Book List: We Could All Use a Little More Poetry

Poetry. 

It may not be completely necessary for our survival, but can you imagine a world without it? Poetry helps us express our emotions, illuminate the beauty of the everyday, and document the human condition. It is a splendidly unique form of art, and the world is better for it.

Of course, our children may not be quite ready for Poe or Wordsworth, but it’s never too early for an introduction to poetry. Kids’ poems are often lyrical, silly, and completely appealing. Here is a brief list of some of our favorites, should you want to enjoy them at home!

Jabberwocky by Jennifer Adams (Lewis Carroll)

‘Twas brillig, in the slithy toves…  Many of us recall this nonsense poem from Carroll’s classic tale Through the Looking Glass. Adams has taken the best parts (and taken out the scariest parts) and reworked the words so that they are absolutely perfect in a board book for infants and toddlers. Bright, whimsical illustrations help make it even more fun!

A Beautiful Day in the Neighborhood: The Poetry of Mister Rogers
by Fred Rogers

Fred Rogers was an incredible individual who dedicated his life to bettering the lives of children and their families. Perhaps unsurprisingly, he was a staunch supporter of Montessori education. This lovely collection of his songs warms our hearts and inspires us to celebrate children just as they are.

Chickens Aren’t the Only Ones
by Ruth Heller

Heller has a way of making scientific information extra fun and interesting for children, and she does it lyrically through poetry. In this lovely example, she teaches children all about the various egg-laying animals and what makes them special. 

Chicken Soup with Rice
by Maurice Sendak

An absolute classic, Sendak created one poem for each month of the year. The silly spin is that each one celebrates the narrator’s deep affection for chicken soup with rice. This book is fun to read bit by bit throughout the year, or just to keep on the bookshelf for everyday reading.

Whiskers & Rhymes
by Arnold Lobel

Does your child love cats? Lobel is perhaps most famous for his Frog and Toad books, along with Mouse Soup, but Whiskers & Rhymes is just as good. Children and their adults will adore the ridiculously fabulous cats dressed in 1800s formalwear, as well as their seriously silly poems that deal with a range of emotions and topics.

Everybody Needs a Rock
by Byrd Baylor

What young child doesn’t occasionally come home with pockets full of stones? There is something so alluring about beautiful rocks, and our children have the sense to stop and appreciate them. Baylor’s poetry is always stunning, and this particular book celebrates the finding of a person’s perfect rock. The narrator shares specific rules for finding just the right one.

Stopping by Woods on a Snowy Evening
by Robert Frost

Gorgeously illustrated, this peaceful, timeless poem by Frost is perfect for families, especially this time of year. There is something truly magical about stepping out into nature when there is a chill in the air. Frost leads us to recall the importance of noticing and appreciating, all the while looking forward to getting back to the cozy indoors with the ones we love.

mammalabilia
by Douglas Florian

Florian has a fantastic way of blending unique art, scientific facts, and poetry into verses that really draw children in. Each page highlights a poem that celebrates a particular mammal, from well-known elephants and bears, to more curious creatures such as the ibex and the tapir. Florian also employs occasional examples of concrete poetry, a form in which the words take shape and help to literally illustrate their meaning. 

A Humble Life: Plain Poems
by Linda Oatman High

Plain people, or various groups of Mennonites and Amish, are highly religious people who intentionally live apart from the larger society. Their lives focus on their faith, but also on living with the land and following the seasons. This book of poems follows such people and their lives throughout the course of a year.

Poetry for Young People: Langston Hughs
edited by David Roessell and Arnold Rampersad

This book is one in a series that makes classic poetry more accessible to young people. Poems are carefully selected to appeal to children, and illustrated beautifully to enhance their appeal. Hughes’ powerful verses serve as a reflection of the African American experience and are important for all people to hear.

