“Education should no longer be mostly imparting of knowledge, but must take a new path, seeking the release of human potentialities.”

Maria Montessori

When the topic of homeschooling comes up and I mention we’re Montessori homeschoolers, I’m often asked, What is Montessori? What does that mean? I always seem to stumble over my answer. It’s such a deep and thorough philosophy of education that it’s hard to give it an elevator pitch description.

I usually end up saying something akin to, “Montessori is an educational philosophy that seeks to educate the whole child. It is very tactile, moving from concrete to abstract, giving the child freedom in interest-led, child-led learning within limits.”

Even if I make the words spill out, I don’t feel I’m doing the Montessori method justice. It’s not until I step back and see traditional methods of education–in the home or school–that I realize how radically different the Montessori approach is.

While I desire my children to learn to read, write, learn geography, and everything else, I do not want to do it at the expense of losing their intrinsic desire to learn.

Montessori 101

The Montessori Method, simply referred to as ‘the method’ by Montessori herself, is a culmination of Maria Montessori’s life work in the study, observation, and experimentation of education.

Montessori’s approach to the education of the child is unique because it is based on the observation of  the child and following his or her abilities as well as interests, seeking to educate the whole child. By closely observing children in a prepared environment, you are able to identify when a child is most willing and ready to learn a specific skill, and then to present activities for that skill.

6 Elements of a Montessori Environment

Freedom. Freedom in the Montessori environment is best described as freedom within limits; a freedom that respects the child, peers, materials, and the environment. By having a prepared environment geared toward the child’s size (child size table, chairs, cups, etc) and constructive activities of interest to their ability. It is through the preparation of the environment, activities, and as well as the directress the child is taught self-discipline through work.

Another aspect of freedom in the Montessori environment is children are free to work at their own pace. No two children are on the same plane of development in every (or any!) area of study. It’s silly to assume that all children in a classroom are ready to learn addition, to read, etc. Montessori realized the brain develops at different paces for children and they shouldn’t be penalized as deficient if they don’t measure up to another child or an arbitrary standard set by the state.

This freedom also enables a child who has grasped concepts to continue moving in their education rather than to be held back during their sensitive period to wait for others. The beauty of Montessori’s visionary freedom in education is everyone wins, everyone learns…it just might not be at the same pace. And an unforced learning environment leaves the natural desire for knowledge and exploration in tact.

Structure & Order. In the Montessori environment, prepared activities appeal to the child’s senses, arranged in order of difficulty, and brought to his or her level. The child is given the opportunity to complete the work cycle without interruption, and if a lesson is needed it is kept short and simple, allowing the child to fully concentrate and be consumed by the activity before them. The duty of the parent or teacher is to keep the environment orderly and alive by rearranging and providing new work in response to the children’s growth, sensitive periods, and development.

Reality & Nature. When you enter a Montessori environment, one of the first things remarked upon is how the furniture and utensils are child-size, the materials are wooden, glass, metal, and natural fibers, books and colored pencils alike are open for use. The environment is filled with texture and weight. It is filled with opportunities for spills and messes.

Most would see these as accidents waiting to happen, but to a Montessorian they are evidences of real life. When a child interacts with real materials, fit to their size, they are able to learn, control, and interact with them in appropriate ways.

Whether you live in the city, suburbs, or the country a life with nature as an active participant is necessary to the child’s growth and development. Children need the freedom to explore the great outdoors. They need time and the opportunity to stick their fingers in the mud, the chance to run through an open field, or walk under trees taller than most buildings. When we give our children the chance to be outside, to play and explore, both guided and unguided, we are sending the message that the natural world is still important in our fast-paced, productivity-oriented, indoor lives.

Beauty & Simplicity. Montessori’s work began in insane asylums and slums, it was in these environments she realized how the child needed beauty. When we are surrounded by beauty, whether it be music, art, or nature, it evokes a response in the human spirit bringing forth joy and wonder and it often involves our own creating or participation in the beauty around us.

Paula Polk Lillard in her book Montessori: A Modern Approach writes, “true beauty is based upon simplicity, the classroom need not be an elaborate place; but everything within it must be of good design and quality, and as carefully and attractively displayed as a well-planned exhibit. […] The atmosphere of the room must be relaxing and warm, and invite participation” (59). Not only should our homes be a place of order and structure in which the child finds safety and is able to grow, but they should be havens of beauty that draw forth from its occupants spontaneous life. Beauty calls us to be more of who we are, more of who we are able to become in our inner being.

