Foundation for the Future

Rest assured, our children have an amazing ability to learn and grow from social experiences. By not interfering in our children’s social lives, we show a tremendous act of love that empowers them to build the skills they’ll need for lifelong social success.

Remember, childhood social interactions lay the foundation for future relationships in school, work, and personal life. Navigating these early challenges helps children develop teamwork, compromise, and emotional intelligence skills that will benefit them throughout their lives. Our children need us to let the process unfold, avoid getting involved, and support their problem-solving. In doing so, we are sending our children an important message that we believe in them and their ability to handle challenges.

Interested in learning more? Schedule a visit to see how our classrooms support healthy social learning.

Our Montessori Dictionary

Mon, 30 Dec 2024 11:00:07 GMT

We recognize that Montessori education can have some lingo that might need a little explanation. So in this Montessori Dictionary post, we’re going to focus on a few terms (some familiar, some perhaps not so familiar) that apply to both the early childhood years and beyond.

When possible, we’ve included some quotes from Dr. Maria Montessori and we encourage you to take a look at her work. Dr. Montessori was a woman well before her time and her books, such as From Childhood to Adolescence and To Educate the Human Potential, can be a source of insight and inspiration!

Grace and Courtesy

Grace and courtesy is an essential aspect of Montessori environments and supports children as they develop social relationships. Grace is how we move through the space around us, and courtesy is how we treat each other.

In the Montessori primary classroom, grace and courtesy is considered one of the areas of practical life. For example, adults give lessons on how to interrupt, how to accept an offering, how to offer help, or how to introduce oneself. These lessons are offered in small groups and the technique used is role-playing. Little social scenarios are acted out and provide a model for behavior that is situational. Like all other learning activities, grace and courtesy lessons are practiced and repeated. They provide a respectful way of learning expectations and aiding social skills before they are needed.

Grace and courtesy is never offered as a form of punishment or correction. We make sure children don’t experience embarrassment by being corrected by adults on the spot, as this makes children feel disrespected and not safe. Dr. Montessori reminds us of this in The Secret of Childhood: “I have come to appreciate the fact that children have a deep sense of personal dignity. Adults, as a rule, have no concept of how easily they are wounded and oppressed.” In time, if we offer these grace and courtesy lessons, and give children a safe place to practice, children will eventually perform these skills independently.

Human Tendencies

Human tendencies are unconscious, universal drives that support our adaptation to our particular time and place. All humans are born with innate needs and drives and are wired to adapt to their environment. The human tendencies – to orient, explore, order, abstract, imagine, calculate, work, be exact and repeat, perfect oneself, and communicate and associate with others – help aid this adaptation.

Dr. Montessori alluded to human tendencies when she wrote about the inner drive she observed in children and how this drive helps individuals construct themselves to develop into maturity: “Their behavior led us to become aware of a fundamental truth, namely that the child works for his own inner development and not to reach an exterior aim and that when he has done this work he has not really developed a special ability but he has developed something in himself.”

Prepared Environment

The Montessori environment is carefully prepared so that children can satisfy their human tendencies and thus develop to their fullest potential. The prepared environment takes into consideration what children need at their particular stage of growth, and as individuals on their own trajectory of development. The prepared environment consists of the physical and psychic aspects of the environment, of which the adult is a key part.

Through interactions in a prepared environment, children can construct who they are as human beings. As they go through this process of self-construction in their environment, children learn, grow, adapt, and create. The prepared environment is part of the triad of the child, the environment, and the adult, all of which are interconnected components.

Sensitive Periods/Sensitivities

Dr. Montessori was first and foremost a scientist and she was interested in what was happening prior to observable signs of human development. She was curious about what was going on in the mind before the skill manifested itself. For example, she wanted to know what was happening during the many months prior to children speaking their first word.

Without the high-tech tools that neuropsychologists and psychologists now have to measure brain activity, Dr. Montessori had to rely upon observation. She watched children, took notes, and made charts about what they did. As a result, she discovered that a particular object or aspect of the environment would have an irresistible draw for children. This attraction would last for some time. Children would keep going back to the same activity or element of the environment and would be continually drawn to it. Then the day would come when it held no more interest and something new would be attractive.

Dr. Montessori observed this phenomenon over and over again, which led her to believe that there must be something innate in children that was driving this interest. Building upon the work of biologists, Dr. Montessori adopted the term, sensitive period, to describe transitory periods of psychic development. Beyond the Montessori world, sensitive periods are now referred to as critical periods or windows of opportunity.

What does a school look like that focuses first on grace and courtesy, human tendencies, a prepared environment, and sensitive periods? Schedule a tour to see for yourself!

What Do We Do About Discipline?

Mon, 23 Dec 2024 11:00:05 GMT

We often get asked the question, “How do you handle discipline issues?” We love this question because in Montessori we think about discipline from a different lens.

We start by being curious because misbehavior is a form of communication. Children want to do well and do the right thing. So what are they trying to tell us when they misbehave?

Unmet Physical Needs

Children often misbehave due to unmet needs. At a very basic, physical level, this might be due to being hungry, tired, or overstimulated. So we look at children’s environment and what could change to better support those needs. Perhaps the problem is due to missing their sleep window and being overtired? Or maybe there’s a need for a more protein-packed breakfast so as to not fall apart mid-morning. It might be that a room full of people is causing too much sensory input and a little time in a quieter space or fresh air is just what’s needed.

Unmet Emotional Needs

Other times children might have unmet emotional needs. Dr. Jane Nelson provides an excellent overview of unmet needs in her Positive Discipline work. Positive Discipline aligns well with Montessori because both are based in teaching children respect, responsibility, and problem-solving skills.

In Positive Discipline, Dr. Nelson outlines unmet emotional needs and categorizes these as four mistaken goals. The essence of Positive Discipline is that children develop behaviors in response to feeling disconnected or powerless in certain situations, so they unconsciously use four strategies to try to get their needs met. Unfortunately, these strategies tend to backfire because the behavior isn’t effective! So our goal is to support children in learning new ways to meet their needs.

Mistaken Goal #1: Attention

The first mistaken goal is attention. We see this when children show behaviors like whining, interrupting, or causing disruptions of some sort. They are seeking attention but can’t yet distinguish between positive attention and negative attention. So when adults respond with annoyance, irritation, or even by giving in, we are inadvertently reinforcing the attention-seeking behavior and children’s underlying belief that they only belong when they have our attention (even if our attention is based on frustration!).

A way to help children meet this need is to offer positive attention, encouragement, and connection at times when they aren’t showing misbehavior. Another proactive approach is to find engaging and meaningful tasks for children to do, which helps provide them with a sense of belonging and connection.

Mistaken Goal #2: Power

When we, as adults, feel angry or challenged in response to children’s behavior, that’s usually a sign that the mistaken goal is one of power-seeking. This kind of behavior can quickly escalate into power struggles, defiance, or even other ways to exert control such as through tantrums or arguing. When children have an unmet goal of power, they have an underlying belief that they can belong only when they are in control or when they can prove that no one can boss them around.

We can support children who have this unmet need by practicing collaborative problem-solving during times when things are already going well. In the moment of challenge, we can avoid power struggles by offering limited choices in a firm but kind way.

Mistaken Goal #3: Revenge

One of the more confusing forms of misbehavior is when children do things that seem intended to hurt others, such as hitting, name-calling, and other destructive actions. When acting this way children are demonstrating that they don’t feel loved so they will hurt others as they feel hurt. What’s tricky is that this behavior often leads to others feeling hurt and wanting to either distance themselves or retaliate.

In order to address this mistaken goal, we need to focus on repairing the relationship and over time addressing the underlying hurt. Empathy and restorative practices help in the process of healing emotional wounds. This mistaken goal requires us to get genuinely curious without any form of accusation or disapproval.

Mistaken Goal #4: Assumed Inadequacy

When children give up easily, withdraw, avoid challenges, or refuse to try, they may be operating under the belief that they belong only by convincing others not to expect anything from them. Our reactions may include feeling helpless, giving up, or even taking over tasks our children were expected to do.

An alternative approach is to encourage small steps toward success and to focus on effort over outcomes. Over time, by breaking up tasks into smaller, manageable parts, and providing side-by-side support without taking over and doing the task for them, we can help children develop more confidence and belief in their abilities.

Shifting our Thinking

So when thinking about misbehavior, we shift our approach to first consider what physical and emotional needs children are trying to communicate. Then we focus on long-term solutions while practicing kindness and firmness. Consistent encouragement, respectful communication, and proactive planning help us address what might typically be seen as “discipline issues” so we can guide children toward healthier behaviors. Part of this includes helping children begin to understand their own needs, learn how to communicate respectfully and establish healthy habits and boundaries.

Do you want to learn more about how school can nurture children’s emotional well-being and their sense of belonging? Schedule a tour to see how we create environments of mutual respect and cooperation!

A Sprinkling of Holiday Ideas

Mon, 16 Dec 2024 11:00:04 GMT

We have seen how children feel more grounded and cooperative when they have a role to play. Thus, whenever possible, it’s helpful to find little (and sometimes big!) ways for children to help with holiday preparations. Children’s active participation helps them develop important life skills and also helps them better adapt to changes in holiday rhythms and routines.

We wanted to share a few ideas on incorporating Montessori principles into holiday celebrations and time with family this holiday season. Above all, we advocate for keeping the holiday season calm and joyful! So, we offer this sprinkling of options during a time when we have a lot going on in our lives and with our families. If even one can help sweeten your time together, fabulous!

Children’s participation can take a variety of forms. Choosing meaningful activities that don’t cause more stress and strain is important. Here are a few of our favorites!

Holiday Decorating

If your family enjoys decorating, consider creating a child-sized decoration station, perhaps with a small tree or table at your child’s height. They can practice hanging ornaments, placing candles, arranging decorations, and generally having a hand in creating their own festive space. Of course, if it feels right, they can also add to the general household decorations!

Gift Wrapping

When preparing gifts for family and friends, consider setting up a simple wrapping station with materials appropriate to your child’s age and abilities. They can help tape, cut paper, add ribbon, decorate tags, or even add colorful scribbles to butcher or white paper. Child-decorated wrapping paper tends to be a family favorite! Plus, the skills involved with wrapping encourage fine motor development! Older children might appreciate step-by-step instructions on measuring the wrapping paper, folding it around a gift, and taping it securely. The youngest ones might appreciate a simple process of placing items into fabric gift bags and tightening the drawstrings.

Baking and Cooking

Allowing children to participate in creating, baking, and decorating holiday treats often provides a huge sense of pride and accomplishment. There are all sorts of simple, manageable steps in this process, from pouring remeasured ingredients into a bowl, to kneading dough, to using cookie cutters, to adding icing or sprinkles. It’s nice to have child-sized tools like small spatulas, whisks, and rolling pins whenever possible.

Setting the Holiday Table

Children can also help create or select a centerpiece for the table. If possible, they can even use natural or found items. A little collecting walk may uncover natural beauties, like pine branches or pinecones. Table-setting is a big part of the Montessori experience, so placing utensils, napkins, and dishes is a natural way to involve children in getting ready for guests or a meal! Children like learning the correct placement of each item, and table setting is a great opportunity to reinforce counting and one-to-one correspondence.

We recommend modeling for younger children how to carry one item at a time, for example, making multiple trips to get one fork and then the next. Once children learn this process, they can be quite independent and thus can stay focused and busy as they go back and forth. If time is of the essence, an adult can bring a tray of forks to the table for children to place at each setting. Older children prefer to find more efficient ways to manage the process!

Making Handmade Gifts or Donation Decisions

We can help our children learn about the importance of giving and gratitude by involving them in decisions about charitable giving or donations. They can help pick out toys or clothes or assist in preparing gift baskets for families in need. We can also support our children in making handmade gifts, which can foster their creativity and thoughtfulness. Depending upon the intricacy of the process, handmade gifts can range from simple crafts like beaded jewelry or friendship bracelets to hand-drawn cards or framed artwork to homemade ornaments or decorations created from clay or salt dough. Ultimately, the goal is to encourage generosity and thoughtfulness while giving children a sense of accomplishment in gift-giving.

Simple, Predictable, and Calm

Young children are especially sensitive to routines and changes to routines, so whatever you choose to do, remember to manage holiday overwhelm by keeping activities simple, maintaining predictable routines, and cultivating a calm space.

By involving children in holiday preparations, we can create meaningful memories and promote independence, responsibility, and creativity. Plus, children appreciate hands-on experiences and real-world activities.

Schedule a tour if you’d like to learn more about how we cultivate these skills at our school!

Materials Spotlight: The Wooden Hierarchical Material

Mon, 09 Dec 2024 11:00:02 GMT

The Wooden Hierarchical Material takes up a great deal of space in our primary and elementary classrooms, and for good reason! This key math material helps children understand the hierarchy of numbers and physically represents units through millions.

The Concrete Material

The Wooden Hierarchical Material comprises cubes, prisms, and squares that vary in size and color according to the different place values they represent. Units are green. Tens are blue. Hundreds are red. This pattern continues throughout the families or categories, so unit thousands are also green, ten thousands are blue, hundred thousands are red, and then unit millions are green. Units are represented as cubes, tens as prisms (or a line of ten units), and hundreds as squares (constructed from ten tens side-by-side). Due to this repeated pattern that is reinforced through shape and color-coding, children can visualize the structure of our decimal system.

The Presentation to Children

When we present the Wooden Hierarchical Material, we first connect with other math materials children have used, like the golden beads and the stamp game. In this way, children can build upon their prior knowledge of place value and how 10 of one category are exchanged for one of the next category (e.g. ten units become one ten).

The material is constructed to reinforce the relationship between base-ten numbers in concrete form. As we place the blue ten bar to the left of the small green unit, we remind children how when ten units get together, they make a ten. We also point to the little green marks on the bar and use the unit to count that ten of the units make up the ten bar. Young children love double-checking this correspondence!

We repeat this process to show how ten of the blue ten bars correspond to the ten sections on the red hundred square. Then how when 10 hundreds get together, they make a thousand. When we place the green thousand cube to the left of the red square, we leave some extra space between them because we are starting a new family (or category). This green thousand cube is units of thousands, and we can continue the process with tens of thousands and hundreds of thousands. Children love getting to the green unit of the millions cube and often want to try to imagine or represent ten million, hundred million, and beyond!

The Many Benefits

Because children can physically explore how ten of the thousand cubes make a line that represents 10,000, just like ten of the unit cubes make a line that represents a 10, they develop a strong understanding of the hierarchical value of numbers and their position in the decimal system. Similarly, they can experience how ten 10,000s make up a 100,000, and ten 100,000s make a million! This physical manipulation helps them better grasp abstract mathematical concepts, such as the process of exchanging, exponential growth, and the concept of powers of ten.

