Eagle Montessori Teaching Academy

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Preschool (3 - 6)DevelopmentLanguage developmentLanguage is developing rapidly, refining communication skillsMovementDevelopment of coordinated movementIndependenceExploring, freedom to choose Sensorial experiencesContinuing to learn through the sensesSelf and Purposea more conscious stage of developmentActivitiesAuditory DiscriminationExploring different soundsListening and exploring instrument soundsmusical instruments are available for the child to useThink about what instruments you would like to place in the classroom and show the children how to use them with careListening games, percussion instruments, sound gamesDynamics: and intensity of soundListening to different instrument, music, poetry (moving to it as well)Learning language for loud, soft etc.Timbre (quality)Musical instruments, sounds in the environment, music in the classroomJazz - smokySome classical - crispRhythmHave the child put their hand on their heart to feel their heartbeat. This is great introduction to Rhythm.Introduce body percussion, the initial way to create rhythm What kind of body percussion can you make?Clapping, tapping, or gently slapping the thighsCall and Response songs/echo - Kye Kye Kule from GhanaIntroduce the lyrics and melody first and then add the movements Explore different types of instruments, listening to poetry, dancing, movingWalking, running, skipping on the line to music, feet tapping, clapping, swaying during songsEmbrace the child’s natural movements when hearing musicStyleListening to different types of musicClassical, jazz, folk, popShare music from your own culture or other cultures both live and recordedSingingSimple songs and melodies/folk songs and nursery rhymesSinging is such a great expression of self: singing with and without accompanimentDynamics of musicSinging softly then loudlyTimbre - listening to various types of music - jazz, blues, folk songs, etc.Music AppreciationIndependent listening to selected music with a CD player and headsetListening to different types of musical instruments live or recordedVisiting musicians, using musical vocabularyReading stories about composers and musicians and introduction to the Orchestra and World MusicOther ideas:Transitions: If you’d like to have your lunch, sit in the circle (clap, clap), etc. sung to If You’re Happy and You Know it.End of the day: Goodbye my friends it’s time to go, I’ll see you again on ___________!Standing in Line: Riddle, Riddle, Riddle, Ree…do what I do after me…tap, tap, tap or clap, clapIf you decide to gather children for a once a week class, while still offering musical experiences in a variety of ways in the classrooms, I’ll share what I generally do:Sample Lesson plan:Welcome songNon-pitched percussion - introduce a shaker egg, or a rattlePlay it and let the group experience itGreat time to talk about listening skillsShow how to hold it and explain that you are going to pass it around the circle and everyone can……? you set the guidelines Let everyone know that you will be putting this in a basket on the shelf and anyone is welcome to explore it…set the guidelines. What are the expectations?Sing a familiar songIntroduce a new song Call and response or a folk song, nursery rhyme, fingerplay, etc.Sing the song first then break it up into small sectionsLet the children know you will sing first and they will echo you afterwardIt’s helpful to point to yourself when you sing and point to the group when they doDo this until you can start putting all the sections together and they can then join you in the songMovementIntroduce a movement song gameTeach the melody and the words first and then add the movementsLet everyone know the guidelines before you start so you can practice a little containment ;)When all of the sections and movements are coordinated, continue the song togetherWrap up by singing a goodbye song, or a song of choice that you can use each time you have a music circle. It’s nice to have a consistent beginning and ending to the group time.Always observe your group - they may need movement before introducing a new song!

