Babies, Toddlers, and Bedtimes

At some point or another, we all struggle with some element of our children’s bedtimes. We know they need a good amount of quality sleep but making that happen is no small task. Figuring out what works for your child is best done early on in their life, so today we are sharing some ideas to implement a successful bedtime structure for your baby or toddler.

A few points to remember: all children are different, each child’s needs change over time, and you will have to reestablish your routine after things like vacations, illness, or growth spurts. 

Try a Floor Bed

While this won’t work for every family, using a floor bed is one way to consider Montessori principles. There is no need to purchase anything fancy; simply placing a mattress you already own on the floor will do. The idea is that doing so respects a child’s autonomy of movement and allows them more independence than if they are contained within a crib. It’s easier and safer for a young child to get in and out of a floor bed than attempting to scale their way out of a crib. Many children who use one are able to entertain themselves upon waking because they have the freedom to do so. Of course, parents will need to consider reasonable safety precautions, such as what to do about stairs if the bedroom is not on the first floor.

Consider the Bedroom Environment

Montessori is all about preparing the environment to meet the needs of the child and to nurture independence and growth. Our bedrooms should be a place for relaxation, so take that into consideration as well. Soft, muted or neutral colors are preferable to bright, bold ones. Make sure there is a soft lighting option as well; this gives children a sense of security and calm.

Beyond the bed itself, what else might you include? Most families have an area for changing diapers easily, and there will need to be some sort of storage for clothing. Beyond that, think about relaxing entertainment options. Some ideas:

• Books.

• A limited number of toys that are high-interest and developmentally appropriate.

• Low shelves or baskets to display books and toys. These should be arranged so that a child who is mobile can easily access them.

Develop a Routine

We all thrive on routine, but children especially so. Find what works for your family and stick to it. It helps to begin your routine about an hour before your child’s actual bedtime, so that no one feels rushed and it’s a pleasant experience for all. Every family has its own needs and preferences, but here is one general routine you could use as a starting-off point:

6:30 - take a bath

6:50 - put on pajamas and brush teeth

7:00 - read stories

7:15 - lights out, cuddle, and chat

7:30 - goodnight!

Consider Yourself a Guide

Since we are responsible for the well-being of our children, it’s easy to fall into the mindset that we must ensure everything goes according to the plan we have mentally prepared. As we all know, that’s not how life works. Your child is a person independent of you, and even if they are generally well-behaved, they won’t always want to go along with what you ask of them.

It can be freeing to occasionally remind ourselves: We cannot actually make our children sleep. Only they have the power to do that. All we can do is our best to guide them in the direction we hope they will take. This mentality applies to so many elements of the parent/child relationship, so recalling its importance when establishing early sleep patterns is great practice! This is not to say you should let your child do whatever they like, but like any Montessori environment, it’s all about freedom within limits. We must give our children as much freedom and choice as we can, relative to their developmental and individual needs. 

Decide where your boundaries are, make them known, and give choice within those limits. This is how we set our children up for success and help them develop the independence they need as they mature.

Lastly, frame bedtime as a positive experience. Think about the language you use and the tone of your voice when announcing it’s bedtime. This is easier said than done when we are exhausted ourselves, but it can make a world of difference!

Be Flexible

Remember that bit we said about the importance of routines? While that is critically important, we must also remember with empathy and compassion that nobody sticks to rigid routines 100% of the time. We all have off days, whether it be because we are not feeling well, are in a period of transition, or are experiencing strong emotions. Try to put yourself in your child’s shoes and allow for wiggle room when it’s really needed.

Sometimes we all need a little extra cuddle time. This doesn’t mean your child is trying to stay up later (although that may absolutely be the case!). They may genuinely need a little extra reassurance or closeness.

We hope this post has been helpful. Let us know if you try any of these suggestions! Is there anything else you would add to the list that might be helpful to other families?

Montessori Basics: The Cultural Subjects

Montessori is known for fostering academic excellence. While most people think of how we teach children reading, writing, and mathematics, you might be amazed to learn how we teach other subjects!