As children develop their number sense, the Wooden Hierarchical Material strengthens their understanding of large numbers. The repetitive and visual nature of the material helps solidify children’s mental image of numbers and place values, making future math concepts easier to grasp.

Children’s Continued Work

When children are first introduced to the Wooden Hierarchical Material, we often play games, asking volunteers to show particular items (e.g., “Can someone show me the 10,000?"). In this way, we activate children’s reasoning minds and draw their attention to connections within the material. Once we ensure that the quantities and names are clear, children often like to explore the material further by considering what comes next after one million, making a connection to geometry (point, line, plane/square), measuring, and even labeling the material with the numeric symbols and written names for the different quantities. Children love to quiz each other as they place the cards showing “one million” or “1,000,000” on the correct item.

Montessori in Practice

This work is great fun for our oldest primary children and youngest elementary students. They love to lay out the materials, explore the relationships, and label the quantities with numeral cards. Children develop an intrinsic love for mathematics in this self-directed learning and discovery process.

The Wooden Hierarchical Material is one of many ways Montessori education helps children develop a deep, intuitive understanding of numbers, place value, and mathematical relationships.

Visit our school to learn more about how Montessori supports strong math skills!

Our Montessori Bookshelf: Life on Earth

Mon, 02 Dec 2024 11:00:01 GMT

As children approach their elementary years, they can truly access the power of their imagination. As a result, they begin to ask big questions and want to explore through space and time. One way to support this big thinking is to provide resources they can explore. We love to find books that children lose themselves in, and that support deep learning.

We’ve found the following books particularly engaging, especially as children begin to grasp the vastness of time, the interdependency of all living things, and how human life is a continuation of much that has come before. For those children who have spent time working with the Timeline of Life, these books will reinforce concepts while offering new doors to open!

Continental Drift: The Evolution of our World from the Origins of Life to the Far Future

By Martin Ubce

The dance of the continents throughout the earth’s history provides a structural overview of this incredible resource. The mix of types of illustrations, including images from the Natural History Museum in London, support the engaging text. This is a very large book, and rightly so! While Continental Drift can be a resource for students’ research, it is also just a delight to read due to the author’s ability to make complex topics quite accessible.`

Evolution: The Story of Life

By Douglas Palmer, Illustrated by Peter Barrett

Although the beginning of the book has a great deal of helpful introductory and background information, children will most appreciate the one hundred illustrated site reconstructions based on fossil data. These two-page spreads provide a visual of what life may have looked like from a strelley pool 3460 million years ago in what is now considered Western Australia to a late Carboniferous ice age 299 million years ago in what is now Karoo Basin in South Africa to the big-game hunters of Folsom, New Mexico 10,500 years ago. With a color-coded timeline across the top of each of the 100 illustrations and specifics about each scene detailed below, children pour through this resource, making it well worth its hefty weight!

Forgotten Beasts: Amazing Creatures that Once Roamed the Earth

By Matt Sewell

With 45 lushly illustrated forgotten creatures and accessible paragraphs about each, this is a wonderful resource for children wanting to start prehistoric life research or just peruse particular pages. Each life form listed also has a key for their size, weight, diet, and the period they lived. Sewell’s stated intention is to bring these often lesser-known beasts of our past into more bright and colorful detail as paleontologists theorize they were probably not “muddy brown or boring green” and he does so quite well!

In the Past: From Trilobites to Dinosaurs to Mammoths in More Than 500 Million Years

By David Elliott, Illustrated by Matthew Trueman

A collection of short poems about creatures from the Cambrian Period (544-505 million years ago) to the Quaternary Period (1.8 million years ago to the present), this sweet book can inspire young people to think about prehistoric life from a new perspective. With just the right touch of humor and science, the poems provide illuminating information and fresh perspective, while the illustrations fill the page and expand the reader’s senses. Plus, the notes at the end of the book provide a launching point for children who want to learn more!

Life: The First Four Billion Years: The Story of Life from the Big Bang to the Evolution of Humans

By Martin Jenkins, Illustrated by Graham Baker-Smith

This incredibly large book is full of information and is the perfect resource for young people who have big questions about life on Earth. The illustrations balance a deep sense of mystery with scientific details, and this book embodies the magnitude of the story of our planet. It is a must-have for those interested in exploring everything from the primeval seas to the various giants who rose and fell as the dominant rulers of the land and air.

Life on Earth: The Story of Evolution

By Steve Jenkins

This uncomplicated yet scientific story provides stunning watercolor cut-paper collage illustrations. It can be shared as a picture book with a story-style narrative explaining the evolution of what we know about life on Earth. Those wanting more details can rely upon the smaller caption-style text that follows a more chronological timeline and offers more information and examples that support the overarching narrative. This is an excellent introduction to broad concepts!

Prehistoric Actual Size

By Steven Jenkins

For young people looking for a simpler source of prehistoric information, this picture book relies more on images with just the right amount of accompanying text to capture our imagination. The life-sized illustrations help young readers visualize the Baryonyx claw or the spiny shark's size. Super fun for any age!

The Story of Life: Evolution is Amazing!

By Anne Rooney, Illustrations by Nat Hughes

Chock full of content, this book is one children will want to spend some time exploring. Organized chronologically, the sections focus on scientific concepts and major themes as life evolved. To reinforce critical ideas, circles of text hone in on particular examples, such as “adaptation in action.” The captivating and playful, yet thoroughly scientific, illustrations fill each page and bring rich information to life. This book can serve as a reference for children to return to again and again.

We hope these resources serve not only as a subject of study but also a source of wonder and inspiration. As children immerse themselves in the rich tapestry of life's history, they develop a deep sense of connection to the natural world and a profound respect for all living beings. Here is a printable list of the book titles for you.

We invite you to schedule a tour to see how children embark on a lifelong journey of learning and discovery!

Gratitude: Why We Celebrate the Unsung Heroes

Mon, 25 Nov 2024 11:00:05 GMT

As children move from early childhood into their elementary years, they become very attuned to heroes. In fact, in Montessori we call this “hero worship,” and we consider it an amazing opportunity!

Our elementary-age children are figuring out their moral compass, which partially sparks this strong attraction toward heroes. Often, we see children become focused on sporting personalities, movie and television stars, singers, and sometimes even teachers! Children may even choose to emulate a classmate or slightly older peer.

Understanding the Self & the Group

As children use their imaginations and look toward heroes, they are really thinking about how to actualize their own potential. Thus, they become very observant of others. They begin to recognize individual strengths and apply them to their own practice society, community, and family. Children invite each other to work based on their strengths and then they feel seen. In this process, children begin to recognize that the strength of the group is their own strength. Hero worship drives all kinds of prosocial development.

Thus part of hero worship is stepping into leadership roles in the community and learning how to lead and how to follow. Our children experience the joy of belonging to the group and being part of something together. In this hero worship, we see the cultivation of cooperation and collaboration.

All Kinds of Heroes

Children of this age are also incredibly open to stories of history's great innovators and heroes. So we introduce a variety of heroes through books, songs, storytelling, and casual observations. Montessori children love to lean into research and want to explore the histories and stories of their heroes.

In this process, we emphasize how heroes are all around us! How can we show gratitude for those who deliver our mail or help us when we’ve gotten hurt?

As our children explore these heroes and fall in and out of admiration and emulation, it’s important to remember that while we can’t control our children’s choice of friends or heroes, we can offer lots of different options. In this process, we make sure to provide exposure to non-typical heroes, including unknown heroes.

In the various stories we tell in our Montessori curriculum, we often emphasize how we will never know who those first humans were who did all sorts of important things like picking up a burning branch after a lightning strike and figuring out how to save and use fire, creating a hole in a small bone and using it as a needle, discovering how to save seeds and plant them, or leaving cave paintings to share a message. As we explore early human history and children discover that there are so many unknown heroes, we always pause to offer some gratitude for those who discovered and created so much.

Elementary children look up to power, strength, and beauty, in whatever form that occurs, and this isn’t always in the form of a human hero. There were the first plants that began to cling to the land and adapt to life out of the water, the Carboniferous amphibians whose fins eventually became legs, tiny cells each with its own job so that the body runs smoothly, and leaves that work like food factories for plants.

Giving Thanks to All Kinds of Heroes

With our children’s tendency toward hero worship and their admiration for heroes of different kinds, we can also help our children understand what they value in a hero. Often our children recognize and respond to stories of people (and non-human entities!) who overcome hardship, endure loss, and sacrifice for others. We also draw their attention to the fact that one does not need to be important or famous to be a hero.

In this season of gratitude, let’s remember to celebrate many different kinds of heroes and offer our thanks for how they have contributed (or continue to contribute) in varied ways. We also thank you and hope you’ll schedule a time to observe our gratitude-filled classrooms in action!

Nurturing the Whole Child: How Montessori Balances Emotional, Social, and Cognitive Growth

Mon, 18 Nov 2024 11:00:04 GMT

One of the gifts of Montessori education is that we can truly focus on the whole child —cognitive, social, emotional, and physical. Our approach is not just about academics but also about nurturing life skills, emotional intelligence, and social relationships.

The Montessori approach to child development revolves around the understanding that children are naturally curious, care deeply about others, and can be intrinsically motivated. When provided with the right environment, children can deepen both their love for learning and their appreciation of and care for the community.

Prioritizing the Prepared Environment

One of the keys to balancing social-emotional learning with cognitive and physical development is prioritizing the impact of a prepared environment. In Montessori, a prepared environment is a place specially designed to appeal to children’s sensitive periods for learning, as well as their core human needs and tendencies. When designing these prepared spaces for children, we work to ensure children feel safe and supported so they can reach their potential. The Montessori-prepared environment is a place where children can feel at home as they develop their inner selves and outer skills.

Our carefully prepared Montessori classrooms are calm and orderly, foster independence and decision-making, and provide varied opportunities for peer interactions in mixed-age classrooms. The result is that children can develop their emotional regulation skills in child-centered spaces.

Opportunities for Conflict Resolution

In addition, we weave in opportunities for conflict resolution. This means we actively model and support children as they learn to communicate their feelings through words. In addition to promoting self-awareness through identifying and naming emotions, we also teach active listening, problem-solving, and techniques for self-regulation (from deep breathing to using calm-down spaces).

Adults serve as mediators and guides rather than arbitrators and judges. Through guided discussions, we help children think reflectively about social interactions, practice respectful communication, facilitate peaceful solutions, and model how to handle conflict. Ultimately, we want to empower children with tools they can use even if an adult isn’t present!

Respect for Others

One key to this is cultivating respect for others’ perspectives and patience for alternative approaches. Because children work together in a variety of ways through their care of the classroom environment and small group projects or lessons, they develop a deep sense of compassion and empathy. Our mixed-age groupings and peer-to-peer learning activities promote collaboration and mentorship. So, in addition to the adults, older children also serve as models of emotional regulation and conflict resolution for younger peers. The result is that Montessori children develop a deep tolerance for and appreciation of difference.

Deep Appreciation for Community

Children thrive when they have a sense of community and belonging. So, we promote inclusivity and respect for diversity within the classroom. The Montessori curriculum includes a range of activities that encourage group cohesion and empathy-building, which leads to trust and respect among our students.

The long-term benefits of Montessori’s focus on social-emotional learning and conflict resolution are that children develop lifelong social skills such as a deep sense of empathy, effective communication with various people, and the ability to cooperate with grace and goodwill.

The Montessori method nurtures social-emotional learning and equips children with essential conflict-resolution skills they can use in their classroom communities and social interactions outside of school.

Do you want to learn more and perhaps even support these practices at home? Schedule a visit today!

Materials Spotlight: Animal Story Cards

Mon, 11 Nov 2024 11:00:03 GMT

Children adore animals! Our elementary students (and even some older primary students) often love to start researching animals. To capitalize upon this interest and use it to build the base for more in-depth research skills, we have a set of materials called the Animal Story Cards. These picture and story cards introduce animals that live in the region. They are comprised of a few folders with pictures and text that get rotated throughout the year.

The collection of cards includes a large picture of the animal in its natural environment, a large text card with general information about the animal, and then a series of smaller images and matching text cards that show and detail information about the animal’s habitat, how it protects itself, its natural diet, how it reproduces, and how it cares for its young.

This material helps children begin to classify and organize their zoological awareness of native animals. We also try to gear the stories to the needs of the animals with which the children may have had first-hand experience so that the activity reinforces their prior knowledge.

Information in the folders draws children’s attention to certain aspects of animals’ lives and the interconnections of animals through various food chains or predator/prey relationships. Each folder focuses on one animal and contains picture cards and text material relevant to that animal’s basic needs.

As we rotate the cards throughout the year to provide exposure to various animals, we also ensure the selected animals have contrasting qualities (e.g., a mammal, a bird, an amphibian, etc.).

In addition to providing a base for future research skills, this material also increases children's awareness and knowledge of animals that live in the surrounding environment, highlights differences among animals, cultivates an appreciation for animals, and provides an interesting reading activity.

When we present this material, we gather a small group of children and place the large picture card in the center of the rug or table. Often, we start with a little story about the animal, and as we tell the story, we introduce the related smaller picture cards as they become relevant.

We only have three or four of these animal stories in the classroom so that the children can use this material as a model for their own research and work. Ultimately, we want children to turn to books in the classroom or the library for further information. Those in the early stages of reading and research often enjoy drawing the animal and a picture of what it eats, how it cares for its young, etc.

So the youngest children can access the text and practice their reading, we sometimes have one-word labels that can work in place of the text cards. Early readers can access the easier text and place the one-word labels underneath the matching pictures.

We encourage children to share the story of the animal we introduced to others in the class, explore the other folders, and try to match the pictures and the different text cards. Sometimes, children get excited about making an animal story set of their own. This activity can result in a great deal of concentrated work!

As children use the Animal Story Cards, they begin to also realize that animals have fundamental needs just like humans do!

We’d love for you to visit the school to see this and the many other ways we cultivate an appreciation for the natural world. Schedule a tour today!

Exploring Montessori Together: Family Events and Learning Opportunities

Mon, 04 Nov 2024 11:00:01 GMT

Many of us didn’t grow up with Montessori. As a result, we often find ourselves drawing upon a great deal of trust. We may intellectually understand how this unique method supports our children and their development. Still, we don’t always have the experiential knowledge to explain how and why it works!