The Power of the adult role modelThe participation and modeling of teachers, parents, and caregivers are essential to a child’s musical growth. Adults are able to present the music and movements with enthusiasm because it is so much fun for them, too. The children absorb the adults’ passion and joy. Don’t worry about your skill level! They just want to sing with you and their friends!0 - 3 YearsDevelopmentLanguage developmentPre-language; cooing, babbling, sing songToddlers are refining their language skillsMovementMoving towards coordinated movement, development of psychomotor skillsIndependenceExploring, freedom to choose, crawling, walkingSensorial experiencesExploration of environment with mouth, hands, eyes, bodyAbsorbent MindUnconsciously absorbs everything in the environmentActivitiesAuditory DiscriminationIdentifying different voices, animal sounds, instrument sounds (games)Rattles, percussion instruments (bells and egg shakers)Instruments can be on a low shelf and available for use, in a basket or resting on the shelfCare is taken so that instruments are safe for young childrenPlay games around the direction of sound, describing sounds, high and low soundsSingingSimple songs and melodies/folk songs and nursery rhymesLots of opportunities for repetitionExpression of self with singingLoud, soft - volume and pitchTimbre - listening to various types of musicSelf-expressionDeveloping skills to express themselvesSinging, movement, dance, fingerplays, percussion, movement gamesListening to and playing musicXylophone, non-pitched percussion instruments

Many thanks to Donna Koontz for her time!Notes from Donna:AcademicsMusic exercises more parts of the brain than almost any other activity and research has shown that music helps children access parts of the brain that may be low functioning. Music is wonderful for children that have learning disabilities or differences!Sensory discrimination is the foundation for a number of high-level cognitive abilities. For example, language is enabled by fine auditory discrimination. While navigating through a space, a child needs to be able to organize visual and tactile input. This allows them to stand in line without bumping into someone, balance their bodies, use fine and gross motor skills, and focus their attention.Movement games and song games create experiences to develop these skills and opportunities for the child to cross the midline and develop bilateral coordination (right and left parts of the brain are working together to create fluid movements).Music helps children develop and refine their memory. Think about a song and what elements it has. It has structure, a melody, sometimes a chorus or refrain. It may repeat or it could have gestures if it is a song game. That’s a lot for a child to hold in their mind! Depending on song, music can affect short and long term memory.Example: Short call and response song - Kye Kye Kule - short term memoryExample: A longer folk song or ballad - You are My Sunshine - long term memorySinging and performing musical games allows the child to use their imagination as they act out roles. They can transform into anything they want.Music and movement enhances thought processes, such as recognizing differences, logical thinking, pattern recognition, and math skills.Within music there are experiences of fast and slow, loud and soft, long and shortThe ability to perceive the parts of a song which are same or different helps the child recognize patterns, which is critical for building early math and early reading skillsWhen a child perceives the structure of a folk song or piece of music, and holds it in the mind, they also develop logical thinking.rhythm and repetition in songs helps children to recognize number patternsmusic also paves the way for abstract thought. Because, unlike other arts, music doesn’t exist until it is recreated by the child and perceived by the other children, the child and the audience must form an abstract understanding of the piece being sung, composed, or created.The child is engaging the cerebellum, the motor cortex, and the frontal lobes [of the brain], while singing or playing song games. This plays an important role in language and literacy development.When children learn to sing and participate in songs that rhyme, they develop phonemic awarenessTo sum this upThe most important time for music and movement experiences is between the ages of birth and six. This is a time when children's growing brains are most open to musical influence and growth. Exposure to a variety of music and movement experiences is crucial during this period. You are key, because you are with children during this amazing part of their development.The children don’t care if you are not a pop star, they want the joy of singing together and the bond that music brings to a classroom community. They want to belong, to participate, to feel purposeful.I’ll talk more about the music and movement experiences you can bring into your classroom the next time we connect!

Many thanks to Donna for the rich discussion on the importance of music and movement in our classrooms!Notes from Donna:When I reflect on music and movement with children, one of the first things I think of is community, and how music helps to build community through behaviors like interdependence, friendship, peaceful coexistence, and communicating with each other.Music is such a great way to build relationships and develop and refine social and emotional skills. The community of children that are singing or dancing together depend on each other. For example; if a child goes the wrong direction in a musical game, the words or the actions of the others allow the child to self-correct and builds goodwill within the community. These experiences can be the beginnings of very deep friendships.Within a community, a child will need to have the ability to control their behavior, developing a refining prosocial behaviors.Self-regulation, the term that refers to a child's ability to manage “one’s emotional state and physical needs” is enhanced by music and movement activities.Three varieties of self regulation: emotional regulation skills encompass the extent to which a child can move back and forth between heightened emotional states and a state of calm. attentional regulation - are required for children to proceed with a task when there are distractions present.executive functions  -control a child’s behavior and cognition. Executive functions are especially relevant to music because within them are the specific processes of memory, inhibition, and mental flexibility. Children display working memory skills when they perform an ordered series of movements, such as patting the knees, clapping once, and then clapping their partner’s hands.A child with good inhibition skills can wait for a cue before touching an instrument, refrain from calling out randomly during a song or game, or wait for a cue before touching a body part during a game of Simon Says.A flexible child can hear a melody and focus on the words, ignoring the melody, then hear the same melody and focus on the melodic contour, ignoring the words. This child is able to switch attention between related aspects of a task.One of the activities that I find very helpful with students that are struggling with executive function skills or dysregulation is drumming. There are so many things you can do with a small drum circle or percussion circle that help to develop all of the above skills! 

