The Keystone Montessori Blog

Animal Books for Lower Elementary Children

Mon, 26 Sep 2022 10:00:04 GMT

Books for Animal Lovers

It’s no secret that most children of a certain age are completely enamored with animals. This love starts when they are quite young but grows to a fever pitch somewhere between ages five and nine. Luckily, the Montessori curriculum caters to this passion and provides many zoology lessons and activities.

In case your child is experiencing this fantastic phenomenon and you’d like to support that learning at home, we have curated a small list of amazing books you may not have heard of before. Take a trip to your local library or bookstore, or we have provided links here for ordering or more information.

The Frog Alphabet Book by Jerry Pallotta, illustrated by Ralph Masiello

If your child ends up enjoying this book, know that Pallotta has created many alphabet books on a range of subjects, many of them animal-related. Although alphabet books generally tend to be created with toddlers in mind, these books are most definitely for older children and appeal even to third graders. With beautiful illustrations and interesting factual information, each page highlights a different frog or amphibian, ranging from the ichthyostega (the very first amphibian which is now extinct), to the goliath frog (the world’s largest frog), to the brightly-colored blue-legged strawberry frog.

Lifetime: The Amazing Numbers in Animal Lives by Lola M. Schaefer, illustrated by Christopher Silas Neal

“In one lifetime, this caribou will grow and shed 10 sets of antlers.” “In one lifetime, this alligator will build 22 nests and lay 550 eggs.” “In one lifetime, this female red kangaroo will birth 50 joeys...So many hoppy birthdays!” Schaefer combines elementary-aged children’s love of animals with their simultaneous love of math and numbers in this incredible book. After gathering available data and determining averages, she shares fascinating facts on each page, with more detailed information about the animals and math for interested readers at the end of the book.

The Girl Who Loved Wild Horses by Paul Globe

“There was a girl in the village who loved horses. She would often get up at daybreak when the birds were singing about the rising sun. She led the horses to drink at the river. She spoke softly and they followed. People noticed she understood horses in a special way.” This Caldecott medal winner beautifully honors native American tradition while telling the tale of a girl who was so connected to the horses she loved that she eventually became one of them.

Crab Moon by Ruth Horowitz, illustrated by Kate Kiesler

Horseshoe crabs are ancient creatures that continue to grab the attention of children, adults, and scientists even today. While on a beach vacation with his family, young David’s mother tells him how the horseshoe crabs come ashore each year to lay their eggs, and she promises to wake him in the middle of the night so that he may experience this wonder for himself. This book does such a lovely job of explaining the experience, readers will almost feel like they are right there with the crabs. As with so many wonderful children’s books today, there is additional factual information at the end of the story. As an additional bonus, learning about horseshoe crabs connects nicely with children’s history work in their lower elementary Montessori classroom, especially regarding the Timeline of Life material.

Inky's Amazing Escape: How a Very Smart Octopus Found His Way Home by Sy Montgomery, illustrated by Amy Schimler-Safford

This is a true story of an octopus found near reefs in New Zealand. Readers learn a bit about how young octopuses get their start in the world, what may have happened to cause Inky’s injured arms, and how he came to stay at the National Aquarium in Wellington. His caretakers at the aquarium took excellent care of him, and children will delight at hearing about how he enjoyed playing with Legos and Mister Potato Head in his enclosure. Octopuses are curious and adventurous, however, and Inky eventually snuck out of his tank, found his way into the building’s plumbing, and then back into the ocean.

Andre the Famous Harbor Seal by Fran Hodgkins, illustrated by Yetti Frenkel

Today there are laws that protect the safety of wild seals by prohibiting humans from even touching them without special permits. This was not always the case, however, and this story tells the tale of how one seal became a pet, a famous local performer, an honorary harbormaster, and an ambassador for his species. Over the years, Andre spent time living with a family of humans, swimming in the local waters near his Maine home, wintering at the New England Aquarium in Boston or the Mystic Aquarium in Connecticut, and spending stretches of time freely roaming the waters along the coast of Massachusetts, New Hamphsire, and Maine. A lovely statue of Andre remains today, overlooking the harbor in Rockport, Maine.

Frozen Wild: How Animals Survive in the Coldest Places on Earth by Jim Arnosky

Perhaps one of the most interesting elements of this book is the fold-out pages with extended illustrations; children enjoy the novelty and appreciate interacting with the book in a different way. They will learn, through factual text and detailed illustrations, about all sorts of ways animals survive in the cold. Topics range from beavers in the winter, the various animals that call the arctic and antarctic regions home, how animals stay warm in the winter, and more.

Even More Lesser Spotted Animals by Martin Brown

A follow-up to the original Lesser Spotted Animals , this great book aims to highlight some of the animals we don’t hear about all the time. Lions, giraffes, and grey squirrels are great, but have you ever heard of the dingiso, rufous sengi, tamandua, or altai argali? Humor peppers every page, along with relatable size descriptions (“about the size of a one-year-old toddler with a tail”), what we know about each animal, where they live, what their current status is, and any other information that kids will find amazing and interesting. With a goal of encouraging conservation and preservation, Brown believes that to care about saving animals people need to know about them, and this includes the underdogs we don’t often hear about.

What other books has your animal-loving child enjoyed that you think other families should know about? Feel free to share your recommendations with us!

Focused on Friends (or Frenemies!)

Sun, 18 Sep 2022 09:00:00 GMT

Friends and frenemies take center stage in the elementary years.

During their elementary years, it can seem like our children are only focused on friends (and frenemies!). We hear about what happened at recess or who they sat with at lunch. They come home with elaborate accounts of being wronged. It’s easy to begin to wonder what they are really learning at school!

In Montessori we always try to understand what is happening developmentally, so we can address children’s needs and offer the best forms of support. When we consider our six- to twelve-year-olds, it’s pretty apparent how they are intensely focused on peers!