The Icing on the Cake: Why the Kindergarten Year is Critical

It’s that time of year again - we are all beginning to think about enrollment for the 2021-2022 school year. We hope all the families in our special community will continue with us for another year, but this article is aimed at one specific group of you: the parents of next year’s kindergartners.

We find this tends to be a critical year for many families. Some folks turn to Montessori initially because they are looking for a daycare or preschool experience for their child before they become eligible to attend their local public schools. Once that time comes, it seems natural to make the transition.

We see things a bit differently (of course!).

What’s so different about the final year of the primary cycle?

Many parents want to know what is so special about the third year of the cycle. It is helpful to understand that Montessori programs are organized with the intention that a child will remain for the duration. We embrace the multiple years our guides get to spend with each individual child, and the way we teach reflects as much.

Our curriculum is one that spirals; this means that children are exposed to the same skills, but in very different ways, as they get older. This work begins with the very concrete, as that is what our youngest students are able to learn from. As children age, however, they become ready to learn skills in a more abstract way. So everything they have been practicing in their early primary years comes full circle and all the puzzle pieces begin to click into place.

Another very important element of the final year is the children’s opportunities for leadership. One of the greatest benefits of participating in a multi-age classroom is that when a child is younger they have plenty of older role models. When they are older, they have a chance to be a role model. Our kindergartners lead our younger children in so many ways. They even help teach some lessons, which is one way we as guides know that they have fully mastered academic material.

How will my child’s academics be affected?

There is no doubt that Montessori takes a different approach to academics than most conventional education settings. The irony is, while our primary goal is not to focus on academic rigor, but to honor it as one element of the developing child, in the long run our standards tend to be much higher and our students come away with a much deeper understanding of the content. 

Take our math program for example - many of us grew up learning to memorize the processes to complete various mathematical operations. Some of us struggled at times when things didn’t make sense. In a Montessori school, the materials allow children to understand what exactly is happening with the numbers, allowing them to form mental pictures that make the math make sense on a much deeper level.

This approach does take time, but in the long run children not only have a firm grasp on a wide variety of content, but they are able to think creatively and independently, to be self-driven or work cooperatively, and they have a passion and joy for learning and the world around them. School isn’t just about memorizing facts, it’s about education in a whole-child sense of the word.

But - our local public schools are free…

We understand that independent school tuition can be a burden for many families, and we want our programs to benefit as many children as possible. We don’t want finances to stand in the way of Montessori education for your child. If paying tuition is a challenge, please consider applying for financial aid; we do our very best to help families make it work.

Making the decision

Before you make your final decision, we encourage you to think about what you would ideally like your child’s educational experience to be like. Figure out what your values are and how you define them as a family. Once you do, we would love for you to sit and observe in one of our classrooms and do the same at any other school you are considering.

Our doors are open. If you still have questions or concerns, call us any time to chat.

https://www.youtube.com/watch?v=8euBZVO0p_E

Book List: To Read Before Family Movie Night

There are SO many incredible pieces of children’s literature that have eventually been made into movies. In this article, we’d like to share just a few of our favorites. With a bit of extra time at home together, you might enjoy reading one of these books together, then watching the movie. Children love noticing the similarities and differences, plus doing so is great for building reading comprehension skills.

Enjoy! 

The Polar Express by Chris Van Allsburg

The classic Christmas tale is appealing to both children and adults. It’s hard to tell which is more magical - the story of a boy’s journey to the North Pole or the stunningly gorgeous illustrations. So many movies stray noticeably far from their original book inspiration, but this one does not. The movie evokes the same feel of the book’s plot and artwork.

Shrek! by William Steig

Many of us are familiar with the animated classic, but did you know that Shrek! originated as a hilariously disgusting children’s book? Shrek reaches an age at which his parents decide to kick him out of their swamp and out on his own. Shrek prides himself on his repulsiveness, and after meeting a fortune-telling witch on his journey, he sets out on a mission to find his princess.

