Montessori Basics: The Benefits of Multi-Age Grouping

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

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

Learning at an Individual Pace

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

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

Building Stronger Relationships

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

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

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

Mentors and Leaders

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

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

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

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

Mirroring Real-Life

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

Why not start the experience with young children in school?

Moving On

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

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

Earth Day Reflections: 3 Ways to Go Green as a Family

April 22 is Earth Day!  This is a great chance for parents and their children to talk about how we can care for our planet.  What it really boils down to is recognizing connections.  In our disposable, consumable culture, it can be easy to forget where things come from and what we might do differently to lighten our step on the planet.  Here are some fun and educational ideas to try together…

1. Say Goodbye to Paper Towels

This one is way easier than it might seem.  Paper towels and napkins have been used in American households for generations, but opting for more permanent replacements is super simple.  Instead of tearing off a new sheet, using and it once, and throwing it away, consider some other options.

Cloth napkins are not only more earth-friendly, but they feel nicer to use.  It may seem like a small thing, but selecting and using cloth napkins for meals is a way to infuse everyday life with something a little more special.  Plus, it’s nice to have a collection on hand as many Montessori schools ask for cloth napkins to be packed in children’s lunch bags.

Are you crafty?  Making your own napkins is one of the simplest sewing projects out there.  Find some DIY directions - click here. 

Pressed for time?  You can buy cloth napkins almost anywhere.  Stores like Marshalls or Homegoods often have designer options for $5 for a package of 4.  Online shoppers will love the selection on Etsy or even Amazon.

To involve your kids, bring them to the fabric store to help pick patterns or have them pick out pre-made options that appeal to them, too.  If you do decide to sew your own, older children can pitch in (and would likely love the opportunity!)

As for paper towels’ other main use of cleanup duty?  Old t-shirts make the best rags.  When you’re getting ready to donate old clothing, pull out items that are stained or torn.  Cut the items into large rectangles and store them in a small bucket under your kitchen sink.

2. Start a Garden

The ultimate way to connect kids to their food is to have them help grown their own.  If you have the space and time, building a raised bed is fairly simple.  Even if you have a tiny apartment in a city, container gardening can work on even the smallest fire escape.  Montessori students study botany starting at the primary level, so you will delight in seeing their excitement while they make connections.

Planning is half the fun.  Sit together as a family and look through a seed catalogue or pile in the car and visit a local nursery.  Figure out what everyone wants to grow and then give it a try.  As a bonus, gardening gets everyone outside enjoying the fresh air and sunshine together.

Growing your own food means eating your own food.  Not only is freshly picked produce higher in vitamins, but it tends to taste so much better that what we normally find at the grocery store.  There may be a natural migration from the garden to the kitchen, as toddlers and teenagers alike will want to participate in making something yummy with the fruits of their labor.

The possibilities with gardening are endless.  It’s definitely a learning experience in the beginning, but in no time you’ll be thinking about composting, companion planting, saving seeds, and planning for next year.

3. Speaking of Composting…

If you’re ready to jump even deeper into going green, composting is a fun next step.  There are many ways to compost, but one of the most fun to do with children is vermicomposting.  Special bins are used to house worms that can eat and transform your produce scraps and shredded paper.  

Sound too complicated?  Smelly?  Slimy?  Expensive?

It’s pretty simple to set up, even easier to maintain, and really not gross at all.  An added perk: the resulting compost will make those plants in your garden grow like crazy!  While there certainly are really nice (and expensive) worms bins out there, there are definitely more cost effective ways to try it out.

Some options include the popular Can O Worms or the slightly sturdier Worm Factory. Making your own can cost as little as $20.  Click here for directions. 

Red wigglers are the best worms to use for vermicomposting.  You may be able to source some locally, but if not Carolina Biological is a great option for mail-order worms.

To get started you should have a spray bottle of water (to keep worms and bedding moist) and some old newspapers on hand.  To prevent unpleasant odors, it’s a good idea to have balance what goes into the worm bin, including a mix of kitchen scraps and shredded paper.  It’s also a good idea to avoid feeding worms animal by products, so keep meat and dairy out.  For the most part, redworms don’t care for onions, although some do so it doesn’t hurt to try.  Follow these simple steps and you will be surprised at the complete lack of odor coming from your bin.

Worm bins can even be kept indoors, with basements being an ideal location for many families (although they stay just about anywhere room-temperature).  

