Silver Linings: Moments of Joy Amidst the Challenges

Growing up during a global pandemic is a challenge. For that matter, so is parenting and educating children during this time. How can we create an atmosphere of normal when our world is anything but?

Somehow, even with remote learning, safety precautions, separation from friends and family, and so much more, there are still glimmers of good. A global threat has somehow managed to connect us all while making our little worlds a bit smaller and a bit more cozy. We have been forced to slow down. Our perspectives have adjusted. And although we are still facing critical challenges, we can all agree that the moments of joy in between have been even sweeter.

After hearing from parents and teachers, we decided to share some of their words and the silver linings they have been experiencing. We would love to hear from you; please join the conversation and let us know how your family has found moments of joy throughout the past year.

Spending more time together as a family

Early last year it felt like the world came to a grinding halt. Like it or not, many of us suddenly found ourselves at home a whole lot more than we were used to. Schools turned to remote learning and offices had employees working from home. We all became well-versed in navigating zoom calls, simultaneously juggling parenting and working, finding a bit of grace when we couldn’t balance it all, and, perhaps unsurprisingly, we began to delight in the extra time together as a family.

Without commutes and social obligations, we have found ourselves gathering around the coffee table for board games. Family movie nights have been a regular occurrence, and who among us hasn’t stepped up their cooking and/or baking game?

Even as our schedules have slowly inched their way back toward some semblance of normality, the extra family time has remained a newly treasured value for many of us.

“Without after-school activities or weekend events, we have been more involved with each other and spending quality time together. Things that we may have done once a week and squeezed into busy schedules have become routine. Cooking as a family, game nights, Jenga before school, even raking leaves becomes a family project and a chance to be silly together. We have pulled in and around each other, becoming even better friends and companions as we realize how important it is to protect ourselves and our community. We have also come to treasure the family moments that we have with grandparents and cousins instead of taking their presence for granted as we did before.”

We have begun to more fully recognize the preciousness of our time together. We cannot control what happens in the larger world around us, but we can focus inward and relish in the beauty of spending more time with our children. 

“I feel guilty saying this, with all of the loss and hardship that so much of the world has experienced due to the pandemic, but these days have been a truly wonderful time for us.  We've never cared much for routines and schedules.  What feels like uncertainty, boredom, and loss of structure to some, feels like a gift to us.  A gift of freedom to chase whatever butterflies emerge from our imaginations.  And, with fewer places to be, fewer people to meet, a gift of time to chase our butterflies as far as we want.  We often wake up with ideas of things we want to create.” 

The admirable resilience of our children

“In a world where grown-ups complain and refuse to do the right thing, I watched our child and others easily adapt to wearing masks and taking safety precautions. I try to see the world through her eyes and enjoy the simplicity of doing the right thing without complaint or issue.”

While we are not in any way diminishing the challenges our children have faced, it has been pretty amazing to watch how well they have coped overall. Some folks have been taken aback by just how well their kids have adjusted. Many of our children have stepped up and shown a level of independence and maturity that surprises us. Other parents have admired the ease in which they have adapted to regulations designed for keeping us all safe.

“The growth that came with adjusting to remote learning. I’ve watched my 8-year-old behave like a college student - figuring out and tracking assignments, joining zoom meetings and taking on time management in a way many adults aren’t able to. I’m so proud of her! The independence fostered through Montessori methods has really shone brightly during this dark time.”

Celebrating the silliness

For teachers, the children continue to be a source of inspiration and this sometimes shines through in delightfully unexpected ways. One Montessori guide shared how new disinfecting guidelines led one of her primary students to encourage her in the cutest way possible.

“We are cleaning, now more than ever before, in the classroom. The day is broken by random spurts of spraying and cleaning and hand washing and cleaning and cleaning and cleaning! One day the youngest member of our class watched me spraying down a desk and said, “You are doing a great job!” His innocent comment made me laugh and calmed me in my rush of cleaning.” 

Getting Creative

For so many of us, more time at home has meant more time for creativity. As we mentioned earlier in the article, many families have taken to the kitchen. Some have created makeshift art studios. Some have created elaborate blanket forts or marble runs made out of toilet paper tubes taped to hallway walls.

Montessori often spoke about the need to give our children long periods of uninterrupted time so that they may delve deeply into areas of interest. While this is the basis for Montessori work periods, it has also found an unexpected application in our forced time at home. Our kids are showing us interests, talents, and skills that we may have never even known they had. It is amazing to watch their deep focus, and their joy in what they create.