We’ve talked about some of the distinguishing features of the Montessori method, such as the focus on independence, the use of individual presentations and distinct structure, and the very specific materials.Another unique aspect of the Montessori Method is the sensorial curriculum.  This is truly a cornerstone of Montessori theory, and the sensorial materials were the first to be developed by Dr. Montessori. The refining of the senses is a first priority, before mathematics and writing and reading.Now, I want to stress that saying the sensorial curriculum is unique to Montessori does not mean that other methods and curriculums do not include any sensory learning.  All quality early childhood programs will have sensory experiences included in their curriculums, and many will have a sensory table or area available at all times.  The distinguishing factor with the Montessori Method is again that level of intentionality, planning, and purposeful materials to very strategically expand a child’s sensory explorations and understanding.Our senses are how we experience the world.  They are how we observe and understand our surroundings.  An infant watches the world around them, hears new sounds, feels the textures of their environment, tastes anything and everything they can find, constantly experiences new smells as they learn, and uses all of this input to begin to make sense of the world around them.  That sensory exploration is the foundation for early learning.  So shouldn’t we all, as early childhood educators, foster the development of our senses and help our students as they make connections about the world around them?Maria Montessori said, “we have a two-fold aim in education.  One is biological and the other social.  The biological objective is to assist the natural development of the individual; the social objective consists in preparing the individual for his environment, and this also embraces professional education, which teaches an individual how to make use of his surroundings.  The training of the senses is, in fact, of utmost importance on both counts.  The development of the senses actually precedes that of the higher intellectual faculties, and in a child between the ages of three and six it constitutes his formative period.”I really want to stress that point: the training of the senses is of the utmost importance in both the biological development of the child and the social development.  Developing the senses allows a child to function in their environment and make sense of the world around them.  In Montessori programs, the sensorial education is designed to focus on refining the child’s senses through the repeated manipulation of specifically designed materials.  Again, we have a level of intentionality here that goes above and beyond.  The materials are designed to isolate and provide concrete examples of abstract concepts, such as dimension, form, color, texture, sound, and scent.  The purpose is to provide the child with a structure and vocabulary for information he receives through the senses.  We are helping to build a framework a child can use to categorize the environment.  This also helps to develop concentration, a sense of order, and intellect, as a child discovers how much they can learn through the use of their senses.Going back for a moment to the social objective in education- that idea of preparing an individual for his environment and teaching them how to make use of their surroundings.  The ability to recognize and process the sensory input from the world around us is key to our ability to operate in that world.  A child who has not had the opportunity to focus on and learn about their senses and how to process and categorize the input can easily become overstimulated in an environment.  There is a constant flow of sounds, smells, tactile experiences, and visual stimuli.  That is a lot for a small mind to process.  When we have not provided the opportunity for our youngest learners to focus on that sensory processing, we have missed the chance to set them up for success as they continue to grow.Maria Montessori also focused on nine senses, rather than the standard 5.  She of course developed materials for the traditional five senses, visual, tactile, auditory, olfactory, and gustatory.  But she also included four other senses that she believed to be important in a child’s development.“The thermic sense is the ability to experience and differentiate between temperatures.“The baric sense is the ability to experience and differentiate between weights.“The stereognostic sense is a higher brain function that combines the tactile and muscular sensory input of texture, form, and/or weight into a coherent experience of an object.”And finally, “the muscular sense, also called the kinesthetic sense, is the ability to feel movement and posture.  All movement trains this sense, but concentration upon the body during activities helps to refine the sense.”In developing her methodology of sensory curriculum, Dr. Montessori designed a variety of materials with the express purpose of stimulating and refining the senses.  Those materials include Cylinder Blocks, the Pink Tower, Touch Boards, Thermic Tablets, Baric Tablets, Geometric Solids, Sound Cylinders, Smelling Bottles, Tasting Bottles, and many more.As a child grows in the Montessori environment, they continue to focus on their senses and direct them toward their surroundings.  This allows the child to develop his perception, or understanding of the world, based on sensation, or the direct sensory experience that arrives at the brain from the senses. The child thus begins to see the world as organized, and can construct relationships between images, sounds, smells, tastes, and feelings, rather than experiencing them as a disconnected jumble of sensations.Sources: Gausman, D. (2021). North American Montessori Center: Montessori Sensorial, Early Childhood (3-6). North American Montessori Center. 