On rare occasions, you may notice some fruit flies in or around your bin.  To make a simple fruit fly trap, use a disposable plastic cup, such as a yogurt cup.  Fill ⅛ way full with water and add a drop or two of dish soap.  Some people like to add a little apple cider vinegar as well.  Cover the top of the cup with a small piece of plastic wrap, secure with a rubber band, and poke a few holes.  Leave the trap sitting inside the top layer of your bin and the problem.

For more information about worm composting, check out this blog article.

Vermicomposting is a special learning experience for children and adults alike.  Worms teach us about decomposition and ecosystems.  Watching the worms work will give kids a new appreciation for these small creatures, and instill a sense of the interconnectedness of everything on Earth.

Happy Earth Day!

Book List: April is National Poetry Month

We work hard to give kids a chance to read both fiction and nonfiction, but let’s not forget about poetry!  April is a great month to celebrate.  Check out this month’s book list for ideas.

(Click on the book image to go to the book's page on Amazon)

Where the Sidewalk Ends by Shel Silverstein

Silverstein’s poems are mostly silly, often inspiring, and always delightful.  Combine that with his simple line drawings and your child will love every page.  If you enjoy Where the Sidewalk Ends, check out Silverstein’s many other titles, including A Light in the Attic.

Jabberwocky: A BabyLit Nonsense Primer by Jennifer Adams, illustrated by Alison Oliver

In this great board book option for the youngest poetry lovers, Adams cleverly adapts Lewis Carrol’s classic from Through the Looking Glass, and What Alice Found There.  The bright, whimsical illustrations transform a not-so-scary beast into a fun and triumphant poem. 

The Crown on Your Head by Nancy Tillman

This sweet poem/story tells children what we already know about them: there is something special and magical about their individuality.  While the illustrations show children with literal glowing crowns resting on their heads, the message is more figurative.  Nonetheless, the qualities that make us unique follow us throughout our lives, and that each one of us carries our own.

Poetry for Young People: Emily Dickinson edited by Frances Schoonmaker Bolin, illustrated by Chi Chung

If your child loves nature or shares a fascination with the world around them, this introduction to some of Dickinson’s work may be an excellent foray into poetry.  Included are poems like “Bee, I’m expecting you!” and “The moon was but a chin of gold”.

When We Were Very Young by A. A. Milne, illustrated by Ernest H. Shepard

This classic collection has been enjoyed for generation.  One of a series that introduces readers to Winnie-the-Pooh and friends, it’s the type of book that children cherish enough to want to read to their own children.

The Reason for a Flower: A Book About Flowers, Pollen, and Seeds by Ruth Heller

Heller has a magical way of blending poetry and science in a way that captivates children’s imaginations while teaching them real-life information.  The Reason for a Flower is no different, and children will love the different ways in which plants use flowers for reproduction.

Many Luscious Lollipops: A Book About Adjectives by Ruth Heller

Ruth Heller’s work is so amazing it deserves two spots on this list.  Many Luscious Lollipops is just one in her series that teaches grammar skills.  Some books even go into specific parts of speech, which is great for older children (she has written one all about collective nouns!).  And who doesn’t love a book about lollipops?

Inside Out and Back Again by Thanhha Lai

This book is appropriate for children in third grade through middle school.  Inside Out and Back Again has been widely recognized: it’s received a Newbury Honor and won the National Book Award.  As a child, Lai was a refugee who fled Vietnam with her family.  This story is based on her experiences as an immigrant.

Everybody Needs a Rock by Byrd Baylor, illustrated by Peter Parnall

Baylor has written many books, using a unique style of free verse.  In Everybody Needs a Rock, the main character describes the importance of having one’s very own rock, and the important characteristics to look out for.  If you and your family enjoy this one, check out I’m in Charge of Celebrations.

A Child’s Garden of Verses by Robert Louis Stevenson, illustrated by Gyo Fujikawa

This classic compilation includes favorites such as this:

“Bed in Summer”

By Robert Louis Stevenson

In winter I get up at night 

And dress by yellow candle-light. 

In summer, quite the other way, 

I have to go to bed by day. 

I have to go to bed and see 

The birds still hopping on the tree, 

Or hear the grown-up people's feet 

Still going past me in the street. 

And does it not seem hard to you, 

When all the sky is clear and blue, 

And I should like so much to play, 

To have to go to bed by day?

Happy reading!

Montessori Basics: The Planes of Development

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

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

The First Plane: birth-6 years

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

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

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

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

The Second Plane: 6-12 years

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

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

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

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

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

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

The Third Plane: 12-18

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

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

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

The Fourth Plane: 18-24

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

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

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

Make Art With Your Kids!

