How a Montessori Education Will Shape Your Child

What do Google founders Larry Page and Sergey Brin, Sean "Diddy" Combs, Julia Child, Thomas Edison, Princes William and Harry, and Anne Frank have in common? They were all educated in a Montessori-based school.

When deciding what type of program to send your child to, there are many factors to consider. There are daycare programs, home-based schools, and preschools. The educational approach and philosophy used by the school should be part of your decision. There are many different styles of teaching: Montessori schools are known for fostering independence, Waldorf schools for their creativity, the High/Scope method sets personal goals for kids, Bank Street focuses on child-centered education, and the Reggio Emilia approach follows a child's natural development. As the parent of a child who has received a Montessori education, I'm amazed by his growth and the way he has been shaped by his experiences.

How Did Montessori Education Develop?

Montessori education was developed by Italian physician and educator Maria Montessori. Montessori developed many of her ideas while working with mentally challenged children. Her first school, Casa dei Bambini, was opened to working-class children in a poor neighborhood in Rome. The Montessori approach is characterized by an emphasis on independence, freedom within limits, and respect for a child's natural psychological, social development.

Montessori Approach

Montessori is a method of education that is based on self-directed activity, hands-on learning, and collaborative play. In Montessori classrooms, children make creative choices in their learning, while the classroom and the teacher offer age-appropriate activities to guide the process. Children work in groups as well as individually to discover and explore the knowledge of the world and to develop their maximum potential.

The model is based on two basic principles. First, children and developing adults engage in psychological self-construction by means of interaction with their environments. Second, children, especially under the age of six, have an innate path of psychological development. Maria Montessori believed that children best develop when they are allowed to make decisions and act freely within an environment that emphasizes the following qualities:

• An arrangement that facilitates movement and activity
• Beauty and harmony, cleanliness of the environment
• Construction in proportion to the child and her/his needs
• Limitation of materials, so that only material that supports the child's development is included
• Order
• Nature in the classroom and outside of the classroom

Differences 

Some schools follow strict Montessori rules while others simply follow Montessori guidelines. The main difference in a Montessori classroom is that your child is part of a group of 3-to-5 or 6-year-olds, and stays with the same teachers for more than one year. The aim is to form a family-like community in which children choose activities at their own pace, and older kids gain confidence by helping teach younger kids. Montessori learning is based on self-directed activity, hands-on learning, and collaborative play. In Montessori classrooms, children choose what materials they want to work with, and the teacher guides the process by offering age-appropriate activities. Children may work in groups or individually while they discover and explore.

What Does a Montessori Classroom Look Like?

Although schools differ on how strict they follow the methods, most Montessori preschool classrooms are clean, well-organized, and uncluttered spaces. This inviting space helps children to feel focused and calm. There are spaces for group activities as well as rugs and couches where a child can sit and relax. Every item in the classroom is easily accessible to the children so as to promote independence.

The room has well-defined areas for different parts of the curriculum, including:

• Practical Life, which helps build everyday living skills
• Sensorial, which helps develop sensory skills
• Math
• Language
• Culture, which includes music, art, geography, and science.

Our place within the natural world is also a central theme in Montessori education, with many Montessori classrooms maintaining some kind of nature aspects such as flowers or other live plants, a rock garden, or seashells.

Is Montessori a Good Fit for Your Child?

Deciding what educational approach fits best with your child's personality and needs is a personal decision. Knowing your child is the first and most important step to figuring out if a Montessori school will be your best match. Because there is self-directed learning, some may think Montessori won't work well for a more rambunctious child, but the order and calmness may actually impose some stability for a kid who otherwise has trouble slowing down.

Special Needs

Kids with special needs, such as learning or physical disabilities, often thrive in a Montessori setting. Materials used in Montessori settings engage all the senses. Students are free to move about the classroom, which is an advantage for those children who require a lot of physical activity. Each child learns at their own pace and there is no pressure to meet formal standards by a predetermined time.

What to Look for on a Tour?

On any school tour, it is important to notice the atmosphere of the classroom and how the teachers and students are behaving toward each other. Do the students seem engaged? Do the teachers look bored? Ask if there is an outdoor area and take a look at it. Montessori play areas should allow for large motor movements such as running, throwing, climbing, and balancing.

Transitioning to a Traditional School

Many children spend only their preschool years in a Montessori classroom, while others continue on for elementary school and/or middle school. There will be some differences between your child's Montessori education and their traditional education. These differences may include: choosing his own work versus learning what is on the teacher’s lesson plan; moving freely around the classroom versus sitting in an assigned seat; and learning in a mixed-aged classroom versus learning with students his own age. But don't worry, kids are adaptable. Kids with a Montessori education often learn to be self-reliant and calm, with the knowledge of how to work as part of a classroom community. Because of this, students who transition from Montessori typically adjust quite easily and quickly to a more traditional approach.

Campus Feature: Victoria Park Montessori Academy, Zetland

Opened in 2015, Victoria Park Montessori Academy is located in the busy inner-city suburb of Zetland, nestled between the shopping and residential districts.
Although only celebrating its third anniversary this year, the campus is well-loved by local families, providing parents with the comfort of knowing each aspect of their child’s development is respected and nurtured through the Montessori curriculum.
At Victoria Park Montessori Academy, families are greeted each day by a passionate team of early childhood educators. The team, the core of whom have worked at the campus since opening, hold fast to Doctor Maria Montessori’s words to “help me to do it myself,” encouraging children to work toward independence and confidence.
With limited positions currently available for early 2018 enrolments, it’s a great time to visit your local Montessori school at Zetland, and to see the difference it could make for your family.
To give us some more insight into Victoria Park Montessori Academy and daily life at the campus, Centre Manager Susan Cvetkovski has answered parent’s frequently asked questions.

How many classrooms and outdoor environments will you find at Victoria Park Montessori Academy?

Our campus has five different Montessori classrooms, each being prepared with Montessori and other educational materials, specifically targeting the age of the children in the room. By equipping and organising the classroom spaces in purposeful ways, our educators know that the children have access to the materials they need to challenge and develop certain skills at all times.
Adjoining our classrooms, we have two outdoor areas, where the children can explore, be creative and play. We separate these spaces by age, with the infants (children aged zero to two years old) having their own area, allowing them to confidently master the gross motor skills they are developing, such as walking.
Likewise, our Toddler and Preschool outdoor area is set up with climbing frames, gardens, sandpits and a home activity corner, naturally inviting children to be active and creative, while they test their coordination and movement skills.

What makes Victoria Park Montessori Academy’s outdoor environments special?

The first thing you notice at Victoria Park Montessori Academy is our windows, and subsequent view over the neighboring suburb of Kensington. We a blessed to have so much natural light filter in, providing our children and gardens with their daily dose of Vitamin D.
Another key feature is the oasis design of the decks, sandpits and gardens, which encourage children to be inquisitive, and allows them to explore in a safe and secure environment. As many of our students live in neighboring apartments, our outdoor area also has a tricycle track and a large open play space, perfect for little ones with energy to burn.
Finally, our inviting play environments, including home corner, dress up area and wooden tee-pee, encourage hours of simulated activity and fun. The students will often deeply focus on one activity, such as making ‘tea’ for their friends, or ‘cooking’ dinner.
It is amazing to watch their concentration during these times. These activities also encourage our children to work with their peers, many learning the importance of teamwork and sharing through play.