In Montessori classrooms (particularly elementary classrooms) the following subjects are referred to as cultural areas of study. They often overlap, as they do in the real world, and guides are adept at weaving language and math work into lessons as well.

It is important to note that while we do have a standardized cultural curriculum, our guides are specially trained to honor and support the personal interests of their students. This means some areas may be studied more deeply than originally intended, or they may end up branching off into other related areas of study in addition to typical lessons and materials. Doing this allows us to continually foster curiosity and internal motivation as young children grow and develop.

Science

When it comes to science in Montessori classrooms, biology is the main event. With work that spans basic biology as well as botany and zoology, we provide authentic points of interest by keeping living things in our environments. Our classrooms are home to both plants and animals, both of which are cared for by the children. When teaching various lessons in biology, guides often utilize living samples to increase interest and engagement.

Children in our primary classrooms begin this work by way of nomenclature. Card materials that double as reading practice help them learn the names of body parts of different animals. For example, one set of cards might include a picture of a horse with label, along with cards highlighting and labeling hoof, mane, tail, eye, ears, etc. Primary-aged children also get plenty of hands-on experience with botany learning; they cut and arrange flowers, they prepare various fruits and vegetables to eat, and many get a chance to garden and/or compost. They also learn the basic parts of plants, as well as the different shapes of leaves.

The learning continues into the elementary years, where students study the kingdoms of life on earth, differentiate between invertebrates and vertebrates, and study the external features and body functions of the five classes of vertebrates. Their understanding of botany expands and deepens, as they learn in greater detail how plants are formed, how they reproduce, and how they interact within their broader ecosystems.

In addition to their work in biology, Montessori students study a wide variety of other subjects in science. They learn about the scientific method, how to conduct experiments, and topics such as the solar system, chemistry, physics, and more. They attend lessons with guides, explore topics independently and with peers, and learn how to conduct research.

Geography

Montessori children learn to view geography as an interesting and multi-faceted area of study. Primary-aged children learn about the continents and biomes of the world using specialized globes, wooden puzzle maps, and other materials. During the elementary years this work is expanded significantly. Children learn about the different countries around the world, the cultures of the people who live there, and the animals who inhabit the various biomes. They also learn about landforms and bodies of water.

Beyond the surface of our earth today, our students learn about how it has changed over time. They are taught about the beginnings of our universe and how our planet was formed. They learn about the layers of our atmosphere and the layers of the earth itself. They explore the mechanics and functions of various natural occurrences around the planet, including how water (in all three states of matter) and wind can contribute to significant change over time.

Our hope is to give children a view of the whole world, and our work in geography serves as an impressionistic platform to inform them of the interconnectedness of everything on our planet.

History

While the bulk of the history curriculum begins in the elementary years, primary children often have an opportunity to reflect on their own lives during our traditional birthday celebrations, as well as gaining an initial sense of the passing of time. They learn about the days of the week, the months of the year, and start to use a calendar together as a group.

Beginning in the first grade, we know that children are developmentally ready (and eager) to explore the concepts of history. As mentioned in our summary of the geography curriculum, we give our students a look at the history of our universe. This leads to a study of the evolution of organisms on Earth, as well as a look at early humans.

Our study of the history of humans branches off into many directions. After learning about the earliest humans, children learn about ancient cultures, the fundamental needs of humans, and how people in different societies have (and continue to) meet those needs. We explore the origins and history of mathematics and language, which children at the elementary level find particularly relevant and interesting.

Perhaps unsurprisingly, these three subjects tend to overlap and connect quite a bit. Sometimes we guide children to discover these connections, and other times they recognize connections on their own.

Want to learn more? We believe the best way to discover Montessori education (or just to expand your understanding) is to visit our school. We welcome you to schedule a virtual tour. Today, we leave you with a quote from Dr. Montessori’s book, To Educate the Human Potential:

"…to give the whole of modern culture has become an impossibility and so a need arises for a special method, whereby all factors of culture may be introduced to the six-year-old; not in a syllabus to be imposed on him, or with exactitude of detail, but in the broadcasting of the maximum number of seeds of interest.  These will be held lightly in the mind, but will be capable of later germination, as the will becomes more directive, and thus he may become an individual suited to these expansive times."

