Paragon Montessori Academy
The Montessori Philosophy
Unlike traditional teaching methods, this style provides students with an interactive approach to learning that focuses on independent problem-solving, self-discovery, and nature-intensive learning. This unique methodology of teaching focuses specifically on the development of the child and provides them with an atmosphere where they can learn through both traditional teaching and self-directed learning
For more than a century now, the child-focused approach that Dr. Maria Montessori, an Italian physician, developed for educating children has been transforming schools around the globe.
As soon as you enter a classroom, you know that something different is afoot. Montessori classrooms are immediately recognizable. You will see children working independently and in groups, often with specially designed learning materials; deeply engaged in their work; and respectful of themselves and their surroundings.
The Montessori Method fosters rigorous, self-motivated growth for children and adolescents in all areas of their development—cognitive, emotional, social, and physical.
Montessori education is student-led and self-paced but guided, assessed, and enriched by knowledgeable and caring teachers, the leadership of their peers, and a nurturing environment.
Within the community of a multi-age classroom—designed to create natural opportunities for independence, citizenship, and accountability—children embrace multi-sensory learning and passionate inquiry. Individual students follow their own curiosity at their own pace, taking the time they need to fully understand each concept and meet individualized learning goals.
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. They think critically, work collaboratively, and act boldly and with integrity. What better outcome could you wish for your children?
EARLY CHILDHOOD
Montessori Early Childhood programs support children ages 3 – 6 in becoming independent, responsible students who love to learn.
The Early Childhood Environment
In a Montessori Early Childhood classroom, highly trained teachers create a customized environment crafted to her unique abilities, interests, and learning style.
This approach to learning is “hands-on.” Dr. Maria Montessori believed (and modern science has affirmed) that moving and learning are inseparable. In the prepared classroom, children work with specially designed manipulative materials that invite exploration and engage the senses in the process of learning.
All learning activities support children in choosing meaningful and challenging work at their own interest and ability level. This child-directed engagement strengthens motivation, supports attention, and encourages responsibility.
Uninterrupted blocks of work time (typically 2+ hours in length) allow children to work at their own pace and fully immerse themselves in an activity without interruption. Your child’s work cycle involves selecting an activity, performing it for as long it remains interesting, cleaning up the activity and returning it to the shelf, and making another word choice. This cycle respects individual variations in the learning process, facilitates the development of coordination, concentration, independence, and a sense of order while facilitating your child’s assimilation of information.
A Welcoming Space
A Montessori Early Childhood classroom feels more like a home than a school. You won’t see desks, nor will a teacher stand at the front of the room delivering a lesson to the whole class. Instead, you’ll see children happily working individually or in small groups, at tables or on the floor near small mats that delineate their own space.
Specially designed learning materials are displayed on open shelves, easily accessible to the children. Classrooms also include low sinks accessible to the children, child-sized furniture, cozy spaces for quiet reading, reachable shelves with work available for free choice, and child-sized kitchen utensils so the students can eat, prepare, and clean up their snacks on their own. Teachers gently guide students to help maintain the organization and cleanliness of this environment to keep it orderly and attractive, and to help your child understand how to care for materials and clean up after themselves—skills you will be happy to observe carrying over in your home.
What Your Child Will Learn
Rigorously trained teachers carefully observe their children in the Early Childhood environment, identifying their interests and abilities and developing personalized learning plans tailored to each child’s needs. They guide the learning, introducing new lessons and levels of difficulty as appropriate. The teacher offers the encouragement, time, and tools needed to allow children’s natural curiosities to drive learning, and provides choices that help them learn, grow, and succeed.
After participating in a demonstration of material from a teacher, your child is free to choose activities and to work on her own or with a partner for as long as she wishes. Since there is usually only one of each material, your child will develop patience and self-control as she waits for a material to become available.