Montessori Equipment. Because Montessori materials and activities take up such a larger part of the physical classroom environment, most who haven’t studied the philosophy see the materials as the most important (or only) aspect of the Montessori environment. Polk sets this straight,

“their purpose is often confused. They are not learning equipment in the conventional sense, because their aim is not the external one of teaching children skills or imparting knowledge through “correct usage.” Rather, the aim is an internal one of assisting the child’s self-construction and psychic development. They aid this growth by providing the child with stimuli that capture his attention and initiate a process of concentration” (59-60).

If the materials are not connected to the child’s personal need for development, then they are essential worthless. This highlights the importance of sensitive periods and the teacher’s careful observation. To know the child is ready, the teacher looks for concentration and repetition with the materials.

Five Principles of Montessori Materials

Control of Error. Each material has built into it a control of error, meaning if a child does a work incorrectly the error will be (most often) obvious and he is often able to self-correct.

Progression of Materials. The materials progress from “simple to more complex design and usage.” For example, a child begins math with tracing the sandpaper numbers, then progresses to the spindle box (a tray divided with numbers and the child must put the correct number of spindles in each box), and from the spindle box to the hanging beadstair.

Preparation for Indirect Future Learning. Because Montessori designed her materials in a sequence, they each prepare the child for future learning. Writing begins with the knobbed cylinders, metal insets, sand tray, before the child ever picks up a pencil to write letters. They are practicing the motor skills necessary to hold a pencil properly with correct pressure to make a mark.

Concrete Expressions of Abstract Facts. The binomial cube represents an algebraic equation. Does the child know when they are assembling the binomial cube they are doing algebra? No, but the concrete materials represent an abstract fact and is preparing them for future learning.

The Lesson. Before a child may use a Montessori material (or activity) they must have a lesson from a well-prepared teacher. The lesson is short, simple, and objective. We call this the 3-Period Lesson. The teacher does not offer her observations, but allows the child to interact with the material and discover their meaning for himself.

Community Life. Community life in the Montessori environment begins and ends with the children. Because the environment is geared toward the child they have a sense of ownership and responsibility in its caretaking. Although children work independently, they still interact with their peers, often assisting a child in their tasks. The children are grouped within a three year age range (3-6, 6-9, 9-12) and stay in that community with the same teacher until they move up to the next age range. This, in itself, creates a family.

Want to know more about Montessori?

• What is the Montessori Method?
• Who was Maria Montessori?
• Five Reason We Chose Montessori
• Building a Montessori Lifestyle
• Starting Montessori at Home
• Creating a Montessori Environment Without Losing the Home

Last week I was trying to get the kids to play outside. They were more reluctant than usual. I packed them up and told them we were all going outside together and would stay outside until I finished working out. Grumble, grumble. (Why is it that all winter they want to play outside, but when the weather is great for outdoor play they want to stay in? Why!?)

We moseyed on outside and they sat on the back porch staring at me while I did my kettle bell workout. Awkward.

It didn’t seem to matter how many things I reminded them they could do outside, still they sat.

As I moved through my reps, I began noticing little things in the yard you wouldn’t see if you just sat around. A feather. Little trees peeking through the grass.

Once I finished and put my things inside, I told them we weren’t quite ready to be done with outside.

I grabbed a display box we’d gotten a few weeks earlier at Hobby Lobby to store our nature finds and brought it outside.

Of course there were complaints about it being hot and wanting to go inside, but I told them “I found a few things in the yard we need to pick up. Let’s see if you can find them.” That peeked their interest.

“Can you find something small and soft?”  Hmm…they began looking around.

“It might have came from something that lives up high.” A feather!

Can you find something prickly?

We continued around the backyard eventually making our way to the front, since the call to find something pink sent them racing to our beautiful, blooming crepe myrtle.

And so, our hot, somewhat whiny afternoon was transformed simply by taking a closer look to the world around us.

The next time you’re outside (or inside!) and the natives are growing restless give them a Can you find…? Challenge!

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Every once and awhile I like to bring out materials that have sat a little lonely on the shelf. It’s inevitable that the children quickly take over and remember all the different ways they can build and begin sorting the stair and the tower from largest to smallest.

I’ll remind them of centering and edging, which Joey quickly remembered and took over, and occasionally say, “What do you think about…” or “What if we did…” and see where it takes us.

The Pink Tower is a series of 10 cubes with the largest cube 10cm x 10cm and the smallest base of 1cm, with each cube increasing by a centimeter. The tower is built starting with the largest cube to the smallest.