Supporting Your Child’s Emotions During Uncertain Times

As families we are currently faced with enormous challenges we very likely did not predict or expect. Your children are probably home from school, you are likely working from home, the streets are eerily silent, and grocery stores are weird places. We’re all a little on edge, but as you might imagine, this is a difficult time for our children. You’ve likely seen a host of surprising emotions pour from them in recent weeks. We know you want to be there for your child, and this is a lot to handle at once. In this article we share some ideas to help you support your little ones as we all navigate through these tricky times.

Slow down

Our lives typically move at a fairly rapid pace. Now that many of us are forced to stay home, the change can feel a little jarring. Embrace slowing down; consider this an opportunity to take your time and really engage and recognize what is important in the moment. For those of you who are not staying home, we know this will be even more of a challenge than usual, but try to find ways to allow your child to do so.

Life moves on. We still have deadlines, and careful consideration of daily structure and schedule will help bring some normalcy to an otherwise chaotic period, but if you are at home, it’s okay to pause once in a while. Look out the window together and admire the rain pouring down. Make a delicious lunch together. Reread those library books you can’t return right now.

Make the connections they cannot

True story: a child takes out a toy they were given as a gift months ago. After spending time creating a masterpiece, they realize it won’t turn out as they planned. Tears begin to fall, which quickly turns into sobs and exclamations that this is the worst day of their lives. They are inconsolable. As the minutes tick by, you wonder why they are making such a big deal out of something so small.

It’s not really about the toy.

Your child probably doesn’t even realize it, but the sum of various stressors has built up and shown itself as an emotional outburst that feels extreme to those around them. It’s not. Their routine is different, they are missing spending time with their peers and teachers, and they know enough about what’s going on in the world to feel a little (or a lot) concerned. Our children are still learning to express themselves and identify their own emotions. They are not always able to make the connections, but we can.

While our own stress may be heightened as well, remember that it’s even harder for our children. Just knowing this can help us as parents find the empathy our children need from us in this unsettling time.  

Be there

We have our own work as adults. Working from home is an adjustment for those of us who don’t normally do so, and trying to balance that with being a teacher for your child is no easy feat. Some of us even have jobs that require us to support our communities in times of need. We have worries about our parents, grandparents, and others. We read the news and feel intense pressure to follow countless new procedures that are new and stressful. Those concerns are 100% valid. Take your time to deal with them as best you can.

As much as you are physically and emotionally able, remember to be there for your child. Be there to listen to them. Be there to play. Be there to snuggle when it all feels like too much. Show them that even though their world is unpredictable, you are there.

Be honest (but age-appropriate)

Our children are smart, and often pick up on more than we realize. Don’t try to hide what’s going on; talk to them. Does your six-year-old need to know about mortality rates? Of course not. Are they developmentally able to know that there is a virus traveling around the world that affects different people differently, and that the steps we are all taking are to help care for one another? They sure are.

You know your child best. Turn off the news on t.v., but talk to them. Give them the most information you can to help them feel informed, but not more than you think they can handle. Be open to questions. Let them know when you don’t have an answer or if you’re not comfortable talking about certain things.

Another important element of honesty right now: let your children in on your own emotions. Again, there is no need to burden them with things they are not ready to handle, but it’s a good thing to show them that even adults get scared. We have moments of worry, confusion, and frustration. Let them see that, and consider those moments as opportunities to model ways to appropriately express and process unpleasant emotions.

Highlight the positive

Spending your days at home together may not be what you had planned, but there is so much good that can come out of the unexpected. Spend a bit of time each day focusing on gratitude. Whether you point out little things in the moment, or make a more formal practice each evening as a family, finding ways to focus on what’s good is helpful for everyone. Some ideas:

• Share a news story of people finding beauty in challenging times (like the videos of Italians singing to one another from their balconies).