Physical Changes

As children approach the age of six, it’s easy to see the physical changes of middle childhood. Their hair becomes coarser. They lose that soft baby skin. Their first teeth begin to fall out. Their bodies become more stretched out. It is as if our children literally become rougher!

In addition, they have incredible physical stamina and can ride bikes, swim, climb trees, and play games from dawn to dusk. This newfound toughness means they are less likely to make a fuss over scrapes, bruises, or falls. Often neatness and cleanliness no longer seem to matter and we may find ourselves offering multiple reminders to comb hair, change clothes, brush teeth, or even take a shower.

A Focus on Friends

In addition to these physical changes, elementary-age children are also shifting how they relate to others. They are developing their moral compass during a time in their lives when their thinking is still pretty black and white. As a result, they are regularly trying to evaluate what is happening with everyone around them. This is when tattling can take center stage. When they come to report someone else actions, it’s often their attempt to figure out if the choices others made were right or wrong. Elementary children are trying to make sense of the rules, including how a group is organized: who leads, who follows, and what sacrifices need to be made.

In addition, elementary-age children begin to want to extend themselves beyond their family structure. This is when we start to see them separate from us as parents. They might walk ahead on the sidewalk or be reluctant to hold hands. What was previously a long goodbye at the start of the day shifts to a quick wave as they head down the sidewalk. They want to stretch beyond the bounds of home, and even past the school walls. They seem to constantly ask for playdates and sleepovers. Sometimes it can be hard to keep up with what is happening in their social world!

All of these shifts are part of normal development. In fact, it’s not just nice for elementary-aged children to be involved with their peers: it is essential for their social-emotional development. This is when children are trying to figure out who they are in relation to their friends.

Montessori Support

In Montessori, instead of working in opposition to this development, we use it to our advantage. Rather than relegate this social time to lunchtime or recess, we give lessons to small groups of children and encourage collaboration. When you come to visit our elementary classrooms, you might see a handful of children working through the steps of long division together as they navigate if 23 goes evenly into 2,425, or two students constructing the unfolding of events on an American History timeline, or a guide supporting four children sorting nouns by whether they are common, proper, abstract, or concrete.

For elementary children, there is incredible value in working with peers. Social learning comes first and foremost and opens the door for intellectual and academic pursuits. A reluctant writer can be inspired by a friend who wants to create a story together. Seeing classmates construct the periodic table can lead to an interest in learning about elements as building blocks of matter. Joining a group researching ancient Egypt can spark a lifelong joy of digging into history.

In Montessori, we also recognize that elementary-aged children need to go out beyond family and school bounds in order to practice taking steps in the broader world. To support this need, we offer opportunities for students to organize excursions based on their interests. A small group might arrange an interview with a local historian, visit a museum to see a style of art they have been studying, or even organize a trip to the store to gather supplies for a project.

At Home Support

Even though it can be hard to embrace some of the changes that emerge in the elementary years, it’s a great time to celebrate this new level of independence. Elementary-age children are more capable than ever before! The key is finding jobs and responsibilities that appeal to their sense of no longer being a little kid.

At home, we can explore opportunities for running an errand, which can start as simply as sending our kids to a different aisle in the grocery store to fetch an item from the list, or delivering a note to neighbors down the street. Eventually, they might want to take on additional jobs or responsibilities, like weeding the garden, mowing the grass, or stacking wood. Their physical stamina can be a gift as they take on bigger work at home.

When your child comes home complaining about the latest social event at school, take a deep breath and remember it’s developmental! Acknowledge their feelings and resist the temptation to want to solve the social drama of the day. Being a thoughtful and reflective listener allows our children to process and reflect on what they are experiencing in their little practice society.

If something sounds particularly concerning, it’s helpful to ask if they would like some help in solving whatever is coming up for them. Sometimes our kids just want to vent or air grievances, not unlike the times we may come home from work and just want to complain a bit. Yet it is also helpful to let our children know we can support proactive and respectful communication and problem-solving.

Although it may seem like our elementary children are only focused on friends, it’s a natural and healthy part of their development. In many ways, they are experimenting with and practicing what it means to live in a society. Our patient understanding and support will serve them well and provide hope for the future.

Achieving Economic Independence

Mon, 12 Sep 2022 09:00:02 GMT

Economic Independence and Adolescents

Adolescents exist between two worlds: they are no longer children but they aren’t yet adults. On this bridge to adulthood, adolescents need opportunities to develop real, meaningful, adult-level skills. They aspire to do what adults do. They are curious about how to make their own way in the adult world.

As adults, we are part of an economic system. Even if we aren't using money to buy something, through our work or our hobbies we produce or consume aspects of culture. In this way, economics is about the web of interdependence we have with other people. We all depend upon the work and activity of others.

Economics and Interactions

If we look at economics as how people offer value in their interactions, as well as the production, distribution, and consumption of services and goods, we can really think about economics as how we organize ourselves in society. Because adolescents are building the skills for stepping into the adult world, it’s important to consider how they are developing their ability to navigate this economic aspect of adult life.

How many of us had the opportunity, as adolescents, to develop the skills necessary for economic independence? How would our lives be different if, as adolescents, we had a support system so we could figure out a fair and reasonable cost for goods we produced, faced the reality of a profit and loss statement, or found our way in navigating the paths of spending, saving, and sharing?

Road to Achieving Economic Independence

Dr. Maria Montessori realized the importance of adolescents developing these kinds of skills. In From Childhood to Adolescence, Dr. Montessori made a bold statement about our approach to education and its impact on the greater society. She stated it clearly: “The essential reform is this: to put the adolescent on the road to achieving economic independence.”