Looking for something fun to do with your kids?  Tapping into your creative side is a fun way to break the monotony while spending time together.  Feel like you’re not the artistic type?  No special skills or talent are needed to give these ideas a try…

Paint Some Mini Masterpieces

Image by Kristi Favaloro

Supplies: 

• Watercolor paper 
• Watercolor paints
• Tape (painter’s tape works best)
• Paintbrush
• Permanent marker

What to do:

1. Cut paper into small squares or rectangles (3”x3” is great!).
2. Use tape to create a small border around the edge, while also holding it to the table.
3. Use the marker to draw freeform shapes and lines.
4. Experiment with paint!  Watercolor is so fun and versatile.
5. When paint is dry, remove tape.

The key here is to experiment.  Watercolors are unique in that they don’t lay color down on the paper in just one way.  The possibilities are endless.  Tiny pieces of paper make the task more manageable for small fingers, and hanging these little paintings as a mosaic is simple and gorgeous.

Cook Up Some Playdough

Ingredients:

• 1 cup flour
• ½ cup salt
• 1 cup water
• 1 Tablespoon oil
• 2 teaspoons cream of tartar
• (optional) food coloring, glitter, essential oils

What to do: 

1. Measure all ingredients into a saucepan (leave out any glitter until after it’s cooked).
2. Cook over medium-low heat, stirring until dough begins to form a ball.
3. Allow dough to cool.

When playing with playdough, use your imagination!  Incorporate rolling pins, cookie cutters, kitchen utensils, beads, seashells, or whatever you think up!  Children love to play with playdough, and it’s so simple to make.

Printmaking in the Kitchen

Materials: 

• Fruit and vegetable scraps (more on that below)
• Washable paint (tempera works great)
• Paintbrushes
• Paper

What to do:

1. While preparing food, save any interesting produce scraps.  Cross sections tend to work best - think a halved apple, a bok choy base, or the skin or a particularly bumpy orange.
2. Put a bit of paint onto a plate.  Try using a few different colors!
3. Brush some paint onto the produce and press gently but firmly onto the paper.  

This super simple art activity allows even the littlest ones to feel independent, while indirectly learning about parts of plants.  Plus, they stay busy while you prepare dinner.  

Short on Time?

Try these quick ideas…

• Dry erase markers work great on windows and mirrors.
• Crayons on large boxes are a delight for kids (especially boxes big enough for them to fit inside after!)
• Cutting practice - give a preschooler a pair of scissors and an old magazine and let them at it!
• Too cold for sidewalk chalk?  Try it out on some black construction paper.
• Teach your child fun tricks you loved as a kid.  Handprint turkeys anyone?  Fingerprint creatures?  
• Small paper bags make perfect puppets.  Make one first to show them the basics, and see what they come up with.
• Use markers on a damp paper towel.  Watch the colors run and mix.

Remember: the mess is half the fun!  When we make art with children, it can be important to remind ourselves that the learning and the process are so much more important than the final product.  Have a great time making art and memories!

Montessori Basics: How Math Progresses Through the Levels

You know your four year old loves their classroom and their work.  You know their teachers are guiding them to learn early math skills.  But what, exactly, does that look like?  And how does it change as they get older?  Montessori math materials are nothing short of amazing.  While they look quite different than what we used growing up (pencil and paper?) there are intentional reasons for these methods.  Read on to learn more...

The Basics

Much of the Montessori curriculum is based on giving children exposure to concrete materials first, then giving them incremental opportunities to work to more abstract concepts.  This is no different when it comes to math.

What do we mean by concrete?  The children are able to hold a material in their hands.  The materials are symbolic or representative of something else (a number, perhaps), and that symbolism changes over time until children are ready to let go of the materials and find solutions on paper or even in their heads.  This idea of mastering a skill without the assistance of materials is what we refer to as abstraction. 

What Does Primary (Early Childhood) Math Look Like?

At the primary level math starts out simple, but you may be surprised at how much preschoolers are capable of.  

Even before a child is able to count, they experience the skill using materials like the number rods, a series of blue and red colored wooden rods that are arranged in a stair-like pattern.  Children learn how to count using a variety of materials.  The spindle box is an early material with which children place the correct amount of wooden spindles in compartments labeled 1-9.  Sandpaper numbers (just like their letter counterparts!) teach children how to correctly form each number to develop readiness for writing them on paper.

