One of the key concepts and skills that Montessori education develops in different ways and from different perspectives through the entire childhood and through the entire educational process is independance.
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Maria Montessori used to walk through the forests in India pulling leaves from trees to teach about their function and structure, digging in the soil to demonstrate the ubiquitousness of life, examining root systems and connecting them to academic ideas.
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It is no surprise to hear parents expressing doubts about a multi-age classroom, and questioning how children of different ages could work together harmoniously in the same environment, and if there are any benefits to this approach.
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How do we encourage peacefulness and respect in the Montessori classroom? Together with the children, we prepare a blueprint for our classroom community!
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Patience and a positive attitude are key when helping children with dressing and undressing. This means staying engaged with your child, maintaining eye contact, but also being patient as they process the information and movements.
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The materials in the Sensorial area of the Montessori classroom are quite unique – they speak to the tactile observer in all of us. When you consider the way humans take in information, you realize how often we use more than one sense to explore. Maria Montessori’s work in the Sensorial environment was designed to take advantage of this tendency. Today, I will discuss the materials featured in the Children’s House classroom (ages 3-6).
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