Understanding the Montessori Environment 06/23/2009
 Studies have shown that the most proliferate learning period for a human is from age 0 through 6. And we know that the mind of a child processes things differently than the mind of an adult. Montessori educators believe that education is child centered rather than teacher centered and that each child is truly an individual with individual needs, differences and gifts. One child will learn things at a different pace and at a different time than another child of the same age. The Montessori teacher knows that a child needs to be nurtured and taught in many different areas in order to be all that he/she is capable of being. This includes the intellectual, physical, social and spiritual soul inside each and every child. A child in a Montessori environment, then, receives guidance in more than just academic areas. Your child’s teacher believes that education should respond to meet the specific need and sensitivities of each age and each individual child. This is why you do not see all of the children doing the exact same work at the exact same time. A normal Montessori classroom will be filled with students who are working at their own pace, within their own interests, gently guided by their directress/teacher in an open and free flowing environment. The structure and discipline can’t easily be seen for it is a discipline that has been internalized by each individual child. It is a peaceful freedom within learned and disciplined limits. The environment in a Montessori classroom is specially prepared for your child to develop and grow to become capable, successful, independent thinkers. The classrooms, and work within, are intended to be beautiful and peaceful. The furniture and the materials are more child-sized and made for the child’s comfort and benefit. The shelves are set up for the children to easily access materials and put them back with ease. The layout of the classroom is such that a student can flow from one area of learning to another with ease and purpose. You may have noticed that it is set up in specific and different subject areas: practical life, sensorial, mathematics, language, cultural, biology and botany. Everything in the Montessori classroom environment has a purpose. It is an environment of whole learning and order. Anita Murnighan Lakewood Montessori, Boise, Idaho Importance of Pets in the Classroom 06/23/2009
 At Lakewood Montessori, we feel that pets are an important element of the prepared environment. There are many documented pieces of research which would indicate that including live animals in a child’s daily life experiences greatly enhance their ability to learn responsibility, sympathy for others, kindness, respect for life, and the natural processes of living things. These virtues help develop a more well rounded and caring individual who can make a positive contribution to society. The classroom is a great place to study the needs and life cycles of our classroom pets so we can bring these and other benefits into the lives of our students. Anita Murnighan Lakewood Montessori, Boise, Idaho Dealing with Picky Eaters. How can I do it? 06/23/2009
Parents know the reality of dealing with children who are picky eaters and helping them make healthy choices everyday. It may be surprising to realize that helping a picky eater is often more about the way you structure eating, than putting the “right” foods on the table. Here are some things that may help: “I knew from the moment that I met the staff at Lakewood that this school was a very special place. It became very clear to me how special when I began to teach yoga to the children there. I noticed that all of them were so polite and well mannered. They were all so respectful, independent, creative and fun to be around. And that's when I knew that these were the people that I wanted my kids to be around. I wanted them to experience the leadership of the awesome teachers there and I wanted them to become friends with these amazing children.” The Montessori Prepared Environment 06/23/2009
 Montessori environments are specially prepared for your child to develop and grow to become successful, independent thinkers. In both the Pre-primary and Primary levels, care and attention is devoted to each area of the classroom. The class flows from one area to the next with table and floor spaces interspersed. The rooms are intended to be peaceful and beautiful. That is, there may be one piece of artwork on the wall instead of a wall covered with many things. The furniture is child size and made for the child’s comfort. The shelves are set up for the children to take materials as needed. Montessori classrooms have a large group gathering area. In the 3-6 age environment the area has an enclosed line. The line activities provide an opportunity for many activities including grace and courtesy lessons and silence activities. The Montessori classroom is set up in different subject areas: practical life, sensorial, mathematics, language, and cultural. As you visit the classroom, you can appreciate the care your child’s teacher has taken to create the prepared environment. Karen Dugmore Lakewood Montessori, Boise, Idaho  • If you leave a small pitcher of juice in the fridge (of a full flip-n-sip for younger ones), I can pour myself drinks. • If you put low hooks on the wall and create a place for my boots, I can get ready for going outside. • If you take