What is your current culture project?

To celebrate Australia Day, our children started learning to sing the National Anthem. Our educators have strategically been teaching the song in small parts, giving the children a chance to ask questions about the words they don’t understand, such as ‘girt by sea’.
Also, to recognise the traditional owners of the land, our Preschool Class have been learning to recite the Welcome to Country address. This speech is traditionally said at formal ceremonies around the country, ensuring we respect the history and legacy of the Aboriginal people in Australia.
Following the children’s interests, we have introduced indigenous art projects into this month’s curriculum, after the children expressed interest in working with natural materials.

Finally, what is everyone’s favourite Group Time activity at Victoria Park Montessori Academy?

Our Preschool Class loves Show and Tell, where students bring in toys or discoveries they have made throughout the week, and present them to their peers and educators. This time is often the highlight of the day, as we get to watch children grow in confidence each week. It also helps build strong bonds between students, as children listen to one another and interact with each other during question time.
Our students also love Music and Movement, where they explore range of expressive possibilities with their bodies and voice. At Victoria Park Montessori Academy, our children love any activity which allows them to stand up and be active, so we embrace this as educators!

Raising Independent Children Who Thrive

Raising children is one of the most challenging and rewarding roles you will ever undertake. Some days are more challenging than others; however, the rewards are so very worthwhile. After all, what is more fulfilling than seeing your little ones grow into happy and confident children who are empowered with resilience and independence?
With the rapid pace of modern life, it is easy to lose sight of how important it is to teach our children to do things for themselves. On the days when we’re running late for day care drop off, it is easier to pack our children’s bags, dress them, and tie their shoes. The rush of the everyday gives way to dependency parenting, which is the enemy of budding independence.
To teach our sons and daughter to be confident, independent learners, it is important to embrace the Montessori Philosophy of: “Help me to do it myself.” In the Montessori classroom, this is reflected through the prepared environment, which embraces the concept of freedom of choice within limits.
In a Montessori classroom, students have the freedom to move around the room, move from one activity to the next, and choose their own work. Sounds like a recipe for disaster, right?
In a typical play based early learning setting, this freedom would lead to children running amuck, disregard for the teacher’s instructions, and damage to the learning materials. This isn’t the case with Montessori.
The magic of the Montessori prepared environment lies in the unwritten rules, the ‘limits,’ that govern this learning space. Children are provided freedom; however, they must work in a constructive manner, respect their teachers and their peers, and participate in the care of their environment.
Over time, this establishes a wonderful sense of classroom community, that fosters independence, creativity, open communication, problem solving skills, and above all, a place where children love to learn.
To encourage independence at home, it is wise to start with introducing limited choices, and allowing your child to build their independence one step at a time.
An example of introducing limited choices would be to ask your child: “Would you like to clean up your toys before or after dinner?” or “Would you like to wear the blue or yellow jumper today?”
By introducing limiting choices, you are allowing your child to practice independent decision making, without overwhelming them. After all, decision making is hard work!
Similarly, you can encourage your child to begin practicing self-care skills. This may include brushing their teeth, while you initially oversee their efforts, or packing their bag as they get older.
The best way to determine how you can implement independence building activities is to observe your child and their interests. Have you noticed them watching you intently while you complete a particular household or self-care activity? This may be a sign that they are ready to take on a new responsibility.
Independence doesn’t happen overnight, but it is an invaluable investment in your child’s future. Next time you’re in a rush, remember that allowing your child that extra five minutes, might make an incredible different to their future.

Material Spotlight: Geometric Solids

Introducing the Geometric Solids

The sensorial curriculum area is unique to Montessori education, encouraging children to engage all five senses in their learning, forming concreate ideas from the abstract in their environments. The Geometric Solids are a key part of the sensorial curriculum area, allowing children to understand 3D shapes by making them tangible objects.
The Geometric Solids comprises of ten solid wooden shapes that are coloured in a bright blue. The shapes include:

• A Triangular prism
• A Rectangular prism
• A Cube
• A Cylinder
• A Cone
• A Triangular pyramid
• A Square pyramid
• A Sphere
• A Ellipsoid
• A Ovoid

These are usually kept in a small basket, along with seven white cards displaying 2D geometric figures, drawn with a thin blue line.

Purpose

The Geometric Solids are one of many Montessori materials that challenge and shape a child’s stereognostic sense, which is their ability to perceive and understand both the form and nature of objects through touch.
By working with these materials, children become aware of how shapes form the basis for everyday objects. This knowledge provides the foundation for future work in geometry, which falls into the Mathematics curriculum for older Montessori students.
Children begin work with the Geometric Solids around three and a half years old and it is often their first introduction to stereognostic materials.
The clear visual differences between the shapes acts as the control of error, helping the children to correct their own work.

Presentation 1

• Invite the child to work with you and guide them to the sensorial curriculum area.
• Identify the Geometric Solids, and bring the material to a work mat, placing it in the top right corner.
• Take out one of the more recognisable shapes, such as the sphere, and place it on the mat in front of you.
• Pick up and study the solid by gently moving your hands around the object.
• Say to the child: “This is a sphere.”
• Offer the child a turn to repeat your actions and to feel the Geometric Solid.
• Ask the child: “Can you put the sphere on the mat?”
• Repeat this process with two other shapes, such as the cube and the cylinder, giving the child time to identify differences between each solid.
• Pack away the three shapes you have identified with your student, returning the Geometric Solids to the sensorial shelves.
• This lesson can be repeated for the remaining Geometric Solids once the child can identify the first three you presented

Presentation 2

• Invite the child to work with you and guide them to the sensorial curriculum area.
• Identify the Geometric Solids, and bring the material to a work mat, placing it in the top right corner.
• Allow the child to choose three or four shapes they are familiar with. Place these in a separate basket and cover them with a scarf.
• Place your hand underneath the scarf and using touch, identify the shape you can feel by saying: “I am holding a cube”.
• Pull out the shape you have grasped to see if you have correctly identified the Geometric Solid.
• Give the child a turn to identify a hidden solid, ensuring they identify the shape aloud before revealing their selection.
• Continue to do this for all the shapes, until you and the child have correctly identified all shapes in your basket.
• Pack away the shapes you have identified with your student, returning the Geometric Solids to the sensorial shelves.

Presentation 3

• Invite the child to work with you and guide them to the sensorial curriculum area.
• Identify the Geometric Solids, and bring the material to a work mat, placing it in the top right corner.
• Select three white cards, picturing shapes with a clear contrast, and place them on your work mat.
• Ask the child to match the base of each Geometric Solids to the shapes on the white cards you have selected.
• Continue to do this for all white cards, until you have correctly matched all Geometric Solids in your basket.
• Pack away the shapes you have identified with your student, returning the Geometric Solids to the sensorial shelves.