So in Montessori adolescent programs, we offer our emerging young adults the opportunity to learn key skills of production and exchange. We sometimes call this “microeconomy.” The basic idea is that adolescents need opportunities to produce goods and services, and work with money and monetary systems, so they can develop an understanding and appreciation for how economies work and their own role in economic systems.

Real, Meaningful, and Purposeful Work

This experience can take many different forms depending upon the community. Whether running a farm stand or a holiday marketplace, adolescents get to learn key skills. They learn to balance profit and loss. They discuss and determine how much money should be reinvested into the business to help it grow or how much money should be reinvested in the greater community. They respectfully listen to their customers’ needs and concerns and incorporate that feedback in useful ways.

In order to have these learning experiences, adolescents need real, meaningful, and purposeful work. Just like young children need to actually prepare food rather than play with a pretend kitchen set, adolescents need actual experiences in creating a business plan, keeping track of income on a spreadsheet, and balancing a budget. They need to practice accounting work so they can build the skills for their own economic independence. They need to have the thrill of handfuls of cash and then face the responsibility of keeping track of those earnings. They need the experience of paying for replacement materials when they have overused key supplies. If they have developed some savings and want to invest the money, they need to find opportunities that align with their values.

Preparing for Adult Life

Too many of our young people enter the world of adult lives without having experienced their role in an economy (perhaps other than being consumers!). Economic independence is a key part of preparing for adult life. We want our adolescents to step into maturity with confidence that they can independently navigate their new responsibilities and roles. If we give adolescents the opportunity to learn how to have a sound basis for their economic decisions, imagine where they will be when they are adults and making decisions that affect broader aspects of society!

From Independence to Interdependence

Sun, 04 Sep 2022 05:00:00 GMT

Independence is important...but it's not the ultimate goal!

In Montessori, we talk a lot about independence. However, one of the lesser known or understood aspects of Montessori is that independence isn’t the end goal.

As humans, we are each wonderful, unique individuals. But we don’t exist in isolation. We live amongst other wonderful, unique individuals! In order to effectively live in community with other people, though, we need to be able to function independently. Said another way, before we can offer help to others or make ourselves useful, we need to be able to meet our own needs.

How can we be independent and interdependent at the same time?

We all want to make choices for ourselves, exercise our liberty, and be responsible for our own lives. At the same time, we also want to be part of something. We are designed to be both independent and be in community. These two needs are not mutually exclusive, but in fact, operate in relationship to each other. We have an innate desire to be autonomous and to belong.

When we develop the ability to act for ourselves, make choices, control ourselves, and accept responsibility, we are able to be functioning, contributing members of society. We can see what needs doing and do it because we have the skills to do so. We can work with others to create solutions or produce goods and services. We can be part of a community by acting and taking responsibility for our actions, each able to contribute because we all have the skills to do so.

What does this have to do with children and Montessori education?

From a very young age, children are trying to exert control over their lives. Children are trying to gain functional independence from birth to about age three. In Montessori classrooms, we offer all sorts of opportunities for young children to develop skills that help them take care of their basic needs. But we don’t stop there! We also provide so many ways children can care for others and for their surroundings.

Once children have mastered pouring from one pitcher to another, they are able to pour water into a vase and arrange flowers to beautify the classroom. After they learn how to sweep, they are quick to notice a spill and rush to get the dustpan and dust brush so they can help. When someone is struggling to zip their jacket, they take pride in sharing their newfound skill in service to someone else’s need.

As children move into the elementary years, this service to others often takes on a slightly different form, in part because elementary-age children are developing their intellectual independence. Thus, their contribution often involves applying these newfound intellectual skills. They might notice a classmate struggling to figure out the steps in a math problem and offer support. Or when friends are in conflict, they might provide some mediation to help each party listen to the others’ perspective.

In adolescence, young adults are ready to work toward being socially and economically independent. They want to figure out their place in society, grapple with real problems, and contribute in a useful way. Thus, Montessori adolescent programs offer teens the chance to develop and feel secure in their own abilities while also collaborating in real and meaningful social endeavors. In the process of running a small business, for example, adolescents are applying their intellectual skills from marketing to mathematics, while also navigating how to communicate with customers and collaborate with classmates.

Why is this important?

As humans, we want to achieve independence and belonging. Being independent is about learning the skills to be able to contribute in a meaningful way. All the little conquests of independence–throughout each age and stage of development–matter! When our infant reaches to grasp an object, our two-year-old demands to put their shirt on themselves, our eight-year-old argues about just and fair rules of a game, or our adolescent insists they can solve a problem with their peers, we can remember that these acts of independence are laying a foundation for our children to become part of an interdependent, harmonious society.

Independence is just a step. Interdependence is the ultimate goal.

The Legacy of Dr. Maria Montessori

Mon, 29 Aug 2022 09:00:10 GMT

Who was Maria Montessori?

To honor Dr. Maria Montessori’s birthday on August 31, we want to reflect back on her life and her profound influence on how we see and honor children’s potential.

Many educational systems start with adults having an idea of what is best for children. The Montessori approach, however, began with Dr. Montessori being intensely curious and observing children’s growth and development.

It’s worth remembering that Dr. Montessori was first and foremost a scientist. In fact, Dr. Montessori was one of the first female physicians in Italy in the late 19th century. Specializing in pediatrics and psychiatry, she had regular contact with working-class and poor children through free clinics at the University of Rome’s medical school. Through these initial experiences, Dr. Montessori theorized that children are born with incredible learning potential and an intrinsic desire to explore, discover, and learn about their world.

In 1900, she was appointed director of a University of Rome program for developmentally delayed children considered uneducable. After observing the drab conditions of the institution and the children’s attempts to find anything of sensory interest, Dr. Montessori began studying the importance of sensory experiences in cognitive development.