The Montessori Early Childhood curriculum follows a 3-year sequence. Because the teacher guides your child through learning at her own pace, her individualized learning plan may exceed the concepts she would be taught in a classroom environment in which all children learn the same concept at the same time.
As children move forward, they develop the ability to concentrate and make decisions, along with developing self-control, courtesy, and a sense of community responsibility.
In Montessori schools, academic growth is seen as just one part of children’s healthy development. The method nurtures their social, emotional, and physical growth, ensuring that they are, as Dr. Maria Montessori put it, “treading always in the paths of joy and love.”
The Curriculum
The Early Childhood classroom offers your child 5 areas of study: Practical Life, Sensorial, Math, Language, and Cultural Studies. What are the lessons in these areas?
Practical Life
Children learn daily-life skills, such as how to get dressed, prepare snacks, set the table, and care for plants and animals. They also learn appropriate social interactions, such as saying please and thank you, being kind and helpful, listening without interrupting, and resolving conflicts peacefully. In addition to teaching specific skills, Practical Life activities promote independence, and fine- and gross-motor coordination.
Sensorial
Children refine skills in perceiving the world through their different senses, and learn how to describe and name their experiences—for example, rough and smooth, perceived through touch. Sensorial learning helps children classify their surroundings and create order. It lays the foundation for learning by developing the ability to classify, sort, and discriminate—skills necessary in math, geometry, and language.
Math
Through hands-on activities, children learn to identify numerals and match them to their quantity, understand place value and the base-10 system, and practice addition, subtraction, multiplication, and division. They also explore patterns in the numbering system. With an exploratory approach, children do more than just memorize math facts; they gain a firm understanding of the meaning behind them.
Language
Activities throughout the Early Childhood classroom teach language, help children acquire vocabulary, and develop skills needed for writing and reading. The ability to write, a precursor to reading, is taught first. Using hands-on materials, children learn letter sounds, how to combine sounds to make words, how to build sentences, and how to use a pencil. Once these skills are acquired, children spontaneously learn to read.
Cultural Studies
A wide range of subjects, including history, geography, science, art, and music, are integrated into lessons in the cultural area of the curriculum. Children learn about their own community and the world around them. Discovering similarities and differences among people and places helps them develop an understanding and appreciation of the diversity of our world and a respect for all living things.
Montessori Learning Materials
Montessori materials are not only beautiful and inviting but ingenious. They teach only 1 skill at a time to allow the child to work independently and master the intended concept. The materials are also “self-correcting.” This means the child is able to identify if they have done an activity accurately and try again without intervention from a teacher. For example, if a large block is stacked atop a tower of shorter blocks, the tower will fall down. Working with self-correcting materials helps children develop confidence and self-sufficiency and promotes critical thinking. In a sense, they become their own teachers—a skill that will last for life.
Dr. Maria Montessori introduced many new terms and concepts to describe how children grow and learn. These terms are still widely in use today in the Montessori community. You may encounter these terms as you learn about the Montessori method of education.
Absorbent mind – From birth through approximately age 6, the young child experiences a period of intense mental activity that allows her to “absorb” learning from her environment quickly and easily without conscious effort.
Children’s House – In many Montessori schools, this is the name of the classroom for children ages 2.5 (or 3) to 6 years; other schools call the classroom for this age group Casa, preschool, primary, or early childhood.
Concrete to abstract – A logical, developmentally appropriate progression that allows the child to develop an abstract understanding of a concept by first encountering it in a concrete form, such as learning the mathematical
concept of the decimal system by working with Golden Beads grouped into units, 10s, 100s, and 1,000s.
Control of error – Montessori materials are designed so that the child receives instant feedback about her progress as she works, allowing her to recognize, correct, and learn from an error without adult assistance. Putting control of the activity in the child’s hands strengthens her self-esteem and self-motivation as well as her learning.