Campus Feature: Lane Cove Montessori Academy, Lane Cove

Nestled in the quiet residential streets of Lane Cove, Lane Cove Montessori Academy has been carving out a reputation of excellence since opening in 2013.
Following Doctor Maria Montessori’s educational curriculum, the team at Lane Cove believe every child can reach their full potential when given the correct materials and environment to grow, and they have dedicated the past five years to preparing young children for the challenges of school and beyond.
The 40-place campus has become very popular with local families, with many parents waitlisting their children from birth, knowing that the unique Montessori educational program is an unmissable first step in their educational journey.
In our latest campus profile, Lane Cove Centre Manager, Amber Zaidi discusses their current curriculum projects and why her team is one of the best in the business..

Can you let us know what makes the team at Lane Cove Montessori Academy so special?

At Lane Cove, we’re not just a team, we’re a family. We’ve been lucky enough to work together as a core team of educators since opening, so we understand each other’s strengths and weaknesses, allowing us to support each other and work productively each day.
I enjoy being both the Centre Manager and the Educational Leader at Lane Cove, and I am always available for both parents and educators to come and discuss aspects of our curriculum or centre programs. It’s amazing how much I talk in a day, and also the variety of topics I cover in my conversations!
Supporting me in my role are a team of ten educators, who are led by three experienced and passionate Room Leaders. As an established team, we have built a strong rapport with our community, and we have begun to welcome
the siblings of children who attended several years ago, a credit to our strong educational foundations.

How many classrooms do you have?

At our campus we have three classrooms, which are divided into a Infants room (for children aged 0 – 2), a Toddler room (ages 2 – 3), and the Preschool room (children aged 3 – 5). This division allows us to carefully design each classroom environment to specifically cater for these students.
The children enjoy time as a campus community during outdoor play time, where they share an area (pictured above) which is equip with climbing frames, a sandpit, jumping logs and other gross motor engaging activities.
I love watching the relationships between the Toddler and Preschooler students develop, the natural diversity of their ages helps them learn from one another, as they begin to respect and care for others who are different from themselves.
Doctor Maria Montessori recognises the benefits of mixed -age groupings, stating that “you cannot imagine how well a young child learns from an older child; how patient the older child is with the difficulties of the younger.”

What culture project are you currently working on?

Lane Cove, like many Sydney suburbs, is a very multicultural community, and this is reflected at our campus. We are excited to celebrating our diversity on Harmony Day this week, which calls on our nation to recognise that although we have differences, we are all Australians!
To commemorate this day, we will be partnering with our families to run cultural cooking lessons with our students throughout the week, introducing the students to new flavours and cuisines.
This activity is an extension of the Toddler’s Room healthy eating project, which has encouraged the children by linking the food to colours and creativity. Each day the children enjoy matching their morning and afternoon tea snacks to different colours on their healthy eating rainbow, and this has resulted in many students asking their parents to pack a variety of different foods, which has been a great outcome.

Finally, what is your student’s favourite circle time activity?

Every day after outdoor play time the Preschool class enjoys focusing with music and song. This gives them time to settle before moving on to Montessori activities and group time, and also helps create a strong classroom community, as the students share in a common activity.
Music is an essential part of the educational curriculum at Montessori Academy, as it encourages children to experiment and be creative through movement, teaching them to respond to the different moods and quality.
In particular it has been strengthening the teamwork of the preschool class, as they have been working on singing the National Anthem in unison.

Material Spotlight: The Hundred Board

The Hundred Board is a key Montessori Mathematics material, which helps children make the leap from the recognition of numbers, to
understanding how they belong in a sequence. As the name suggests, it focuses specifically on numbers 1 – 100.
The Hundred Board material includes a blue wooden board divided into 100 squares, a control card with the numbers 1 – 100 printed on
it, and small number tiles from 1 – 100 which are kept in a small wooden box.

Purpose

Children begin working with the Hundred Board once they have a clear understanding of numbers 1 – 10 and 11 – 20. This is usually
around three or four years of age, depending on how quickly the child has grasped the concept of counting.
This material builds on the mathematical foundation created by earlier Montessori work, by extending the child’s knowledge of numbers
to 100, and also helping them to understand number order. Through their work, the children are able to correct any mistakes independently, as the control card guides the activity.

Presentation 1

• Invite the child to work with you and guide them to the Mathematics curriculum area.
• Identify the Hundred Board, and bring the material to a work station, placing it in the top right corner.
• Sort the number tiles into rows by the tens place (all of the 10s in one row, then the 20s and so on). They do not have to be in the correct numerical order within their row.
• Once complete, identify the column of the smallest numbers, being 1 – 10.
• Begin to place the smallest row at the top of Hundred Board in numerical order. Ensure you work from lowest to highest, from left to right, and identify each number aloud as you place it: “One, Two, Three” and so on.
• Use the control card to guide your sequencing, by pointing to each number on the card, before you find the corresponding number square.
• Once complete, remove the tiles and offer the child a turn to place numbers 1 – 10 on the board in the same manner.
• Continue to add another row of tens if the child can competently place the row before it.
• Pack away the Hundred Board with your student and return the material to the Mathematics shelves.

Extension 1

Once the child can confidently place each number tile with the assistance of the control card, ask them to complete the Hundred Board
without its support. This will challenge the child’s memory and sequencing, and you can gently offer assistance if it is needed.

Extension 2

If the child is confident with the Hundred Board, you can change the control card, from 1 – 100, to 0 – 99. In this sequence, the number 20, for example will sit on the same row as numbers 21 – 29, challenging the child to understand how each row of 10 numbers links to the next.

How to Nurture Concentration in the Montessori Child

Concentration is the cornerstone of learning. Whether we are learning to tie our shoes, cooking in a MasterChef competition, or performing complex mathematical equations, there is a specific concentration required to
complete the task at hand.
Doctor Maria Montessori understood this power and designed her methodology to nurture the skill of concentration as a foundation for life. After all, a child who is interested in their work, will have an easier time concentrating and absorbing knowledge.
Within the Montessori classroom, the ability to concentrate is nurtured by providing children with the time and space to work without interruption. The Montessori work cycle provides children with almost unlimited time to complete a cycle of activity, and provides rich opportunities to maximise sensitive periods for learning.
Similarly, Montessori encourages students to reflect and consolidate their learnings through repetition and practice. In particular, practical life activities, which often take 10 – 15 minutes to complete, are designed to develop independence by improving coordination, and teaching children to follow steps in a sequence. All of these aid in building focus and concentration.

Developing Concentration at Home

Respect:

To begin nurturing concentration, it is important to understand the needs of the child. Just as adults need time and space to concentrate, so too do our children. Respect your child’s need to discover things for themselves without the need to ‘fix’, praise, or interfere with their work.

Time:

In the Montessori environment, a child is rarely interrupted while focused on their work. In times when interruptions must prevail, it is ideal to let your child know ahead of time, to provide their work the respect it deserves. Your child’s ‘work’ is important.

Choice:

Observe your child’s interests so that you are able to guide them in extending their concentration. For example, if your child enjoys pouring, provide them with a choice: “I see that you like pouring. Would you like to pour rice or water today?”

Modelling:

Our children observe every move we make. By exaggerating our own efforts when concentrating, we encourage our children to take the task of concentration seriously.