Early childhood learning, just like other stages of education, is comprised of different areas of focus.  Whether we use the term “subjects”, “areas”, “themes”, “content”, “field”, “topic”, etc.  One of those key pieces of curriculum is language.Maria Montessori says, “language is the central point of difference between the human species and all others.  Language lies at the root of that transformation of the environment that we call civilization… Language is an instrument of collective thought… Hence, language is truly the expression of a kind of super-intelligence”.Language is key to our development.  To our ability to work together.  To our ability to learn.  Whatever form that language takes, written, spoken, signed, sung, it is key to our way of life.Maria Montessori continues to describe children and the learning of language, and our roles as educators: “The child of six who has learned to speak correctly, knowing and using the rules of his native tongue, could never describe the unconscious work from which all this has come.  Nevertheless, it is he, man, who is the creator of speech.  He does it entirely by himself, but if he lacked this power, and could not spontaneously master his language, no effective work would ever have been done by the world of men.  There would be no such thing as civilization.  This is the true perspective in which we must see the child.  This is his importance.  He makes everything possible.  On his work stands civilization.  This is why we must offer the child the help he needs, and be at his service so that he does not have to walk alone”. I want you to take a moment and look around your room, wherever you are right now.  Classroom, break room, kitchen, office.  Look around you. How many examples of language do you see? Hear?  Even in a moment of silence with only blank wall or empty floor in your line of sight, I would imagine there is still language present in your thoughts.  Language allows us to plan for our future, to record our past, to analyze experiences, to express ideas, to understand our environment.  There is no end to the importance of language.Language learning in a Montessori environment focuses on activities that develop auditory skills, speech, vocabulary, writing skills, reading, and an understanding of the patterns of language.  Maria Montessori identified three key language curriculum components: “she focused first on developing the skills children need to write and read rather than on writing and reading per se.  She accepted as natural the development of writing before reading.  She introduced reading only to children who were already writing”.I want to take a moment to focus on the development of writing before reading.  So often, our society pushes the skill of reading, and focuses on that one ability.  But we know that children are egocentric at a young age, meaning that, in their interpretation of the world, everything is about them and their experience.  That alone supports the order of writing and then reading, as writing allows a child to express their own thoughts and ideas before they read the ideas of others.  It’s a logical progression.Montessori activities in language development can be divided into four main areas: oral language, writing, reading, and parts of speech.“Oral language focuses on spoken language and the ability to verbally communicate ideas, feelings and knowledge.”  This area of language typically develops naturally, so it is not a skill that needs to be learned, but rather a skill to be enriched.  The development of oral language helps to build a strong foundation for the writing and reading skills that will come later.  In enhancing the ability to communicate verbally, a child also improves their ability to listen, think, and reason.  Some simple ways to help a child enrich their oral language include repeating words as they are introduced; speaking slowly and precisely, with emphasis on each syllable; making eye contact with the child when speaking; modeling the correct form of the word rather than correcting the child; describing your actions and the actions of the child; using words that describe time, quantity, and space; using adjectives and comparisons; inviting the child to answer open-ended questions; and encourage the telling of stories.“...writing is a complex activity that involves both the mind and the hand.  Writing is a cognitive skill, allowing us to express our thoughts and feelings through the shared code of recorded language.”  As stated earlier, the first focus is on the skills needed to write, rather than on writing itself.  The foundations of writing lie in Practical Life and Sensorial activities, as the child develops fine motor skills; control of movement; hand-eye coordination; concentration; and lightness of touch.  A child must also experience the process and order of a complete cycle of activity, learning that there is a beginning, middle, and end before they are able to write, as that understanding of process and order is needed to form letters, words, and sentences.  They must also strengthen their pincer grasp through other activities, such as stacking blocks or using pincers, before we can ask them to properly hold a writing utensil.  Additionally, an understanding of left-to-right and top-to-bottom orientation needs to be acquired in order to recognize where letters belong on a page and the order in which they should be added.  A wide variety of activities, such as working with a puzzle map, pouring beans, arranging cylinder blocks, and tracing objects with a tool, will all come before writing letters, as those activities assist in developing the skills needed for writing.“Reading is much more complex and abstract than writing.  Reading is a silent form of communication that involves being able to interpret the thoughts of others.  According to Dr. Montessori, reading is not the oral verification of a word the child has written; it is the interpretation of an idea gathered from written symbols… reading serves to develop ideas and relate them to language.”  Reading demands the development of the intellect and a receptive inclination to understand the thoughts, feelings, and ideas of others.  It is complex, incremental and abstract, requiring a focus on decoding as a child interprets a symbol and connects it to the associated sound, then strings those sounds together to form a word and interprets the meaning of the word.  The process requires analysis, synthesis, and interpretation.  The complexity of this activity and the needed ability to recognize the ideas of others is why this is important to introduce when the child demonstrates a readiness and willingness to learn.The fourth area of language, Parts of Speech, introduces the child to the concept of grammar.  “Grammar is the set of rules that applies to a language, especially pertaining to structure, how words are classified, and the function of words.”  Grammar is something that a child learns subconsciously, as they naturally follow the rules applied to the speech they hear and then use to develop their own abilities in oral language.  As the child begins to write, their written language mimics their oral language.  “The purpose of the parts of speech activities, then, is not really to teach grammar; it is to bring awareness to the knowledge the child has internalized subconsciously and to allow him to experience the rules of language and the function of words in a sensorial, concrete manner.”Together, these areas of learning, oral language, writing, reading, and parts of speech, provide intentional and varied opportunities for each child ...