Where the Wild Things Are by Maurice Sendak

Max, like most children, is replete with mischief. Unfortunately, one evening, his mother has had enough of his antics and sends him to bed with no supper. Whether Max slips into a dream or sets out on a journey is left for readers to wonder, but his travels take him across vast oceans to a land of mysterious beasts, of which he becomes the leader.

The BFG by Roald Dahl, illustrated by Quentin Blake

One evening Sophie peeks out her bedroom window, only to see a large creature. When the creature sees her, he packs her up with his things and takes her away to his distant home. Luckily, for Sophie, the creature is the BFG, or the Big Friendly Giant. They become fast friends on a mission to save the world from the other giants, who are even bigger and not the least bit friendly.

The Ramona series by Beverly Cleary

Children have loved this relatable series for generations. Romana and her big sister Beezus, their cat Picky-Picky, and their parents live on Klickitat Street. The books explore all sorts of phases and situations children understand, including sibling relationships, friendships, starting at a new school, negotiating with parents, having to spend time with a babysitter, mischief caused by pets, preparing for a new baby, and so much more.  

Because of Winn Dixie by Kate DiCamillo

Young Opal is new in town, and she and her father the preacher are all alone. Opal thinks about her mother, who left when she was three years old, and wishes she knew more about her. One day, while Opal was in the Winn Dixie grocery store, a stray dog snuck in and began running around the produce aisle. It was on that day Opal claimed him as her own, named him Winn Dixie, brought him home for a bath, and her life began to change.

Charlotte’s Web by E.B. White

Fern, a precocious child, begs and pleads with her father in an attempt to save the life of a young runt pig. Her father capitulates, and Fern cares for the growing pig (Wilbur) until he is too large and is sent to live at her uncle’s nearby farm. It is here that Wilbur meets a new friend - a spider named Charlotte. After learning about Wilbur’s unfortunate probable fate, he and Charlotte work together in an attempt to save him, securing his safety and cementing their friendship.

The Witches by Roald Dahl, illustrated by Quentin Blake

A young boy and his grandmother take a vacation together, during which they find themselves inadvertently amongst a convention of witches. Witches, in Dahl’s tale, look very much like ordinary women, but after a childhood mishap, the grandmother knows exactly how to spot one. She teaches her grandson all she knows, and the two work together in hopes of protecting children everywhere.

Bridge to Terabithia by Katherine Paterson

Be warned: this book is beautifully written, but terribly sad.  Jesse and Leslie are both in need of a friend. They’re neighbors, the same age, and seem to have a lot in common - even when they don’t. Near the creek by their homes they create an imaginary world that they both retreat to as often as possible. Their friendship grows, and Jesse’s life changes for the better. One day when Jesse is away, he returns to discover a horrible tragedy.

The Hobbit by J.R.R. Tolkien

Bilbo Baggins is a hobbit; and imaginary creature of Tolkien’s creation. This is a story of an epic journey which Baggins takes in hopes of winning a share of a treasure guarded by a dragon. Throughout his journey, he grows as a character in various ways. Another well-known book and sequel to The Hobbit is The Lord of the Rings.

150 Years: The Observations That Drive the Work

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education.

The entire foundation of Montessori education is built on a legacy of scientific observation. As you likely already know, Dr. Montessori began her career as a physician with absolutely no intention of working in the field of education. Her earliest work in a psychiatric clinic led her down the beginnings of a path that would guide her work for the rest of her life.

She watched, she noticed, and she reserved judgement. From that first clinic, to the various other placements in Rome, to the first Casa dei Bambini, and all the other schools she helped inspire and create throughout her lifetime, she observed. As a scientist, she knew the value of approaching her work without bias, and with intent to collect meaningful data.

Over the years, Montessori began to notice patterns. Just like any one of us, she acknowledged that it is impossible to expect all children to fit into the same parameters, but she realized that there are very distinct characteristics that children of different ages tend to display. Regardless of location, culture, or language, she noticed commonalities emerging, and she used this information to lay forth the planes of development.