Repetition:

When your child completes an activity, encourage them to try again, or practice the skill they are developing with a different material. For example, if your child is working with a puzzle, encourage them to complete it again, or complete a different puzzle. This way they are exercising their ability to concentrate on problem solving.

Order:

Montessori classrooms are orderly and tidy with a place for everything. Create a Montessori space in your home where various activities are accessible to your child. Creating a sense of order will guide your child in their efforts to organise their thinking and develop the skill of concentration.

Environment:

Our modern world is full of opportunities for overstimulation. From iPads, to extracurricular activities, our children are exposed to an overabundance of sensory stimulation. To create an effective learning
environment, it is important to create a peaceful space that is free is distraction, such as a quiet corner.
Adopting Montessori practices at home will provide continuity between home and school, and encourage your child to reach a deeper level of concentration over an extended period of time. This skill is crucial to teaching children to persevere, problem-solve, and move on to more complex concepts and tasks as a foundation for life-long learning.

Material Spotlight: The Botany Cabinet

The Botany Cabinet, or the Leaf cabinet as it is sometimes known, is a Montessori sensorial material that provides children with an
introduction to the world of botany. It is also one of the first Montessori materials children work with that allows them to explore the world through a scientific lens.
The Botany Cabinet comprises a wooden cabinet which houses three drawers filled with different leaf forms. Two of the drawers have six leaf insets each, and the third draw have two leaf shapes, and four wooden squares.
The leaf insets are coloured dark green, with a knob in the centre allowing children to pick up each piece of the material with ease. These are kept in yellow squares that have a cut out of each leaf shape.

Purpose

The direct purpose of the Botany Cabinet is to help children develop the ability to visually discriminate between shapes and objects of different sizes. Students begin working with this material at three years of age, as this is the developmental period when they become familiar with the pincer grip, a key feature of this Montessori learning activity.
Although scientific in concept, the Leaf Cabinet is part of the Montessori Sensorial Curriculum. Its primary purpose is to encourage children to refine their senses of sight and touch as they explore this material. The secondary aim of the material is to introduce the child to the language and concepts associated with the studies of botany and science.

Presentation 1: The Shapes

• Invite the child to come work with you and guide them to the Sensorial curriculum area.
• Identify the Botany Cabinet and bring the first tray with six leaf insets to a table, inviting the child to sit on your non-dominant side.
• Choose three contrasting leaf shapes. Remove each by using a pincer grip to grasp the knob and place them on the table in front of you.
• Pick up your first chosen shape with your non dominant hand. Using your fore finger, or a short stick, trace the whole leaf outline, rotating the shape as little as possible.
• Repeat this process for the following two leaves.
• Invite the child to have a turn, ensuring they follow the shape tracing with their eyes, and guiding them if necessary.
• Ask the child to replace the remaining shapes into their insets, challenging them to identify matching shapes.
• Pack away the tray, returning it to the Botany Cabinet.

Once the child is comfortable working with three leaf shapes at once, increase this to a whole tray (six leaves), and then two trays at once.

Presentation 2: The Cards

Children can begin to work with the leaf cards once they are grasping the language of the activity and can correctly work the previous
presentation to completion.

• Invite the child to come work with you and guide them to the Sensorial curriculum area.
• Identify the Botany Cabinet and bring the first tray with six leaf insets and matching cards to a table, inviting the child to sit on your non-dominant side.
• Choose three contrasting leaf cards which show the shapes in solid colours. Place they face up in front of you.
• Slowly select the matching leaf inset and place it on top of the card, showing the child how it matches the leaf cards.
• Repeat this process for the following two leaves.
• Replace the leaf insets, and Invite the child to have a turn, guiding them as necessary.
• Ask the child to replace the left shapes into their insets, challenging them to identify matching shapes.
• Pack away the tray, returning it to the Botany Cabinet.

Slowly increase the number of cards until you are using all six in a tray. You can then begin to work with the thick outlined cards, and then the thin, before introducing this activity with another tray.

The Montessori Classroom: Inspired Design

The essence of Doctor Maria Montessori’s educational philosophy is the holistic development of the child, and every element of the learning curriculum supports this goal, including the design of the classroom.
Commonly referred to the ‘prepared environment’, the Montessori classroom is purposely structured to invite interest, encouraging young learners to explore and engage in learning. The result is a natural, beautiful and inviting learning space, that is uncluttered and aesthetically pleasing, being
ready for all activities the day holds.
By working in these purposefully designed classrooms, Montessori children are encouraged to develop independence, foster social skills, and find joy in learning.

Key elements of the Montessori environment

Natural Not Synthetic

When you walk into a Montessori classroom, you’ll find natural lighting, soft colours and uncluttered spaces, which helps both children and adults to feel a sense of safety and belonging.
Instead of filling wall-space with coloured learning charts and finding plastic-based toys everywhere, Montessori children work with naturally made wooden learning materials at small wooden tables or woven rugs on the floor.
The walls display framed pictures of famous buildings or paintings, and children’s craft is organised in a gallery style, giving their work an air of importance.

No Focal Point

Unlike the traditional primary school classroom, where desks are usually oriented toward a white-board or learning area, there is no focus point in the Montessori classroom. Instead, the entire classroom acts as an engaging learning space, where children can work individually or collaboratively on educational projects.
The teacher acts as an extension of this environment, not the focus of it, as they guide children by aiding during particularly challenging learning situations. Children develop independence and essential communication skills as they actively participate in their education, promoting concentration and deep learning.

Accessible Learning Materials

Children can not be expected to build skills if they are not given the opportunity to do so. That’s why you’ll find everything from craft materials, morning and afternoon tea crockery, and the hand-washing sink to be specifically sized, and accessible at all times in the Montessori classroom.
By having direct access to the day’s materials, the students to enjoy freedom within limits, as they choose their learning activities and work with
them with limited teacher interaction.

Material Spotlight: The Bead Cabinet

The Montessori Bead Cabinet, or Bead Chain Cabinet, is a beautiful and eye-catching material that is found in every Montessori Academy preschool classroom.
The Mathematics material is comprised of a tall wooden cabinet, numerous coloured beads, and a collection of numbered arrows. By organising the coloured beads and arrows in meaningful ways, the children learn how to count in linear sequence, and then progress to mastering skip counting.
Montessori students begin working with the material around four years of age once they can confidently count from 1 to 100. Children must possess this knowledge, as the Bead Cabinet helps children identify the relationships and patterns between numbers, as they begin to experiment with squaring and cubing numbers from 1 through to 1000 for the first time.

Purpose

The main purpose of the Bead Cabinet is to help develop children’s knowledge about numbers from the concrete to the abstract. By working with the material, children form a strong understanding of number sequencing, as they learn how to skip count by twos, threes, all the way through to tens.
Indirectly, children are preparing to learn multiplication tables, and the Bead Cabinet provides a firm foundation as it helps to visualise numbers they will eventually consider in written format.
The material is also built to engage the senses, as the beads and numbered arrows are purposely coloured to match, making it easier for children to understand the relationship between each part. The bead chains are also tactile, allowing children to use their hands to physically count the numbers, strengthening dexterity and fine motor skills.