She then spent two years teaching the children and directing the work of teachers in the institute. Eventually, Dr. Montessori’s developmentally delayed students were able to pass the standard tests of Italian schools. Her response? She stated that if children with developmental challenges could pass the tests, the traditional schools of the time should be able to get dramatically better results with typically developing children!

This experience caused Dr. Montessori to want to examine how education could support, rather than stifle or repress, children’s development.

In 1907, Dr. Montessori had her opportunity. She was invited to coordinate daycare in the slums of San Lorenzo for working-class children too young for public school. Dr. Montessori began by teaching the older children how to help with everyday tasks. She also introduced practical skills of everyday living, including hygiene and self-care. Gradually, Dr. Montessori incorporated manipulative puzzles and activities to assist children with learning different skills and concepts. The children were drawn to the materials and reveled in the process of beautifying themselves and their surroundings. Each day the children’s behavior improved, and they eventually begged her to show them more, including how to read and write.

As she prepared the space and the adults supporting these previously unkempt, unruly, and uneducated children, Dr. Montessori saw an incredible and seemingly spontaneous kind of learning and work happen. The children became calm and peaceful. They took care of themselves and their surroundings. And they developed concentration and a love of learning.

Dr. Montessori was fascinated. Building upon her previous work, she continued to experiment and design unique learning materials that nurtured children’s natural desire to learn. News of this success in San Lorenzo soon spread through Italy and eventually dignitaries from other countries began visiting to see this miracle firsthand.

Around age 40, Dr. Montessori left a doctor’s career and a professorship at the University of Rome to continue her work for children. Throughout the rest of her life, she offered courses and lectures, wrote books, and trained educators, all the while insisting that the focus be on children, rather than on her.

Through scientific investigation, the study of available research, trial and error, and observation, Dr. Montessori saw that children across cultures and countries flourish in a setting that provides just the right support at critical times of development.

Because Montessori education is focused on the science of human development, the approach has withstood the test of time and culture. Today the Montessori approach has been implemented in approximately 20,000 Montessori schools around the world, with more than 3,000 in the U.S. alone. With over 100 years of practice, Montessori has worldwide recognition as an educational approach that helps children achieve their fullest potential.

We invite you to come to see this legacy in action!

Transitioning from Summer to School

Thu, 25 Aug 2022 14:43:20 GMT

Help your child prepare

Shifting from Summer to School

Although it can be hard to think about the end of summer days and the return to routine, there is value to getting back into a consistent schedule. Steady, well-thought-out routines help our children develop good habits that can last a lifetime. In addition, the consistency of routines can decrease stress, ease anxiety, and reduce irritability (for both children and parents!).

Ideally, the transition from summer to the school year can happen gradually so your child can gently adjust to the skills and schedules that will allow for a smooth start on the first day. Here are a few things to consider as you begin this shift.

Casual Conversation & Calendars

We’ve found that it helps to begin by casually talking about the start of school. While out shopping, you can notice aloud how stores have back-to-school items and comment about how it’s almost time for the school year to begin. Because young children live in the present, it is important to keep the time frame general.

If you do talk about school with your child, it’s best to try not to build up false expectations about what they will do in school. Modeling curiosity and openness can go a long way. If you drive by a school, for example, you can wonder aloud: “I wonder what children in this school do after they walk in the door.” Or “I’m so curious about what kinds of activities children enjoy doing during their school day.”

Older children who have a solid concept of linear time can benefit from having a family calendar that is visible to everyone. They might want to mark off a countdown to the first day, or help set some benchmarks for getting back into a normal sleep schedule.

Sleep Routines

One of the hardest parts of coming out of vacation mode can be shifting back into a school sleep schedule. Rather than just expecting that everyone will adjust on the first day, it’s best to gradually transition into the school-year bedtime and wake-up routine.

If late bedtimes have become the norm, it can be most effective to start the process about 10 to 14 days prior to the first day of school. First determine what time your child will need to wake up in order to have a peaceful, unhurried morning. You can then start waking your child up a little earlier each morning. In addition, you’ll want to have bedtime begin a little earlier each night. Making these changes in 15-minute increments works best. The goal is for your child to begin getting up rested and refreshed at the wake-up time you’ve determined.

We recommend establishing an age-appropriate bedtime and sleep routine. Having a calm mind at bedtime and developing good sleep habits, has long-term benefits for your child. For more information visit the Sleep Foundation .

Morning Routines

Having enough time for a calm, consistent morning routine decreases stress and anxiety for everyone. Plus, children really appreciate having some ownership over the process.

To prepare, you can make sure your child has clothing and shoes that are easy to put on and take off. For younger children, you can have two outfit options available so they can choose what they want to wear. Older children can select their clothes the night before and lay them out for the next morning.

It can also help to collaborate with your child to create a visual schedule of what needs to happen each morning: getting up and out of bed, getting dressed, eating breakfast, brushing teeth, preparing lunch and snacks, etc. You can add images to the schedule and even turn it into a checklist. If you laminate the schedule or checklist, children may appreciate using a dry erase marker to check off each item they have completed.

Stay Organized

Your child (and you) benefit from a sense of order and predictability. Thus, we recommend dedicating and preparing a space in your home for all school necessities, such as backpacks, lunch bags, shoes, etc. Ideally, this space for school items is attractive and child-sized. Having low hooks or a small shelf near the door can allow your child to develop a strong sense of capability and independence.

Even before school begins, you can practice coming home and putting everything where it belongs. Your child can be in charge of hanging their backpack on a low hook and even putting their lunch containers in the sink or dishwasher.

If the space gets a little disheveled, you can take a few minutes together with your child to tidy up the items and appreciate how much better things feel when everything is in its place.