We recognize that life is pretty scheduled, and we also want to provide you with information that can help you navigate others’ questions and queries (as well as your own!). Plus, we know that the more involved you are and the more opportunities you have to be connected to what we do, the more your child will benefit from Montessori’s child-centered approach!

Goals for Family Education Events

We have some goals in mind as we design parent and family education events. We want to deepen your understanding of Montessori philosophy and practice. We want to work together in partnership, and we often hear that families want to better understand how Montessori can be implemented at home. We are excited to help with this, especially knowing that when we are all aligned, we can work together to foster independence, responsibility, and self-discipline in our children.

Supporting Your Child’s Development

Our hope is that as you learn more about what we do and as we learn more about what you do, we can use a shared understanding of Montessori principles to support your child’s development both in and outside of school. Understanding developmental stages through a Montessori lens often leads to children feeling a stronger sense of belonging and connection because they feel understood and supported. This can translate into easier day-to-day interactions, better collaborative problem-solving, a long-term love for learning, and an increase in confidence and independence.

Partnership in the Parenting Journey

We want to help build a strong home-school partnership. Through consistent and varied communication and learning opportunities, we hope to create a collaborative environment and opportunities for meaningful dialogue. Parenting is a tough job, and we want to ensure you know you aren’t alone on this journey! Through different platforms, we aim to address common misconceptions and help you feel good about answering questions that come up at family gatherings and neighborhood events!

We value an engaged community, and we want to support your connections with other Montessori families. Sharing experiences and challenges with like-minded parents helps us all stay afloat during the ebbs and flows of raising children. We want our Montessori community to provide both emotional support and practical advice.

Ultimately, we want you to better understand Montessori so you can be an effective advocate for your child’s education and so you can feel prepared for the transitions your child will experience throughout the different stages of their life.

Upcoming Events

We hope you can join us for the following upcoming events! We value your participation and your partnership!

The Role of the Montessori Teacher

hello@montessorithrive.com (Montessori Thrive) — Thu, 11 Jul 2024 15:55:02 GMT

What, exactly, is the role of the Montessori teacher? How is it so different from that of any other teacher?

Sometimes it’s easiest to begin by explaining what a Montessori teacher isn’t.

A Montessori teacher is less like the traditional idea of an instructor, and more like a gentle guide. They don’t consider it their job to give a child information. They rather lead children in the general direction and give them the tools they need to find the information themselves.

Maria Montessori once said, “The greatest sign of success for a teacher...is to be able to say, ‘The children are now working as if I did not exist.’”

Montessori Teachers Cultivate Independence

In a Montessori classroom, rather than seeing a teacher at the front of the classroom giving the same lesson to every child, the teacher will be working quietly with individual children or small groups. While that is happening the rest of the children are free to spend their time doing the work that calls to them. A Montessori teacher works hard to create structures that allow children to be independent and to trust themselves as learners.

One large part of what a Montessori teacher does is to intentionally prepare a classroom environment that is developmentally appropriate, is inviting to children, and supports them on their journey to work independently. This environment is constantly changing in tiny ways as the teacher notices new and evolving needs of the students.

Montessori Teachers are Trained to Think Like Scientists

Parents should know that Montessori teachers are highly trained. Most have recognized Montessori credentials in addition to their college degrees. Montessori certification programs are intensive and demanding; one might compare them as being the equivalent of another college degree. These training programs don’t just teach Montessori educators how to use the specialized materials; there is extensive coursework about Montessori philosophy, child development, and integrating the arts.

When it comes to assessments, Montessori teachers don’t rely on standardized tests; they rely on the power of observation. They have notebooks brimming with evidence of what their students have mastered, need more support with, and are curious about. They are constantly recording what they notice children working on, how that work is being executed, and ideas they might have in anticipation of a child’s next steps. Montessori teachers literally sit beside a child and determine exactly what they know about a wide range of content areas.

Montessori Teachers Think Long-Term

Because of Montessori’s three-year cycles, teachers have the unique ability to consider their big picture when working with students. There is a natural tendency to allow the children to genuinely learn at their own pace. Getting to know a child and their family well over the course of a few years really supports this approach.

Montessori Teachers are Often Called ‘Guides’

...and for good reason. While children in Montessori classrooms have an abundance of choice in their educational pursuits, Montessori is based on the idea of ‘freedom within limits’. It’s the Montessori teacher’s job to carefully craft those limits. Children rely on having a certain amount of structure in place. This gives them comfort and a safe place in which they can take risks and try new things. Montessori teachers set some boundaries and then carefully help students navigate within them.

What if your second grader loves to read but tends to avoid math? Their Montessori teacher will find ways to ensure the math still gets done. Sometimes this involves a gentle discussion with a child about time management skills, priorities, or setting goals. Sometimes the teacher will find a way to integrate the child’s interests into the less desirable work. Sometimes all it takes is a minor change in the environment. Montessori teachers gives children freedom, but they assist children in finding their way to success in this environment.

Montessori teachers value independence, self-reliance, and intrinsic motivation.

They also value cooperation, kindness, and strength in community.

Still curious? Call us to set up an appointment today to observe in a classroom. See what Montessori is really all about.

The Benefits of Multi-age Grouping

hello@montessorithrive.com (Montessori Thrive) — Tue, 11 Jun 2024 15:45:52 GMT

One hallmark of a Montessori education is the use of multi-age classrooms.

Infants and toddlers may be together or separate, with a toddler classroom serving children 18 months to three years. Primary classrooms are for children ages 3-6, with preschool and kindergarten-aged children together. The elementary years serve children ages 6-12; some schools separate into lower (6-9) and upper (9-12) elementary, while many split elementary into two groups. Even Montessori middle- and high-school students learn in multi-age classrooms.

While Montessori is not the only type of education that utilizes this approach, it’s not what most people are used to. What are the benefits of structuring a classroom this way? Read on to learn more...

Learning at an Individual Pace

Children in multi-age classrooms tend to have a little more flexibility when it comes to mastering skills within a specific timeframe. We know that learning is not linear, and that learners have periods of significant growth, plateaus, and even the occasional regression. In multi-age classrooms, children are typically able to work at their own pace without the added pressure of keeping up with the whole group, or even being held back by the whole group.

When children in a classroom range in ages, everyone has someone they can work with, regardless of their skill level. Children don’t feel left behind if they struggle with a concept, and they also don’t feel bored by repetition of something they have already mastered. Teachers who teach in multi-age classrooms typically have deep knowledge for a range of developmental abilities, leaving them well-equipped to differentiate instruction for each individual child.

Building Stronger Relationships

Traditionally children move from one class to the next each year. This means not only a new set of academic expectations, different routines, and different classroom structures, but a different teacher.

In multi-age classrooms teachers have a longer period of time to get to know a student and their family, and vice versa. When teachers really get to know a student, they are able to tailor instruction in regards to both content and delivery. They know how to hook a specific child onto a topic or into a lesson. They know what kind of environment a child needs to feel successful.

Parents have an opportunity to get to know teachers better this way, too. If your child has the same teacher for two or three years, the lines of communication are strengthened. Parents get to know the teacher’s style and expectations. The home to school connection becomes more seamless, and the biggest beneficiary is the child.

Mentors and Leaders

When a child spends multiple years in the same class they are afforded two very special opportunities.

Children who are new to the class are fortunate enough to be surrounded by helpful peer mentors. Children often learn best from one another, and they seek to do so naturally. First and second year students watch as the older children enjoy advanced, challenging work, and this inspires them. They look to the older children for guidance, and the older children are happy to provide it.

After a year or two in the same room, students have a chance to practice leadership skills. In Montessori classrooms, the older children are often seen giving lessons, helping to clean up spills, or reaching out a comforting hand to their younger friends.

The best part is kids make the transition from observer to leader in their own time. It doesn’t happen for all children at the same time, but when it does it’s pretty magical to observe.

Mirroring Real-Life

There is no other area in life in which people are split into groups with others who are exactly their chronological age. Whether in the family, the workforce or elsewhere, people ultimately need to coexist with people older and younger than themselves. Doing so makes for a more enriching environment, replete with a variety of ideas and skills.

Why not start the experience with young children in school?

Moving On

While staying in the same class for multiple school years has many benefits, a child will eventually transition into a new class. While this can feel bittersweet (for everyone involved!) children are typically ready when it is time.

The Montessori approach is always considering what is most supportive of children depending on their development. When formulating how to divide children into groupings, Maria Montessori relied on her ideas about the Planes of Development. There are very distinctive growth milestones children tend to reach at about age 3, another set around age 6, and yet another at age 12. The groupings in our schools are intentional, and they give kids a chance to feel comfortable in their community, while also preparing them to soar forward when the time is right.

The Planes of Development

hello@montessorithrive.com (Montessori Thrive) — Sat, 11 May 2024 15:35:22 GMT

Maria Montessori based her entire educational philosophy on the idea that children developed through a series of four planes. Each of these planes is easy to recognize and has clear, defining characteristics. If we study and understand these stages, we can approach our interactions with children with a new perspective.

Learning about the planes of development isn’t just for Montessori educators. Understanding your child’s development can help at home, too.

The First Plane: birth-6 years

During this stage children absorb everything like sponges. They are, indeed, excellent examples if what Montessori called ‘The Absorbent Mind.’ This is a time in which we are able to utilize what Montessori called sensitive periods of learning. While each child is different, there are typical patterns that emerge in regards to brain development and general readiness to learn particular skills.

During the first three years of this plane, all learning is done outside of the child’s conscious mind. They learn by exploring their senses and interacting with their environment. During the second half of the plane, from about 3-6 years, children enter the conscious stage of learning. They learn by using their hands, and specialized materials in the Montessori classroom were developed with this consideration.

During this time, children have a wonderful sense of order. They are methodical and can appreciate the many steps involved in practical life lessons in their classrooms. The organization of the works on their classroom shelves is intentional, which appeals again to this sense of order.

The first plane is a time in which children proclaim, “I can do it myself”; it is a time of physical independence.

The Second Plane: 6-12 years

During the elementary years children begin to look outside themselves. They suddenly develop a strong desire to form peer groups. Previously, during the first plane, a child would be content to focus on their own work while sitting near others. In the second plane, a child is compelled to actually work with their friends. It is during this time that children are ready to learn about collaboration.

During the second plane there is a sudden and marked period of physical growth. This may be a contributing factor to the observation that many children of this age seem to lack an awareness of their body, often bumping into things and knocking things over. Children begin to lose their teeth around this time as well. Their sense of order and neatness tend to fade a bit during this plane.

Throughout the second plane, children’s imaginations are ignited. Since Montessori education is based in reality, we find ways to deliver real information to children through storytelling and other similar methods. For example, when teaching children about the beginnings of our universe, Montessori schools use what is called a Great Lesson. The first Great Lesson is a dramatic story, told to children with the use of props, experiments, and dramatics (think: a black balloon filled with glitter is popped to illustrate the Big Bang, with bits of paper in a dish of water used while talking about particles gathering together). This lesson is fascinating for children in the way it is presented, but gives them basic information about the solar system, states of matter, and other important concepts.

Children in the second plane have a voracious appetite for information, and are often drawn strongly to what we in Montessori call the cultural subjects: science, history, and geography. While we support their rapid language and mathematical growth during this time, we are also responsible for providing them with a variety of rich cultural lessons and experiences.

It is important to note that children develop a sense of moral justice at this time. They are very concerned with what is fair, and creating the rules to a new game is often as important (if not more so) than playing the actual game itself.

This is the period of time in which children are striving for intellectual independence.

The Third Plane: 12-18

The third plane of development encompasses the adolescent years. During the second plane, children become aware of social connections, but in the third plane they are critical. During this time children rely heavily on their relationships with their peers. They feel a strong desire to remain independent from adults, although they are not quite ready to do this entirely. It is our job to find ways that allow them to experiment with independence while also providing a safe structure in which they may do so.

Children in the third plane tend to require more sleep, and they sleep later than when they were younger. They long for authentic learning experiences, and Dr. Montessori imagined just that. Her ideas of Erdkinder (children of the earth) led her to contemplate a school setting that would support children’s development during this time. She imagined a farm school, in which children would work to keep the farm operational, but also contribute to planning and decision making while doing so.

During the third plane children are refining their moral compass while developing a stronger sense of responsibility.

The Fourth Plane: 18-24

The final plane is a time in which young adults are striving for financial independence. They are often living away from home for the first time, and use this time to figure out where they fit into their society. Many make choices to further their education and/or explore career paths.

It is during the fourth plane that people begin to develop a truer sense of who they are as individuals.

Each plane of development should be mindfully nurtured. If a child is able to experience one developmental phase in a rich and carefully prepared environment, they are ready to fully take on the next phase when it is time.

December Newsletter

hello@montessorithrive.com (Montessori Thrive) — Sun, 31 Dec 2023 18:52:33 GMT

Events of the Month

December 1st: NO SCHOOL | Parent Teacher Interviews
December 15th 9am - 12pm: NO SCHOOL | Winter Fair
December 22nd: Last Day of School
December 23rd - Jan 7th: NO SCHOOL | Winter Break
January 8th: Back to School

Remembrance Day Art

November Newsletter

hello@montessorithrive.com (Montessori Thrive) — Thu, 30 Nov 2023 16:15:15 GMT

Events of the Month

November 1st and 2nd: Day of the Dead Mexican Cultural Celebration
November 11th: Remembrance day
November 14th to 23rd: Observation week Teachers will send instructions via Transparent Classroom.
November 17th: NO SCHOOL | PD Day
November 20th: Children’s Day
November 30th from 4:30 to 5:30: Infant and Toddler Movie Night

Food Drive At Kaban!

Elementary Student’s trip to the grocery store!

Making Christmas Crafts in the Classroom!

Special Guest teaching Kaban Students about his research into Bats!

Elementary Student’s Science Presentation

Day of the Dead Celebration

Classroom Yoga

October Newsletter

hello@montessorithrive.com (Montessori Thrive) — Tue, 31 Oct 2023 17:02:36 GMT

Events of the Month

October 5th: Food Bank Donations
October 5th: Teachers Day
October 6th: Thanksgiving lunch celebrations in classrooms
October 9th: NO SCHOOL | Thanksgiving

Grandparents Tea Party

Food Drive :)

Celebrating National Day for Truth and Reconciliation

International Peace Day

First Month of School! Fun days filled with exploration, new discoveries and reunited with friends!