• Celebrate the fact that if you’re so inclined, you can bake cookies together in the middle of the afternoon.

• Over dinner, have everyone share one or two good things about their day.

• Depending on your location and restrictions, enjoy the fact that nature is one place that doesn’t close down. Take advantage of quiet trails, shorelines, and even parks. 

• Share the joy with others. Consider calling someone who lives by themselves and may be feeling lonely. It’s hard enough to self-isolate with others, but having no one to talk to day after day is even harder. 

We leave you with a poem of gratitude, written in the thirteenth century by Jalal Al-Din and translated by Coleman Barks and John Moyne.

Today, Like Every Other Day, We Wake Up Empty

Today, like every other day, we wake up empty and frightened. Don’t open the door to the study and begin reading. Take down a musical instrument.

Let the beauty we love be what we do.
There are hundreds of ways to kneel and kiss the
ground. 

Book List: Cultivating Resilience

We love books, and we know your children do, too. That’s why each month we bring you a fresh list of ten titles that center on different themes. This month we’re thinking about resilience. Teaching our children to stick with it when a task seems challenging is a lesson that takes years to impart. One way is to encourage them when they are faced with real-life difficulties. Another is to share stories of people who have overcome their own. If you’re interested, talk to your child about what resilience means, then discuss how the people in these biographies pushed through their own challenges to find success and happiness. (Click on the book images to go to that book’s page on Amazon.)

Lighter Than Air: Sophie Blanchard, the First Woman Pilot by Matthew Clark Smith, illustrated by Matt Tavares

This lovely book tells the tale of Sophie Blanchard, a generally overlooked figure in history who happened to be the first female pilot. Other women had taken to the skies previously, but she holds the distinction of being the first waoman to fly a balloon solo and steer its course. This is a great tale of overcoming boundaries and following childhood dreams.

Henry’s Freedom Box: A True Story From the Underground Railroad by Ellen Lavine, illustrated by Kadir Nelson

When we think of the underground railroad, our most common idea of what people went through involved traveling from house in the darkness of night. There were other ways, however, that people utilized to reach the freedom of the north. Henry sought the help of two trusted friends and mailed himself to freedom in a wooden box. Two notes of importance: this book is best for children in elementary grades and above, as it discusses complex racial issues that younger children are not developmentally ready for. There is one page on which the author describes Henry’s slave master as “good”. We assume the author meant good in a relative sense, but we think it would be advisable to stop on this page and have a discussion with your child about whether any slave master can really be a “good” one. Nevertheless, this book is an incredible tale and Henry’s story is an important one to pass on to younger generations.

Grace Hopper: Queen of Computer Code by Laurie Wallmark, illustrated by Katy Wu

Grace was resilient from a young age, and continued to be so throughout her life. The book discusses her trouble putting together an alarm clock she took apart as a child, which led her to disassemble seven clocks in order to learn enough about the to fix the original one. Wallmark tells of her trouble passing Latin (which prevented her from entering college initially) and the work she put in to pass the course and reach her goals. In a male-dominated world, her peers focused on studies such as how to be a good wife and mother, while Grace studied math, sought out adventures, and spent more than a year convincing the Navy to allow her to join (even though she was considered too old and skinny by their standards). Hopper went on to be a pioneer of computer coding, and her work is influential even today.

A Boy and a Jaguar by Alan Rabinowitz, illustrated by Catia Chien

This autobiography tells the incredibly moving tale of a young boy faced with stigma and driven by passion. Rabinowitz grew up as a stutterer, and was misunderstood at school. The only time he felt truly at ease was when he was with animals, and especially when he was able to visit a jaguar at the Bronx Zoo. Saddened by her bare enclosure, he promised her he would work to change that one day. As an adult, he beat the odds and became a scientist who fought for conservation, eventually helping to create the first and only jaguar preserve.