The transition from summer to school year can be an opportunity to establish teamwork and collaboration with your child. So that your child can be an active participant in the process and so that you don’t end up taking on all the stress, remember to ease into the new routines, allow time and space to prepare consistent systems, and provide just enough support for your child to experience some independence and success in the process. The result? Healthy habits and a more peaceful practice for everyone.

Want a quick reference for the transition from school to summer? Download this one-page printable!

Why Montessori?

hello@montessorithrive.com (Montessori Thrive) — Mon, 01 Nov 2021 23:00:00 GMT

How does a parent prepare their child for an unpredictable future? Don’t we all just want to give them every possible advantage?

How do we define success in our children’s lives? Is it about being able to provide for oneself or is it finding joy in the work we do? Is it about contributing to our communities or perhaps continuing to learn throughout our lives? Couldn’t it (shouldn’t it) be a little bit of all of those things?

Goals

We think Montessori is one beautiful way to work toward all of these goals, and we are prepared to make some bold statements:

Montessori gives children a strong understanding of basic math and language skills, starting earlier than most methods and using materials that support their development and methods that correlate with current research findings.
Building a sense of independence and confidence is a major component of what we do. We know that children of all ages are fully capable of doing more for themselves than they are often given credit for. We have learned to sit back, observe, and assist only when necessary. This allows children to grow in incredible ways, amazing their parents (and frankly, us, too!).
Respect for and connection to the earth is built directly into our curriculum, especially in the elementary grades. We know that around age 6, children start to think about where they fit into the bigger picture. We teach them about the universe, our solar system, the beauty of our planet, and the variety of life on it, just at a time when they are seeking those answers.
Choice and freedom are important for all human beings. We give both to children because we believe they are capable of knowing what they need and want, and the more practice they have the better they will get at making decisions when we are not there to support them.
We value teaching responsibility and time management skills. This goes hand in hand with focus and attentiveness. The ability to make choices about one’s learning must be balanced with accountability; as the children in our classrooms get older, they know there are certain expectations. For example, they may be able to choose the order of their work, but they know that they have to do grammar at some point during a specific time period, even if it’s not their favorite subject.
Rather than drilling arbitrary facts into children and forcing them to memorize information that may not serve them in the future, we take a different approach. All children are exposed to a wide variety of basic scientific, geographical, and historical information, and are given extensive opportunities to more deeply explore the topics that they find fascinating.

Graduates of Montessori schools go on to be successful in other settings, whether they go on to attend other private schools or their local public schools. They tend to view the world a little more creatively than the rest of us, and their contributions are often felt throughout society. There are many notable public figures that credit their early Montessori education to the successes they experienced later in life. To learn more about some of these people, take a look at this article .

Research

Montessori-specific research is a fairly new field, but the initial results in recent years are fascinating.

One study conducted in Hartford, Connecticut, took a look at preschool students in a public Montessori magnet school. Federal magnet grants are awarded to public schools who commit to special, high-quality educational programming (in this case, Montessori) in an attempt to create a socioeconomically diverse school community within an urban setting. In the study, two groups of preschool-aged children were observed over time: 70 children in the Montessori setting and 71 who were in other settings. While the children tested similarly at the onset of the study, eventually the Montessori children outperformed the others academically, as well as notable increases in their enjoyment of work, social understanding, mastery orientation, and executive function. Subgroups within the study showed some other interesting findings that suggest Montessori education might help close the gaps on certain factors that typically hinder children’s success (such as income and executive functioning).

Another study in public Montessori schools in Milwaukee concluded that a Montessori education has long-lasting positive benefits for children. The study also determined that when Montessori-educated children eventually transitioned into more traditional educational settings they were successful and the transition was positive.

While there are other great studies out there, we will touch on just one more here . This study took a look at the effects of a high fidelity Montessori environment versus a low fidelity Montessori or conventional classroom environment. Children who learned in a classic Montessori program in which the guides adhered to traditional methods made significantly higher gains during the school year than their counterparts in conventional classrooms or Montessori classrooms that were supplemented with other types of learning materials and methods.

Community

Montessori schools are also something unexpected: they provide a community for more than just the children. Parents, educators, students, and local community members gather together in support of common goals. They work together, socialize together, and find ways to solve problems together. In our society today, many people have lost the sense of community that is so important to our well being; Montessori schools serve an important function of not just educating children, but giving like-minded adults a way to connect and form meaningful relationships.

Freedom Within Limits

hello@montessorithrive.com (Montessori Thrive) — Fri, 01 Oct 2021 17:00:48 GMT

“Freedom within limits” is a phrase often used by Montessorians. What do they mean and what does that look like?

What People Hear: “Montessori students have free choice; they can choose what to do at school."

What They Think It Means: “Montessori schools let children do whatever they want.”

Their Accompanying Thought: “If my child could choose what to do at school, s/he would never do any <insert child’s least favorite subject here>.”

Their Conclusion: “That’s just crazy; it would never work;” or “My child needs to be told what to do or s/he’d only do what s/he likes."

We Get It!

Montessori is very different from traditional and conventional education methods, so it’s natural to draw those assumptions based on limited information. These types of statements are typically made by people who don’t really know a whole lot about Montessori and haven’t spent time in the schools. People who are familiar with the philosophy tend to have a very different take. Montessorians begin with an in-depth understanding of child development and the goal of helping the child reach their full potential as a responsible, independent, contributing member of society. Read on to learn some key Montessori tenets which support this important goal.

The Environment

Preparation of the environment is one of the most important things a Montessori teacher can focus on. We believe that it is possible to create an environment full of materials that entice children to learn. These materials are organized very carefully on wooden shelves so that children may access them independently. As the needs of the children evolve, the offerings on the shelves evolve, too.

In short, we think about the desired learning outcomes and create an environment that will allow children to achieve them with a certain level of independence. We want them to satisfy their own learning curiosities and feel empowered by their own education. We give lessons and we stand back and watch the children practice.