“These days, we can make spy cases for all occasions (we now have the lady's handbag, art case, and toolbox models), with hidden compartments, handmade spy tools, and secret agent case files; fully engineered and illustrated card games and board games (that are actually fun to play!); and a hand-bound, hand-drawn nutshell library of original stories (a work in progress).  One morning, I had an "epiphany," as Paloma likes to call it. I said to her, "I have an idea.  It's just a small one."  And with a knowing (and complicit) smile, she replied, "You don't have small ideas."  She doesn't either.  And the time we've been given means that we don't have to make our ideas smaller.”

None of us know exactly when this pandemic will end. We still face so many serious challenges of many types, and we must work hard to support and protect one another. But let us take just a bit of time to notice the good, for there is much of that as well.

150 Years: The Preparation of the Teacher

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.

There are so many ways in which Montessori education stands apart from other traditional methods. One of the most stark is the way in which our teachers (also known as guides) are prepared for their jobs. To get straight to the point, Montessori educators have the same credentials as their conventional education counterparts...and then some. In this article we highlight what Dr. Maria Montessori had envisioned, what teachers need to become certified today, and what it takes to become a modern Montessori educator.

What did Dr. Montessori have to say?

“An ordinary teacher cannot be transformed into a Montessori teacher, but must be created anew, having rid herself of pedagogical prejudices.” -Maria Montessori, Education for a New World

Montessori believed that the guides in her schools were so vastly different from those in other schools, that they must rid themselves of preconceived notions of education. This is a challenging task, for unless a teacher was a Montessori child themselves, we all hold onto ideas of what school and learning is supposed to be.

Taken at face value, it appears that Montessori is saying that a person who is already a teacher could not become a Montessori teacher. This is not the case. Many teachers enter education and quickly recognize that many schools operate in ways that do not fully serve the children in their care. It becomes obvious that long-held structures and practices were not created with child development in mind, nor do they encourage a love of learning. Sometimes these teachers go in search of alternative education models and are delighted to discover Montessori.

Regardless of one’s education history, a good Montessori teacher has to be able to be flexible in their thinking. They have to be able to confront their own bias. They must be willing to see education in an entirely new way. 

"The vision of the teacher should be at once precise like that of the scientist, and spiritual like that of the saint. The preparation for science and the preparation for sanctity should form a new soul, for the attitude of the teacher should be at once positive, scientific and spiritual.

Positive and scientific, because she has an exact task to perform, and it is necessary that she should put herself into immediate relation with the truth by means of rigorous observation…

Spiritual, because it is to man that his powers of observation are to be applied, and because the characteristics of the creature who is to be his particular subject of observation are spiritual." -Maria Montessori, The Advanced Montessori Method

Montessori based her educational methods on her scientific observations, and she expected her teachers to do the same. Today, Montessori educators rely heavily on their ability to observe children and take careful notes. This information is then used to inform their work in the coming days, weeks, and months. We believe the best way to assess a child is by watching them, unobtrusively, while they are at work. This method gives a clear picture of abilities, strengths, and challenges, and provides an important glimpse into who each child is as a person.

Typical teacher training

Most teachers in today’s conventional education settings must obtain a bachelor’s degree in their particular field. Some areas require teachers to take a standardized examination before obtaining licensure. Some areas require teachers to obtain a master’s degree within a set amount of time (usually a matter of years), while others do not.

All teachers spend some time in a practicum, or student teaching, phase. This allows them to work in a classroom with children without the responsibility of being the head teacher. Many schools and programs provide mentor teachers to new hires, allowing some sort of built-in guidance.

Modern Montessori training programs

Montessori teachers hoping to complete a reputable training program must have already obtained a bachelor’s degree. Many Montessori training programs today are done concurrently with master’s programs, so the educator will complete the program with a degree and their Montessori certificate. The training programs themselves entail many hours of work, often spanning several years. This includes:

• Philosophical and subject area lectures

• Detailed training on the Montessori materials

• Extensive reading requirements

• Written papers

• Practical examinations

• Practicum experience

• Creation of the personal albums (collections of lessons on all subjects)

• Creation of handmade learning materials

While there are many ways to learn about Montessori education, most reputable certifications are affiliated with either the American Montessori Society or the Association Montessori Internationale. While programs associated with these two organizations do vary, there are many commonalities and both are highly regarded. To learn more about each, visit the websites for AMS teacher training and AMI teacher training.

You may be interested to learn that many successful Montessori educators begin their training after having been inspired as Montessori parents. It is hard to see such an amazing model firsthand, through your own child’s experience, and not feel some deep connection with this type of work.

If you’d like to learn more about how our teachers continue their education, or what our school does to support professional development, please reach out! We love to have conversations with families about the work we do here at the school - and beyond.

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.