Shark Lady: The True Story of How Eugenie Clark Became the Ocean’s Most Fearless Scientist by Jess Keating, illustrated by Marta Alvarez Miguens

As a young girl, Eugenie would stare at the sharks in the aquarium and marvel at the intelligence and beauty of the creatures most people thought were anything but. While her mother supported her dreams, most of society did not; she was encouraged to be a secretary or a housewife, but not an ocean explorer. As you might imagine, she worked hard to achieve her goals. During the course of her career, Clark discovered new species, debunked long-held assumptions about sharks, and became a strong advocate for conservation.

John Muir and Stickeen: An Alaskan Adventure by Elizabeth Koehler-Pentacoff, illustrated by Karl Swanson

Muir is famous for his adventures, but this book zooms in on the events of one particular day. Accompanied by Stickeen, a friend’s dog, he set off to trek across an Alaskan glacier. Stickeen was no ordinary dog; he refused affection from humans and had a sense of adventure that rivaled that of Muir’s own. Faced with treacherous conditions and fading sunlight, the pair stuck together and found a way safely back to camp.

The Girl Who Ran: Bobbi Gibb, the First Woman to Run the Boston Marathon by Frances Poletti and Kristina Yee, illustrated by Susanna Chapman

Bobbi loved to run, but as she grew older she found herself surrounded by people who told her she shouldn’t - including her own parents. She dreamed of running in the Boston marathon, so she set off from home to train across the country where no one could tell her not to. When she finally sent in her registration it was denied, so she put on a disguise, snuck into the race, and made history.

The East-West House: Noguchi’s Childhood in Japan by Christy Hale

Noguchi spent his boyhood feeling caught between two worlds. His American mother brought him to Japan as a young child so that they could live with his father. They soon realized his father had another family, and Noguchi and his mother went off on their own. Never quite feeling like he belonged in Japan, though also feeling out of place among Americans, he struggled to find his path. When he was 8 years old he designed and oversaw the construction of his family’s new home, sparking a creative interest that would fuel the eventual career of this famous artist.

Nelson Mandela by Kadir Nelson

The second book on our list illustrated by Nelson, he is also the author of this title. The book begins with Mandela’s boyhood, and how he was sent away from his home so that he might have a good education and more opportunities in life. Readers learn about how he became a lawyer and fought for justice among South Africans, eventually ending up imprisoned because of his work to fight the apartheid. Though so much of this book focuses on Mandela’s struggles, it does so in a way that is accessible for children, and the story does highlight the support he received from the people of his country and his triumphant rise to lead South Africa later in his life.

Happy Reading!

Helping Children Deal With Fear

Every child feels fear from time to time. Whether it’s about the monster under the bed or thinking about a scary story a friend told them, it can be tricky as a parent to know how to help our children through those moments. This week we share our thoughts on fear and what we can do for our kids.

The science behind fear

Fear is one of the most primitive emotions we experience. Historically it served (and continues to serve) a vital function for survival. Fear is essentially what we feel when our brain perceives stimuli as dangerous.

A small part of our brain called the amygdala is where fear originates. Sensory information is sent here to process first; for example if you were to smell smoke in a building or hear a growl behind you in the woods, your amygdala would be the first to know. Your focus would become heightened, you might feel a rush of adrenaline, and your heart begins to beat faster as you decide what to do. This reaction is especially helpful in wild animals who are constantly faced with decisions that will affect their survival. It’s not always so helpful in humans who don’t have as many dangerous scenarios to contend with on a daily basis.

Luckily, humans are equipped with some highly-developed portions of the brain: the hippocampus and the prefrontal cortex. These are the areas that allow us to think critically and analyze information in ways that most organisms cannot. This is why some people enjoy scary movies, haunted houses, or other similar forms of entertainment. We are able to separate the physical response our amygdala sends with the reality we see before us. Unfortunately, there are times when our critical thinking doesn’t quite stand up to the job. Times of high stress are certainly one of these scenarios, as are certain chemical imbalances in the body. Children, and especially young children, haven’t yet formed a solid basis of reality and fantasy, so it can be very challenging for them to sort out what dangers are real and which ones are not.