The Brown Stair is made up of 10 rectangular prisms measuring 20cm in length, with the largest 10cm on the side diminishing to 1cm to the smallest stair. The stair can be built starting with the thinnest or thickest in the order of gradation.

“As the tower is built upon the carpet, the child goes through the exercises of kneeling, rising, etc. The control is given by the irregularity of the tower as it decreases toward the apex. A cube misplaced reveals itself, because it breaks the line.’

Maria Montessori, The Montessori Method

Joey wanted to be the only one in the picture. Oh, brotherly love!

The Tower was always a favorite in the classroom. It’s no wonder! The children stack the alternating cube and prism until they can no longer reach while maintaining balance on their feet, then use a stool until the tower is out a reach.

The teacher would step in as the children hand her the cube and prism. It’s always fun to see how tall you can build it and it still balance. At home, we couldn’t finish the tower because our ceiling was too low and, thankfully, it didn’t fall. It’s an exercise in balance, control, and patience.

For awhile now I’ve wanted to make a flip book of Brown Stair & Pink Tower extension cards. I finally did with 19 different extensions and you can get it as a free printable!

Of course, there’s more extensions to add and dream up!

What’s your favorite extension?

Linking up with Montessori Monday at Living Montessori Now.

Goals from June:

1. Family Rhythm. We’re finding a summer rhythm. We don’t always follow our dailies (storytelling, baking, painting, etc.), but we got a membership at the Y for the summer and have been taking classes and heading to the pool afterward a couple times a week.

2. Finish the eBook. Did not happen. I hardly found the time to work on it. (What’s it? My upcoming eBook Montessori for Infants & Toddlers.) Part of my problem is the mental hurdle of I’ve finished Part 1 (the philosophy and Why?) and am now on to Part 2 of writing up 100 activities. Ouch. It’s a lot to think of and break down the little pieces that have become second nature, so that someone completely new to Montessori can pick it up and feel confident preparing and presenting lessons.

3. Lower Expectations. I actually think I did this one. Truthfully. I settled with myself that we were going to make the gym and pool a priority for the summer, knowing it’d take a good bit of prep to get us there with towels, suits, and lunches. So far it’s been

4. Summer Reading List. I love reading. I really do, but I’ve struggled this summer finding books to keep me interested. And time to read. Hello.

Over the weekend, I picked up The Last Sin Eater* by Francine Rivers and have been enjoying it so far. I’m also reading Dr. Montessori’s Own Handbook and The Hidden Smile of God by John Piper (from The Swans are Not Silent series).

5. Sugar Detox. I started the detox off well, but was interrupted by unexpected personal circumstances. I’m hoping to restart soon.

6. Get Outside. We haven’t gotten outside quite the way I envisioned it. We go to the pool a couple of times a week and are in our garden a bit every other day. But, honestly? The weather does not encourage it.

7. New Blog Design. With the encouragement of a friend,I’ve decided to revamp my little corner of the internet myself. Or at least spruce it up. I’ve been playing around with fonts, colors, and even staging pictures to find the look I want. It’s 1 part fun, 1 part frustrating, but I enjoy the process.

One of my summer dreams for the last few years was to have a Midsummer night party. We finally did…hence all the fairy pictures!

July Goals:

1. Finish the eBook. For real this time.  Not down to final edits and all the pictures, but my goal is to have at least the rough draft completed.

2. Finish 2 books. I’m guessing if I like the ones I’m currently reading, I’ll have 3 finished by the end of the month. Any suggestions? I’ve been itching for a page-turner…but one that’s not going to creep me out.

3. Continue Our Summer Adventures. This month I’m focusing on a stargazing picnic and hopefully (*fingers crossed*) find our way to the little seaside town I grew-up in for a visit to the beach and the Lowcountry.

4. Finish & Launch the New Blog Look. This should be fun. Also…Our Montessori Home turns 5 this month! Five!

I stumbled on a homeschooling mama conference different from the rest. Wild & Free.  I’m smitten…and trying to find a way to go.

image by @tissespieces

“Whether or not you educate your children at home, you believe childhood is a wonder to behold, to be cultivated with love, nature and adventure. […] We may not all use the same approach to homeschool our kids… or the the same curriculum or the same schedule. But there’s one thing that unites all of us – we want our children to grow up to be their true, uninhibited, beautiful selves. We want them to Be Wild & Free.”

What are your plans for July?

Linking up with The Tiny Twig’s Goals with Grace.

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