Coordination of movement – Refining large- and fine-motor movements is one of the accomplishments of early childhood development, as the child learns to complete tasks independently. The Montessori classroom offers opportunities for children to refine their movements and children are drawn to these activities, especially to those which require exactitude and precision.
Cosmic education – Maria Montessori urged us to give children a “vision of the universe” to help them discover how all of its parts are interconnected and interdependent, and to help them understand their place in society and the world. In Montessori schools, children in Elementary programs (between the ages of 6 – 12) learn about the creation of the universe through stories that integrate the studies of astronomy, chemistry, biology, geography, and history. These lessons help children become aware of their own roles and responsibilities as humans and as members of society, and help them explore their “cosmic task”—their unique, meaningful purpose in the world.
Didactic materials – Didactic meaning “designed or intended to teach,” these are the specially-designed instructional materials—many invented by Maria Montessori—that are a hallmark of all Montessori classrooms.
Directress or guide – Historically, the designation for the lead teacher in a Montessori classroom; some schools still refer to the lead teacher as “directress” or “guide,” while others use the more recognizable term, “teacher.” In Montessori education, the role of the teacher is to guide individual children to purposeful activity based on her observations of each child’s readiness and interests.
Erdkinder – German for “child of the earth,” this term describes a Montessori learning environment for adolescents ages 12 – 15 that connects them with nature and engages them in purposeful, hands-on work in which they contribute to the community. Erdkinder programs are often referred to as “farm schools.”
Freedom within limits – Montessori classrooms are carefully and thoughtfully designed to encourage children to move about freely and choose their own work, within reasonable limits of appropriate behavior. Those limits are the classroom ground rules, and enable children to exercise their own free will while ensuring that their chosen activities are respectful of others and their environment.
Grace and courtesy – In Montessori schools, children are formally instructed in social skills they will use throughout their lives, for example, saying “please” and “thank you,” interrupting conversations politely, requesting rather than demanding assistance, and greeting guests warmly.
Ground rules – Classroom rules in the Montessori classroom are typically referred to as “ground rules” which dictate appropriate behavior in the classroom. At all age levels, the ground rules are simple—children are free to work with any material or activity displayed in the environment as long as they use it respectfully. They may not harm the material, themselves, or others.
Mixed-age grouping (or multi-age grouping) – One of the hallmarks of Montessori education is that children of mixed ages work together in the same class. Age groupings are based on the Planes of Development as identified by Dr. Maria Montessori. Multi-age groupings enable younger children to learn from older children and experience new challenges through observation; older children reinforce their learning by teaching concepts they have already mastered, develop leadership skills, and serve as role models. Because each child’s work is individual, children progress at their own pace; there is cooperation rather than competition between the ages. This arrangement mirrors the real world, in which individuals work and socialize with people of all ages and dispositions. Typically, children from 2.5/3 – 6 years of age are grouped together in an Early Childhood classroom. 6 – 9 year olds share the Lower Elementary (grades 1 – 3) and the Upper Elementary is made up of 9 – 12-year-olds (grades 4 – 6). At the Secondary level, groupings may be 2- or 3-years. Children from birth – to age 3 may be grouped in varying multi-age configurations, and are commonly grouped from birth to 15/18 months (or when mobile) and 15/18 months to age 3.
Montessori – The term may refer to Dr. Maria Montessori, founder of the Montessori Method of education, or the method itself.
Nido – “Nest” in Italian, is a Montessori environment for infants, though not all schools that offer an infant program use this term.
Normalization – A natural developmental process exhibited by a love of work or activity, concentration, self-discipline, and joy in accomplishment. Dr. Montessori observed that children in Montessori programs exhibit normalization through repeated periods of uninterrupted work during which time they work freely and at their own pace on their own chosen activities. A normalized child is a happy, well-adjusted child who exhibits positive social skills in the Montessori classroom.