Interestingly, our body’s physical reactions to fear are very similar to our physical reactions to excitement in positive situations. For example, in many ways you experience the thrill of riding a roller coaster in the same way you experience skidding in your car on an icy road. While on the roller coaster you might find yourself laughing, in your car, you'll likely feel yourself gripping the steering wheel and gritting your teeth. In both situations, your heart is pounding, your breathing quickens, and you’re not able to focus on anything else. Understanding this phenomenon can be helpful when we find ourselves feeling fearful about something we know doesn’t really present a true danger.

Explaining fear to children

Talking to your child about fear is a good idea, especially if it’s an emotion they’re experiencing frequently. How you explain it really depends on where they are developmentally. 

For the younger child, it can be helpful to tell them that fear is a normal part of being human. Acknowledge that it feels uncomfortable and emphasize that they are safe. Don’t minimize their fears, but gently help them explore the reality of the situation. A little snuggle time can go a long way.

As children get older, they might benefit from having you explain the science behind fear in a way they can understand. Again, we don’t want to minimize children’s fears, but we can certainly combine acknowledging them with gentle questioning. “I know you are afraid of that scary movie you saw with Grandpa. Do you think that could happen to you?”

Consider saving these types of discussions for a time when your child is not in the midst of experiencing fear. Unless you already had a conversation you can refer back to in the moment, they won’t be able to process new information at that time. Save it for later, when they are feeling calmer.

Practical tools that help

While we don’t necessarily want to discuss the science of fear while our child is in the middle of feeling afraid, there are things we can do to help them. Try these:

• Mountain Breath: Holding your hand in front of you, stretch out your fingers. Using one finger on the other hand as a pointer, begin on the outside edge of your pinky and trace upward. Stop at the tip of your finger, then begin to trace downward toward the valley between your pinky and ring fingers. Repeat this with your ring finger toward your middle finger, and so on for the rest. Each time your finger traces upward, breathe in while imagining that finger is climbing a mountain. At the fingertip, pause, hold your breath, and imagine you are looking around to enjoy the view. While you trace down the other side of your finger, let your breath out slowly as you envision yourself climbing down the mountain. Repeat 2-3 times.

• 5-4-3-2-1 Grounding Exercise: This helps remind the brain that we are not actually in that scary place, but in this safe place right now. Begin by looking around and naming 5 things you see (wall, shirt, mom, hand, chair). Next, name 4 things you can touch, while touching them (fabric, wood, hair, skin). Lastly, name 3 things you hear (fan, breath, cat). The numbers 2 and 1 are meant to tap into our sense of smell and taste, which isn’t always practical in the moment and can be left out.

• Meditation: Many types of meditation, especially when practiced regularly, can help ease our fears. If you’re interested in giving this strategy a try, look into body scan meditation (great for relaxation at bedtime!), loving-kindness meditation (for cultivating gratitude), and observation meditation (to see our fears more objectively).

Accepting the fear

Perhaps unsurprisingly, one of the hardest ways to escape our fears is by trying to escape our fears. We can remind our children that feeling afraid is normal, and it’s okay to feel that way. We can notice the ways in which our body reacts to fear. We can pay attention to what kinds of situations make us feel afraid. We can try to learn more about ourselves. We can accept that fear is just a part of our lives.

This goes for parents, too. We hate to see our children feeling badly. We instinctively want to make things better for them, but that’s not always possible. We can listen, we can validate, we can teach, but beyond that we need to accept that fear is a normal part of growing up. And, as we know, it’s a normal part of being a grownup, too!

Montessori Basics: Cosmic Work

Last month we shared an article about Montessori’s elementary curriculum: coined cosmic education. This month we dive a bit deeper to share an interesting concept Dr. Montessori wrote about and considered when developing her work for elementary children.