Presentation – Short Chains

• Invite the child to come work with you and guide them to the Bead Cabinet.
• Identify the short chain of 3 and take this material to your work mat.
• Lay the bead chain out in a straight line and let the child know you will be counting by threes.
• Begin to count each bead aloud, pointing at each one, helping the child to see where you are up to. When you reach the third bead place the numbered arrow beneath the chain.
• Continue to count in the same manner, placing the numbered arrows beneath the sixth and ninth beads as you reach them.
• Once you have counted all nine beads, skip count by threes aloud, ensuring you point to each number as you say it: “3, 6, 9”.
• Encourage the child to have a turn counting and placing the arrows.
• Once complete, ask the child to help you pack away the material.

Material Spotlight: Metal Inset

The Metal Inset is a part of the Montessori Language Curriculum. They are a learning tool used to prepare children for writing as they provide students with the opportunity to practice holding a writing instrument while working on their fine motor skills. At Montessori Academy we introduce this material to our students in the toddler age group and continue to offer extension lessons as they progress through to the older classes.
The shelf consists of:
• 11 different coloured pencils
• 10 different shaped insets
• Square white papers
• Work trays
Presentation
• Invite the child to select the materials from the Metal Inset shelf
• Collect a work tray, paper, metal inset (all placed on the left of the tray) and 2 different coloured pencils (placed in the pencil holder of the tray).
• Transfer to a working space at the table.
• Remove the blue inset and place it to the right side of the tray.
•The inset’s frame (pink) will stay on the left and on top of the paper.
• Choosing 1 colour, begin tracing the shape of the frame starting from the bottom while holding the frame steady with alternate hand.
• The metal frame is then removed and placed to the right, and the blue inset is placed on top of the shape that exists on the paper.
• Using the second coloured pencil, trace the outside of the shape using the same procedure used for the pink frame.
• Remove the inset and place it back into the frame on the right.
• The child will be able to visually see that both the frame and the inset create the same shape outline.
• The child is then encouraged to repeat the process with the teacher’s guidance.
Once this is mastered, extensions include:
• The results of applying pressure while using a pencil- students discover and observe lighter/darker outcomes
• Practice drawing lines and shading
The outcome of combining two metal inset variations
In addition to preparing the children for writing, Metal Insets assist our students in:
• Strengthening their focus while developing their concentration skills
• Development of their hand-eye coordination skills
• Practice with movement and direction
• Practicing control of movement
• Differentiating between straight and curved lines.

Art Process in Montessori Education

Teaching art appreciation, and the skills associated with artistic expression, is an important part of the Montessori Art Curriculum. This is because the study of art is fundamental to children’s creative, visual, sensorial, and emotional development.

Doctor Maria Montessori didn’t believe that you could “teach” a child to become an artist; however, she was a strong believer in nurturing children’s creative abilities and teaching them to develop “…an eye that sees, a hand that obeys, and a soul that feels.”

At Montessori Academy, our students are exposed to the world of aesthetics and visual arts daily though an array of learning experiences that incorporate: art study and creative expression, themed art projects, science and culture, recyclables, nature, and sensorial experiences.

Art Study

By learning about the great artists and creative expression, children develop an understanding of different styles of artwork, experiment with artistic techniques, and develop a strong vocabulary focused on classifying visual and tactile senses.

Themed Art Projects

Through themed art projects, such as those focused on children’s interests, Mother’s Day, and Book Week, children learn to creatively express their emotions through process-based art. These artworks are often displayed in the classroom gallery at the child’s eye level.

Natural Materials

By incorporating nature and recyclable materials into art and craft, students learn the importance of caring for the environment, and sustainability. Using nature and recyclables enhances children’s creativity as they must use their imagination to create a new use for the material.

Sensorial Curriculum

The Sensorial Curriculum directly links to the study of the arts by providing children with the opportunities to refine their visual and tactile senses. For example, the Geometric Solids, which involves the study of 2D and 3D shapes, provides children with the ability to understand and identify the shapes that make up their world.

Art is a powerful subject that provides students with endless opportunities to use their imagination to lead their thought processes, express themselves, and capture their unique perspective. Montessori Academy is focused on providing children with the creative tools, opportunities, materials and lessons as a strong artistic foundation.

As Doctor Maria Montessori Stated: “Imagination does not become great until human beings, given the courage and the strength, use it to create.”

These lessons directly link to the below learning outcomes in the Early Years Learning Framework:

• 1.3 Children develop knowledgeable and confident self identities.
• 1.4 Children learn to interact in relation to others with care, empathy and respect
• 2.4 Children become socially responsible and show respect for the environment
• 3.1 Children become strong in their social and emotional wellbeing
• 4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.
• 4.4 Children resource their own learning through connecting with people, place, technologies and natural and processed materials.

The Montessori Institute Denver

The Montessori Institute

The Montessori Institute Denver recently celebrated its 25th anniversary offering AMI-recognized programs.

Currently, TMI offers the Assistants to Infancy, or A to I training. This course is the foundation of the Montessori curriculum, as it encompasses child development at the beginning of life from birth to three years. This course is offered over two summers. Our graduates extend around the world, working with children and in the communities in which they live. 

History of Montessori

Working in a Montessori environment is unlike traditional teaching. The Association Montessori Internationale (AMI) training courses prepare adults to help children by following their natural rhythms, interests, and developmental needs. The preparation is rich, complex, and interesting. The work is satisfying and joyful.

AMI was established in 1929 by Dr. Maria Montessori and is now directed by an international board supported by distinguished scholars and respected leaders worldwide. It is the founding Montessori agency that supports authentic theory and quality practice. AMI presently organizes studies in affiliated training institutions throughout the world.

The AMI Montessori diploma is awarded only by AMI-recognized training centers, which meet rigorous content standards and offer extensively trained and experienced staff. The Montessori Institute of Denver is proud to be an AMI-recognized training center.

TMI warmly welcomes students from around the world. With this in mind, simultaneous translation equipment is available for which a group of students provides a translator. Students working in translation at The Montessori Institute bring an element of diversity which enriches the community.

Become a Teacher. Support the Future.

Training

0-3 Teacher Training-Assistants to Infancy

The Montessori Assistants to Infancy Training began in 1947 in Rome, Italy. The training was based on many hours of  scientific observation of infants and very young children. The course included components which continue to be supported by contemporary research, such as the use of self-hypnosis for childbirth, gentle birth practices, the awareness of infants, the importance of touch and communication, as well as the importance of language, music and joy in the environment. The training has always emphasized the importance of freedom in an environment prepared with interesting objects that encourage movement and exploration. Special clothing, furnishings and toys made with careful attention to detail are designed in response to the observed needs of the infant. 

In 1980, Dr. Silvana Montanaro, offered the first Assistants to Infancy (A to I) Training accredited by AMI in Rome. In 1982, she brought this course to the United States.

A to I students are prepared to work with expecting parents, to assist with the infant at birth, to prepare beautiful and responsive environments, and to work as lead teachers in infant and toddler communities in schools, daycare settings and hospitals.