Planes of development – Four distinct periods of growth, development, and learning identified by Dr. Maria Montessori that a human being progresses through: ages 0 – 6 (the period of the “absorbent mind”); 6 – 12 (the period of reasoning and abstraction); 12 – 18 (when adolescents construct the “social self,” developing moral values and becoming emotionally independent); and 18 – 24 years (when young adults construct an understanding of the self and seek to know their place in the world).
Practical life – The Montessori term that encompasses “domestic” work to maintain the home and classroom environment; self-care and personal hygiene; and grace and courtesy. Practical life skills are of great interest to young children and form the basis of later abstract learning.
Practical life activities – Young children in Montessori classrooms learn to take care of themselves and their environment through activities such as hand washing, dusting, and mopping. These activities help toddlers and preschool-age children learn to work independently, develop concentration, and prepare for later work with reading and math; older children participate in more advanced activities such as cooking, gardening, operating a business.
Prepared environment – The teacher prepares the environment of the Montessori classroom with carefully selected, aesthetically arranged materials that are presented sequentially to meet the developmental needs of the children using the space. Well-prepared Montessori environments contain appropriately sized furniture, a full complement of Montessori materials, and enough space to allow children to work in peace, alone, or in small or large groups.
Primary classroom – In some Montessori schools, this is a classroom for children ages 3 – 6 years; however, the American Montessori Society uses the term ‘Early Childhood’ and defines the age range as 2.5 – 6 years.
Sensitive period – A critical time during human development when the child is biologically ready and receptive to acquiring a specific skill or ability—such as the use of language or a sense of order—and is therefore particularly sensitive to stimuli that promote the development of that skill. A Montessori teacher prepares the environment to meet the developmental needs of each sensitive period.
Sensorial materials – Work with these materials develops and refines the 5 senses—seeing, hearing, touching, tasting, and smelling—and builds a foundation for speech, writing, and math. Each scientifically designed material isolates a specific quality such as color, size, or shape. This focuses the child’s attention on this one characteristic and teaches her to sort, classify, order, and develop a vocabulary to describe objects she experiences in the world around her.
The 3-period lesson – A 3-step technique for presenting information to the child. In the first—the introduction or naming period—the teacher demonstrates what “this is.” (The teacher might say “This is a mountain” while pointing to it on a 3-dimensional map.) In the second—the association or recognition period—the teacher asks the child to “show” what was just identified (“Show me the mountain”). Finally, in the recall period, the teacher asks the child to name the object (“What is this?” she asks the child while pointing to the mountain.) Moving from taking in new information to passive recall to active identification reinforces the child’s learning and demonstrates her mastery of the concept.
Work – Purposeful activity. Maria Montessori observed that children learn through purposeful activities of their own choosing. Montessori schools call all of the children’s activities “work.” While “work” sounds like a serious endeavor, Dr. Montessori observed that children exhibit joy and experience this purposeful activity as play.
Work cycle – Within the prepared environment of the Montessori classroom, children are taught to complete a work cycle which includes 1) choosing an activity; 2) completing the activity to completion (perhaps repeating the full sequence of the activity multiple times), cleaning up and returning the materials to the proper place; and 3) experiencing a sense of satisfaction to have fully completed the task
All parents hope to find the best educational program for their children. And they recognize the lasting impact that early learning experiences have on a child’s development and future learning. What is it about the Montessori philosophy and practice that is so appealing to parents?
For more than a century, Montessori has been thriving around the globe, and contemporary research validates the effectiveness of the Montessori Method. Several key elements of the approach meet the educational goals today’s parents have for their children, including growing into capable people who will be have a strong sense of self, the ability to connect with others, and the potential to be productive throughout their lives. With Montessori, that growth starts early. The early years (birth through age 6) are a critical time to set a strong foundation for who a child will become and the role she or he will play in the future.
A Montessori education develops students who are capable, accountable, knowledgeable people who have the strong sense of self they will need to thrive in the real world.