September Newsletter

hello@montessorithrive.com (Montessori Thrive) — Sat, 30 Sep 2023 17:18:05 GMT

Events of the Month

August 28th (9-12pm): Orientation Day - Meet the teachers
September 2nd: NO SCHOOL - Labour Day
September 3rd: First Day of School
September 10th (3-4pm): Infant / Toddler Parenting Session
September 17th (4:30-5:30pm): Casa Parenting Session
September 18th (7:30am): Elementary Parenting Session
September 20th (10am): Elementary Grandparents Tea Party
September 23rd (10-10:30am): Sing Peace Around the World - All Parents Welcome!
September 24th-27th (10am): Casa Grandparents Tea Party
September 30th: National day for Truth and Reconciliation

Memories Of Our Fun Summer Program Including

Cooking, Dance, Water, Art, Sports, Drama And Science Week!

August Newsletter

hello@montessorithrive.com (Montessori Thrive) — Thu, 31 Aug 2023 17:23:02 GMT

Events of the Month

August 28th (9-12pm): Orientation Day - Meet the teachers
September 2nd: NO SCHOOL - Labour Day
September 3rd: First Day of School
September 10th (3-4pm): Infant / Toddler Parenting Session
September 17th (4:30-5:30pm): Casa Parenting Session
September 18th (7:30am): Elementary Parenting Session
September 20th (10am): Elementary Grandparents Tea Party
September 23rd (10-10:30am): Sing Peace Around the World - All Parents Welcome!
September 24th-27th (10am): Casa Grandparents Tea Party
September 30th: National day for Truth and Reconciliation

Memories Of Our Fun Summer Program Including

Cooking, Dance, Water, Art, Sports, Drama And Science Week!

July Newsletter

hello@montessorithrive.com (Montessori Thrive) — Mon, 31 Jul 2023 16:38:14 GMT

Memories of our fun July Summer Program including

Cooking, Dance, Water, Art, Sports, Drama and Science Week!

June Newsletter

hello@montessorithrive.com (Montessori Thrive) — Fri, 30 Jun 2023 17:41:44 GMT

Events of the Month

June 7th: NO SCHOOL | Parent-Teacher Interviews.
June 13th: Casa Honouring Dad Event
June 14th: Elementary Honouring Dad Event
June 18th: Elementary Graduation Ceremony
June 19th: Casa Graduation Ceremony
June 20th: Last Day of School
June 21st: Summer Concert End of Year Picnic
June 24th to June 28th: SCHOOL CLOSED - Preparation Week

Mother’s Day gift making and celebration! <3

May Newsletter

hello@montessorithrive.com (Montessori Thrive) — Wed, 31 May 2023 18:11:07 GMT

Events of the Month - May 2019

May 9th: Casa Honouring Mom Day
May 10th: Elementary Honouring Mom Day
May 17th: NO SCHOOL | P.D Day
May 20th: NO SCHOOL | Victoria Day

Mother’s Day gift making and celebration! <3

Infant and Toddlers Movie Night

Project Fair and Science Fieldtrip

Making Paper From Scratch! :)

April Newsletter

hello@montessorithrive.com (Montessori Thrive) — Sun, 30 Apr 2023 22:56:01 GMT

Events of the Month

April 10th: NO SCHOOL | Easter Monday
April 8th: Solar Eclipse
April 11th: Infant Toddler Movie Night
April 17th: Casa Zumba class with Parents
April 18th: Elementary Talent Show
April 24th from 7:30am to 8:30am: Casa Parent Session
April 25th from 7:30am to 8:30am: Elementary Parent Session
April 30th from 4:30pm to 6pm: Infant Toddler Parent Session

Student Work Fair

Infant and Toddlers Movie Night

Project Fair and Science Fieldtrip

Field Trip to Science Centre

March Newsletter

hello@montessorithrive.com (Montessori Thrive) — Fri, 31 Mar 2023 22:21:27 GMT

Events of the Month

March 2nd 9am to 12pm: Open House
March 6th: Elementary parent-teacher interviews
March 7th: Elementary parent-teacher interviews
March 11th: NO SCHOOL | March Break
March 18th: Back to School
March 7th: Parent-teacher interviews
March 27th: Elementary project Fair
March 29th: NO SCHOOL | Good Friday
April 1st: NO SCHOOL | Easter Monday

The results from the Survey are in!

Thank you to everyone who participated :)

Valentine’s Day Lunch in the Classrooms and Crafts!

Work Week In The Classroom With Students and their Families

Keeping active in the classroom!

Student Chefs at work :)

Chinese New Year Celebrations!

February Newsletter

hello@montessorithrive.com (Montessori Thrive) — Tue, 28 Feb 2023 22:52:05 GMT

Events of the Month

February 5th: Protective behaviours program starts
February 8th: Elementary parent event with guest speaker (RSVP required)
February 14th: Valentine’s Day lunch in the classrooms
February 16th: Re-enrolment packages sent out
February 20th to 29th, : Work Week Casa and Elementary
February 29th: Re-enrolment packages due
February 26th to March 1st: Montessori Week| Kaban invites you to join with others in the Montessori Community throughout the world to celebrate the qualities of Montessori during Montessori Education Week - the last week in February every year.

A Little Introduction to Montessori Week

Celebrating the 117th anniversary of Montessori Education! it is the time to celebrate and recognize the contributions of Dr. Maria Montessori in the lives of children around the world. Here are some of the most notable contributions that Dr. Montessori had on education and the children's rights reform.

We can thank Maria Montessori for developing child-size furniture to address the physical needs of children. Prior to Montessori’s intervention, children had to use oversized, adult furniture.

She understood the importance of the hand-brain connection and developed pedagogical materials to stimulate the senses and provide the brain with a concrete understanding of abstract concepts.

Montessori has touched the lives of children and adults around the world. By recognizing the child’s own ability to learn, teachers have been freed to gently guide the child along the path of knowledge. A mutually respectful working relationship develops where guide and child work together to help develop the construction of knowledge. This early independence develops creative minds, capable of intense problem-solving. Indeed, some of today’s great thinkers, artists, and politicians were Montessori educated: Larry Page and Sergey Brin (co-founders of Google); Julia Child (chef); Will Wright (video game pioneer); Jimmy Wales (founder of Wikipedia); Gabriel Garcia Marquez (Literature Nobel Prize); and Jeff Bezos (CEO Amazon.com ). In addition, Alexander Graham Bell, Thomas Edison, and Fred Rogers (Mr. Rogers) all advocated and helped develop Montessori schools around the world.

Looking back at our Work Fair, we want to thank all the teachers and all the children that participated this year!

January Newsletter

hello@montessorithrive.com (Montessori Thrive) — Tue, 31 Jan 2023 18:02:26 GMT

Events of the Month

January 8th: First Day of School.
January 17th: Elementary Parent Sessions
January 24th: CCMA Reaccreditation Day
January 31st 4:30 to 6pm: Casa and Elementary Work Fair (NO AFTER SCHOOL)

Memories from our Winter Fair 2024

Making Christmas Crafts in the Classroom!

Food is Much More Fun Than Just What's on Our Plate

hello@montessorithrive.com (Montessori Thrive) — Wed, 09 Mar 2022 08:22:48 GMT

Let’s face it, food is an important part of our well-being. There are so many things that connect us in this world, one of which is food. Food ties cultures together, creates a story and brings families and friends closer.

Respecting the food on our plate means appreciating the story behind that food, its history and how it brings us all together.

Food Wastage

As a mother, educator, and role model, I always try to be conscious about the wastage of food by keeping portions realistic, being mindful about the expiration dates when I am shopping by planning my week, and turning leftovers into sandwiches or casseroles.

There is so much that goes into making good food. Food is not only nourishment but a piece of art too.

We need those nutrients from the food we eat for our body's fuel and our energy. Sometimes we don’t pay attention to the nutrition that food is bringing to us. More than anything, if we do not pay attention to what we put on our plates, it can lead to health imbalances for our loved ones. If we consume too much of the wrong things, then we risk negative health consequences. If we do not plan our meals, then we may end up wasting more than we should (any excess can that is not consumed gets wasted).

A balanced approach and proper planning are such important factors to help prevent waste while looking to improve our health with food.

Being a Leader for Our Kids

Let’s walk the talk when it comes to NOT being wasteful.

Here are a few tips that may help your kids at home. What they learn at home, translates outside of the house too.

Snacking Before a Meal

Setting and sticking to mealtimes is easier said than done.

Having a snack or giving in to a snack right request before meals may also affect your appetite and lead to wastage when it comes to dinner.

Sometimes saying no is actually better for our development, health and growth (especially for our little ones), when it comes to food.

Time it right and space your meals and snack times apart.

Set the Rules

Should the children be expected to finish their plate?

I have heard many different opinions on this topic. This really depends on how much food is on the child’s plate.

If the child is too young to know how much is needed, the best way would be to give smaller portions of the foods on the table. This way they can easily finish what’s on the plate and go for seconds if needed. This may help a child to understand how not to take more food than they can eat.

Before Going for Seconds

Another behaviour that can be modeled by the parents is to finish what’s on the plate before reaching for the seconds. Ensuring a healthy balanced plate is the key.

Let the Kids Pick Their Own Plates of Food

Older kids can start to pick their own food. Freedom of choice also comes with responsibility.

Save the Leftovers

The vegetables or greens not eaten can always be added to soups. Leftover fruits can be added to the smoothies or pancakes.

There are always to salvage the leftovers for another meal and snack time. Understand the signals your body gives to your brain and know when to walk away. Cherish the food and make it easier on yourself for your next meal prep.

Water

When eating, it’s best not to drink too much water as it may fill us up, before we have had a chance to eat the food on our plates.

Fun fact about digestion, water dilutes your stomach acid. It is very important to be hydrated, however for those with compromised digestion, diluting stomach acid isn’t helpful. Encourage drinking water 20 minutes before or after a meal. If you must drink, take little sips.

Another great way to save water not used - use it for the plants in and around the house. The children will love watering the plants in the house or in the garden.

Meal Prep Involvement

I always encourage the children to get busy in the kitchen with meal planning, choosing vegetables that will accompany the main dish, the fruits for snacks and etc.

When baking, I get them involved in mixing, adding, rolling. This has always been a blast for us and a great way to learn about good food etiquette, meal prep, and cooking in general. When they are involved, they will also respect their hard work and enjoy the treat or food even more!

Wrapping Up

When it comes to teaching our kids NOT to waste, it’s about the behaviour that we as role models model.

Okay - It’s Recipes Time

Granola Cookies

Granola cookies is perfect as it can be broken into small bites.

Ingredients

2 cups Oats (rolled)
1/2 cup Oat Flour (optional)
1/2 cup Sunflower Seeds
1/2 cup Raisins
1 tsp Cinnamon
1/2 cup Sunflower Seed Butter
1/4 cup Maple Syrup
2 tbsp Coconut Oil (melted)

Instructions:

Preheat oven to 325ºF (163ºC) and line a baking sheet with parchment paper.
In a mixing bowl, stir together all ingredients until well combined. Transfer to the baking sheet and use your hands to press down into a formed even layer.
Bake for 15 minutes. Remove from oven and use a spatula to flip over sections of the granola, gently breaking up the granola into chunks.
Return to oven and bake for 10 more minutes at 300F.
Turn off the oven completely and leave the granola for another 20 minutes, or until crisp.

Chocolate Covered Strawberries

Ingredients:

100 grams Dark Chocolate (at least 70% cacao)
4 cups Strawberries (whole)
2 tbsps. Unsweetened Coconut Flakes (optional)

Instructions

Wash strawberries and dry very well.
Spread a large piece of parchment paper across a large baking sheet.
Fill one large pot with water and place a smaller pot inside. Bring to a boil then reduce to lowest heat.
Ensure no water is able to escape into the smaller pot. Add the dark chocolate to the smaller pot and stir continuously until melted. Remove from stovetop.
Tilt the pot with the melted chocolate to one side so that all the chocolate pools.
Hold the strawberries by the stem and dip them into the melted chocolate one-by-one.
Place on parchment paper.
Sprinkle with shredded coconut immediately. (This is a optional step)
Transfer the chocolate dipped strawberries to the fridge for 20 minutes or until chocolate is completely set.
Remove from parchment paper and store in an airtight container in the fridge until ready to eat. Enjoy!

Watermelon Pizza

The watermelon pizza, another beautiful and delicious way to get those fruits in. It could be a snack or a dessert. Leftover can make it smoothies or as a topping on yogurt

Ingredients:

1 1/2 cups canned Coconut Milk (full fat, refrigerated overnight)
1/4 Seedless Watermelon (medium)
1/4 cup Blueberries 1 Peach (sliced)

Instructions:

Scrape the coconut cream from the top of the can into a large mixing bowl.
The cream should have separated from the coconut juice after being refrigerated.
Whip the coconut cream with a hand mixer until fluffy, about 5-10 minutes.
Place in fridge until ready to use. (Note: it will not be as stiff as dairy whipped cream. If dairy cream is preferred, that would be a great option too)
Cut a round slice from the center of your watermelon, about 1 inch thick.
Pat dry with paper towel.
Spread whipped coconut cream evenly across your watermelon and top with blueberries and peach slices.
Carefully cut into servings and enjoy immediately.

About Sujata

I am Sujata - a Holistic & Culinary Nutritionist as well as a Metabolic Balance coach. I help my clients to overcome personal challenges and to help live their healthiest life.

I will be writing a series of blogs on how to introduce healthy eating and make it a familial lifestyle that you and your children will carry throughout life.

To learn more on how I can help, visit any of the links below:

Website: https://www.sujatanutrition.com/

Instagram: https://www.instagram.com/suja.banerjea/?hl=en

Facebook: https://www.facebook.com/sujatanutrition

Picky Eating, the Consequences, and the Solutions

hello@montessorithrive.com (Montessori Thrive) — Thu, 23 Sep 2021 08:06:16 GMT

Defining Picky Eating

What is “picky eating”? This term is not clinically defined but it is a common concern of parents that leads to frustration when determining what to feed their children.

Picky eating (also known as fussy, faddy, or choosy eating) is generally thought to be on the spectrum of feeding difficulties. It is characterised by an unwillingness to eat familiar foods or to try new foods, as well as having strong food preferences.

Strategies on How to Deal with a Picky Eater

Strategies for avoiding or correcting picky eating includes repeated exposures to unfamiliar foods, parental modelling, and the creation of positive social experiences around mealtimes (Taylor, & Emmett 2019).

Have you had a moment when you feel defeated as a parent when it comes to feeding your child?

Picture this scenario; you spend hours reading about healthy food options, find recipes that get you excited, and prepare the food that you think the whole family will enjoy. But, at the dinner table, your child throws a fit and refuses to eat. Does this sound familiar? I went through this exact scenario with my children.

