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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!

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!

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!

August 31 marks the birthday of Dr. Maria Montessori. Thus, we want to take time to honor the roots of this movement, the visionary contributions of Dr. Montessori herself, and our shared responsibility to carry her legacy forward. At the heart of Montessori education is a deep respect for human potential. Unlike traditional models that begin with the adult's idea of what a child should learn, the Montessori approach emerged from deep observation and genuine curiosity. Dr. Montessori did not set out to create a new educational system. Rather, she observed children with scientific curiosity and developed an approach in response to their needs. It’s important to remember that Dr. Montessori was first and foremost a scientist. She was one of the first female physicians in Italy, graduating in 1896 with a specialization in pediatrics and psychiatry. In her medical practice, she encountered children who were often seen as uneducable. However, rather than accept this assumption, Dr. Montessori looked closer. A Discovery That Changed Everything In 1900, Dr. Montessori was appointed director of a university program for children with developmental delays. Observing their sensory-seeking behaviors in bleak institutional settings, she began studying how sensory experiences affect cognitive development. She designed hands-on materials and engaged the children in purposeful activity. The results were stunning: children who had been dismissed by society not only improved, but some went on to pass the same standardized exams given to their peers in traditional schools. Dr. Montessori’s response was not one of self-congratulation. Instead, she challenged the broader education system, asking: If children with significant delays could thrive when given the right environment and tools, why weren’t typically developing children doing better in school? This question launched a lifetime of work dedicated to understanding and supporting the natural development of all children. The Birth of the Montessori Method In 1907, Dr. Montessori opened her first classroom, the Casa dei Bambini, in the working-class neighborhood of San Lorenzo in Rome. Tasked with overseeing daycare for children too young for public school, she began by introducing simple, practical activities, starting with self-care and environmental care. She also provided an array of materials designed to engage children’s hands and minds. The transformation was extraordinary. Children who had previously been described as wild and unruly became calm, focused, and joyful. They took pride in their appearance and their surroundings. They concentrated for long stretches of time, developed social awareness, and, unprompted, began asking to learn how to read and write. Dr. Montessori was fascinated by what she called “spontaneous discipline” and the deep love of work she observed in the children. Through observation and experimentation, she continued to refine the materials, the environment, and the adult's role. Education Rooted in Development What emerged was a revolutionary approach: an educational philosophy based on the science of human development. Rather than seeing the adult as the source of knowledge and the child as an empty vessel, Dr. Montessori recognized that children come into the world with innate potential and a deep drive to learn. Montessori education supports this natural unfolding by honoring what Dr. Montessori called human tendencies, such as exploration, orientation, order, communication, work, and repetition, through carefully prepared environments that meet the specific needs of each developmental stage. The adult's role is not to instruct, but to guide, observe, prepare, and support. This vision of human development extends beyond the individual to a larger understanding of humans as part of a cosmic web of interrelationships. In this interconnected world, every part plays a role in maintaining balance and harmony. Humans have a unique place in this system, and our role requires conscious awareness, humility, and stewardship. In addition to fostering rich academic growth, Montessori education cultivates mature, adaptive, and compassionate individuals who are capable of making meaningful contributions to our interconnected world. The Enduring Impact of Montessori’s Vision Dr. Montessori eventually left her medical practice and professorship to fully devote her life to this work. She lectured around the world, trained teachers, wrote extensively, and advocated for children’s rights. She also always insisted that the focus remain on the children, not on her. Through decades of scientific observation, experimentation, and cross-cultural study, Dr. Montessori discovered that children, when provided with the right conditions at the right time, flourish. Her insights have stood the test of time. Today, there are approximately 15,000 Montessori schools worldwide, with over 3,000 located in the United States alone. For over a century, Montessori education has empowered children to reach their full potential—academically, socially, and emotionally. Yet Montessori is not just about individual success. It’s about building a better society. We know that children are not just preparing for the future. They are the future. By focusing on children’s holistic development, we are supporting a generation of individuals who are more connected to themselves, to one another, and to the planet. Carrying the Legacy Forward Dr. Montessori’s vision asks us to do more than remember her birthday. We need to believe in children, observe them closely, and prepare environments that honor their needs. This also means that we, as adults, approach our role with humility and a sense of curiosity. Our job is to accompany children as they create the future. In this way, Montessori education becomes not just a method, but a movement, one rooted in peace, interdependence, and the full development of the human being. Thank you for being part of this vision. Together, here at Crabapple Montessori we are carrying the Montessori legacy forward, not only by what we teach, but by how we believe in the children before us. Come visit to learn more!

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!

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!

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!

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!

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!