The general idea is that learning and development is not linear, but rather flows in cycles.

These planes of development are what guided the original groundwork for the various environments in Montessori schools. From the way we organize our classrooms to the way we present lessons, it’s important that everything we do is meeting the child exactly where they are. As Montessori guides, we use the planes as a guide while we plan, as well as how we approach children with their everyday work. We know that when families first learn about this information, it tends to resonate deeply as they recognize their own child and form a clearer vision for their child’s future.  

The First Plane

Birth-6 years

“Help me do it myself.”

Montessori noted that there were distinct differences between the first and second half of the first plane. She called the child aged 0-3 the spiritual embryo, a concept that is not very dissimilar to what some people today refer to as the fourth trimester. Humans, unlike other organisms, need a significant amount of time after they are born to become fully developed. During these first three years, children’s bodies and minds grow in ways that allow them freedom of movement, as well as critical language skills.

How can we support infants and toddlers?

• Create an environment that encourages rolling, crawling, standing, and walking.

• When a child is old enough to walk, we allow them to do so (even if this means we slow down to meet their pace).

• When your infant babbles, mimic their sounds in a conversation format. This will help them learn how humans communicate.

• As our children develop more sophisticated language skills, engage in regular conversation.

• Read and sing songs together frequently.

• Support their practical life work. This means finding ways for them to independently meet their self-care needs, such as eating, drinking, toileting, and dressing. Of course, they will need full support as infants, but you can gradually nurture their growing independence as time goes on.

Montessori referred to the child aged 3-6 as the conscious worker. Children of this stage want to become masters of their environment, and their play(work) becomes a critical part of their development. The skills they developed during the first three years of life are refined and applied to their continuing development. Children of this age begin to develop their personalities. The way we support them is really continued work:

• Allow young children to be as independent as possible.

• Find ways for them to engage meaningfully and authentically in ‘adult’ tasks, like household chores.

• Create an environment that allows for independent dressing, snacking, etc.

• Continue to read and sing together as they refine their language development.  

To learn more about the first plane specifically, visit Aid to Life.  

The Second Plane

6-12 years

“Help me to think for myself.”

The second plane of development is a time of abstract ideas, great imagination, a deep sense of justice and fairness, and a strong desire to socialize with peers. Children of this age have an enormous capacity to learn about their world and universe, and their curiosity to do so is boundless. One of our greatest tasks is to provide extensive learning opportunities in the cultural areas of study (science, history, & geography) in order to meet these needs. They begin to think outside of themselves and are curious about the world and their place in it. How might we support children during these years?

• Understand their desire to be with their peers and build social opportunities into each day.

• Acknowledge that social skills are still being developed, and children will need guidance when solving conflicts.

• Utilize this social time to create structures in which children can learn to work together cooperatively.

• Provide plenty of books and other sources of information about areas of interest.

• Note that children in the second plane have lost the sense of order they once had when they were younger. While we still need to teach them responsibility and cleanliness, it is completely normal for them to pay less attention to these things and become messier than they once were.

• The second plane is a period of physical growth in which children sometimes become temporarily unaware of where their limbs are. This can lead to periods of general clumsiness, bumping into furniture or people, knocking items over, etc. Just knowing this can be a helpful reminder that it will pass.

• It is important that we remember the great strides and capabilities children have in the areas of math and language during this time as well, and that each child will move at their own individual pace in these subjects.

• We should continue reading with our children as long as they enjoy it (for many children this is into the early third plane) as we can model good reading while also dedicating time to connect with them. 

To read more about the second plane, click here.

The Third Plane

12-18 years

“I can stand on my own.”