A definition

Cosmic work, or a cosmic task, is that which anything in the universe does to contribute to the greater good, most often unknowingly. Dr. Montessori felt that teaching elementary-aged children about cosmic work throughout Earth’s history would serve as inspiration for them as they define their own cosmic work over the course of their lives. Cosmic work serves as an idea to support the symbiosis of all things.

“They (children of the first plane) have already absorbed the immediate environment and the restricted society they and their families have dealings with. You must try to give the child what he now longs for: the understanding of the world, how it functions and how it affects the life and behavior of humanity.” -Maria Montessori, To Educate the Human Potential

Examples

Cosmic tasks can be found wherever you look. A small sampling of examples: 

• Bees collect nectar and pollen from flowers to feed themselves and their colonies. At the same time, they unknowingly pollinate the flowers, allowing plants to reproduce.

• Flowers rely on birds, bees, and other insects to pollinate them. They are, at the same time, providing food for many organisms.

• Ancient plant and animal life died and chemically transformed into coal and oil. Though these creatures were just experiencing their natural life cycle, they inadvertently created materials that have been used by humans as energy.

• More than 2 billion years ago, photosynthetic microbes began to appear in our oceans, thus creating oxygen in our atmosphere that would later support the respiration of a wide variety of life.

• Even inorganic entities can have a cosmic task. For example, the sun is just burning because of its natural nuclear fusion. As a result, it gives warmth, light, and energy to countless organisms on our planet.

In the materials

There are a wide variety of ways Montessori guides support this learning in the elementary classroom environment. One of the most evident and impressionistic is via the Timeline of Life material. Mentioned in our previous cosmic education post, this gorgeous color-illustrated wall hanging teaches children about the evolution of life on our planet. Through many lessons and discussions they learn about various organisms and the impact each has made on the development of Earth and other living things.

Montessori elementary science curriculum focuses largely on biology, including a general overview of the five kingdoms, differentiation between vertebrates and invertebrates, zoology, and botany. During the course of a three-year cycle in a class, a child will learn much about living things and how they relate and react to one another.

“The child will develop a kind of philosophy, which teaches him the unity of the universe. This is the very thing to organize his intelligence and to give him a better insight into his own place and task in the world.” - Maria Montessori, International Montessori Conference. Amsterdam, 1950

Beyond learning the basics of biology, Montessori students study the history of human beings. From the earliest humans to ancient civilizations and the consideration of how we form and function within our societies today, we give children a multi-faceted view of human beings. Learning about our ancestors and how we have organized ourselves over the years gives children a framework into which they can better understand human evolution and impact.

Questions and connections

As with most skills and lessons in Montessori schools, our aim is not to deliver facts for children to memorize, but rather to inspire them to ask questions and seek out the answers. This aim cultivates a lifelong love of learning rather than a view that school is just an information delivery system.

Teaching elementary children about cosmic work appeals to them because they are beginning to consider their own place in the universe. When we learn about how each organism (and even nonliving things) have contributed to the success of others, it’s only natural to make the jump to considering one’s own purpose. 

In combination with leading children to consider their own purpose and path, we want them to view the cosmic work of humanity as a whole. What is the purpose of humans as a species? Our consciousness gives us the opportunity to consider this task in ways that other organisms cannot; does this mean we can choose the path of our influence or will be unknowingly contributing just like all the others? There may not be a straightforward answer, but it’s certain a fascinating idea for both children and adults to consider.

Dr. Montessori wasn’t the only person to think this way. Many others share similar thoughts. One notable example is Thomas Berry, famed cultural historian and author. In his book The Great Work: Our Way into the Future, he discusses how humans might consider our influence on the planet and its ecosystems. He presents the idea that our earth is at a critical period of transition, and that humans may have the ability to influence the outcome.

Hopefully this topic has been as fascinating for you as it is for us. We leave you with a quote from one of Montessori’s most foundational and influential educators:

“Cosmic Education results in creative attempts to lead a new and different kind of human life, with responsible participation in all natural and human phenomena.” -Camillo Grazzini, 24th International Montessori Congress 2001