Care of Self

At a very young age children begin to feel a desire to do things for themselves. Isn’t that what we all want for them? Sometimes out of habit, and sometimes when we are in a hurry, it can be easy to jump in and do things for our children. If we are careful to build in the time and structures that allow for independent self-care, it is amazing to see what kids are capable of.

In a toddler classroom, this begins when they are learning to use the toilet independently. In primary classrooms we teach children how to prepare their own snacks, and even encourage them to listen to their bodies’ needs and have a snack when they decide they need it--not when we decide its snack time. Whenever possible, we don’t have our students ask for permission to use the restroom. We trust them to take care of themselves when they need to.

At the elementary level, self-care extends to include tending to one’s intellectual and emotional needs. Have you ever thought about your own attention span? When we focus on challenging work for long periods of time we need to stop and take breaks occasionally. This is healthy and makes us more productive in the long run. We trust children to do the same.

Work and Learning

It is true that Montessori children are free to choose their own work. We want them to learn to follow their interests but we also want to give them opportunities to learn time management skills and responsibility in an authentic way. While toddlers and primary aged children have lots of choice, older children are expected to follow a general academic framework. While an elementary teacher is giving small group lessons, the rest of the class is working independently. Some children might have a written work plan, others might have internalized the need to cover the major academic areas, and still others may need more direct teacher guidance. Our goal is to meet regularly with each child to check in with their work and have a conversation about how that independence is going. Children may choose the order in which they do their work, where they sit, and who they work with, but they know that, ultimately, it’s their responsibility to get it all done.

Parents often ask, “What if my child wants to avoid a particular work?” This happens with many kids, as we all have things we like and things we don’t! Montessori teachers give children strategies to address the avoidance. When a child is younger, we may find a way to tie a personal interest into the work (for example, dinosaur counters in math). Older children are open to learning work ethic strategies. We may gently say, “I notice you’ve been avoiding grammar. Sometimes we save the things that are hard or that we don’t enjoy so much for last, but completing that work first is helpful. Why don’t you try that today and see how it feels?” Acknowledging the struggles which we all face and providing helpful feedback gives children the support they need to grow as learners.

Social Growth

One of the great things about Montessori classrooms is the flexibility we have in regards to time and structure. Because we don’t ask children to sit at desks (we allow them to make their own seating choices and their own work buddy choices) they are free to have more authentic social interactions. Kids under six often engage in what we call ‘parallel play’. That is, they tend to be more apt to work individually beside their friends. These younger children receive lots of lessons in grace and courtesy and their teachers are nearby to help guide them through any challenging social situations.

Once the elementary years begin, children become very social people. This is a time in which they are learning all about friendships and how to interact socially with their peers. They often delight in these interactions, but sometimes they are confronted with conflict. Montessori teachers have the time to specifically teach conflict resolutions skills and peer mediation. We are able to sit with children and guide them through the process in such a way that children feel heard, respected, and empowered with the skills necessary to resolve their problems independently in the future.

A Gradual Release

It’s important to remember that while Montessori schools do place great value in the development of independence, we recognize it’s not something that happens overnight. Luckily, when teachers work with children for a three or six-year cycle, they become so tuned in to each child’s needs and progress that their learning experience is truly tailored to the individual.

We don’t simply expect children to be independent and make great choices right away. We slowly foster and encourage those values over time. While paying close attention to each developmental phase and each student’s needs, we can intervene only when necessary.

We all appreciate being able to make our own choices when it comes to ourselves, our work, and our friendships. Montessori makes this possible for children, too.

Education for Life: What Does That Mean?

hello@montessorithrive.com (Montessori Thrive) — Wed, 01 Sep 2021 16:56:07 GMT

How does a parent prepare their child for an unpredictable future?

How Do We Get There?

We think Montessori is one beautiful way to work toward all of these goals, and we are prepared

to make some bold statements:

Montessori gives children a strong understanding of basic math and language skills, starting earlier than most methods and using materials that support their development and methods that correlate with current research findings.
Building a sense of independence and confidence is a major component of what we do. We know that children of all ages are fully capable of doing more for themselves than they are often given credit for. We have learned to sit back, observe, and assist only when necessary. This allows children to grow in incredible ways, amazing their parents (and frankly, us, too!).
Respect for and connection to the earth is built directly into our curriculum, especially in the elementary grades. We know that around age 6, children start to think about where they fit into the bigger picture. We teach them about the universe, our solar system, the beauty of our planet, and the variety of life on it, just at a time when they are seeking those answers.
Choice and freedom are important for all human beings. We give both to children because we believe they are capable of knowing what they need and want, and the more practice they have the better they will get at making decisions when we are not there to support them.
We value teaching responsibility and time management skills. This goes hand in hand with focus and attentiveness. The ability to make choices about one’s learning must be balanced with accountability; as the children in our classrooms get older, they know there are certain expectations. For example, they may be able to choose the order of their work, but they know that they have to do grammar at some point during a specific time period, even if it’s not their favorite subject.
Rather than drilling arbitrary facts into children and forcing them to memorize information that may not serve them in the future, we take a different approach. All children are exposed to a wide variety of basic scientific, geographical, and historical information, and are given extensive opportunities to more deeply explore the topics that they find fascinating.

What Does the Research Say?

Montessori-specific research is a fairly new field, but the initial results in recent years are fascinating.

Community

Hidden Links Between Food and Learning

hello@montessorithrive.com (Montessori Thrive) — Sun, 01 Aug 2021 16:47:39 GMT

We all know that eating healthy can contribute to better energy, concentration, and just overall feeling great. But did you know there are specific foods that scientists are beginning to realize have a direct impact on brain function?