The third plane, in many ways, mirrors the first plane. True - adolescent children are much older and independent than young children, but they are on the cusp of transforming into adults. This is one of the greatest shifts during the course of a human life. While teens are going through big physical changes, they are simultaneously experiencing great internal changes. They have a deep drive to push away from their parents and become independent, yet they are not actually able to fully do so. These are important characteristics to keep in mind while we search for ways to support them.

• Make yourself available. Even when it seems like your teen doesn’t want you around, they need to know you are there for them when they do.

• Keep the lines of communication open. Your adolescent is able to discuss much more mature topics, and likely does with their friends. As adults, we can be the people they trust for facts, and we can teach them how to discern conflicting pieces of information on their own.

• Encourage teens to follow their passions. This is a time in their lives when they will begin to discover their future paths. Our task is to support what they choose, even if that involves exploration of many options.

• Support their emotional growth and changes. There will be times of upheaval, but there will also be times of great joy. They will need you there to listen.

• Consider providing opportunities for teens to help out in their community. They will be searching for ways to connect and contribute, and they have the capacity to understand many of the struggles our society faces.

• Allow adolescents to pursue authentic work whenever possible; this could be creating art, fixing old cars, getting a job or apprenticeship, or even starting a business. If a child is motivated and interested, we can guide them on their way.

What does this look like in Montessori schools? Click here to learn more.  

The Fourth Plane

18-24 years

“I can achieve independently.”

As an adult, the early years are a time in which most of us develop a sense of purpose in a deeper sense than we had previously. We refine our goals, further develop our interests, and consider what we might do to contribute to our society. This often comes in the form of a career, but it can take on many other forms as well.

People in this stage are often working toward achieving financial independence - an increasingly challenging task in today’s economy. Luckily, young people are creative, and they find ways to meet their needs within the environment they find themselves in.

For more on what Dr. Montessori had to say on the planes of development, click here.

Practical Life: From Hand Washing to Entrepreneurship

Practical life is one of Montessori education's core components, and it’s one of the vital elements that make it stand out from other models. The work comes in a variety of forms, too. Guides give direct lessons, children are afforded time and space to practice, and much of the learning is built authentically into the daily routine.

What practical life looks like throughout the different stages of childhood is where things get interesting. Read on to learn a bit about the skills we teach at various ages and how you might implement the practice at home with your own child. 

Toddler Environments

• Food tasting - In lieu of a traditional snack time, many toddler classrooms include tasting opportunities. This includes a formal sit down with all the children at a table and incorporates teaching children how to pass serving dishes or serve one another. The fun and routine of regular food tasting allows toddlers to try a variety of foods and flavors that they may not have otherwise.

• Table setting - To prepare for food tasting, children take turns helping to set the table. This is a skill that toddlers are fully capable of (with a bit of guidance) and allows them to contribute to the group while building a sense of confidence.

• Window washing - The funny thing about young children is they love to clean. For adults, a task like washing windows is just one more tedious item to check off the list; for kids it’s an exciting new adventure that makes them feel grown-up. Toddler guides provide children with the necessary tools, they give a brief lesson, and allow the children to practice.

• Sweeping - As you might imagine, there are plenty of spills in any classroom! One of the first ways many Montessori guides teach children to sweep is to tape off a small square on the floor. Children are meant to sweep debris into the square to make it easier to then collect with a dustpan and brush. This is something you can try at home, too.

• Folding napkins - Folding laundry may seem like an endless task, but when your toddlers want to help, let them! Small, square items, like napkins, washcloths, and dish towels, are perfect for small hands to practice with. Demonstrate wordlessly with one or two, then give them a pile to work on. You will be amazed at their intense focus and ability.

• Handwashing - There are specific Montessori lessons to teach a child to wash their hands. This is an especially important skill for them to master now, and parents can easily demonstrate and guide children through the steps at home as well.

• Pouring activities - The opportunities for pouring are endless. Montessori environments may provide children with small trays complete with prepared pouring activities. This may include a small pitcher and a bowl that water can be transferred between.