We’ve talked about some of the distinguishing features of the Montessori method, such as the focus on independence, the use of individual presentations and distinct structure, and the very specific materials.One of the learning areas in Montessori also sets it apart from other early childhood programs- the focus on practical life.  As we’ve noted before, this is an aspect of Montessori that can be found in other programs as well, but the distinguishing feature is that this is a FOCUS in Montessori.  Not a side-effect, not a step along the way to something else, but an intentionally planned focus during a day in the classroom.Maria Montessori said, “the exercises of practical life are formative activities.  They involve inspiration, repetition, and concentration on precise details.  They take into account the natural impulses of special periods of childhood.  Though for the moment the exercises have no merely practical aims, they are a work of adaptation to the environment.  Such adaptation to the environment and efficient functioning therein is the very essence of a useful education.”I really appreciate her use of the phrase “useful education” and the focus on adapting to an environment and functioning efficiently.  I think, in the world of education, there is a tendency to recognize the need for “useful education” at higher levels- such as the need for learning financial responsibility or general car maintenance in high school, but we don’t often think about those practical life skills in early childhood.  But it is those skills that allow a person to adapt to a new environment and find what they need to function efficiently in that environment.Practical life activities are comprised of increasingly challenging motor tasks involving practical, real-life goals.  These can include cleaning a table, fastening buttons, raking leaves, and more.  The goals are to develop independence, body control and coordination of movement, concentration, and sense of order.  These activities also serve to create healthy work habits, build a positive attitude toward social relationships, and develop a love and respect toward their environment. There are four areas of practical life within Montessori: preliminary activities and body movement, care of self, care of environment, and grace and courtesy.  All these areas utilize physical movement that serves to develop motor skills in real-life activities.  Whether a child is moving a chair, washing their hands, watering a plant, or shaking hands with a fellow student, they are again improving their concentration, developing a sense of order, and increasing their independence.  A child who knows the expected steps involved in greeting someone can do so with confidence as they know what the process is and they have practiced to follow that process with ease.Preliminary activities and body movement are focused on simple, introductory items, many of which are often overlooked as skills.  Things like walking around the room. Carrying a chair.  Rolling a mat.  This area also includes skills such as pouring water, opening and closing containers, transferring beans with a spoon, and more.  These are foundational skills that enable children to operate in an environment and progress to more complex skills. A child who is unable to move through a room without disrupting others or being aware of where their body is in space will encounter additional obstacles in their learning as a result.  These preliminary activities and body movement allow children to take the first steps in operating within their environment.  They are the first practical life activities that are presented to children and set them up for success in all future activities.The next area of focus is care of self.  This area is relatively self-explanatory, encompassing any self-help skills that help promote independence.  Care of self activities would include getting dressed, brushing hair, washing hands, and more.  These tasks are often presented in a series of small steps, making the whole task more manageable.  For example, a step that leads to a child dressing themselves would include learning to fasten buttons or pulling a zipper.  That focus on one, specific step in the whole process allows a child to break a large activity down into sections, making the activity appear much more manageable.A natural follow-up for care of self activities is the next focus: care of environment.  This again assists in improving independence and concentration, as children are able to accomplish known and familiar tasks on their own.  Care of environment activities also promotes a higher level of responsibility and respect, as children complete tasks that are not necessarily self-serving. Additionally, there is increased social awareness and respect for others included in care of environment activities, as many of these activities support the environment as a whole or other individuals, rather than solely the child completing the activity.  That sense of responsibility and the building of social awareness are two items that are of great importance as children grow into adults, and establishing an early start to that learning can make a distinct impact on a child’s development.The final area for practical life in Montessori is grace and courtesy.  These activities introduce children to societal customs and manners, assisting them in communicating with others in a courteous manner.  Activities may include verbal greetings, shaking hands, saying please and thank you, answering a phone, offering food, or drawing a person’s attention.  All of these may seem like insignificant lessons, but they have a big impact on how a child can operate comfortably in their environment, knowing what is expected, and gaining a positive response from others around them.  A child who can draw an adult’s attention in a respectful manner will have more success in obtaining a warm and positive response from that adult.Many of these activities and skills are present in other early childhood programs, but the distinguishing characteristic of the Montessori method is that these are all intentionally planned activities.  Teaching a child to carry a chair carefully across a classroom is not something that just happens when a child makes the attempt on their own.  Instead, in a Montessori setting, these activities are purposefully planned and broken down into individual, manageable steps to create opportunities for students to learn these important practical life skills.Sources: Gausman, D. (2021). North American Montessori Center: Montessori Practical Life, Early Childhood (3-6). North American Montessori Center. 