When a child is ready to learn about basic operations, there are plenty of materials to support them.  Montessori math uses the golden bead material; first to build numbers into the thousands.  For example a single golden bead represents 1, a group of 10 beads are strung together in a straight line for 10, and 100 beads are affixed into a flat square.  The thousand cube is as large as 1,000 of the original single ‘1’ bead.  Once a child is able to build a visual representation of a number, the beads are used to teach basic operations.  Young children are able to add, subtract, multiply, and divide numbers into the thousands using this material.  They first learn with static problems - that is, with no exchanges - and then move on to more complex, dynamic problems.  They quickly learn that ten 1s is equal to one 10, and they do this by holding those numbers in their hands.

Montessori recognizes the importance of memorizing basic facts.  While when we were young we may have used flashcards to drill these facts into our heads, the Montessori approach begins by showing children why we manipulate numbers in different ways.  Young children appreciate the repetitive nature of the materials, which gives them plenty of opportunities to practice  (and memorize!) these facts.  The addition and subtraction strip boards show a child visually what is happening when we add numbers.  The same goes for the multiplication and division bead boards (which use small beads placed in divots on a wooden board to create an array).  

A Period of Overlap

Somewhere between kindergarten and the first year of lower elementary, children are taught to use new math materials depending upon their individual readiness.  The stamp game is a classic example.  

The stamp game material is a sectioned box with small colored tiles sorted inside.  There are labeled green, ‘one’ tiles, blue ‘ten’ tiles, red ‘hundred’ tiles, and green ‘thousand’ tiles.  Instead of holding a large cube that actually shows the relative size of one thousand as they did with the golden beads, they are now representing series of tiles that are all the same size, but are differentiated only by their color and number label.  Like the golden beads, the stamp game material is used to teach all four operations, with children adding, subtracting, multiplying, and dividing into the thousands.  Some children begin this work in their primary classroom and continue when they reach elementary, while others begin once they enter their lower elementary classroom.

It may be interesting to note that there are some Montessori materials that children spiral back to, over and over again, from ages 3 to 12!  The bead chains are a colorful, quintessential Montessori material.  In the primary classroom, children use them to learn how to count, and perhaps how to skip count.  In a lower elementary classroom they are used for skip counting and to help memorize multiplication facts.  In upper elementary children use them to solidify concepts like squaring and cubing, although they were indirectly preparing for that work for years previously. 

What Does Elementary Math Look Like?

Remember the green, blue, and red tiles of the stamp game?  Montessori refers to those as the hierarchical colors, and they are used to teach children about number series.  They first appear in the stamp game, but they continue to follow the child through lower elementary and into upper elementary until they have a firm grasp on the idea of the simple family of numbers (ones, tens, hundreds), the thousand family (thousands, ten thousands, hundred thousands), and so on.

After a child masters operations with the stamp game, they move on to use a material called the bead frame, which can teach addition, subtraction, and multiplication.  It looks a bit like an abacus, but with ten beads on each rod in the hierarchical colors.  After a child masters the bead frame, they are typically ready to add and subtract into the thousands (and beyond!) using just pencil and paper.

To learn larger multiplication problems, children use a material called the checkerboard.  They begin small, but eventually work their way up to problems that have three or four digit multipliers.  For long division, children use a material that goes by different names at different schools: the racks and tubes, aka the test tube material.  Once children master the checkerboard and racks and tubes, they are able to multiply and divide large numbers without materials.

During the elementary years fact memorization continues.  In early lower elementary, many children continue to use the strip boards and bead boards of their primary years, but eventually move on to using finger boards and tables in which they place numbered tiles.  Children notice the patterns numbers make, giving them more tools to memorize their facts.

There’s More!

Of course, math isn’t just about operations.  Montessori students learn about geometry and fractions from an early age. 

Did you know that primary children learn the names of geometric solids?  They can easily identify not just cubes and spheres, but square based pyramids, rectangular prisms, ellipsoids, and more.  As they move into elementary they learn about range of concepts, including studies of angles, triangles, polygons, and so much more.  A third grader can easily identify a right-angled, isosceles triangle.

When it comes to fractions, first graders start out simple with an impressionist lesson involving an apple and a definition of fractions that includes how they must always be fairly divided (the connections between fractions and division are impressed early on).  They next move on to using fraction insets, which look a lot like the metal insets they used for handwriting preparation in their primary classrooms.  Before you know it, many third graders are learning to multiply and divide fractions.

Still Curious?

The best way to really understand Montessori math is to see the materials in action.  Schedule a visit to watch children using them in the classroom, or join us for our upcoming parent education session on Monday, March 26, 2018, 6:00-7:30.  Contact us for more details!  

Check out the stamp game in action: