John Newbery Award Winners

Last month we shared a list of each book that has won the Caldecott Medal over the past decade. Today we extend the appreciation of quality children’s literature by sharing a list of the most recent winners of the Newbery Award. Named after a 1700s British bookseller, this award recognized the most distinguished contribution to children’s literature each year. While many of our book lists are targeted for younger children, this list has plenty for older elementary and adolescents. We hope you have a chance to explore some of these titles with your child!

2020 New Kid by Jerry Craft

Jordan is new at school, plus it’s middle school, which is hard enough! His mother has chosen a fancy private school, but Jordan has his heart set on art school. He is also keenly aware that there aren’t many people like him at the new school. Can he find a way to keep up with his love of art, and be a proud person of color in a world that seems so different? This graphic novel will appeal to all adolescents, as they struggle to define themselves during a period of life when fitting in feels so important.

2019 Merci Suárez Changes Gears by Meg Medina

Eleven-year-old Merci just started sixth grade. It’s her second year at a private school, where she and her brother attend with scholarships and Merci never quite feels like she fits in. There’s her mean “friend”, new classes, and uncomfortable assigned volunteer work to deal with. At home, where she lives next door to her grandparents in one house and her aunt and little twin cousins in another, she faces even more challenges. She feels like she’s expected to take on too much responsibility, and her beloved grandfather has been acting strangely lately, making her worried about him. This amazing novel deals not only with the types of challenges all children face as they begin to get older, but also tackles the difficulties we face when watching our loved ones age (in this case, as Alzheimer’s progresses). 

2018 Hello, Universe by Erin Entrada Kelly

Four middle schoolers’ lives are intertwined, even though they don’t know it yet. Virgil is a kind, introspective, and sensitive boy, who often feels lonely (although he loves the company of his wise grandmother and his pet guinea pig). Valencia is strong-willed and curious, but her differences have caused her heartache. Kaori is a confident girl who knows herself, and prides herself in her natural gifts and talents. And then there is Chet, the neighborhood bully, whose actions make us cringe but whose backstory makes us understand. As school lets out for summer vacation, one interesting day brings them all together.

2017 The Girl Who Drank the Moon by Kelly Barnhill

Luna is not like most girls. She was born in a village shrouded in darkness and under the control of what they believe is a witch that resides in the forest. Each year, the village leaves a baby in the woods so that the witch will leave them in peace. In reality, there is a kind witch who does not understand why babies are left each year, but she dutifully scoops them up and brings them to neighboring villages to be adopted by eagerly waiting families. Luna, however, tugged at her heart enough that the witch raised her as her own granddaughter. After drinking the light of the moon, the young girl becomes filled with magical powers herself, which are just what she needs for the adventurous life she is destined to live.

2016 Last Stop on Market Street by Matt de la Peña

CJ and his grandmother leave church every Sunday to catch a bus to a different part of their city. Along the way, he expresses his dismay to his grandmother. Why don’t we have a car like my friend? Why can’t I have nice headphones like that teenager? Why does this part of town look so different? CJ’s grandmother smiles and patiently delivers a multitude of valuable life lessons that all center on empathy and selflessness. As they arrive at the soup kitchen to volunteer, CJ remembers why the journey is important, and why he loves to help alongside her.

2015 The Crossover by Kwame Alexander

Josh and Jordan are twin 12-year-old brothers who have always been close. Their dad, a former NBA player, has helped them to become incredible on the court. Their mom, an assistant principal, has made sure school has always been equally as important. But growing up is tough, and one girl creates a rift in the boys’ relationship. This book, written in lyrical verse, is both strong and poetic.

2014 Flora & Ulysses: The Illuminated Adventures by Kate DiCamillo

Holy bagumba! Young Flora is a natural cynic who loves to read comic books about her favorite superhero. One day she sees her neighbor vacuuming the front yard (?!) and watches as an innocent squirrel gets sucked up. Upon rushing outside to help, she quickly realizes that the squirrel has undergone a transformation and is now a sort of superhero himself. Named Ulysses (after the vacuum cleaner), he has incredible strength and a penchant for writing poetry. Flora quickly declares herself his protector and mentor, and the two begin an unforgettable journey.

2013 The One and Only Ivan by Katherine Applegate

Ivan is a graceful silverback gorilla, who has the unfortunate fate of being an attraction in a mall. Alongside his other captive friends (a wise, older, female elephant, an innocent baby elephant, and a stray dog that has made the mall his home), Ivan undergoes a transformation. His love of painting, combined with a deep desire to protect those he loves, leads him to spark changes he had never imagined possible.  

2012 Dead End in Norvelt by Jack Gantos

A masterful work of semi-autobiographical and historical fiction leads readers through the small town of Norvelt and the life of main character Jack Gantos. Gantos mistakenly shoots his father’s old gun and is grounded for summer vacation. The only time he is allowed out is to help an elderly neighbor who happens to write local obituaries. Readers have hailed this book as hilarious while also highlighting themes of biased history and the importance of neighborliness. It should be noted that this book is part murder mystery; Amazon states it is for readers aged 10-14, while others recommend it for ages 12 and up.

2011 Moon Over Manifest by Clare Vanderpool

Another tale of mystery, murder, and the past, young Abilene is sent away for the summer while her father takes a railroad job. She stays with the pastor of a small town that has been ravaged by the Great Depression and a series of unfortunate events. After discovering a box of old letters, she and two friends begin working to uncover the town’s hidden secrets. They learn about two boys that once lived there, and how a town worked together to try and defeat the overpowering and over controlling mine owners.

150 Years: Celebrating the Ordinary

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 Glass Classroom

Seeing is believing when it comes to Montessori. It is quite rare to meet a person who has visited and observed in a high-fidelity Montessori school that is then critical of the methods. Since observation is such a core element of the work we do, we have welcomed outsiders from the very beginning to take a look for themselves.

In 1915 there was a world fair, The Panama-Pacific International Exposition, in San Francisco. The affair stretched out over many months, took over hundreds of acres, and was visited by more than 18,000,000 people.

Maria Montessori held an exhibit at the fair, which has gone down in history as a major stepping stone to informing Americans about Montessori education. The Glass Classroom, which visitors could see into, showed the public just what went on inside a Montessori school. Visitors were astounded by what they saw. 

A Day in the Life of a Primary Environment

The tradition of the Glass Classroom continues even today. Many Montessori schools have observation windows so that parents and visitors can take a peek inside without being noticed. All Montessori schools encourage adults to observe - window or not. We feel it’s the best way to fully understand what goes on, and we know every person who does so is amazed.

COVID has made this special opportunity a bit tricky. We thought it might be nice to take you on a written journey, just to get a sense of what the day is like. We hope, when the time is right, to see you back in our classrooms again! 

early morning, before the children arrive

The guide arrives, hangs their coat, changes their shoes, and admires the beautiful classroom environment upon entering. So much love and attention to detail has been put into the creation of this space, with small changes being made throughout the year to better serve the ever-evolving needs of the children.

The guide makes a cup of tea, puts on some relaxing music, flicks on the lamps, and gets to work reviewing the plans for the day. If any materials need to be prepared (or repaired!) this is done. Pencils are sharpened and chairs set down. As colleagues trickle in they take a moment or two to check in with one another.

drop-off time!

A flurry of cars descends upon the campus, and children hop out of back seats with bags and coats in tow. Independently, the children make their way to their classrooms, hang their own coats, and change their shoes. Their guide stands in the doorway, and they cheerfully (or sleepily) greet one another with a smile.

The child walks through the doorway, takes in the sight of the room, and prepares to work.

the morning work cycle

The first two and a half to three hours of each day is dedicated to the morning work cycle. This allows children to sink deeply into their work, and the flexible schedule means children will transition as they are ready and will work independently according to their own personal needs.

A three-year-old sits on a large area rug, with a work mat beneath the pink tower, which she is carefully stacking higher and higher. She carefully compares the sizes of the blocks, making adjustments as needed so that they become smaller as they ascend.

Several four-year-olds sit together at a table, working in silence to create maps. One uses a small tool to poke holes in colored paper, creating neat perforations in the shape of South America. Another uses watercolor paint to shape two blue spheres on a large piece of white paper. The third, who has previously completed the other two steps, is seen gluing their continents onto the painted hemispheres.

At the next table over, the guide is sitting with a five-year-old to give an initial lesson with the stamp game material. This particular child has an affinity for math and is ready to move on to more challenging work. Today they will begin adding larger numbers.

Two friends have decided they need a break. They have been enjoying a snack together at a designated table, and as they finish, they take their dishes to the sink and wash them in a prepared soapy bin of water. After a quick rinse they leave them in the rack to dry.

The classroom is not silent by any means. There is a gentle hum, with most working quietly. They all seem engaged in whatever they are doing - even the very youngest students. One small child is seen wandering around the room. They aren’t working, but they aren’t disturbing the work of anyone else, either. This goes on for about ten minutes or so, at which point they select a material from the shelf and get started. They were able to move around and take the time they needed to transition, and they were trusted to make their own decisions.

transition to midday

As the clock nears noon, the work cycle draws to a close. Children enrolled in a half-day program put their materials carefully on the shelves and get ready to head home.

As for the others, the next hour or so is generally spent eating and spending time outdoors. At lunch, the children sit together at tables and unpack their meals onto small cloth placemats. There is laughter, sweet conversation, and a chance to refuel after the hard work of the morning.

With some guidance and reminders, the children clean up their own space, wash the table, and sweep the floor beneath. 

Outside, the children become lost in a different type of play. They run, skip, and balance. They navigate social situations. They are mostly independent, but there is always an adult nearby in case help is needed with a scraped knee or solving a misunderstanding with friends. 

the afternoon

For the youngest children, the early afternoon is the perfect time to rest. Whether they fall asleep for a nap or just lie quietly with a book, the time is set aside for them to do so. Lights are dimmed, and each child curls up with a favorite stuffed animal. 

Meanwhile, in the classroom, older children are back to work. When they first enter, they gather on the rug, seated and anxiously awaiting their teacher to join them with a book. They listen, enchanted, to a story read aloud. After several chapters, the teacher marks the page with a bookmark, and the group disperses.  

One small group gathers supplies and meets back on the rug for a lesson about vertebrates and invertebrates. They look at their class guinea pig and imagine his backbone lying just beneath the skin. Then they sort photos or different animals, deciding which have spines, and which do not.

At various tables, other children have taken out their journals and are writing (or drawing) stories. They put great care into their work, and flip back through the pages occasionally to look at old entries.

After a bit, the younger children filter back into the classroom from their rest time and find their own way into the work. This continues until it is time to go.

farewell to the children & preparation for tomorrow

A gentle bell chimes in the room, signaling to the children that it is time to clean up. Work mats are rolled, materials are placed on shelves. Some children can be seen sweeping, while others feed a few bits of lettuce to the guinea pig. One little boy waters a small plant in the corner, while a girl spends some time lining up drinking glasses in a neat and orderly row on the counter. 

One by one the children file into the hallway to gather their things. They head outside and wave a happy goodbye to their friends and teacher as they climb into the car to go home for the day.

Once the last child has skipped off, the guide returns to the classroom. The children have made great progress this year in cleaning up, so after tidying a few areas she can focus on planning for the next day. Shelves straightened, crayons returned to their proper place, and a single forgotten pretzel placed in the compost bin, and the room is restored.

Another great day, full of joyful learning.

6 Effective Ways to Be an Engaged Parent

Research has shown time and time again that parent involvement is critical to children’s success. We all want to take an active role in our child’s education, but sometimes it can be a challenge to discern just where our efforts are best spent. Below we touch on six critical areas that all parents can focus on to make a big difference.

1. Make connections

Consider the whole school community and make connections with others whenever possible. This usually starts early, with your child’s teacher. Let them know who you are, reach out whenever you have questions or concerns, and ask them how you might best support their work in the classroom.

Connections can also be made with school administrators. You likely met these folks during the admissions process, but it’s always nice to say hello and touch base when you can offer support or have positive feedback.

Do you have a passion for art? Check in with your child’s art teacher just for conversation or to help out. Feeling social? Introduce yourself to other parents in the school community. Any time we connect with others we strengthen the community as a whole, which is a great thing for everything involved.

2. Volunteer

Schools always need help. Whether it be to organize a fundraiser, read to a class, offer your talents or services, or maybe even fill in as a substitute teacher, we would love to have you join us. We completely understand that most parents have busy schedules, and that not everyone is comfortable with every type of volunteering, but we encourage all families to contribute in whatever ways they can.

Looking for more ways to volunteer your time and efforts? We encourage you to join our parent teacher organization. This group is critical to the ongoing success and support of our students, classrooms, and the school as a whole.

3. Keep learning

As educators, we consider ourselves to be lifelong learners. We work hard to cultivate a joy of learning in the children we teach, so that they may carry that passion for knowledge with them throughout their lifetimes. We hope that the families we serve feel the same way.

Montessori education is unlike any other method of learning and teaching. In order to fully support your child’s growth and learning, it really helps if you as a parent prioritize learning what you can about Montessori. By understanding more about child development, our methods, and why Montessori does things differently, you will have a deeper understanding of what goes on during your child’s school day, and you will find more nuanced ways to support them at home.

“Keep learning” isn’t just about Montessori, either. We believe all humans should stay curious. If your child sees you nurturing your own passions and seeking out new information regularly, you are setting an example that will stick with them for a lifetime. So take time out to learn more about whatever interests you, and share your enthusiasm with the whole family when it strikes.

4. Support learning at home

Learning doesn’t just take place within the confines of a classroom; it happens everywhere. Children spend a huge portion of their time at home, and while the home is a multi-purpose environment, it can also support children’s learning. We don’t mean you should go out and purchase Montessori materials (in fact, we don’t advocate doing so without specialized training). There are plenty of simple and small ways to support learning. Our bet is you’re likely already doing many of these! A few ideas:

• Keep plenty of books and magazines around. Source your local library and second-hand bookstore to keep things fresh! Trading with friends is another fun idea.

• Play board games together. Not only does this give everyone a chance to connect, but many games have elements of learning embedded into the fun.

• Spend time in the kitchen. There are so many important skills to be gained, from practical life to fractions.

• Emphasize toys that make kids think. Instead of the flashing, battery-powered variety, think about more open-ended options. Art supplies, blocks, colorful scarves, and even sets like marble runs keep kids entertained and thinking.

• Read together. Again, this is a great way to connect while building all sorts of literacy skills.

5. Consider different forms of advocacy

It won’t come as a surprise when we say that parents are their children’s strongest advocates. Whether your child is struggling in academic or social skills, when they’re young they count on you to convey this information to other adults. Open communication is key, and it helps to recognize that children often have very different experiences at home and school. If you have concerns about your child, address them with their teacher early, and stay connected to discuss progress.

It is very important for us to note that you will not be able to advocate for your child forever. One of the hallmarks of Montessori education is to nurture children’s independence, and we count on parents to help us in this endeavor. We want to teach our children to advocate for themselves, so as soon as they are able, we should encourage them and teach them how to speak up for themselves.

Do they wish they had more challenging math work? Talk them through how they might ask their teacher. Are they struggling with another child on the playground? Go over various options and scenarios with them so they know how they might try and solve the problem in the future.

Our children need us to stand up for them, but ultimately, they need us to teach them to stand up for themselves.

6. Attend events

Being an involved member of the community is one of the simplest and most effective ways to support your child and their school. We want to again acknowledge that families are busy and not everyone can attend every event, but we hope you will join us whenever possible. 

Some events are education, while others are meant to be just fun. Either way, they are a great way to build and strengthen connections.

We want to thank you for being a valued member of our community. Having different voices and perspectives is part of what makes our school strong, and we are grateful to all of you for everything you do to support us and your children!

Could Montessori Transform Early Childhood Education?

For those of us with children in a Montessori program, we understand fully just how powerful this approach to education can be. Not only do children have an advantage academically, but the whole child’s growth and development is valued and nurtured. Additionally, ripples of the work with children positively affect the greater community.

While Montessori’s early roots were in serving children of low-income families in Rome, over the past hundred years availability of Montessori schools has shifted to mainly affluent communities. While there are certainly public Montessori offerings, the vast majority are only available to middle- and upper-income families who are able to pay tuition at independent schools.

Recent research highlights the ability of a high-fidelity Montessori program to positively impact diverse communities. In areas that tend to be more racially, culturally, and socio-economically diverse, Montessori opportunities are rare, but could potentially provide a substantial positive impact.

One case study published this past spring was written by Mary D. Burbank, Melissa M. Goldsmith, and Koeun Park (all of the University of Utah), and Jennifer Spikner of Chicago, Illinois. Entitled Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms, it details the transformation of two classrooms within an urban school. 

The study was guided by Project SYNC (Systems, Yolked through Nuanced Collaboration) and the work of various stakeholders. Those involved in the project included a university, the public school district, an established elementary school, and a local private Montessori school. Each played a specific but different role in the implementation of the project.

In short, a public elementary school of over 500 students was already offering full-day preschool and kindergarten. It committed to transforming 2 of its 4 early childhood classrooms into fully implemented Montessori classrooms, along with two teachers that volunteered to become trained and certified. With the assistance of a paraeducator in each classroom and support from a local private Montessori school, the case study covered both the planning and implementation years.

 It is important to note that the elementary school already had a deep commitment to serving the diverse community in which it stood, including a focus on social justice and trauma-informed practices. The goal of the school was not only to educate the children, but to serve the families and community as whole.

The authors of the study noted several important motivations for the project’s existence:

“Montessori education offers an educational experience that creates opportunities for students to engage in learning opportunities that are self-directed, exploratory, and based upon individual learners. As such, Montessori education may be thought of as culturally responsive, as it is based upon classroom learners.”

“...the flexibility of Montessori experiences allows students, particularly students of color, to express themselves and be themselves without assimilating to the norm within more-typical classroom settings.”

As stated before, the teachers became fully credentialed. Both classrooms were outfitted with traditional Montessori materials and a 2½ hour work period was honored each morning. All family participants were voluntary, and while the demand met the need the first year, the success of the program led to waiting lists during subsequent years.

Evaluation of this case study included opinions of the stakeholders, classroom observations, and teacher participant attitudes. 

During the planning year, six of the stakeholders participated in in-depth interviews. While most were not overly familiar with Montessori education, all were excited by the prospect and inspired to bring new opportunities to an underserved community.  

During the course of the implementation phase, a number of data points were collected. Six stakeholders participated in a survey, the two teachers responded to open-ended questions, and 34-40 students were observed on numerous occasions.

The responses were overwhelmingly positive.

Data showed:

• Family engagement had increased.

• Montessori had a positive influence on the children’s learning.

• The model had been successfully implemented within the larger conventional school.

• Over time, students were able to more clearly express their individual selves.

• Montessori grace and courtesy lessons helped build relationships within the classroom.

Moving forward, it would be interesting to see if this type of project could continue on a long-term basis and/or be replicated widely. Funding and support are typically the two most distinctive barriers. Those interested in creating similar opportunities for students in diverse communities might benefit from implementing a braided funding approach. A committee of supporters with the ability to educate stakeholders on the benefits of Montessori education would also be important for buy-in.

Thank You to the Illustrators

Each year the Association for Library Services to Children awards a special honor, the Caldecott Award, to the illustrator of one picture book. This coveted award has recognized some amazing works over the years and is a great way to highlight the important fact that illustrators contribute significant meaning to the art of children’s literature.

This week we share the Caldecott winners for the past decade. (By the time this article is published there will have been a recently announced 2021 winner, so keep an eye out for a new title to explore!)