One of the many things that sets Montessori apart from other early childhood programs is the focus on very specific materials.  Many early childhood programs across a variety of curriculums will have lots of similar items in their classrooms, and I am sure we can all think of some items we would deem as “classic” early childhood classroom materials.Montessori differs a bit in the sense that they have very specific, exact materials, made in specific ways, that are the main content of their classrooms.  These materials have been used for over a century, and many of them are the same items that were designed and adapted by Maria Montessori when she began working with children.  Not only are these specific materials found in the classroom, but the display and presentation of the materials is done in a consistent manner.There are a ton of Montessori materials, and we would run out of time very quickly if I tried to go over individual items.  So instead, we’ll focus on the general properties and characteristics of the materials, to help identify what it is that makes something truly a Montessori material.The North American Montessori Center identifies five common aspects: isolating properties, working from simple to complex, displaying materials in certain ways, delineating the work area, and providing control of error.That first aspect is isolating properties.  Montessori materials are designed and presented to allow a child to focus on just one property at a time- a child who is learning colors can work with a set of materials in which each item is identical in size, shape, etc.  Only the color changes.  In the Montessori Movable Alphabet set, full of carved letters, we would not see a rainbow, as in the typical magnetic set we often see in preschool classrooms.  Instead, we only see two colors: blue for vowels and pink for consonants.  This serves to help children focus on the particular concept they are learning, rather than being overwhelmed or distracted by a variety of arbitrary differences.Montessori materials are also designed to work from simple to complex, with related sets of materials adding levels of complexity.  For example, a child may begin their exploration of the Earth with a sandpaper globe, separating only land from water with a sensory experience of texture.  They may then progress to a colored globe, which shows land masses in various colors according to continents.  Later, the child would progress through a series of puzzle maps, beginning with simple maps with larger pieces and moving toward more complex maps with smaller pieces, requiring heightened fine motor skills, when they are ready.  This intentional progression of simple to complex, whether in science, practical life, language, mathematics, or anything else, is present across all areas of Montessori discipline, and visible in the design of materials.Montessori materials are also displayed very intentionally, and they are designed to be not only purposeful in their use, but tidy and visually pleasing when put away on a shelf.  All materials that are available to students are placed on open, easily accessible shelves, with an order of simple to complicated.  Only the materials that have been observed in use are displayed- other classroom items are stored away to keep the shelves tidy, or until the students are ready for the next step in progress.  Each set of materials is also ensured to be complete and undamaged.  Anything that is not considered in good condition is removed.  This ensures that a child at work is not distracted by incomplete or damaged materials, which would inevitably impact their learning.  There is also typically only one set of any given material displayed at a time, leading students to learn cooperation, patience, and respect toward others.  When possible, practical life materials are color coded in sets on trays to assist children in recognizing what materials should be together.  For example, a set of materials for cleaning a spill may contain a blue brush and dust pan, a blue spray bottle, a blue cloth, all on a blue tray.  This helps a child identify which materials belong together.We’ve talked before about how set up and clean up are part of the activity in a Montessori classroom, and so there are specific materials that assist in this process, and also help to define, or delineate, the work space. Each Montessori classroom is equipped with a collection of mats and trays, with multiple sizes of mats sometimes available.  These trays and mats create a defined space for any work accomplished, whether at a table or on the floor.  For example, if a child is using manipulatives on the floor, they work on their mat that they have set up for that purpose, assisting them in focusing on the task at hand and respecting the room as a whole as they remain in their own space.Lastly, Montessori materials are designed to provide their own control of error.  Materials are clean and attractive, ensuring that any lack of cleanliness or incomplete set is readily apparent to any individual.  The materials themselves also provide feedback for the child, helping them to self-correct independent from a guide.  A set of Nomenclature Cards, for example, used for vocabulary, would include both a working set for practice and a control set so that a child can check their work.  Montessori materials provide a unique set of tools specifically designed to fit with the Montessori Method.  They are experiential learning tools that teach one skill at a time, and are designed with multiple learning styles in mind.  They help build knowledge and skills through repetition and practice in working with consistent materials, with abstract concepts simplified and presented through visual and tactile means.  They are made of natural materials, such as wood, metal, or fibers, providing an association with real-life objects and ensuring a connection to the qualities of natural resources.  Their design helps to build independence and develop fine and gross motor skills and concentration.  The focus on self-correction allows children to work independently in a variety of learning outcomes as they experience problem solving opportunities on a regular basis.Sources: Gausman, D. (2021). North American Montessori Center: Montessori Classroom Guide, Early Childhood (3-6). North American Montessori Center. 