• Plant care - With guidance, toddlers may begin to learn about basic plant care, including watering.

• Basic organization - We believe it’s important to teach children organization right from the start, and children in the first plane of development have finely tuned sense of order, which makes this great timing. When a child arrives in the morning, they are responsible for hanging their coat on their designated hook. If a child takes a work off a shelf, we teach them how to return it to its proper spot.

• Putting on and taking off one’s coat and shoes - Basic self care is important, and another great opportunity to nurture independence. It may take some time and practice, but toddler guides teach and encourage children to put on and take off their own shoes and coats. Want to try this at home? Check out this great video of the “Montessori coat flip.”

Primary Environments

• Controlled walking - Refinement of gross motor skills is one important area primary children work on throughout the course of their three-year cycle. Montessori guides may tape a circle onto the floor for children to walk on. As a challenging extension, students may hold a bell while walking, with the goal of not allowing it to ring.

• Carrying items - It’s important to teach children how to carry items properly, whether that be a tray of work, a glass of water, or even a chair safely across the room.

• Transfer work - Small trays of transfer work can be found on the shelves of any primary classroom. Children work on their fine motor skills by moving small objects (pom poms, beads, stones) from one bowl or container to another using various tools (tongs, spoons, etc.).

• Using tools - From kitchen tools like whisks and apple slicers, to handy tools like screwdrivers and hammers, primary-aged children have the opportunity to try out and master a wide variety.

• Pouring activities - Much like in the toddler environment, primary children work with pouring activities. Rice is often used, as well as water, and cleaning up spills is a part of the work.

• Rolling mats - Montessori children use work mats to define their space (both for themselves and their classmates). Learning how to properly roll and store these mats makes them neat and available to the next child.

• Plant care - A continuation of the toddler work, children in the primary classroom learn how to water plants, as well as dust their leaves and ensure proper sunlight. They may even have opportunities to garden with their class.

• Cleaning the classroom environment - Children aged 3-6 are still primed with a sense of order, and they delight in assisting in cleaning the classroom environment. Using real mops, brooms, and sponges, they are given lessons and ample time to practice.

• Handwashing - Again, a continuation of the work in the toddler classroom, primary students are taught how to carefully and effectively wash their hands.

• Dressing frames - These lovely Montessori materials consist of a wooden frame with fabric and various types of fasteners. One frame teaches children to button, while another allows for practice zippering, using hooks and eyes, buckling, lacing, tying, and more.

• Food preparation - There are so many skills to be taught in the kitchen (and classroom!). Children typically start with cutting and slicing, then move on to spreading, stirring and mixing, peeling, juicing, and preparing basic multi-step snacks.

• Grace and courtesy - We believe that caring for one another is a big part of our basic practical life skillset. We teach our students how to greet one another, how to have appropriate conversations, and how to welcome a guest into the classroom.

Elementary Environments

• Food preparation - Food prep is often seen as a staple of the primary environment, but it should (and does) continue well beyond. Different schools and teachers approach this work differently, however, and it can take on so many forms. Some classes make a treat for each child’s birthday, while others prepare meals for special occasions, or even weekly.

• Meal preparation - Beyond the act of chopping and cooking, many Montessori elementary students are able to experience the work that comes beforehand, including recipe selection and shopping for ingredients within a budget.

• Cleaning the classroom environment - The glorious sense of order that graces the first plane quickly dissolves when children enter their elementary years. This means there are plenty of messes to clean up, and lots of opportunities to teach children how to do so. Working clean-up time into the regular routine is one way we foster a sense of responsibility in our students.

• Plant and animal care - Elementary children continue to assist with plant care as they did in the primary years, yet this is often extended to assisting the guides with caring for any class pets. This is often done on a rotating basis, as most children are enamored with animals and jobs that involve their care are quite coveted!