2020 The Undefeated,
illustrated by Kadir Nelson

Kadir Nelson illustrated this beautiful and often heart-wrenching love letter to black Americans, celebrating their achievements while honoring their traumatic history. Each page has gorgeous illustrations highlighting various points in history as well as individuals who have contributed to the world in magnificent ways. In addition to being a Caldecott winner, this book was also the recipient of a 2020 Newbery Honor and the 2020 Coretta Scott King Illustrator Award.

2019 Hello Lighthouse,
illustrated by Sophie Blackall

Sophie Blackall’s Hello Lighthouse has a fascinating way of blending the simplicity of daily life with a rare window into an interesting part of history. A lighthouse keeper and his wife live alone on the island, going about the task of maintaining the beacon. In time, their family grows, and the monotony of cooking, tending to the light, and enjoying moments together plays out visually for readers to enjoy. The pages show beautiful cutaways of the interior of the lighthouse, allowing us a peek back in time. 

2018 Wolf in the Snow,
illustrated by Matthew Cordell

In this charming wordless book, a child is on her way home from school when she comes across a lost wolf pup as a snowstorm begins. She hears the barks of the wolf’s family in the distance, and trudges through the snow to return it safely. Afterward, she finds herself turned around in the windy and white landscape, but her new friends find a way to return the favor.

2017 Radiant Child: The Story of Young Artist Jean-Michel Basquiat,
illustrated by Javaka Steptoe

Jean-Michel Basquiat grew up in Brooklyn, absorbed for hours in his own art and dreams of becoming a famous artist. His mother encouraged him and taught him that art was more than just pretty paintings. As he grew up, he explored various mediums, and became well-known first through his street art. His mother eventually became ill, but Jean-Michel always remembered her influence on him and showed his gratitude for her support. 

2016 Finding Winnie: The True Story of the World’s Most Famous Bear,
illustrated by Sophie Blackall

One evening, a little boy lies awake in bed asking his mother to tell him a true story. She obliges and tells the story of a veterinarian-turned-soldier who rescued a bear cub at a train station. The special bear is given the name Winnie, and eventually goes to live at the London Zoo, where she charms the heart of a little boy named Christopher Robin and his father, A. A. Milne. The veterinarian’s granddaughter turns out to be the mother telling the story, and it is, indeed, the story behind the inspiration for the famed character, Winnie the Pooh.

2015 The Adventures of Beekle: The Unimaginary Friend,
illustrated by Dan Santat

A small creature lives on an island with other fantastic creatures, where they all await the moment a child will choose each as their imaginary friend. The small creature becomes impatient, leaves the island, and searches throughout the land of humans for the friend he is destined to be with. It isn’t until one day, from high up in a tree, he looks down and spots her, and they both know it was meant to be.

2014 Locomotive,
illustrated by Brian Floca

This book is perfect for both train lovers and history buffs. The illustrations help readers understand what it was like in the early days of the locomotive in the United States, as its rails were laid down by hard working people and the cars snaked their way across the land. The roles of various people running the train itself are detailed, as are the journeys and lives of some of the early travelers.

2013 This Is Not My Hat,
illustrated by Jon Klassen

One small fish steals the hat of a sleeping and unsuspecting large fish. Though the small fish knows what it has done is wrong, it spends most of the book defending its decision and finding a way to hide itself. Undeterred, the large fish wakes up, realizes what has happened, and sets off to retrieve what is rightfully his.

2012 A Ball for Daisy,
illustrated by Chris Raschka

Sweet Daisy, a scrappy pup, adores her red ball. She plays with it, chases it, and cuddles on the couch with it. One day, her owner takes her and her ball to the park to play, where they meet a friend. Daisy and the other dog both run for the ball, but the other dog accidentally pops it. As you can imagine, Daisy is distraught, but there is a happy twist at the end. This beautifully illustrated book tells its story without any words at all.

2011 A Sick Day for Amos McGee,
illustrated by Philip C. Stead

Amos McGee is a morning person, and each day he swings his legs out of bed, makes breakfast, and heads off to work at the zoo. He takes great care to visit with each of his animal friends, spending time with them in the way each individual appreciates. One day Amos wakes up sick and realizes he must spend the day at home. Missing him dearly, the animals find their way to his house and repay all the kindness he has shared with them over the years.