A to I courses are 14 months long with two summers sessions on site and assignments in the intervening academic year. During the summer sessions, students prepare their own reference manuals (albums) and timelines of child development. Some handmade materials are required (you may be surprised by your hidden abilities.) Progressive relaxation sessions are offered daily.

CURRENT COURSES

Each course is two summers.
A new course begins every year in June.

2020/2021

Accepting applications for this course

First Summer 2020: June 3 – July 23
Second Summer 2021: June 7– August 6

2021/2022

First Summer 2021: June 7 – July 30
Second Summer 2022: June 6 – August 5

Location

700 Knox Ct., Denver, CO 80204

First summer

The first summer’s work begins with an overview of Montessori theory and practice, following the child’s natural development and focusing on the period from conception to age three. Obstetrics, hygiene, and nutrition cover the anatomy and physiology of reproduction, fetal development, birth, health issues, and the puerperium (the first eight weeks after birth). We consider the preparation of supportive and beautiful environments and their adaptation to the child’s changing needs. Emphasis is on the home and family environment during this first summer of training, but is easily applied to group settings.

Between the two summers, students complete 250 hours of observation of children from birth to three at home and in group settings. Each student completes one week of student teaching with children in either a Nido or Infant Community. During that week, the student is visited for support and evaluation by a course staff member, either in Denver or at one’s own location. Travel and lodging expenses are the student’s responsibility.

The first summer ends with a practice written examination and a conference.

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Second summer

The second summer adds a study of child neuropsychiatry and of environments for children in a Nido and an Infant Community (out-of-home settings), including appropriate materials and activities.

Comprehensive written and oral examinations are given at the end of the second summer, offering an opportunity to consolidate and share what was learned.

Trainers

 

Co-Director of Training for Assistants to Infancy, holds AMI diplomas for the 0-3 and 3-6 levels. She has a Bachelor’s degree in Advertising from The University of Georgia and a Masters in Montessori Education from Loyola. She has worked in the National and International Montessori community since 1998 conducting workshops, trainings, consultations and conferences. Karey is an AMI examiner, AMI consultant and an adjunct professor at Loyola University in Maryland.

Top Five Benefits of Montessori Early Education

The importance of early childhood education to children’s lives is beyond question. A good beginning to life is well recognised as the foundation for future development, health and wellbeing, not only in the early years, but also throughout life. Recent scientific studies have proven that children’s learning and mental development begins immediately after birth, and continues for the rest of their lives, but not at the same intensity that is demonstrated in the preschool years. With this in mind, infants, toddlers and preschoolers need positive early learning experiences that will lay the foundations for their intellectual, social and emotional development, and later school success. So how does Montessori based early childhood education prepare children for school and later life?

1. Key Developmental Stages

Montessori is a scientific method of education that is focused on the key developmental stages that all children move through on their way to adulthood. In each of these stages, children are in a sensitive period for learning different skills and activities that will help them reach their next developmental milestone. Doctor Maria Montessori believed that if children were provided with the opportunities to explore and practice these skills, they would make extraordinary progress. This is why the Montessori method of education has been designed around the unique development needs of the child. The Montessori curriculum, classroom structure, and learning materials have been tested, refined, evaluated, and proven across age groups, countries, and cultures to support and nurture the full developmental potential of the child.

2. Social Development and Collaboration

In a Montessori classroom, children are grouped with different ages and are encouraged to collaborate and help each other. This structure to the learning environment encourages children to share and work cooperatively to explore different areas of the Montessori curriculum. Based on the nature of the classroom environment, children learn to respect each other, develop the skills of collaborative problem solving, and build a sense of community.

3. Child Centred, Teacher Guided

The Montessori classroom is a prepared learning environment where children are free to choose from a range of developmentally appropriate activities. Teachers in the Montessori classroom are there to guide and facilitate the learning experience. They take the lead from the children in the classroom, ensure the ground rules are followed, and encourage children to work independently and at their own pace. Allowing children to direct their own learning enables them to learn in an enjoyable way and develop an enthusiasm for learning, along with self-discipline, independence and positive self-esteem.

4. Self-Assessment and Intrinsic Motivation

Self-correction and self-assessment are an integral part of the Montessori learning experience. As children progress through the education program, they learn to look critically at their work, recognise and correct their mistakes, and learn from their errors. By providing children with the freedom to question, probe deeply, and make connections, Montessori students learn to become confident, self-motivated learners that have an intrinsic love of learning. In this way, Montessori education cultivates engaged learners with a positive and confident approach to life-long learning.

5. Learning for Life

Research conducted by a group of Psychologists in the US, published in the 2006 journal Science, examined the abilities of children taught at a Montessori school compared to a systemic school. The research determined that children who attended Montessori schools were more creative, socially adjusted, and had the ability to adapt to changing and complex problems, which have been seen as predictors of future school and life success. In addition, the research determined that 5-year-old Montessori students were better prepared for reading and math, and that 12-year-olds’ wrote ‘significantly more creative essays’ using more ‘sophisticated sentence structures’. Montessori children also displayed a greater sense of ‘justice and fairness’, interacted in an ‘emotionally positive way’, and were less likely to engage in ‘rough play’ during break times.

In summary, Montessori education cultivates children’s natural desire to learn and achieve their full potential by providing them with the foundations for future growth. Montessori graduates range from the founders of Google and Amazon.com, to Rhodes scholars and artists, through to well-adjusted goal-orientated professionals. Doctor Maria Montessori’s understanding of how and why children learn allows the Montessori classroom to create an excellent foundation for children’s learning that opens the doors to education for life.

Exploring the Pros and Cons of Montessori Education

What do Jeff Bezos and preschoolers have in common? Maybe not much at a surface level, but in 2018, the e-commerce king pledged $1 billion to fund low-income Montessori preschools. You may not have known it, but along with many of the tech giants who founded Google® and famous athletes, musicians, and activists, Bezos himself was Montessori educated.

Hearing about this eye-catching donation and some of the prominent figures educated in a Montessori program might have you itching to learn more about what Montessori is and the potential pros and cons to taking this educational approach. Read on to learn more about this unique style of educational instruction.

What is the Montessori Method?

The Montessori Method was developed by Dr. Maria Montessori in the early 1900s. It’s a specific child-centered method of education that involves child-led activities (referred to as “work”), classrooms with children of varying ages and teachers who encourage independence among their pupils.

Dr. Montessori believed that children learn better when they’re choosing what to learn, and that philosophy is present in Montessori classrooms today. A Montessori classroom likely looks different than what you’re used to. Things that make it unique include:

• Various activity stations for children to choose from throughout the day.
• Teachers moving from group to group instead of standing at the front of the classroom.
• A nontraditional grading system.
• A focus on the whole student—social, emotional, intellectual and physical development are all considered.

Like with any instructional method, some teachers and parents love the approach, while others aren’t as enamored. Read on to learn more about some of the potential pros and cons of Montessori education.

The pros of Montessori education

If you ever talk to a Montessori educator, you are likely to hear a cascade of praise for the Montessori Method. Systems of education tend to inspire a real passion in the teachers who use them. But what, specifically, are the pros of a Montessori education?