As a parent, you become desperate – you want to ensure that they eat enough. You don’t want to surrender to mac n cheese and chicken nuggets for the 4th night in a row. On top of this, you are worried that your child is malnourished and not getting the proper nutrients. So, what can you do as a parent?

My Perspective, As a Nutritionist

My focus is understanding the connection between healthy meals and the nutritional benefit to the consumer. Common patterns seen in picky eaters include:

Continued rejection of food
Limited variety of foods, flavours, and textures
Low consumption of vegetables, fruits, and whole grains
High intake of snacks, sugar sweetened juices and fast foods
Eating the same food daily and fear of new foods

Studies show that eating enjoyment serves as an important and central factor in children's picky-eating behavior. Highly controlling practices might create a negative environment around food and healthy eating and thus decrease eating enjoyment and increase food avoidance (Steinsbekk et al., 2017).

The consequences of picky eating for the child include poor dietary variety and an imbalance in nutritional intake, with low levels of iron and zinc (associated with low consumption of meat, and fruit and vegetables) being of particular concern. Low intakes of dietary fibre, as a result of fruit and vegetable avoidance, are associated with constipation in picky eaters. There may be developmental difficulties in some children with persistent picky eating (Taylor, & Emmett 2019).

Tips for Avoiding Picky Eating:

Role model desired behaviour. Your children aspire to be “you” and you want to take advantage of that when it comes to eating. For instance, try eating a wide variety of foods in front of your children. Let them see you enjoying foods of different textures, shapes, styles, temperatures, and colours. Set a good example for them.
Children love to help, get them involved in choosing, prepping, and setting the table. This gives the parents an opportunity to show them how to cook healthy ingredients. Kids understand the hard work that gets put into prepping a meal and that gets them eager to try the final dish. For example, ask your child to toss a salad, stir a sauce or arrange the vegetables on a homemade pizza.
Give the power to kids by letting them choose what they would like. When they are choosing, have healthy options available for them. Kids like to be proud of their actions. For example, ask your little ones what different colours of fruits can be added to the morning bowl of porridge?
Establish rules. For example, finish what is served and when taking seconds, let the child choose the amount with an expectation that he/she must finish it.
Try new foods! Introduce your children to foods with different textures, colours, or temperatures. While eating, talk about the food and the nutritional value it provides. Kids are like sponges; they soak up the information that is provided to them – turn dinner time into a learning experience.
Hide and disguise vegetables and fruits. For example, puree vegetables and add them to your pasta sauce, hide a few strands of zucchini noodles in a plate of spaghetti. Mix in whole grain pasta with refined pasta and slowly reduce the quantity of refined pasta as days go by. Whole foods have their own character, when little palates get used to the wholeness of foods on their plates, they will probably love it too.
Take their favorite dishes and modify them to be healthier. If they love mac n cheese, opt for making it from scratch rather than buying a package. Use spelt or chickpea pasta and organic cheese or nutritional yeast.
Pique their interest by planning a family game 2 or 3 times a week when everyone agrees on trying a new vegetable, fruit, or dish. When planning these games, talk about the food or the dish, the origin, the history if any, and some fun facts.
Is your child hungry? By feeding your kids cookies, candies and juices, they don’t recognize their hunger. It may sound harsh but try to take away some of these sugars filled snacks and drinks. They are robbing the hunger.
Avoid bribing your kids at mealtime, as it increases anxiety, creates a negative relationship between the caregiver and the child, and conflicts with rewards
Finally acknowledge your little ones for trying new things and making the right choices

Help your child try a new food so that they can learn to eat a more varied diet at their own pace and thrive. Contact me for a kid friendly 7-day meal plan or for ideas on healthy and delicious snacks – see one of my favorite’s below.

Guilt-Free Chicken Tenders with Honey Mustard Sauce

Serves: 4

454 grams Chicken Breast (skinless, boneless, sliced into strips)
2 tbsps. Avocado Oil (divided)
1/2 cup Rolled Oats (coarsely ground)
1 tbsp Italian Seasoning
1/2 tsp Sea Salt
6 Carrot (medium, peeled and sliced into fries)
1/4 cup Dijon Mustard
3 tbsps. Raw Honey

Preheat oven to 400ºF (204ºC) and line two baking sheets with parchment paper. Brush chicken strips with half of the avocado oil. Combine the oats, Italian seasoning, and sea salt and spread over a small plate. Press both sides of the chicken strips into the oat/spice mixture to coat, then lay on baking sheet. Toss the carrot sticks in remaining avocado oil. Spread across the other baking sheet. Place both pans in the oven and bake for 30 minutes, flipping the chicken and tossing the carrot fries halfway through. Meanwhile, combine the Dijon and raw honey in a small bowl to make the sauce. Mix well and set aside. To serve, divide the chicken tenders and carrot fries between plates and serve with honey dijon dipping sauce. Enjoy!

Sources

Steinsbekk S, Bonneville-Roussy A, Fildes A, Llewellyn CH, Wichstrøm L. Child and parent predictors of picky eating from preschool to school age. Int J Behav Nutr Phys Act. 2017 Jul 6;14(1):87. doi: 10.1186/s12966-017-0542-7. PMID: 28679411; PMCID: PMC5498871.

Taylor CM, Emmett PM. Picky eating in children: causes and consequences. Proc Nutr Soc. 2019 May;78(2):161-169. doi: 10.1017/S0029665118002586. Epub 2018 Nov 5. PMID: 30392488; PMCID: PMC6398579.

Supporting Healthy Children At Home

hello@montessorithrive.com (Montessori Thrive) — Tue, 10 Aug 2021 07:57:43 GMT

Building Healthy Habits

“A child’s health and wellbeing is fostered by a home environment with engaged and skillful parenting that models, values and encourages sensible eating habits.” (Institute of Medicine (US) Committee on Prevention of Obesity in Children and Youth, 2005)

We have a lot of power over our health, wellness, and resiliency based on how we treat our bodies.

Setting an Example

As a parent, teacher, and adult, modelling to kids is important as they are watching us. When we start building healthy habits as adults, we start to feel good. As parents when we feel good, we are motivated to teach our kids to embrace healthy habits.

Transitional Time: Power of impact

A routine is consistently found to be the most important tool when teaching our children to adapt to something. When we are modelling healthy eating, the curious minds of our little ones are absorbing everything – this is an opportunity to talk about healthy habits. For example, talking about what is on our plate, the colour and texture of the vegetable or fruit that we are eating, whether it is sweet or sour, and how it impacts our bodies.

Steps to Take When Educating Children About Healthy Routine

The first step is to set a strong and consistent routine:

Set expectations surrounding meals and dinner table rules
Serve meals and snacks around the same times every day if possible. Make the experience fun, get your child involved by telling them you have a big ‘project’ for them and to set the dinner table. When my daughter was little, she had a special plate just for her that she picked out. Every night before dinner I would tell her to set the table and make sure she puts out her special plate!

You can also plan dinners with them and get them to be your little helpers (with stirring, kneading, etc.)

Sit down at the dinner table with all family members if possible (and during breakfast and lunch if everyone is home)

Try to make sure that everyone at the table is eating the same food and there is no one person eating something different – by limiting the choices, kids will be forced to get comfortable with the foods that are in front of them instead of ‘demanding’ what they want and don’t want.

Let your child pick their own portions with a promise to finish what is on their plate – this means less waste for you and also a way to get your kid involved (but make sure they are also taking enough to keep them full!)

If you are introducing a new food item, make sure they at least try 3 bites of it before deciding whether they want to eat it or not

Discuss the taste, texture (crunchy, lumpy, soft, hard)
Talk about food, its colour, and what it does to our body.
It is important not to shame any foods even if they are not the foods that we are not used to. Include different ethnicity once a month to keep a variety

Healthy Eating Research Findings

The formation of healthy habits is considered to play a fundamental role in health behaviour change. The term lifestyle change inherently means that changes are made such that they can be followed for the lifetime of an individual. A healthy routine does not require conscious effort or thought once it is established. Research consistently demonstrates that “too much change, too fast” is likely to end without positive results.

A routine helps your child understand the balance between enjoyable tasks such as play and functional tasks such as helping to set a table during mealtime. The predictability of the daily routine helps little ones with expectations and responsibility.

A fun, nut-free, lunch box friendly Granola

2 cups Oats (rolled or old fashioned)
1 cup Unsweetened Coconut Flakes
1/2 cup Pumpkin Seeds
1/2 tsp Cinnamon
1/4 tsp Sea Salt
1 Banana (ripe, mashed)
2 tbsp Coconut Oil (melted)

Preheat oven to 300ºF (149ºC). In a large bowl, combine the oats, coconut flakes, pumpkin seeds, cinnamon, and sea salt. Add the mashed banana and coconut oil into the bowl with the oat mixture. Use a spoon to stir until all is very well combined. The mixture should be evenly coated. Spread mixture in an even layer on a large baking sheet. Press down slightly and place in oven. Bake for 45 to 55 minutes, checking and tossing every 15 minutes. Break up large clusters as necessary. Once the granola is evenly browned and no longer feels damp, remove it from the oven. As it cools it will crisp up even more, so do not over-bake. Once cooled, store in an airtight container at room temperature for up to one week. Or store in the freezer for a few months.

Serving size: One serving is roughly 1/2 cup of granola.

Serve it with yogurt, oatmeal, parfaits, almond milk and/or fresh fruit.

Variations: Add chocolate chips, nuts, Golgi berries or other dried fruits, banana can be replaced with nut butter and honey.

Wrapping Up

Get the children involved with the preparation of fun and healthy recipes. Since they are young, they are eager to learn and will adapt to this routine easily. Implementing a healthy habit early on will lead them to make healthy decisions in their lives as they grow up and go into high school, post-secondary, and adulthood.

If you are looking for a kid-friendly, 7-day meal plan with recipes and a shopping list, contact me and we can work on one together based on what you and your family like to eat!

About Su jata

Sujata will be writing a series of blogs on how to introduce healthy eating and make it a familial lifestyle that you and your kids will carry throughout life.

Website: https://www.sujatanutrition.com/

Instagram: https://www.instagram.com/suja.banerjea/?hl=en

Facebook: https://www.facebook.com/sujatanutrition

References

Arlinghaus, K. R., & Johnston, C. A. (2018). The Importance of Creating Habits and Routine. American journal of lifestyle medicine, 13(2), 142–144. https://doi.org/10.1177/1559827618818044

David T. Neal, Wendy Wood, Jennifer S. Labrecque, Phillippa Lally. How do habits guide behavior? Perceived and actual triggers of habits in daily life. Journal of Experimental Social Psychology. Volume 48, Issue 2, 2012, Pages 492-498, ISSN 0022-1031, https://doi.org/10.1016/j.jesp.2011.10.011.(https://www.sciencedirect.com/science/article/pii/S002210311100254X)

Institute of Medicine (US) Committee on Prevention of Obesity in Children and Youth; Koplan JP, Liverman CT, Kraak VI, editors. Preventing Childhood Obesity: Health in the Balance. Washington (DC): National Academies Press (US); 2005. 8, Home. Available from: https://www.ncbi.nlm.nih.gov/books/NBK83834/

Nemec PB, Swarbrick MA, Merlo DM. The Force of Habit: Creating and Sustaining a Wellness Lifestyle. J Psychosoc Nurs Ment Health Serv. 2015 Sep;53(9):24-30. doi: 10.3928/02793695-20150821-01. PMID: 26325170.

Healthy Eating at a Young Age

hello@montessorithrive.com (Montessori Thrive) — Fri, 09 Jul 2021 07:46:03 GMT

Why Healthy Eating is Important

By Sujata Kale-Banerjea CNP, CANNP

Childhood obesity is an epidemic that is affecting children of all ages. Poor nutrition does more than cause excess body weight. Imbalances at a later age can lead to hormonal imbalances, urinary tract infections, skin disorders like eczema, psoriasis. Chronic constipation, other GI conditions, etc. Nutrition is also important for mental wellness, alertness, focus and much more

Take care of your little ones inside and out! Well-nourished kids who eat healthily at a young age are more likely to turn into healthy and active adults.

Healthy Eating Research Findings

Research confirms that young kids in fact ARE drinking fewer sugary drinks and are eating more fruits. However, the majority of kids are not meeting the nutritional requirements. Adolescents aged 12-19 make the worst food choices compared to kids aged 6-11 and 40% of the children 5 and under (Birch et al., 2007).

There is strong evidence showing that diets that are introduced earlier in childhood and adolescence will persist for life. But this requires developing healthy habits early on. The first solid foods given to the child will determine their food preferences later in life.

Steps to Take When Educating Children About Healthy Eating

The first step to healthy eating begins at home with early education. Keeping children healthy is a family affair. Kids have curious minds, and they learn when they are engaged, rather than being told what to do. They like to know the ‘why’ behind things and listen to stories. Hence, nourishing the curious minds through engaging them in stories about nutrition makes the information more interesting and relatable.

Check out this link that shows examples of books for kids about healthy eating:

Why should I eat well by Claire Llewellyn
Little Critter: Good for Me and You by Mercer Mayer
The Boy Who Loved Broccoli by Sarah A. Creighton
I Will Never Not Ever Eat a Tomato by Lauren Child
A Tale of Two Brothers: A Rhyming Story About Making Healthy Food Choices by Brittany Andrejcin

With that said, let’s switching gears -and talk about healthy recipes that will keep them coming back!

Looking For A Summer Treat: How About Mango-Coconut Popsicles?

See a healthy treat recipe below!

I will be posting recipes with every blog that I do, so if you have a recipe that your child loves and you want to make it healthier, send me a message and I’ll pick one of the recipes to modify in the next blog! Also please send pictures of your child for my next blog. This blog is featuring Zara today!

Serves: 4

Ingredients: 2 cups of frozen mango, 1 cup canned coconut milk (divided), 1 tsp honey, ½ tsp pure vanilla essence.

Directions:

Blend mango and 3/4 of the coconut milk, honey and vanilla in a food processor or blender until smooth.
Roughly scoop mango puree into 3oz. paper cups.
Spoon remaining coconut milk into each cup to fill in the gaps around the mango. This will create a swirl effect when frozen.
Insert popsicle sticks in the middle. Place in freezer for 4 hours or until completely frozen.

Notes:

No coconut milk? Use whipping cream, cashew cream

Try different fruits such as frozen mixed berries, frozen pineapple.