Choosing a Montessori environment for your child has many benefits. Known for individually paced learning and fostering independence, the Montessori Method also encourages empathy, a passion for social justice, and joy in lifelong learning.
Given the freedom and support to question, probe deeply, and make connections, Montessori students become confident, enthusiastic, self-directed learners. They are able to think critically, work collaboratively, and act boldly—a skill set for the 21st century.
Capable
A Montessori classroom is thoughtfully designed to offer children opportunities to develop their own capabilities, whether it is learning how to dress themselves independently, multiply a multi-digit equation, communicate their needs effectively, or problem-solve with others. Each classroom is filled with developmentally appropriate activities that encourage children to interact with specific learning materials, as well as to work cooperatively with others.
The classroom is intentionally prepared with only one of each activity. Students are free to choose the activity they wish to work with, so they learn to make choices based on what they are interested in and what is available. While some children will naturally choose to work with others, often the youngest students focus on solo activities. As children mature, the curriculum intentionally provides small-group instruction and collaborative activities. The combination of independent, partner, small-group, and whole-group lessons and activities introduces children to different learning relationships and interpersonal dynamics—valuable skills for their interactions outside the classroom!
Allowing children to make their own choices based on internal motivation rather than adult direction sets a strong foundation for developing capable children.
Accountable
In a child-centered classroom where learning activities are presented individually to children, students progress at their own pace. They are given opportunities to practice, review, or move forward based on their own interests and capabilities. They take charge of their own learning and become accountable for their own knowledge.
In a Montessori classroom, teachers assess students on a daily basis, using their observations of each child’s interactions in the environment and with peers. They use their knowledge of child development and academic outcomes to prepare an environment that is simultaneously stimulating and academically, physically, socially, and emotionally accessible. They develop an individualized learning plan for each child, based on his or her unique interests and abilities. The teachers provide environments where students have the freedom and the tools to pursue answers to their own questions and learn how to seek out new knowledge themselves.
Self-correction and self-assessment are an integral part of the Montessori classroom approach. As they mature, students learn to look critically at their work and become adept at recognizing, correcting, and learning from their errors.
Knowledgeable
The Montessori Method nurtures order, coordination, concentration, and independence in children from the moment they enter the classroom. Classroom design, materials, and daily routines support the student’s emerging self-regulation—the ability to educate oneself and to think about what one is learning—from toddlers through adolescents. The sequence of Montessori lessons aligns well, and in many cases exceeds, state learning standards, ensuring that children are introduced to complex learning concepts through hands-on experiences that lead to deep understanding.
The Montessori curriculum is intentionally grouped into 3-year cycles, rather than broken out into year-by-year expectations for student learning. This respects the fact that children develop and master academic topics at different speeds and that in reality, children often work in particular content areas in spurts. The teacher supports the child’s growth through all areas of the curriculum to ensure that he or she is exposed to the full sequence of lessons in each area and to provide support and new challenge as needed.
Sense of Self
A Montessori class is composed of students whose ages typically span 3 years. Ideally, students stay with the class, and teacher, for the entire cycle, forging a stable community and meaningful bonds.
It is common to see students of different ages working together. Older students enjoy mentoring their younger classmates—sometimes the best teacher is someone who has recently mastered the task at hand. Younger students look up to their big “brothers” and “sisters,” and get a preview of the alluring work to come.
As children mature in the Montessori classroom over the 3-year period, they understand that they are part of a community where everyone has their own individual needs, but also contributes to the community. Children exercise independence but are also given opportunities to work with their peers and to support others when they are in need.
Developing independence and pursuing one’s own interests in the context of a caring community fosters a strong sense of self in each student, and encourages pride in one’s own unique individuality.
Dr. Maria Montessori, the Italian pediatrician and visionary educator who founded the Method, believed that when children are given the freedom to choose their own learning activities a self-confident, inquisitive, creative child emerges. As it turns out, this approach, which is over 100 years old, is exactly what parents are looking for today.