150 Years: The Mixed-Age Classroom

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 many elements that make Montessori education stand apart from more conventional methods. One of the most obvious is our mixed-age classrooms. Rather than grouping children by a single chronological age, our classroom environments encompass children spanning across several ages.

We find this method to be a huge benefit. Read on to learn more.

But...why?

There are so many perks to having mixed-age classrooms. Some of the key points include:

Models and leaders

By having children of different ages together in one room, the younger children enter the environment with a variety of older children that serve as models to them. It is often the case that children learn best from one another, and when a 6-year-old watches an 8-year-old work, they quickly understand what is expected and what kind of work lies ahead in their future. As for the older children in the class, they have many opportunities to serve in leadership roles, cultivating skills that are critical as they become independent members of their communities.

Skill progression fluidity

Learning is not linear, for any of us. There are periods of rapid growth, periods of steady progress, and times spent in plateau. This is normal and will vary across subject areas for individual children. This is why we don’t believe it makes sense to deliver a prescribed curriculum to all students at the same time, ultimately leaving some children bored and others struggling. In our classrooms, kids can work and progress at their own rates. These lines are further blurred when we don’t rely on typical grade levels.

Strong relationships

When a child is in a class for three years, it allows the guide to really get to know them not just as a learner, but as a person. Rather than starting from scratch each September, the child-teacher-parent team is already established and can work together on a deeper level and with greater understanding of strengths and goals than they would be able to otherwise.

Enhanced social opportunities

Diversity is important on all levels, and that includes spending time with people of different ages. We have so much to learn from each other, and children gain all sorts of skills from their interactions in a mixed-age classroom, like empathy, patience, and open-mindedness.

Reflection of real life

We would be hard-pressed to find an example outside of conventional schools in which people are sorted into one-year age groups where they spend most of their day. Multi-age classrooms are a much better approximation of what life is really like, and we think children benefit from these early experiences.

What did Dr. Montessori have to say about it?

Maria Montessori had a way with words. While she was a woman of science who relied heavily on her observations, her descriptions and explanations often captured the heart of her audience. Her discussion of the multi-age classroom was no different.

“Our schools have shown how children of different ages help one another. The younger ones watch what the older ones are doing and ask all kinds of questions, and the older ones explain. This is really useful teaching, for the way that a five year old interprets and explains things is so much nearer than ours to the mind of a child of three that the little one learns easily, whereas we would scarcely be able to get through to him. There is harmony and communication between them that is not possible between an adult and such a young child. There is a natural mental osmosis between them. A child of three is also quite capable of taking an interest in the work of a five year old, because in fact the difference in their abilities is not that great.

People are concerned about whether a child of five who is always helping other children will make sufficient progress himself. But, firstly, he doesn’t spend his whole time teaching, but has his own freedom and knows how to use it. Secondly, teaching really allows him to consolidate and strengthen his own knowledge, which he must analyse and use anew each time, so that he comes to see everything with greater clarity. The older child also gains from this exchange.”

How we break it down

Obviously, a Montessori school doesn’t place a 3-year-old in the same classroom as a twelve-year-old (although we do love to find opportunities for children to work together from different periods of growth and development!). Generally speaking, the classrooms take on three-year age spans that roughly correspond with the planes of development.

• Infant/Toddler - Sometimes divided into two separate environments, children aged 0-3 have specific (and similar) developmental needs.

• Primary/Early Childhood - We combine what would be called preschool and kindergarten elsewhere, with children ages 3-6 working alongside one another.

• Elementary - Many Montessori schools have a lower (ages 6-9) and upper (9-12) elementary environment, but others keep them combined.

• Adolescent - As with several of the other age groups, teens aged 12-18 may be placed in separate middle and high school environments, or they may work together for all/part of their day.

Still have questions? Send an email or give us a call. We would love to chat with you about how Montessori serves children in a wide variety of ways.