There are a lot of fantastic features that make up the whole Montessori method.  One of the features that I think is really an item that sets this style of learning apart is the individual presentations.  This is a really fascinating concept, and a big focus of the Montessori Guide’s day.In, let’s say, the average early childhood classroom, a teacher is creating lesson plans for the class as a whole. Activities may be completed maybe as individuals or in small groups, some large group activities with music and movement, but, on the whole, planning is done for the entire class.  There is always some differentiation in the activities, they are designed to have purpose for children at different levels, but the general outline and available materials are roughly the same for all.Montessori approaches activities in their classrooms very differently.  I’m going to define the word “activity” here with the definition provided in the North American Montessori Center’s Classroom Guide: “An Activity can be defined as the work a child completes using specific materials for the purpose of furthering his learning and development,” (Gausman, 169).  I want to focus on that so we don’t limit our thoughts of “activities” as solely academic-related things, or very specifically planned things.  Building with blocks is an activity.  Sweeping up crumbs is an activity.  Dressing one’s self is an activity.  So just take a moment to broaden your horizons on what all is included as an activity.Something else that sets Montessori apart is that they consider each activity as encompassing a full cycle of work- meaning that the activity includes every aspect from start to finish: collecting the materials, readying a work space, moving materials from a shelf to a work space, then returning materials and cleaning the work space at the end.  In the Montessori classroom, the Guide is not setting up the materials and the space and then inviting the child to participate.  Instead, the child is involved in the full cycle of work- they participate in setting up the activity and cleaning up afterwards.  That is important to note, because that process of setting up and cleaning involves a large amount of learning on its own- those are self-help skills and practical life skills at work.  This also plays a large role in general classroom management.  If a child is introduced to an activity by learning how to set it up and clean it up, then that becomes a necessary part of the activity, rather than a separate requirement after the fact.Activities in a Montessori classroom are introduced to the child through presentations.  Those presentations begin with careful observation.  If you haven’t noticed yet, “careful observation” is a HUGE theme in the Montessori environment.  The Guide observes the child to gauge their interests, the level of stimulation the child needs, and their ability to concentrate,and more, to determine when a child is ready for a presentation of each activity.  There are guidelines for the order in which activities should be presented, with spiraling of difficulty, such as pouring with dry materials before pouring with liquids.  But the key here is that the presentation is offered when the child shows that they are ready.Once a Guide has determined that a child is ready for a particular presentation, the beginning is an invitation for the child to join at the location where the materials are kept.  Again, the activity is truly from start to finish, from setup to clean up.  If I am inviting a child to work with a set of blocks, I don’t pull them out ahead of time.  I instead invite the child to where they are stored.Another focus of presentations in Montessori is on using names.  This can either be by naming the activity, such as “sweeping the floor” or “pouring water” or by naming the materials, such as the “Pink Tower” or the “Golden Bead Material”.  This helps establish the purpose of the activity- we may be accomplishing a specific goal and thus naming that goal in a practical life activity, or the purpose may be on exploring a material, thus naming the material as the focal point.Then, a guide shows the child how to carry the materials to an appropriate work space.  This may encompass using both hands, carrying items individually and making multiple trips, acquiring a work mat or tray, and more.  A child is invited to select the location for work, but is assisted by considering what locations may be appropriate for specific activities. Some activities may be possible on the floor or on a table, while others may necessitate set up in a very specific location.Once the area is set up and the child is comfortable and ready for engagement, the Guide will present the entire activity, step by step, with intentional care given to each individual step of the procedure. Every aspect is very intentional and methodical to ensure that the full process is laid out for the child. Pausing between steps also helps provide opportunities for the child to see each action clearly and mentally process each step as it happens.  Then, the child is asked if they would like to repeat the activity.  Some children may choose to repeat the activity, and they are permitted to do so as often and for as long as they are interested.  At other times, a child may choose to simply watch the presentation and then put the activity away, which may indicate a need to internalize what they have seen before imitating the activity, or may indicate that they child was not quite ready for this particular presentation.  In either case, the Guide will remain with the child throughout the presentation and possible repetition of the activity, and complete the presentation by demonstrating how to clean up the materials and return them to their shelf.  A presentation is completed by thanking a child for their participation, and telling them that they are welcome to repeat the activity whenever they like.  Thus, each presentation has a beginning, middle, and an end, encompassing a full work cycle.  It is important to keep in mind, however, that the Guide will need to continue that careful observation as the child interacts with the new material, ensuring that the material continues to be used appropriately in the self-initiated exploration.  As always, though, intervention is only appropriate if the child is not using the material with care.These presentations really set apart the Montessori curriculum, especially the individual presentations.  A guide may also offer some small group presentations for demonstrating tasks, such as carrying a chair, or a collective presentation can be used for presenting activities that focus on classroom routines and courtesies.  Those occasional group presentations may also be used for the activities that will not be repeated by children independently, such as an experiment of layering liquids to observe density.A major benefit of individualized instruction in Montessori classrooms is that it develops an environment where all learning styles have the opportunity to thrive.  Children learn in different ways, and with an individualized approach to instruction where the guide has the flexibility to customize lessons based on the way each child learns best, we are truly taking their learning style into account.  Montessori classrooms are purposefully designed with multiple learning styles in mind and emphasize active learning through all five senses.  The materials are deliberately visual and tactile in nature and each work area is thoughtfully arranged to be intellectually stimulating, while calm and conducive to quiet work.  The environment is arranged according to the curriculum areas and the chi...