• Handwork - It is during the elementary years that children discover the calming nature of handwork. What often begins with simple finger knitting can take on a wide variety of forms. Children in a Montessori class can often be seen engaging in these types of activities during read alouds, when they complete their work, or when they need a moment to calm and/or center themselves.

• Community service - During the second plane of development children are able to see the world beyond themselves. They begin to contemplate society and their role within it, while also harboring a deep sense of justice and fairness. This makes it the perfect time to introduce service learning. Service projects are best formulated by allowing the students to drive the mission with adults serving as guides who help out with logistics.

• Grace and courtesy - As children age, grace and courtesy becomes more about how to interact with others on a deeper level. School-aged children have a strong desire to socialize, but they still have a lot to learn about how to do so with grace. We can help - by teaching skills like conflict resolution, and by reading stories about children who encounter typical social situations, priming them for discussions that create solutions.

• Going out - Elementary children are ready to engage with the larger community. By allowing them to plan trips that are related to their studies or areas of interests, a whole host of skills can be taught, including phone etiquette, taking public transportation, and how to behave in different settings and speak with different people. Beyond the scope of the traditional ‘field trip’, going out involves the development of critical life skills.

Adolescent Environments

• Business management - The Montessori adolescent environment is centered on the students working together to run a business. Their multiple years in the community mean they have opportunities to try out a wide variety of roles, too. While the traditional business is a working farm, many Montessori schools have adapted the concept to meet their own local needs.

• Financial responsibility - Running a business includes making purchasing decisions, setting cost prices, and creating enough revenue to stay afloat. Montessori adolescents are able to have valuable practice making financial decisions before they ever leave for college.

• Independent interactions with community members - Teens are social creatures, and Montessori programs allow them to develop connections with their larger community. Their work includes reaching out to and planning with other adults and businesses in the local community, giving them experience that will help them succeed in the future and be contributing members of their communities.

• Meal planning, preparation, and food service - Whether this work is a part of their business or simply regular preparation of meals for one another, middle- and high-school Montessori students are able to have hands-on experience creating and serving meals to others. This will prepare them to learn healthy eating habits and nurture an appreciation for culinary arts.

• Agricultural skills - Whether a Montessori adolescent program runs a full farm or a CSA for micro-greens, their work incorporates botany and an understanding of local agriculture. At the very least, this gives them an understanding and new connection to their larger food system.

Please note that the skills we have listed for each age group are far from exhaustive. These are just a few of the highlights! We hope you have found this article informative, and maybe even inspiring.  

Montessori and Adolescence: What Does the Research Say?

Montessori programs for adolescents are on the rise. There is a strong interest among parents, and for good reason! Montessori adolescents experience a rich educational setting that is unlike anything found in conventional education today.

The best news? Montessori adolescent programs are backed by research. Read more to find out how.

Montessori programs lead the way in supporting adolescent autonomy, competence, and self-determination.

Based on past research that has shown strong correlations between self-determination and achievement, this study sought to measure the former in seventh-grade students. Data collection relied on student voice, a measure that researchers and others state to be the most valuable in making decisions regarding education. A guiding question of the study, which examined how these seventh graders acclimated to their new environment, was, “How would a learning environment designed to support students’ development of autonomy, competence, and relatedness affect their sense of self-determination during their seventh-grade year?” 

The BNSW-S (the basic needs satisfaction at work scale) was modified so that the wording was applicable to students. Student volunteers then completed the survey and their scores were used to determine their various levels of self-determination (below, at, and above-expected levels). From there, one male and one female student at each of the levels were chosen to participate in the study.  

Students in the study were asked specific, open-ended questions that necessitated a narrative response. After transcribing and analyzing the interviews, some of the most commonly shared thoughts and themes were as follows:

• Choose type of work

• Choose order of tasks

• Scared at first...now I can

• Organize time

• More Social Confidence

• Capability to do well in high school

• Teacher care: help me stay on top of things

• Student care: community meeting 

Several interesting themes emerged. It was clear that all student participants had a strong sense of choice in their school experience. While students felt uneasy about their ability to complete their work at the start of the school year, by November all students felt confident in that area. Another interesting finding is that students overwhelmingly spoke about the support they received from their teachers.  