The Study

A recent study shows that two (of about 600) carotenoids have a surprisingly big impact on our brain’s ability to function well. Even better news? These two carotenoids (lutein and zeaxanthin) are found in many different colorful foods, are easy to find, and can be relatively inexpensive.

Lisa Renzi-Hammond and Billy Hammond conducted their research on a group of older adults and college-aged people. They had assumed that the college-aged people were at a point in their lives when they were experiencing peak brain function, and would likely have less dramatic results, therefore serving as a sort of unofficial control group. They were surprised to note that while the older adults showed the results they had expected, the younger adults showed a significant improvement as well. Both groups had taken carotenoid supplements for a year, with another standard control group taking a placebo. The placebo group showed no improvement.

Lutein and zeaxanthin (which are also great for eye health) are not abundant in today’s typical Western diets. The researchers state that most people are likely getting 1-2 milligrams per day, while humans long ago probably had many times that amount. You can boost your family’s intake to reap antioxidant and anti-inflammatory benefits, as well as to increase brain function.

Where to Find Them

The greatest source of lutein and zeaxanthin is from dark green vegetables. The antioxidants are actually much brighter (as in the other sources listed below), but the amount of chlorophyll in these plants hides their color. Some include broccoli, spinach, peas, and parsley, with kale containing the highest concentrations.

Brightly colored foods containing the antioxidants include kiwis, squash, honeydew, grapes, red peppers, orange juice, corn, and durum wheat. Egg yolks, while not plant-based, are another great source.

To increase absorption rates, eat these foods with some accompanying healthy fats. Consider using olive oil, coconut oil, or other fats to sauté, use in dressings, or use it with other foods in the same meal.

Recipes

Looking for simple ways to incorporate these ingredients into your family’s meals? Try this tasty recipe!

Greens and Beans Pasta
1 lb. pasta (spaghetti works well)
1 lb. fresh spinach
1 can garbanzo beans, drained and rinsed
2 cloves garlic, minced
½ small yellow or white onion, sliced thin
Olive oil
Parmesan cheese (optional)

Heat a large pot of water and begin cooking pasta when it’s at a boil. While the pasta is cooking, heat 2 tablespoons of olive oil in a large sauté pan or skillet. Cook onions until they begin to soften, then add the garlic and cook for 1 more minute. Add the fresh spinach and stir occasionally until it wilts the desired amount. Drain pasta and mix with the beans and ingredients in the sauté pan. Sprinkle with cheese if desired.

Here's a few more to try:
Roasted Lemon Garlic Broccoli
Fajita in a Bowl
Fruit & Mozzarella Skewers with Honey Lime Drizzle

We hope this post leaves you looking forward to some tasty, healthy, brain-boosting meals ahead! Have any other recipes you think we should add to the list? Let us know!

Sources :

https://www.wabe.org/uga-researchers-study-plant-pigments-common-colorful-and-really-good-for-your-brain/

https://www.healthline.com/nutrition/lutein-and-zeaxanthin#bottom-line

Montessori Basics: A Brief History of Montessori

hello@montessorithrive.com (Montessori Thrive) — Thu, 01 Jul 2021 16:38:31 GMT

Have you ever wondered where Montessori got its start?

Have you ever wondered how Montessori got its start? You likely know the educational model is named after its founder, but the beginnings of this approach are fascinating. Read on for a brief history of Montessori education.

Maria Montessori was born on August 31, 1870. She lived with her family in Chiaravalle, Italy, though they eventually moved to Rome. An excellent student, she decided upon graduation to apply to the University of Rome to study medicine. Just as in her younger years, Montessori was an outstanding student in medical school, even though she faced plenty of discrimination as a woman. Her chosen career was nearly unheard of for women at the time, yet she continued undeterred.

Dr. Maria Montessori is often credited with being the first female physician in Italy. There were actually other women that came before her (for example, Maria Dalle Donne was the first woman to receive a doctorate in medicine), but her achievement in this area was astounding nonetheless. After graduating she began her work in pediatric psychiatry, which is where the first seeds of Montessori education were sown.

The children in her charge were cognitively impaired; no one expected them to engage in any sort of meaningful education. During this time she became an advocate for children with disabilities, and began to develop many of the materials that would later become what we now know as Montessori materials.

In 1907 Dr. Montessori opened a child care center in a poor neighborhood in Rome. She called it Casa Dei Bambini (Children’s House) and the first Montessori school was established. The intention was for her to create a place to educate the children of poor, working parents. She began to apply what she had learned previously in her pediatric psychiatry setting, as well as using the materials she had developed there.

A highlight of Dr. Montessori’s work was her use of scientific observation. A scientist first and educator later, she looked at child development through a different lens than had many others. She noticed several surprising things:

The children were able to focus deeply on independent work that interested them.

The children were interested in practical life activities, such as preparing food and caring for their classroom environment.

The children learned (seemingly absorbing information) according to what was available in the environment.

The children responded positively to learning materials they could complete by themselves.

Casa dei Bambini was regarded as a huge success, and people began to take notice of Dr. Montessori’s ideas. The approach began to spread, with several other schools opening in Italy, as well as a training center led by Dr. Montessori herself. After publishing several papers, the international community began to take notice early in the twentieth century.

Schools began to open around the world, including in the United States. Over time, her original focus on early childhood shifted to elementary and adolescence, leading her to develop her famous Planes of Development.

Montessori’s popularity in the United States waned after a period, but found a resurgence in the 1950s. Today there are two main organizations that support Montessori education in the United States; AMI (Association Montessori International) was created by Dr. Montessori and her son Mario in order to standardize and preserve her methods, and AMS (American Montessori

Society) which was created by Nancy McCormick Rambusch who is often credited with sparking the revival of Montessori in the US. Both organizations are similar in many ways, with AMI adhering more closely to Dr. Montessori’s original ideas and AMS feeling that some changes are needed to fit with the nation’s culture.