away all of my toys but my favorite few, I can look after them and keep them neat (and then swap other ones in from time to time to keep it interesting) • If you put a stool in the bathroom, I can get on and off the toilet and brush my teeth and hair in the mirror. • If you give me chores to do, such as setting the table or filling and starting the dishwasher or folding clothes, I can help with housekeeping. • If you give me shoes, shirt, pants, and jackets that fasten easily, I can dress myself. • If you give me a dustpan, brush, and sponge, I can clean up my messes and other people’s too. • If you give me simple math problems while cooking, shopping, traveling, and any other time, I can practice my adding and subtracting. • If you sound out words and writing with me, I can practice my own reading and speaking. • If you use grown-up words for objects such as bathroom instead of potty or appaloosa instead of horsie), I can learn them just easily as the baby ones. Help me do it myself, and I will be a happier, more competent, and more dignified young person. (And it will make your job easier too!) Julie Webster in the Co-Director of the Misty Mountain Montessori School in Mount Airy, MD. This piece was published in the Winter 2004/2005 issue of Tomorrow’s Child Magazine. Lakewood Montessori, Boise, Idaho Child Development - The Sensitive Periods 06/23/2009
 Maria Montessori observed that there are certain times in a child’s life when it is very easy to learn a skill. Her observations are now substantiated by modern brain research, and are commonly referred to as critical periods. As an example, when a child is in the sensitive period for language he can learn to speak and understand easily, with no formal instruction. Don’t we all wish we had learned a second language as a young child? Montessori teachers are trained to carefully observe for signs of sensitive periods, and then answer by presenting work that will meet the needs of the sensitive period. 0-3 Years The Absorbent Mind Period - Sensory Experience 0-6 Years Language Development 1.5-3 Years Coordination and Muscle Development - Interest in Small Objects 2-4 Years Refinement of Movement Concerns with Truth & Reality - Aware of Order of Sequence 2.5-6 Years Sensory Refinement 3-6 Years Susceptibility to Adult Influence 3.5-6 Years Writing 4-4.5 Years Tactile Sense 4.5-5.5 Years Reading Karen Dugmore and Mary Clements Lakewood Montessori, Boise, Idaho AEIOU – The Sandpaper Letters 06/23/2009
 The sandpaper letters assist children in learning sounds that letters make. Children are first introduced to rough and smooth tablets in the sensorial area. Working with the rough and smooth tablets (there are several lessons) prepares the child for feeling the difference in texture. At this time the child's hand is being prepared and trained to write. Next, the child is introduced to metal insets. "Metal insets teach the child how to organize the movement of writing, which brings him to the management of the pen" (Dr. Montessori's Own Handbook, p 146). In practicing the small motor coordination the child gains confidence with small motor skills. As the child's interest in language progresses, the child begins work on sandpaper letters. A child is shown a letter, the letter is traced for the child, and the letter name is spoken. The child then repeats what has been shown. The child is introduced to two different letter sounds each lesson. The teacher works with the child to learn the sounds. When a child returns for another lesson, they will review the sounds already taught. The child can be successful because they have preparation through prior experiences (sandpaper tablets, metal insets). Dr. Montessori on sandpaper letters: “This process forms the first preparation, not only for writing, but also for reading, because it is evident that when the child touches the letters he performs movement corresponding to the writing of them, and, at the same time, when he recognizes them by sight he is reading the alphabet.” (Dr. Montessori's Own Handbook, p 152) Karen Dugmore Lakewood Montessori, Boise, Idaho What Makes the Best Montessori Environment? 06/11/2009
 Montessori environments are specially prepared for your child to develop and grow to become successful independent thinkers. At each level, care and attention is devoted to each area of the classroom. The class flows form one area to the next with table and floor spaces interspersed. The rooms are intended to be peaceful and beautiful. That is, there may be one beautiful piece of artwork on the wall instead of a wall covered with many things. The furniture is child size and made for the child’s comfort. Furniture is light enough that the child can move it himself. The shelves are set up for the children to take materials as needed. The shelves are sequenced from the easiest (most concrete) work to the hardest (most abstract) from left to right. The work is also organized from the most simple to the most complex. At the conclusion of a lesson, the work is put back in the correct spot on the shelf and the child is invited to perform the task. The best Montessori classrooms are set up in different subject areas: practical life, sensorial, mathematics, language, and cultural. Now when you visit the classroom you will have a better understanding of the areas of the classroom. Lakewood Montessori, Boise, Idaho | Blog
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