Researcher Casquejo Johnston suggests that conventional educators of middle school students who are interested in reform consider finding ways to implement personalized learning and community support, both of which are hallmarks of Montessori adolescent programs and can be attributed to the study’s positive findings.  

In Montessori adolescent programs, STEM is naturally cross-curricular and mirrors real-life scenarios.

The concept of STEM (science, technology, engineering, and mathematics) in education is theoretically meant to be taught in a cohesive, interdisciplinary, and authentic manner. Realistically, this is rarely the case, and “STEM disciplines are often implemented separately using contrived contexts”. 

The researchers of this study argue that Montessori, by design, meets the theoretical intentions of STEM while also mirroring the challenges faced locally and globally, giving students practical experience and meaningful learning. They felt that in Montessori adolescent environments, STEM occurs naturally and organically, because “In these spaces, interdisciplinary science, technology, engineering and mathematics learning is contextualized within the real work of running a farm.”

In a Montessori Erdkinder environment, students are required to meet the needs of the working farm. This allows them to face challenges and learn critical STEM skills that are required in doing so. The farm is a business, and the students must not only care for the farm itself, but successfully run the business. Working together with peers and adult guides to do so gives them the necessary skills to contribute as successful adults in their communities.

Researchers surveyed guides at Montessori adolescent programs across the United States asking a variety of questions, including both scaled and short-response open-ended questions. A total of 96 responses were collected.

Interestingly, most respondents hailed from programs that did not utilize the traditional Erdkinder farm program, but rather a different program more suited to their school, as well as strong implementation of other core Montessori principles.

Six important themes emerged as components of Montessori adolescent programs surveyed:

• Authentic & contextualized work

• Community & communities of practice

• Integrated STEM teaching & learning

• Holistic education

• Driven by student interests and funds of knowledge

• Socio Cultural & socio political connections

The researchers concluded that their assumptions regarding Montessori adolescent programs’ authentic and meaningful application of STEM were correct. They believe the model has much to offer students, as well as serving as a basis from which other educational settings should derive inspiration.

Montessori adolescents report higher intrinsic motivation, interest, energy, and more compared with peers in traditional settings.

In this study, 290 middle school students from both Montessori and traditional schools were surveyed. Analysis of the results indicated that the Montessori students displayed:

• Greater affect

• Potency (feeling energetic)

• Intrinsic motivation

• Flow experience

• Undivided attention (a combination of high intrinsic motivation and importance)

Researchers noted that many studies have revealed the struggles most adolescents face during this period in their lives, and the unfortunate fact that most adolescent educational programs are not designed to meet the specific needs of the children they are meant to serve. They note that while Montessori education is typically associated with early childhood, they believe there is important information to be learned about the model’s approach for older children.

When considering the ideas set forth by numerous researchers regarding adolescent’s needs for their educational settings, Montessori provides solutions to current problems in mainstream education. Young people need experiential learning, opportunities for metacognition, increased autonomy, and a model that honors their drive to work with peers.

Typical middle school environments enact strict and rigid policies; Montessori does not. Teens in Montessori environments are given structure and guidance, but also a good amount of freedom and choice.

The Montessori schools that were chosen for this study had the following characteristics in common: each had a built-in philosophy of intrinsic motivation, rather than block periods they allowed for extended periods for self-directed work, neither grades nor standardized tests were used for comparison or placement, students took a prominent role in daily decision-making, and small-group work was encouraged over whole-class lectures.

Researchers noted that Montessori students did, indeed, display significantly higher levels of intrinsic motivation. They suggest that Montessori adolescent environments might serve as excellent models for traditional middle school reform across the United States.

Contact us to learn more about our Upper School program for adolescents.