An emphasis on hands-on independent learning

Montessori classrooms are somewhat famous for their beauty. Lots of natural light and space are common priorities in the classroom design. This is all done for a reason. “Creating a beautiful and accessible environment is of paramount importance, as children direct their own learning with the help of meticulously designed learning aids,” says Karen Ricks, who founded an international Montessori school in Japan.

“These materials lead young learners to the understanding of complex vocabulary and the discovery of abstract ideas through the hands-on use of concrete objects fashioned for just such a purpose,” Ricks explains.

“The best thing about a Montessori environment is that it allows for children to work, develop and learn at their own individual pace,” says Anitra Jackson, Montessori educator and writer of Chronicles of a Momtessorian. “Children are exposed to lessons, activities and materials that build upon their skill set—they progress in their development as an individual.”

What does this look like? Well, something like a giant playroom-meets-workshop. "My favorite aspect of a Montessori classroom lies within the sensory-based materials we use with our students, particularly the geometric solids, sandpaper letters and the colored bead stair used for arithmetic," says Melissa Stepien, a teacher at Sunnyside Micro-School.

“These independently-used materials provide students with the opportunity to develop their concentration and coordination in addition to more traditional academic learning,” Stepien says.

Enhanced social interaction

Have you ever noticed the way children become fascinated by what other children are doing? Montessori capitalizes on that by grouping children of different ages together in the same learning environments. Stepien says most Montessori classrooms are mixed-age and intended to foster peer-to-peer learning. This arrangement can naturally lead to growth that might not occur in a more uniformly-aged classroom.

"These mixed-aged groups allow for children to learn from one another, teach one another and develop life skills such as inclusion and acceptance," Jackson says.

Independence is a mainstay

“I valued the sense of confidence and creative freedom you develop,” says Lexi Montgomery, Montessori alum and owner at Darling Web Design. "I think a Montessori background is better for developing an entrepreneurial skillset." Since much of the learning process is self-directed, children can gain a sense of independence and confidence in their abilities much faster than in a traditional school setting.

“Students who experience a Montessori classroom tend to be more able to manage themselves and think independently,” Stepien says.

A cultivated love for learning

This educational philosophy strives to encourage a love for learning. “I think the biggest long-term impact I have seen is that Montessorians remain perpetually curious about the people and the world around them, seeing learning as an enjoyable life-long process rather than a burden that ends when a school bell rings,” Ricks says.

This particular benefit can stay with children their entire lives and become a propelling force through secondary education, a career, job training—or even just in the experiences they have and the people they encounter.

“In my experience, they have a desire and an ability to connect with a variety of people and ideas in many different situations and contexts,” Ricks says.

Inclusive of special needs

Maria Montessori’s vision for education included children with special needs from the very beginning. Not only did she study intellectual and developmental disabilities, but she was the co-director of an institute for special education teachers. It was with this background that she started her first “Casa dei Bambini” (Children’s House) for disenfranchised children in Rome in 1907. Many of the tenets of Montessori education serve students with special needs well.

Because children are grouped with others of different ages and have the same teacher for three years at a time, students with special needs tend to have less pressure to keep up with their peers and more freedom to learn and grow at their own pace. The classroom continuity can also help students with special needs form close connections within their classroom, making for a safe and stable environment in which to learn.

Montessori’s “follow the child” philosophy allows for all children—not just those with special needs—to receive an individualized education. A Montessori instructor’s lesson plan may have each child’s name on it with different goals and ideas for their unique learning style. This especially helps students with special needs to learn at their own pace.

The cons of Montessori education

Of course, this is not to say that every experience in Montessori will be a good one. On one side, teachers, classmates and school administration can seriously impact your experience for the better. And on the other side, there are some aspects of the Montessori culture that can cause issues for some.

It can be expensive

It is hard for Montessori schools to keep their prices low. “The acquisition of so many durable and high-quality learning materials, as well as the lengthy and in-depth training in the use of such items for young children is an expensive undertaking,” Ricks says. “Which is why most fully implemented Montessori programs are expensive.”

While organizations are attempting to combat the expense on behalf of students—such as the foundation created by Bezos—there aren’t many options for teachers in their continuing Montessori education or certification. Ricks says that she “would love to see a Montessori education that is accessible to all adults who wish to ‘follow the child’ and to all children, regardless of their parents' financial status.”

It’s not accessible to everyone

For some, Montessori education has gone hand in hand with being white and privileged. While this is nowhere near Maria’s original vision for Montessori, it is unfortunately the norm. Because this education philosophy flips traditional public-school curriculum on its head, most Montessori programs are private, tuition-charging and admissions-regulating. This makes it disproportionably difficult for low-income, inner-city students of color to attend such schools. 

There are, however, some Montessori charter schools that are more accessible. The National Center for Montessori in the Public Sector reports that out of the 5,000 Montessori schools in the U.S., there are about 500 public programs.¹ They are typically located in more diverse areas and federally-funded, removing the tuition barrier.

Curriculum may be too loose for some

While “following the child” should not be interpreted as “let kids do whatever they want,”it is still a less-structured curriculum than what you might find in a more common approach.

It is up to the teacher and assistant to make sure children progress on pace. Ideally, this give and take can work well. But it can also create room for some subjects to fall by the wayside.

“I would change the looseness of the curriculum,” Montgomery says, looking back on her own experience. “I was very under-prepared for math and science classes and over-prepared for language and arts classes.”

Independence isn’t everything

Montessori is strong in fostering a sense of independence and self-guided work. But as Montgomery points out, employment situations aren’t always like that. The entrepreneurial mindset that can be so valuable can also make it hard for students to collaborate in teams and work under a rigid authority.

“Montessori school teaches you to think on your own terms, and the workforce is a more team-oriented environment,” Montgomery says.

“Students could use more support on how to collaborate,” Stepien says. “Collaboration is not a student practice that is addressed well in Montessori curriculum.” Since collaboration is such a prized skill in today’s world, some Montessori schools might definitely push their emphasis in this area.

The open-ended structure of the classroom can be intimidating for some

Children tend to like routine and structure. Even the physical barriers of desks lined up in a row can be a comfort to certain students. Montessori classrooms are built to allow movement and change and the teachers tend to guide more than directly instruct.

While this is probably not an insurmountable obstacle, it’s definitely something to bear in mind. The hierarchy of traditional classrooms allows less freedom to the students, but it can also ensure a class environment that feels ordered, safe and routine.

Should you be a Montessori teacher?

If these pros and cons of Montessori education are really exciting you, you might want to look into becoming a Montessori teacher. But before you dive in, Ricks says it’s important to do your homework on the Montessori Method.

“There is no trademark on the name, and there are many schools calling themselves ‘Montessori’ that do not follow the true methods,” Ricks says.

“While I personally believe that Montessori is for every child, I also firmly believe it is not necessarily for every adult,” Ricks says. “In order to truly ‘follow the child,’ one must first have faith in the child and the child’s natural desire to learn.” Ricks advises every potential Montessori educator to examine themselves to see if these beliefs hold true.

If you decide you want to employ the Montessori Method, getting educated is your first step. After that, you can decide if you want to teach at an authentic Montessori school or if you just want to incorporate some Montessori principles in your teaching. Learn more about becoming a Montessori teacher or earning a Montessori credential on the American Montessori Society’s website.