Wrapping Up

Nutrition does not have to be complicated – it can be simple and fun for the entire family to get involved. Think about your current eating habits and what small changes you could make to ensure you’re getting the right nutrients. Make those changes and see if you feel a difference in your mental and physical health. If you would like me to assess your family’s current eating habits, reach out to me and we can conduct a diet assessment! The next blog post will feature some tips and steps on how to set a routine when incorporating nutrition into your family. Stay tuned and see you then!

About Sujata

Sujata is a Holistic & Culinary Nutritionist as well as a Metabolic Balance coach. Sujata helps her clients to overcome personal challenges and to help clients live their healthiest life.

Sujata will be writing a series of blogs on how to introduce healthy eating and make it a familial lifestyle that you and your kids will carry throughout life.

Website: https://www.sujatanutrition.com/

Instagram: https://www.instagram.com/suja.banerjea/?hl=en

Facebook: https://www.facebook.com/sujatanutrition

References

Birch, L., Savage, J. S., & Ventura, A. (2007). Influences on the Development of Children's Eating Behaviours: From Infancy to Adolescence. Canadian journal of dietetic practice and research : a publication of Dietitians of Canada = Revue canadienne de la pratique et de la recherche en dietetique : une publication des Dietetistes du Canada, 68(1), s1–s56.

Toileting in Infants & Toddlers

hello@montessorithrive.com (Montessori Thrive) — Thu, 01 Nov 2018 07:32:52 GMT

The first topic of our Parenting 101 session was about Toilet Learning VS Toilet Training. In the Infancy room we start off by sitting them on the toilet after taking the diaper off, so they can begin to feel comfortable and get used to the feeling of sitting on the toilet. So when they move along to the Toddler classroom, they will already be partially prepared to start Toilet learning as they have been introduced to the toilet.

Communication is the key, ask your child if they have had a bowel movement or did they urinate. Not all infants have the words to tell us they need to use the washroom or tell us they urinated or had a bowel movement, instead they use gestures. They will point at their body, or if we ask sometimes, they will respond with a nod.

Have you ever thought of or considered the use of cloth diapers? They are similar to wearing an underwear. Would have the same feeling when they soil/wet the cloth diaper as a they would in an underwear. The only difference is the cloth diaper will hold the waste just like a regular diaper does. As in regular diapers absorb the urine so they don’t feel the discomfort.

Have you ever wondered how much you spend on regular diapers?

If you wish to consider looking into cloth diapers, here is a website link: www.barefootbabies.ca

The Montessori Toilet Learning

Is my child ready to use the toilet? From a Montessori perspective we are not teaching the child but rather we are observing the child and their needs.

Factors involved in the toilet learning process:

Physiologically: It is a natural process that develops gradually at each child pace. The digestive and urinary system perform their functions the child needs to control and coordinate these actions, their awareness of them has to develop currently with the maturation of the systems involved.

Emotional: Introducing the potty as young as 12 months to get the child used to it as a part of toileting routine, before the power struggle starts, the crisis of self-affirmation (tantrums). The best way to determine the emotional state your child is in, and how conducive this is to toilet learning, is to observe both his general behavior and his responses to any suggestions about potty use.

Physically: the child is walking and can sit without support all the muscles are functioning and can be directed by the will. By the time the child is walking, his or her body has developed the muscles needed to control urine and bowel movements. Although the muscles have developed, they need some practice before the child has control over them.

At Kaban, the toddler classroom offers the opportunity for this, with a well-prepared washroom area, the environment supports many opportunities throughout the day for the child to use the toilet, change wet underwear and to see other children use the toilet.

The regular use of the toilet/potty allows the children to become familiar and comfortable.

It needs to be a positive experience and the children will start by exploring the environment. This allows the children the freedom of movement so that they can teach themselves to move on and off the potty/toilet at their own learning pace, additionally this allows the child to be more independent.

Adult Points to Consider in Toilet Learning

It is important to decide if you are ready to commit to the process and all it entails. This could include loads of washing; wet or soiled carpets and what people may think if you child is not toilet ready by a certain age. More often than not it requires months of learning for the child and it is important to have and maintain a positive attitude and avoid putting a time period or the age you wish your child to be toilet trained. It is possible that children will develop manipulative actions regarding toileting (e.g. wetting self on purpose) if they believe it will affect your behavior.

Every child is different and toilet ready at a different age, these are some tips to help the process:

TOILET LEARNING = TEAM WORK WITH YOUR CHILD AND SCHOOL
It is important to have Patience, Perseverance, and a Positive Attitude

TOGETHER WE CAN DO IT!

The Montessori Approach to Disciplining a Child

hello@montessorithrive.com (Montessori Thrive) — Wed, 11 Jul 2018 07:27:56 GMT

Introduction

Children are a wonderful blessing entrusted to parents, teachers, guardians and the society to cherish. Raising a child is a wonderful role replete with joy and challenges in equal measure. A child needs disciplining from time to time.

Parents around the world employ different ways of disciplining their children. The approach taken usually depends on the parents’ upbringing, culture and religious beliefs as well as personal opinion on the issue.

Parents who want to learn new ways of disciplining children should apply the Montessori approach.

What does the Montessori approach entail?

Generally, it entails finding the balance between discipline and freedom. It revolves around the understanding that children need their freedom. That freedom should not be curtailed simply because a parent or teacher wants the young one to grow up disciplined.

Finding that balance – and maintaining it – can be the real challenge. The approach borrows heavily from Maria Montessori’s philosophy. She believed that adults should treat children the way they would like to be treated. She advocated treating children respectfully.

Parents have to respect children if this approach is to produce the desired results.

Adults should discipline their children using this approach consistently. Do not be afraid of repeating yourself. Here, repetition is the key. Exercise patience instead of jumping out of your skin if you see no change in your child’s behaviour.

It takes time for some of these lessons to stick to the children’ minds.

Environment

It's in the planning

Prepare the environment

The Montessori approach encourages parents to focus on creating the sort of environment that enables children to learn to behave properly. Adults cannot leave this to chance. They must proactively design their children’s environment.

Freedom is crucial in a child’s life. Therefore, adults have to find ways of allowing children as much freedom as they need to experiment and make mistakes. This would only be possible in the right environment though.

Giving children the freedom to experiment and make mistakes teaches them many lessons too.

Teach children the importance of doing important chores. For example, train them to clean the spaces they use. Let them know that you expect them to clean any mess they leave behind. Buy a few child accessible rags and supplies the children need to do their part.

Model appropriate behaviour in the environment

Children learn a lot from the adults around them. For this reason, learn to model good behaviour. Let the little ones see you doing what you always advise them to do. Let them see you behaving well within the environment you created.

Let them see you cleaning up any mess you create.

Allow them to clean their mess too. Start teaching them responsibility early. Children are more likely to behave properly when they are trained to be responsible from an early age. Do not wait until they are in their teens to embark on these lessons.

We believe that every action has a reaction; it is a contrast that lets the child learn and understand resiliency.

Children learn from their mistakes and it is okay for them to start all over again when something doesn’t work. Their exercise of inappropriate behaviour and learning its consequences is what helps them understand how to go further and to be able to recognize and choose differently the next time.

Even with all the work – know that there will still be mistakes

But does that mean the Montessori approach guarantees disciplined children? No. You will still have children making inappropriate choices. The difference here is they will be learning respect. They will see you treating them respectfully hence likely to treat others the same way.

Distraction

At the end of the day, you will have to judge the situation yourself.

The question comes – should we as parents or guardians raise voices at our children? Remembering that the Montessori approach advocates treating children the way you want to be treated – the philosophy and methods advocate against such tactics.

Instead, we recommend that it is better to use the curiosity within the child to inspire appropriate behaviour. That also allows you an opportunity to gain control over the situation. Bring out an issue that’s likely to raise the child’s curiosity. This way, the young one will stop focusing on and displaying inappropriate behaviour.

Ultimately, you have to distract the child while helping them refocus on the most important lessons, values, tasks or work. Once again, like was the case with increasing curiosity, the goal is to help the little ones to focus on what is more important rather than their inappropriate behaviour. This can be done by bringing out a simple new activity that you know that they are fond of. Or singing their favourite song or reading their book out loud. Again, this takes more work than simply yelling at the child, but it allows for far better results on the behaviour and development of the child over the long-term.

Separating the child from the group or activity until nerves become calm again

There are times when nothing may work, and the child may truly be unhappy and be modelling really negative behaviour. In such situations, our approach to helping children “reset” also requires separating the child from a specific group or activity that has brought about the negative behavior. This approach may be appropriate depending on the situation.

Allow children to return to the group or activity once their nerves are calm.

Additionally, consider reconnecting these young minds with purposeful work. What this achieves is to allow the children an opportunity to make good social decisions on their own, especially if they started displaying negative behavior while in the company of their friends.

Individual discussion

The Montessori approach recommends taking time to speak with your little ones too. Talk with each child individually. Teach them about actions and consequences. Help them understand the consequences of their actions. Let them understand that good behaviour is capable of leading to something equally good.

It is good to let children know the positive outcomes that await them down the line every time they act. Give them freedom to make their own decisions, and reward them with something they love doing. For example, assure them of a trip to the local park happens if we make time for it. Talk to them about the consequences of the decisions if they work with you to finish whatever you have planned now. An example would be finishing dinner and putting dishes away, so time can be made to go to the park before it gets dark.

Let them know they have a choice on any issue you assign them. It empowers them. It helps them feel like they are contributing and have some control – which does wonders for their development. However, there is a reward for choosing to behave well and consequences for falling short. Allow them to understand these rewards and consequences respectfully so they understand their roles in all of these.

It goes without saying but we need to communicate with them without yelling, screaming, and shouting, nagging or doing the things that would often get under your skin if somebody else were to do them to us. It takes time to learn these lessons but they will make you better at disciplining your children.

The Montessori approach makes the child feel like their actions are helping others (and themselves) towards something bigger. It allows them to focus in the present, contribute and stay calm. Ultimately, making them into self-directed individuals that behave nicely and do not require ‘discipline’.

This approach helps in raising children who are independent and free, but within boundaries.

They understand the boundaries. They appreciate that going over those boundaries would mean being denied some of the privileges or activities they are accustomed to in their lives. To a doubting eye, this approach can appear excessively free or chaotic. However, our whole philosophy at Kaban is based on using such approaches to help raise and care for children at our school. We fundamentally believe children should not be mistreated and allowed an environment that gives them the freedom to struggle and grow at their own individual pace to reach their potential.

To Recap

The Montessori approach recommends a different way of disciplining children. You may have to forget some of the approaches you have learned and used throughout your life. Be ready to embrace a new way of doing things.

The rewards go beyond raising well-behaved children. It teaches children to think through their actions and decisions before proceeding. They learn to start examining their behaviours early thus increasing the likelihood of growing into responsible, mature adults.

The Montessori approach uses the “freedom with limits” philosophy.

Under the Montessori philosophy of education, true disciple starts from within. Here, the philosophy presupposes that discipline is the result of developing inner growth steadily over a certain period.

Under Montessori, discipline is not something you do to a child. It’s also not something or technique that you use to control a child’s behaviour. The goal here is to help a child understand self-control and discipline enough to display it without feeling pressured to do so.

Montessori Activities for Toddlers at Home

hello@montessorithrive.com (Montessori Thrive) — Mon, 28 May 2018 10:04:14 GMT

Montessori Activities for Toddlers at Home

The same principles and ideas that make the Montessori classroom a fulfilling and calming environment for toddlers can be brought to your home. Though the home and classroom are two different entities, continuing on with the same environment will have remarkable benefits for your child—plus, these Montessori activities for toddlers at home are fun, easy, and effective! After all, all these activities are inspired by the Montessori phrase, “Help me do it by myself.”

Setting Up the Montessori Environment

There are a number of ways you can create the same Montessori classroom feel at home. You will want a number of low shelves to store the activities, and supply those shelves with baskets and trays. Also, you should procure a toddler-sized table and chair set and also real child-sized tools and utensils. Keep in mind that the environment where the activities are taking place should provide the child with opportunities to take care of themselves.

You can set up a room in a number of ways, but most of the time you will see that beds have been lowered onto the floor, clothing is lower in closets for children to dress themselves, and toys are always within reach.

Now that you know the basics of a Montessori environment, let’s look at ways you can turn the space into a stimulating place of learning and discovery.

Color Sorting

When you want to help your child differentiate between colors, you can make a simple color sorting activity. You can gather up wooden blocks and paint them the primary colors (yellow, red, and blue) and have your child sort those blocks into boxes or baskets of the same color (either handmade or bought). Once your child gets used to sorting these 3 colors, you can begin to add in complementary and tertiary colors.

Though you can make this a game, you can also think of it as a lesson. Simply begin the lesson by naming the color and placing the block in its appropriate space. Continue until all the blocks or items have been put in the correct box or basket. Once your child has seen how the game works, you can even incorporate more items into the game, such as stuffed animals with bits and pieces featuring the color you are teaching (ex. A bear with a blue bow goes into the blue box).

You can also make color sorting into a scavenger hunt (i.e. “bring me something that is red”).

Shape Sorting

Similar to the above activity, you omit color and create different shapes instead. Pick two different shapes, such as wooden blocks and spheres or circles. Find boxes or baskets fighting this feature (such as a square-shaped basket next to a circular-shaped one). All shapes should be the same color to eliminate confusion. You can also create a board with the shapes you wish your child to identify. Once they have found the right shape, they will rest it on a cutout or drawn on the section.

Like the above activity, you introduce the game by picking up a square piece and saying, “This is a square.” Do the same for the circular piece. Either place the item on the board or in the right box. Do it a few times then invite your child over.

Soon, you can add more shapes. Once your child has mastered shapes, you can add in multiple colors to sort.

Sensory Baskets

In one of the many baskets that you will have available for your toddler, you can create a sensory game. The “hard and soft basket” is a barrel full of surprises that is simple but enjoyable. Your child’s attention will be brought to a number of objects of varying hardness. To make the hard and soft basket, you gather up safe items from around the house—4 firm, 4 soft. Examples of firm/hard items include bouncy balls, wooden sticks, plastic containers, and action figures. Examples of soft items would be balled up socks, tissue paper, pieces of fabric, and fake flowers.

You mix up these items then introduce the basket to your toddler. You can say things like, “Is the sock soft or hard? Is the ball hard or soft?” It’s a fun scavenger hunt in a controlled setting and helps toddlers understand the difference between hard objects and soft ones.

Shaker Cylinders

Another sensory activity that is easy to make and safe for toddlers would be “shaker cylinders.” Children are also intrigued by different sounds, especially when they can’t see what is making the sound. New learners will enjoy the varying sounds of the containers when shaken, while older toddlers can play games like finding which containers hold similar materials.