Montessori education has become increasingly popular over the decades, with variations of its materials and implementation of its ideals found in even more conventional classrooms.

Still have questions? Send them our way - we love to teach others about the history of this powerful method of teaching!

Is Montessori Right for Your Child?

hello@montessorithrive.com (Montessori Thrive) — Tue, 01 Jun 2021 14:02:35 GMT

Montessori education is a “whole child” approach to teaching that encompasses all areas of child development—cognitive, emotional, social, and physical. It encourages children and adolescents to learn at their own pace in an environment that fosters independence, problem-solving, creativity, and collaboration.

That said, parents may find that Montessori schools do things a little differently than traditional schools. This is not right or wrong; it is simply a different way of encouraging children to learn, and one that may or may not be the ideal fit for your family.

Let’s look at the questions from our quiz and which answers resonate most with Montessori parents. This will give you a better understanding of the Montessori classroom so you can decide if it is right for your child.

1. Children learn best when they are:

Given rewards, like stickers
Connected with internal motivation and interests

We believe learning should be an exciting and joyful experience for children—something they choose to do without the expectation of rewards for academic outcome, participation, or cooperation.

Instead of stickers or other prizes, the reward a child gets from the Montessori classroom is the self-assuredness that comes from reaching a new level of independence or learning a new skill.

2. I am choosing a school to:

Prepare my child for a traditional kindergarten
Prepare my child academically, socially, and emotionally for school and life

Montessori education is more about preparing children to become thoughtful and well-adjusted adults and less about making sure they advance to the next grade or academic level. This is achieved by creating a consistent pathway for learning that begins as early as infancy and carries through to elementary education and even beyond.

Therefore, it does not make sense to enroll your child in a Montessori Primary program, for example, if you intend to transfer them to a traditional kindergarten classroom the following year.

3. When considering education, I:

Am open to learning about all methods and want to find one that is the best match for my child
Believe traditional methods are the best option

Some parents prefer the structure and familiarity of a traditional classroom setting. This is absolutely fine.

However, because children tend to learn in different ways and at different paces, they often benefit from being in an environment that allows them to learn in the way that works best for them. The Montessori classroom is a great example.

A parent whose child may thrive in a Montessori school setting is one who believes in giving their child the freedom to make choices and guide their own learning journey in an environment that fosters imagination and independent thinking.

4. My child learns best when in an environment that is:

Orderly, bright, and peaceful
Noisy and full of visual stimulation

You will notice that Montessori classrooms have a calm, inviting atmosphere that tends to be quieter than walking into, say, a typical elementary school classroom; there are a couple reasons for this.

First, because Montessori students are given the freedom to choose their own activities, they are more likely to be fully engrossed in those activities and less likely to be asking the teacher for direction. Children move at their own pace throughout the classroom, and teachers are there primarily to ensure children are engaged and learning.

Second, because quieter environments have been shown to foster quality learning, Montessori students are encouraged to speak softly with each other and with their teachers. In this way, they learn to respect those around them and promote a positive learning environment.

5. The most important outcome for my child is to:

Be prepared to achieve in elementary school and beyond
Be a happy, well-adjusted, and self-motivated human being

Again, the Montessori method of education places a greater emphasis on self-paced, independent learning over making sure children advance to the next grade or academic level.

We believe learning should be an enjoyable experience that encourages children to work beside and respect one another while at the same time developing their individual personalities and unique talents.

6. The ideal school schedule for my child would be:

A few hours a couple of days a week
A consistent schedule 5 days a week

The Montessori program is thoughtfully structured to help children maximize their potential in an environment where they feel content and well adjusted, and a big part of that comes from consistency.

Children thrive on routines and knowing what to expect each day, which is why families who can commit to a consistent, 5-day-a-week schedule are those who benefit most from a Montessori education.

7. It is important that your child completes worksheets and memorizes facts at school.

True
False

Although often used in traditional school settings, worksheets and similar memorization and repetition tools are rarely (if ever) used in the Montessori classroom.

We believe children learn more effectively through hands-on experience and independent exploration rather than regurgitating facts onto a sheet of paper. Students are also more likely to retain important concepts when they are able to apply them to different situations and test their validity for themselves.

8. You want your child to:

Learn at their own pace and be challenged according to their unique ability
Learn according to a curriculum based upon their age

In a traditional education setting, parents are often told that a child is not “reading at their level” or that they should be “further along by now” in a certain subject or task because of their age.

In the Montessori classroom, children are encouraged to learn at their own pace and given the time and space necessary to fully understand each concept. Children naturally want to learn and understand things, and giving them the freedom and the opportunity to do so is the key to helping them achieve their learning goals.

9. I want my child to be in an environment that:

Encourages them to explore their interests, without interruption
Has an external curriculum taught at specific intervals each day

While traditional classrooms are very structured in terms of time (e.g. 30 minutes each day for Math, 30 minutes each day for Reading, etc.) the Montessori classroom is not. Instead, children can choose which activities they want to participate in and for how long, so as not to interrupt the learning and exploration process.

10. At school and home, I want my child to learn to be:

Independent and do things for themselves
To rely on adults for everyday life skills

One of the primary goals of the Montessori method is to teach children to think and do things for themselves instead of relying on adults for everything.

In the words of the American Montessori Society, “Given the freedom and support to question, probe deeply, and make connections, Montessori students grow up to be confident, enthusiastic, and self-directed learners and citizens, accountable to both themselves and their community.”

Montessori students learn at their own pace through observation, exploration, and experimentation. Although it is the perfect fit for many families, it is not the perfect fit for all families.

If you are interested in learning more about Montessori education and its unique benefits, we encourage you to schedule a tour or visit our blog to learn more.