10 Benefits of a Montessori Preschool

Only you can know what kind of preschool is right for your child. The good news is that many programs, such as the Montessori Method, offer research and evidence supporting their techniques. If you’re considering Montessori for your child, read on to discover 10 benefits of their educational philosophy.

1. Focuses on Key Developmental Stages

A Montessori curriculum focuses on key developmental milestones in children between the ages of three and five-years-old. Younger children focus on honing large muscle and language skills. Four-year-olds work on fine motor skills and completing everyday activities, such as cooking and arts and crafts. Older preschoolers broaden their learning experience to their communities, through trips and special events.

2. Encourages Cooperative Play

Because the teacher does not “run” the classroom, students guide the activities they do throughout the day. This encourages children to share and work cooperatively to explore the various stations in the Montessori classroom.  Children in Montessori classrooms, by the very nature of the environment, learn to respect one another and build a sense of community.

3. Learning Is Child-Centered

Montessori preschool students enjoy a classroom and curriculum designed around their specific needs and abilities that allows them to explore and learn at their own pace and on their own terms.  Everything in the classroom is within reach of the child, and furniture is sized for children to sit comfortably. In addition, older children in the class work with the younger ones, so mentoring comes as much from peers as it does from the adult teachers in the classroom.

4. Children Naturally Learn Self-Discipline

While the Montessori Method allows children to choose the activities they want to work on each day, and how long they will work at a specific task, there are specific “ground rules” for the class that are consistently enforced by the teacher and other students. This environment naturally teaches children self-discipline, and it refines important skills like concentration, self-control and motivation.

5. Classroom Environment Teaches Order

All objects and activities have precise locations on the shelves of a Montessori classroom. When children are finished with an activity, they place items back into their appropriate places. This sense of order helps facilitate the learning process, teaches self-discipline, and caters to a young child’s innate need for an orderly environment. When children work and play in an area that is neat and predictable, they can unleash their creativity and focus fully on the learning process.

6. Teachers Facilitate the Learning Experience

Teachers in the Montessori classroom are “guides” that are there to facilitate the learning experience, rather than determine what it will look like. Teachers take the lead from the children in the classroom, ensure the ground rules are followed, and encourage students to perform tasks at their own pace. However, teachers do not determine the pace of the classroom – that is strictly up to individual students, as teachers strive to remain as unobtrusive as possible.

7. Learning Method Inspires Creativity

Since children are allowed to choose their activities and work at them on their own terms, creativity in the classroom is encouraged. Children work at tasks for the joy of the work, rather than the end result, which allows them to focus more on process than result – a natural path to creativity. Exposure to a wide variety of cultures also encourages children to broaden their thinking about the world and address those concepts in a variety of ways.

8. May be More Effective in Developing Certain Skills

Research conducted by Dr. Angeline Lillard, a professor of psychology from the University of Virginia at Charlottesville, examined the abilities of children who have been taught in a Montessori school. Published in 2006 in the journal Science, the research studied Montessori students in Wisconsin and found that five-year-olds in Montessori classrooms had higher math and reading skills than their counterparts in public schools. In addition, the study compared 12-year-old Montessori and non-Montessori students. While math and reading skills appeared to be more on par with this age group, social development appeared to be higher in Montessori students by this age.

9. System is Highly Individualized to Each Student

Students in the Montessori program are allowed to explore activities and concepts at their own pace. This naturally encourages children to try more challenging areas, which accelerates their learning experience. Learning occurs at a comfortable pace for each student, rather than inflicting the same rate on every student in a classroom.

10. Curriculum Focused on Hands-On Learning

One of the greatest benefits of the Montessori Method, particularly during the early learning experience, is the focus on hands-on learning. The emphasis is on concrete, rather than abstract learning, as students work on activities that teach language, math, culture and practical life lessons. Teachers encourage students to concentrate on tasks, and they discourage students from interrupting one another, allowing students to focus on activities until they are properly mastered.

There are many potential benefits of a Montessori preschool for children just starting out in the education process. These important early years prepare a student for the learning experience that is to come, whether they continue with the Montessori Method or move to a public classroom environment in the future.

Areas of Montessori method

Practical life

The practical life exercises are one of the pillars of the Montessori method and in them is the key for children to become more independent every day.

The practical life activities are an important part of the day to day, the child repeats them and perfects the movements, which contributes to the development of physical coordination.

The practical life materials provide the means for the total development of the child, of all aspects of his personality, they are "a help for life". Practical life is the area where the activities of daily life are practiced. The child practices for example how to take care of himself by listening to his needs (combing his hair, washing his hands, buttoning his buttons, etc.), how to take care of the indoor environment (sweeping, mopping the floor, watering flowers, etc.).

The development and control of movement is one of the purposes of all practical life exercises, and this movement is essential for the development of the intellect; as Maria Montessori said "the hand is the instrument of intelligence". Children develop their will, self-discipline, concentration and confidence through practical life exercises.

Sensorial

Sensory material helps the mental order, and it makes sense through unconscious absorption. Sensitive periods are windows of opportunity to absorb knowledge and sensations perceived by the senses, hence the name sensory.

A perception is established in three ways: Relation, between objects, function of each object and qualities of an object.

Sensory material can be considered as a materialized abstraction, because it presents colour, dimension, form, smell and sound in a tangible, distinct and gradually ordered way so that its qualities can be classified and analyzed.

The sensory material takes advantage of the richness of the impressions that the child has already received in the first three years of life and elevates to a higher level of order and classification, favors observation and opens paths to child intelligence.

The sensory material will continue to develop:

• Concentration and repetition capacity
• Ability to complete jobs
• Order and logical sequence
• Patience
• Self-control
• Material care

Language

According to Maria Montessori "The language that develops, because it is new in the same child. He develops it naturally; that is to say he has that hereditary power, but he acquires it himself by taking it from the environment".

Spoken language is a very important part of our Prepared Environment. It is the basis of any activity in this area. Its invisible nature indicates that it is found everywhere, on every shelf, in every material. At every moment of the day, and therefore, it is part of the child's life from the moment he enters the Environment.

When the child arrives at the Children’s Home, he has already absorbed a large part of its language, he already possesses it and now we want to enrich it and help it to form more complex structures.

Montessori children first learn to write - spontaneous writing, Maria Montessori defines it as an explosion of writing. Reading comes later as a new explosion.

Reading and writing are achievements that belong only to the child, so the adult can only help and support this process. As an extension of reading, children enter the world of history, geography, and biology.

Mathematics

The teaching of mathematics is introduced at this level for the following reasons:

• The child shows a great attraction for this science
• The child's mind is ready and it is a mathematical mind
• Everything in life is connected to mathematics

The child is interested in exploring this knowledge and Dr. Montessori found how to transmit it, through scientifically designed materials that the child can manipulate in a clear way, explore and establish their own relationships. The material fosters a reasoning activity, which helps her to develop a logic, which had been thought impossible to reach for this age and which each child carries out day by day with his work, achieving a mental and systematic progress.

The child is introduced in this area with concrete materials, with sensorial impressions, being exposed to diverse experiences that help him to develop the necessary thought and reasoning.