To make the shaker cylinders, you can take coffee cans, mason jars, or even plastic containers that are either dark colored or not see through. You want to make 3-4 sets of shaker cylinders. For example, you can use sugar, rice, beans, coins, sand, buttons; and you are going to want 2 sets of each if you’re playing the matching game. Once you have gathered your cylinders, you can glue in construction paper if you were unable to find plastic containers that aren’t clear. Fill each container with your chosen materials.

From there, let the child shake the cylinders, ask them what the sound could be, and sort the cylinders from loudest to softest sounds or vice versa.

Paper Puzzles

You can take magazine clippings or original drawings, paste them onto construction paper, and then cut-out different shaped pieces to create paper puzzles. Not only is this a simple activity that allows for some creativity when scrapbooking or drawing, but is also a great way to teach young children how to differentiate between different shapes and sizes. If your child really likes the puzzle you create, you can always cut and laminate the pieces to save them for another playtime.

Final Thoughts

There are a number of Montessori activities that you can bring home from the classroom to keep your children entertained, engaged and learn at the same time. It is about creating an enviroment that helps the child feel welcome and aids in development. Remember that most activities are simple and can be made from paper and other craft items, meaning that as long as you are willing to get hands-on and creative, you and your child will never be without something to do.

Mindfulness in Children

hello@montessorithrive.com (Montessori Thrive) — Fri, 04 May 2018 10:01:17 GMT

Why Mindfulness and Peace is Important for Children

“There is something wonderfully bold and liberating about saying yes to our entire imperfect and messy life.” – Tara Brach

Life is never truly simple—though adults seem to forget that as they grow up. Children face numerous stressors and challenges throughout their youth, such as going to a school they might not like, facing bullies, following unsavory rules, or witnessing abusive relationships and other traumas. With the pressure to excel being placed on children at an early point in their lives, it is no wonder many develop anxiety and depression and know nothing about how to manage it. Teaching mindfulness to children is one way to help children cope with stress and promote a peaceful mindset.

Today, we’re going to discuss why mindfulness and peace is important for children and then provide some tips and tricks for how to add it to your child’s daily routine.

What is Mindfulness?

“Mindfulness is a way of befriending ourselves and our experience.” – Jon Kabat-Zinn

Often recognized as a simple form of meditation, mindfulness is a process that increases awareness in the present moment. To cultivate mindfulness means using the present moment to understand thoughts, emotions while promoting positivity. Or as kabat-Zinn has put it: “You can’t stop the waves, but you can learn to surf.”

In other words, mindfulness is focusing on the current moment and remaining psychologically present in spite of distractions, stimuli, and negative emotions. Mindfulness keeps the mind from getting bored, withdrawn, and restless.

The Benefits of Mindfulness in Children

“Our life is shaped by our mind, for we become what we think.” – Buddha

Mindfulness and peace are two elements that can help children battle the craziness of a world they are just beginning to understand. Mindfulness helps the child come to center within themselves, to acknowledge their emotions rather than casting them aside, and to handle whatever comes their way. Mindfulness isn’t solely just emotional regulation—it’s opening the mind up to the potentials of what living in the present moment can do. All anxieties and worries start from replaying events from the past and fretting over what the future may bring.

Children shouldn’t have to be caught up in brooding over what could have been or what will be. When children are removed from the present moment, they miss important lessons, and their bodies become racked by stress. Negative symptoms, such as stomach aches, anxiety, headaches, and insomnia begin to develop. As children age, they turn to other ways to cope with the pain, such as drugs and suicide. In fact, 70% of mental health cases being reported are found to begin in childhood—and this is true for many developed countries.

That is why mindfulness is so important. Mindfulness helps children become more tolerant adults by promoting empathy, awareness, gratitude, and appreciation. Mindful children can not only accept their emotions, they know where those emotions are coming from, and they begin to show a gentleness that helps them evolve and reach greater heights.

How to Teach Mindfulness at Home

“The things that matter most in our lives are not fantastic or grand. They are moments when we touch one another.” – Jack Kornfield

Humans can begin to learn mindfulness out of the womb. Mindfulness can be found in every touch, every sense, and in every breath. Children engage in mindfulness even before they learn to speak, for they are experiencing the world as a brand new place full of possibilities—and they cannot go a moment without being open to everything the world offers. However, when children are given distractions, such as technology and past events, they begin to escape from the present moment.

When developing a mindfulness practice at home, consider your child’s maturity level and age. Let their interest in mindfulness be your guide. Activities can be complex or simple, all depending on how far your child is willing to go.

Here are some mindfulness exercises for children:

1. Progressive muscle relaxation

If you do yoga, you might have done progressive muscle relaxation once or twice. This is where you tense and unwind separate regions of the body, working through every single part. For children, learning to isolate individual parts of their body helps them regulate both physical and emotional tension. They also develop a greater kinesthetic sense. If your child has a hard time calming down for this practice, try some child-friendly yoga postures to get them centered.

2. Belly breathing

Before or after you do progressive muscle relaxation, you can engage in belly breathing. With this kind of breathing, children learn a coping method for when anxiety takes control. Instead of shallow breathing or hyperventilation, they can turn to the power of deep, even breathing to help them focus and cancel out negative thoughts.

3. Sensory exploration

Does your child have a favorite memory? While simultaneously promoting adventurousness and bravery, ask them to tune into their intuition and moments within their memories and describe that moment in detail. Have them tune into separate sounds, feelings, and so on. What do they see, smell, hear, taste, and touch? How many tiny sensations can they observe?

4. Thoughts and emotions

Both younger and older children can benefit from learning how to describe their emotions. Instead of asking how something went, ask how they are feeling right now. Have children describe each thought as it comes and goes. Help them name the things they are feeling or experiencing more elaboratively. From there, you can help them visualize ways to dismiss negative, pessimistic emotions and welcome in happier thoughts.

5. Games and puzzles

Mindfulness doesn’t have to solely be meditation and moments of quiet. Many sensory games can be transitioned to teach mindfulness to younger children. Take your child outside, for example, and have them help in the garden. Let them help with cooking and taste-testing. Allow them to paint with their hands, roll around in the mud, build their own cardboard forts, and the like. The only thing you shouldn’t do when playing around with mindfulness is letting them sit in front of a television or computer screen.

Conclusion

Negativity isn’t solely for adults. Children experience stress, too. No time is too soon to help children understand their thoughts and emotions. You can help them cope with difficulties through mindfulness and peaceful practices, which will strengthen your child’s emotional intelligence and promote inner strength and fortitude. At Kaban Montessori School, mindfulness and being present in the moment is something we believe to be part of our core values. We ensure that every single child at the school works on activities that are mindful in nature to help build independent thinking and emotional intelligence. By living in the present moment, you and your child will be able to tackle any challenge that comes your way.

Top 10 Parent Tips When on Road Trips

hello@montessorithrive.com (Montessori Thrive) — Tue, 03 Apr 2018 09:56:23 GMT

With millions of Canadians on the road during festive periods, summer camps and holidays, road trips are almost a staple in the holiday culture that every parent would most likely experience once in a lifetime.

Depending on how prepared you are, a road trip with your kids can either be one of the most memorable experiences you will have as a family or stress-filled journey that will easily make you think about turning the car around and heading back home. Before you get on the road, ensure you make adequate plans on how to spice up the trip and keep everyone happy. These top 10 parent tips will surely come in during your lengthy expeditions.

1. Plan your route

There is a popular saying that goes “He who fails to plan, plans to fail”. Irrespective of how many times you’ve taken the kids on this journey, the key here is to treat the journey like you’re going for the first time.

While experience can help you navigate the road with perfection, consider the fact that the route may have changed or perhaps some roads are temporarily closed. Rather than simple rely on Google maps, take out the atlas and plan the best-possible route for your trip. The worst thing you don’t need happening to you is being stuck in traffic or getting stranded in the middle of the road with your stressed-out kids.

2. Safety first, plan for emergencies

As far as kids are concerned, emergencies can be anything from a sudden crave of strawberry-flavored lollipops to the need to use the restroom in the middle of nowhere. Emergencies also include checking the car’s engine oils, hydraulics, braking system, battery terminals and much more. Be sure to go with enough supplies for the kids so they can eat or snack whenever they want. Pack extra blankets, diapers, ready to eat foods and beverages. You should also have a flashlight, band-aids, sanitizers, jumper cables, antiseptics, fire extinguishers and a first aid kit to keep your family safe on the ride.

3. Put the bag of essentials within reach

This bag is the one that should contain your baby wipes, water bottles, diapers, coins for tolls, health insurance card, painkillers, snacks, juices, and biscuits. You will need to store this near the front seat to ensure that it is easily accessible at all times.

It is noteworthy that you try to avoid snacks that can cause your kids to stool, you don’t want to have to stop after every 20 minutes on a long road trip

4. Leave at night or very early in the morning

Except you have poor eyesight or can’t drive when it's late or at early hours, one of the best times for you to start your voyage is late at night or in the early hours of the day. This will definitely be of numerous advantage if you aren’t prepared to listen to the “are we there yet” query all day. Leave at hours where your kids are asleep also allows you and your spouse to have deeper conversations that your busy lives may have interrupted and lessens the stress of keeping the kids occupied at the same time while you’re driving.

5. Forget riding shotgun

It is almost customary and very understandable to want to have your partner in the front seat of the car. However, having your spouse in the back for at least sometime during the trip can help the children stay organized and will make chatting and playing games significantly easier. An adult presence also means your kids don’t go on doing something menacing to each other or the packed supplies.

6. Surprise the kids with some activities and games

Ah! The activities. Kids want something fun and exciting to keep their minds going. The moment they fall into that state of boredom, they are coming at you with all the attention you do not particularly need if you are going to be driving for hours.

Ensure that you hit the store and buy a bunch of their favourite toys before you hit the road but make sure they don’t know about it. As soon as it begins to look like they are losing attention in the trip, hand them their surprises and watch them stare in awe.

7. Bring forth the imagination

We already talked about fun and games but there’s more. Go to the local library and sign out a handful of books together. Some chapter books, some practical reading, and some even picture ones. Variety is good here – especially if you are dealing with different age groups at the same time. Get the kids started on some of the books even before the trip. This way you have something they are looking forward to reading with you and are already engaged.

You can also come with a CD for poems that you regularly sing together and make the whole trip an acapella exhibition.

Another great source to keep the imaginations running are audiobooks. Try bringing audiobooks as you can play to tell stories to your kids and keep the whole atmosphere calm and quiet while everyone listens.

8. Take planned and unplanned breaks

Take your breaks

Breaks are always a good idea when on roadtrips

If you’ve planned your route, then you probably know all the exciting places and things to do on the trip. As you proceed on your journey, make stops at fun houses, amusement parks and attractive outfits to break the boredom, stretch your legs and make memories. This is also your perfect opportunity to have picnic, refuel your stomach and take pictures.

Should you find a floating mountain or a UFO on your trip, waste no time in taking an unplanned break to explore and take even more pictures. Just don’t spend all day having fun (LOL).

9. Stop the “are we there yet questions”

Children are very inquisitive by nature so you should expect questions like “are we there yet” and “how much longer”. One way to put your kids out of their misery is to hand them quarters and take one off their hands every time they ask how soon you are arriving at your destination. Alternatively, you can simply hand them mask and drop a sticker on where you are and where you are going. This ought to keep the questions answered.

10. Don’t forget to be a parent

Lastly, remember that the fun of road trips lies in creating memories and connecting with your kids. Do not appear too busy as to not talk to your children or be quick to cut them off. Enjoy yourself, speak to them and indulge them in some merry tales and goodies along the way.

And that's a wrap!

There you have it. Our top 10 parenting tips will keep the peace and fun as you move around in your 60km/h moving the car on a journey to far far away. This way, the next time you are on a road trip with your kids, it becomes something to anticipate and not one to dread.

How Screen Time Impacts Early Childhood Development

hello@montessorithrive.com (Montessori Thrive) — Fri, 16 Mar 2018 09:49:00 GMT

Early Childhood Developement and Screen Time

As anyone who follows the Montessori educational model will agree: Children are creatures of pure imagination and play. At Kaban Montessori School in Mississauga, we ensure that we create an environment to foster growth, independence, and imagination. Curious minds can see the world without leaving the safety of the room. With the flexibility to let their curiosity guide them, children can learn on their own if their minds are allowed to roam. Yet, with the rise of co-dependency on technology, children are becoming less and less aware of their imaginative powers and potentially receiving negative influences from too much screen time.

While there are indeed some advantages to technology, such as educational apps and TV shows on demand, the sheer volume of troubling side effects outweighs the benefits. Here is a look at how screen time impacts early childhood development:

The Dangers of Screen Time

Kids these days are growing up with an electronic device in their hand, whether they want to hold onto it or not. From infancy to adulthood, kids are in front of computers, televisions, tablets, gaming consoles, and smartphones. Unfortunately, while the endless stream of media undoubtedly keeps kids quiet and entertained, there has been emerging research suggesting excessive screen time hinders socialization, concentration, communication, and even creativity.

A psychologist from the British Psychological Society and a member of Britain’s Royal Society of Medicine, Dr. Aric Sigman, also suggests that technology impedes the development of the very abilities that parents should be aiming to teach their children. Things like the ability to concentrate, to interact successfully with other individuals, to have empathy and compassion, as well as building a large, expressive vocabulary are all affected by too much screen time.

In other words, between the ages of birth to 3 years old, a child’s brain is rapidly developing and taking in all kinds of influences from the world around them. If a 2-year-old is handed a cell phone and told to play, this critical period where the brain needs stimuli to grow neural pathways is stunted.

Yes, technology has a host of intrinsic stimuli—but it’s not the kind of stimuli a growing child needs.

Instant Gratification

Having your baby swipe at the touchscreen is cute, but it is teaching the young mind a dangerous lesson. The power of the fingertips against a responsive screen is leading your baby to believe that every action has an immediate effect.

This is true with a phone or tablet but nowhere else. So every time your child is rewarded with bright colors and sounds on the phone’s screen, the brain releases dopamine—the neurotransmitter associated with addiction. Thus, the child begins to find pleasure in the instant gratification provided by the phone over the development of connections in the real world, which sometimes take years to truly blossom.

Obviously, this kind of thought pattern could potentially harm the child later on in life, when they are given the chance to try another substance, such as drugs and alcohol, that leads to the same “instant gratification.”

Less exposure to screens

is good for development.

Other Known Effects of Too Much Screen Time

In 2014, the University of California in Los Angeles (UCLA) found that sixth graders who spent too much time with technology actually had trouble recognizing human emotion.

Another study in 2014 that was published in the Sleep Medicine Review-Journal noted consistent evidence that shows sleep was disrupted by screen time. Not only does the light from smartphone and tablet screens trick the brain, the use of technology before bed actually leads to delays in the time kids and adolescents go to sleep. In turn, the body’s natural circadian rhythm is thrown off. Without an appropriate amount of sleep, children and adolescents will have trouble concentrating and show increased levels of stress.

Lastly, one of the most recent studies to take place came out of the University of Alberta in Canada in 2015. The conclusion of the research stated that “the more physical activity children do, the better [their] cognitive development.” The assistant professor of physical education and recreation at the University of Alberta, Valerie Carson, sat for an interview with the Edmonton Sun newspaper to talk about the findings. “The more time [children] spend on screens, like tablets and cell phones,” says Carson, “[it] tends to be either detrimentally related to their development or not related at all.”

The researchers did find, though, that if parents are willing to spend a bit more time interacting with their children and allowing them to play and experience the world physically, the effects of too much screen time could be negated.

Final Thoughts

Children need to be allowed to move and use their imaginations in order to grow into successful, expressive adults. While there are many advantages to technology, there are much more fulfilling ways to educate children. A more balanced approach to screen time can help lessen the negative effects of technology while permitting children to explore the world as they are meant to. To that effect, we ensure that we do not expose children to any screen time our during the day or in our Afterschool Program. Prioritize healthy sleeping habits, face-to-face communication, and outdoor play above all else and help your child reach their potential!

Good Nutrition for Kids

hello@montessorithrive.com (Montessori Thrive) — Thu, 01 Mar 2018 09:43:07 GMT

How Significant is Good Nutrition for Kids?

“Eat Healthy Today for A Better Tomorrow”

Parents always want the best to happen for their children, and good nutrition is no exception. What your child eats today will have a lasting impact on their health tomorrow . This is because, eating healthy can enhance the growth and development of your child’s physical and mental capabilities, while also warding off potential health issues such as eating disorders, dental cavities, deficiencies, obesity and others.

Children are at a time in their life when they are constantly growing and learning new knowledge. The earlier your child gets used to eating nutritious foods, the better.

In order for children to grow properly, they must eat a well-balanced diet incorporating the following foods from these categories:

Fruits
Vegetables
Meat and its alternatives
Cereals and bread
Dairy products

Healthy food is key

Variety helps ensure good nutrioun from different sources

Many children and families today have busy schedules – making it difficult to sit down to homemade meals every day. A bad cycle of routinely feeding kids convenience and takeout food will result in an overall negative health. Some of the problems unhealthy eating causes can continue into adulthood. They can even develop into lifelong diseases.

The Centers for Disease Control and Prevention revealed that 25% of children aged between 2 and 18 are overweight. Obesity is a problem as it leads to major health issues such as heart diseases, Type 2 diabetes, high cholesterol, joint pain, high blood pressure and the like.

How to Nurture Healthy Eating in Children?

Incorporate the following effective tips to encourage healthy eating amongst your children:

To fuel your body and keep it active through the day, eat 3 meals every day - breakfast, lunch, and Dinner. Also, have healthy snacks in between, perhaps one in the morning and one in the afternoon. This way, your child won't feel hungry until their next meal.
Go easy on fatty and sugary foods such as soft drinks, potato chips, fried foods, lollipops, candies and more. Too much of it can only make your body unhealthy and gain weight.
Make sure you provide a variety of foods that includes the aforementioned food categories on a daily basis. This will pave the way for a balanced diet delivering the essential vitamins, minerals, and energy for the body.
Cultivate the habit of drinking sufficient amount of water every day. Keeping your child's body hydrated is the key to consistent health. For kids aged 9 to 13, 1.6 liters per day for boys and 1.4 liters per day for girls are ideal. And for children aged between 14 and 18, 1.9 liters per day for boys and 1.6 liters per day for girls are suggested.

Skipping Breakfast is a Complete No-No

Breakfast is the most important meal of the day. Research suggests that children who eat breakfast will do better in academics, and excel in almost every other skill. It also explains that children who have breakfast will possess improved problem-solving skills, verbal fluency, good memory, creativity and more. Children who do not eat breakfast are susceptible to emotional and behavioral problems alongside below-par academic performance.

So, while mornings can be quite hectic, try one of these for a healthy on-the-go breakfast:

Egg sandwich on whole-wheat bread
Greek yogurt and fruit
Peanut butter on whole-grain toast
Hardboiled eggs, toast, and an apple

Optimum Growth and Development

Vegetables, fruits, meat, fish, whole grains and more will help children to obtain as much nutrition as possible that is imperative for their optimum growth and development. Essential intake of vitamins and minerals is vital for your child to grow.

For instance, consumption of calcium-rich foods is inevitable for proper bone density and better bone growth. This will also reduce the chances of bone loss down the road. Simply put, the eating habits adopted by your child will determine the growth and health during adulthood.

Involve Your Child in Grocery Shopping

One of the awesome things that you can start early is to involve your child in grocery shopping. Teach them about different foods and let them know how to read food labels. This will help your child understand the options out there and make only healthy choices when it comes to food and nutrition.

They can also help fix meals and take some ownership of what they’re eating.

Have Sufficient Healthy Snacks Available at Home

When you stock sufficient amounts of fruits, vegetables, and beverages such as milk, water, and pure fruit juice, you will help your kids avoid unhealthy snacks, soft drinks and junk foods. Certainly, limit white sugar intake.

Consequences of Poor Nutrition in Children

If children consistently lack good nutrition, they will probably experience the following not-so-good consequences…

If their daily diet doesn't meet the necessary nutritional requirements, they could suffer from hyperactivity disorder or lack of attention.
Poor diet will bring down proper mental development. While this is not instantly noticeable, symptoms such as slow learning patterns, delayed speech and coordination indicate this very problem.
Poor nutrition can only make things worse as it instigates other problems such as lack of concentration, poor eating habits, lack of memory, and bad cognitive abilities.
Stunted growth is another effect of poor nutrition. In this case, certain internal body organs will not achieve proper development. Kidneys and liver will not sufficiently develop with age.
Do you know that poor diet can lead to skin and hair problems as well? Anything that includes itching, allergy, skin rashes and sensitive skin can be related to poor diet in some way. Dandruff problems and premature greying of hair are also considered a consequence of poor diet.
Improper dietary habits can also mean poor dental health. Eating junk and sugary foods more often will lead to the growth of bacteria and cavities. Make sure you bring down the consumption of junk food and soft drinks to keep your kids’ teeth and gums healthy, as well as to reduce the possibility of teeth staining.

Healthy eating habits are more likely to stay with you if you learn them as a child. Presenting delicious yet nutrition-rich foods in the plate accounts for better intelligence, refined lifestyle, and the nat ural ability of smart decision making. So, cultivate the habit of good nutrition in your children and help them avoid developing chronic diseases, as a child or as an adult.

Lastly, be a role model . Kids eat the way you eat. Follow these tips yourself, and your child will be more likely to eat that way too.

Healthy Eating at Kaban Montessori School

As we share this advice, we also walk the talk. In our school, for our Infant or Casa programs - we take nutrition very seriously. We ensure we post next current and next week's meal plan on our bulletin board. You can find it right in our office on and each day's nutritious meals are displayed for all parents to see. In addition to this, we provide healthy snacks and plenty of liquids (water and milk) throughout the day. We will continue this practice with the introduction of our new Elementary program starting September of this year :)

Montessori vs. Traditional Schooling

hello@montessorithrive.com (Montessori Thrive) — Thu, 01 Feb 2018 07:47:19 GMT

Selecting the right school and education methodology for your child is a very important decision. As parents, we are all crunched for time and can use a little help in understanding which teaching style is best for our children. When the time comes to choose which school to select for your child, there are two main teaching methodologies to consider: Montessori Schooling or Traditional Schooling.

We get it; it can be difficult to really assess and evaluate the differences in Montessori schooling versus Traditional schooling in a thorough manner when you have so much information to consider from various sources. Good research will require you to search on the internet, talk to family and friends or colleagues. Once you have a few options to consider, you will then likely need to tour the short-listed school facilities, evaluate the curriculum, the structure, the environment and interview the teachers. As you can see, this is not an easy decision and has a lot of factors to consider and that means there is a lot that can be missed.

However, the first thing you need to decide is which teaching style works best for your family and which one will give your little ones the environment and the head start to get ahead in life. Therefore, to make sure that you are better informed when you go to visit schools, interview the teachers and evaluate the programs, we have created a detailed breakdown below comparing the Montessori Method to the Traditional Schooling Method and you can use this as a basic check when you start researching schools. Bookmark this blog post and make sure you read it before you visit schools to help ask informed questions and make the right decision for your family.

How to Select the Right Teaching Method for Your Child

1. Learning Approach

Traditional schools begin preschool and Kindergarten years with play-based learning and as children progress to higher years, learning is reinforced through repetition, rewards, and punishments. In Traditional schools, the main mode of learning is generally auditory and visual, while the pace is kept the same for all children in the same year.

Learning approaches

Montessori vs. Traditional schooling

On the other hand, the Montessori learning approach provides a well-rounded arena where not only educating and growing intellectually is a priority but physical, emotional and moral development is also front and center. Montessori learning is multi-sensory, i.e. visual, auditory and kinesthetic, meaning a wider range of children can benefit from these learning methods. Children also move at their own pace while learning and are encouraged to move forward by building their own internal sense of success as compared to only a grading system or rewards and punishments. The Montessori approach also uses sets of dedicated materials such as objects, shapes, games to help the younger children in their learning journey.

2. Structure

Traditional schooling depends on standardized curriculum and most children are fit into structured learning frameworks and generally required to complete school years within these frameworks. The Montessori approach treats each child as an individual, with individualistic learning needs. Hence, with the Montessori approach curriculums are personalized and the teacher is the helping guide that encourages growth and learning. This way each child can learn and grow independently without being forced to follow rigid structures that may not be suitable based on his or her learning requirements. The Montessori approach also provides a major focus on collaboration with peers of different ages and makes this collaboration a part of the learning process. Peer collaboration, especially between children of varying ages, is not a common practice in the Traditional schooling system.

3. Age Groups

According to the requirements of the law in Canada – children must enroll in a school by the age of 5 or 6. You can find out the exact details on the requirements to enroll your children for school on the Government of Canada Website. However, in Traditional schools kindergarten can be started at age 4. Before that, children either must go to daycare/preschool, stay at home with their guardian(s) or enroll in a Montessori school. At Montessori schools, children as young as, or even younger than one year of age can enroll and start benefiting from the Montessori methods and techniques that teach them to become independent and confident at a very young age.

In Montessori, schooling for the child begins at an earlier age vs. traditional schools.

For example, Kaban Montessori School’s Infant and Toddler Program enrolls children between the ages of 6 months to 2.5 years. Given children can start so early in the Montessori program and are also allowed to experience mixed age groupings from the onset, this enables Montessori students to experience a more enriched environment compared to a Traditional school or Daycare. Generally, in Traditional pre-schools and elementary programs, each child is only placed in an environment with peers born in the same year.

As mentioned above, peer collaboration is an important aspect of the Montessori approach. Children are allowed and able to mingle with peers of mixed ages, enabling the younger ones to learn from the older ones and giving the older children the confidence to peer mentor their younger classmates. This experience benefits both the younger and the older children by providing them the unique opportunity of learning and playing with classmates at different developmental stages. This unique learning experience is not a part of the Traditional schooling system, where classmates are generally of the same age. Montessori is definitely unique in this area, as classmate can belong to varying age groups with potentially an age gap of up to three separate grades, and this method does not fit within the strict rigors of the Traditional schooling system and curriculum.

4. Secondary Language

There have been countless studies done to show the positive effects of being multi-lingual for brain development. Being multi-lingual also has a positive effect on maintaining a healthy brain for the later part of our lives; so giving our kids a head start is vital for longer-term health and development benefits as mentioned in this BBC Article, “Learning second language ‘slows brain ageing’”, where the research mentioned in this article was originally published in the Annals of Neurology. The Montessori approach at Kaban Montessori School provides an early start on developing secondary language skills. Children who are bilingual benefit not only cognitively i.e. better attention span and multi-tasking skills but also go on to have better social and career opportunities in the future. Please take a look at this article published by the BBC News to further understand the positive effects of bilingualism in children.

The Montessori structure at Kaban Montessori School provides an environment which naturally helps children develop and integrate French and Spanish into their everyday lives. Kaban Montessori is unique in providing children an environment that allows for more than 2 languages to be taught as part of its curriculum. Children are not just taught to read or understand the second languages on paper but learn how to use it in everyday life situations. Traditional schooling generally begins French schooling in Grade 4 and French Immersion schools begin at the Junior Kindergarten level. However, in our Montessori environment, we begin our French classes at the age of 3.

5. Approach to Discipline

In Traditional schools, discipline is attained through the teacher’s direction and with rewards and punishments. This can be a hit or miss depending on your child’s personality and whether receiving punishments for undesired behavior truly helps your child learn and correct their behavior. However, the Montessori approach is more holistic, as it requires discipline to be attained through active participation and natural consequences of the child’s actions. Which means, your child will learn to see their own mistakes and the consequences without having a constant external source pointing out the undesired behaviors or mistakes. This way children move forward in their lives without expecting discipline to be continuously forced externally. They truly learn how to manage their behavior based on the consequences of their actions.

6. Approach to Manners

This area of focus is again unique to Montessori schools, as the Montessori environment enables children to develop self-disciplining skills, promotes social graces and manners at school and at home. In Traditional schools, manners and graces are generally not taught and students are expected to only learn these at home. Learning mannerism at schools enables our youth to excel in social situations and down the road in their professional lives as well. And besides social benefits, these skills make our children more empathic and kind community members.

7. Error Handling Approach

Through Montessori learning, children are taught skills and given tools that help them develop an internal mechanism for handling errors and mistakes. Children use self-correcting materials which also promote self-discovery, correction, and independence. Traditional schooling depends on the teachers to highlight and bring forward errors and how to correct said errors, this approach does not promote independent learning and confidence.

Key Takeaways

Here is a simple, but effective summary info-graphic to help you remember the above more easily as well

Conclusion

We know you want what is best for your child (we do as we are parents as well) and we want to help you make the best decision for your precious little ones. Selecting the right school and teaching style is not easy and hopefully, the above detailed and high-level summaries will help you in your journey in finding the best school for your child.

For more information on what are the differences in teaching methods, please reach out and we will help in any way we can! Good luck in finding the right school ��!.