In our first Montessori episode, Kat Love went over some of the big concepts in Montessori education, and one of those that she mentioned was the focus on independence. Kat explained, “independence is an ongoing and organic process.  As children learn to pour water, put on their own shoes, pack away their work, or solve their own problems, they become more confident, independent, and intrinsically motivated. Montessori once said, ‘How does the child acquire independence? He acquires it by means of continuous activity. Independence is not static. It is a continuous conquest. And by means of continuous work, one acquires not only freedom but strength and self-perfection.’  As a result, Montessori philosophy advocates never giving more help to a child than is necessary because practice and repetition lead them to the attainment of developing power; power to do it for themselves.  The active child, who feels skillful as well as capable, naturally exerts maximum efforts.  If the guide were to interfere, they become an obstacle to the child’s growing independence.”  You can note in her explanation that there is no mention of a “teacher”.  That’s because Montessori education uses the term, “guide”, which I think really helps us understand the expected role of the adult in the classroom.I think in any early childhood classroom, there is an effort at leading students toward the ability to do things on their own- tie their own shoes, zip up coats, clean up their materials, etc.  One of the things that sets Montessori apart, is that the independence of the child is a main focus of the environment, rather than an added goal.There are a lot of things that go into that independence and help bring success to the concept.  One, is the prepared environment.  A Montessori environment is designed very intentionally to promote independence- furniture is child-sized.  Materials are all stored within reach.  Items have designated places on shelves.  All of this contributes to the ability for children to be independent.  The furniture is sized appropriately, allowing them to move a chair or make an adjustment as needed, rather than having to ask an adult for assistance.  Materials are all stored within reach. Not only learning materials, but any items the students may need.  Are paper towels or a rag needed to clean up a spill? The child can access them without adult assistance. Is a broom needed to sweep up scraps?  One is stored in a place that is accessible to children, AND it is sized appropriately for a child to use.There are also a variety of self-correcting materials available for children- materials that allow the child to check their own work without assistance, providing opportunities to problem solve independently.  As Maria Montessori said, “any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity, which is derived from a sense of independence”.One other environmental factor that helps with the focus of independence is the minimalistic nature of the classroom.  The more stuff on a shelf, the more complex is its visual appearance, and the more challenging it is to clean up.  The more posters, art, and decor on a wall, the more visual stimuli there is to add distraction.  A Montessori classroom takes clutter into consideration to create an environment that benefits the children, allowing them to care for it themselves and limiting added stimuli. That focus on independence is also reflected in the role of the adult in the classroom- rather than the title of “teacher”, that adult is referred to as a “guide”.  (I’m going to go ahead and say right now that habit might make this difficult for me, so if I mess up and say “teacher” at some point instead, you have my apologies!)So in the majority of early childhood classrooms, we have a teacher who plans lessons and activities for the class as a whole, and everyone in the room is (generally) doing the same activities on the same days, with of course some individualization to accommodate different developmental levels.  In Montessori classrooms, there is a guide who observes each individual student and plans individual presentations for each student, introducing a concept or a material and then allowing the child to explore.  The guide then would, you know, guide the student in a direction, and then allow the student the opportunity to pursue that path at their own pace and in their own way.The North American Montessori Center lists the roles of the adult in the Montessori classroom as guide, model, observer, record-keeper, parent ally, and professional.In Montessori classrooms, the goal is to guide and facilitate, rather than to force any individual ideas of what children should learn and when.  This involves consistent demonstrations and actions from the adults, rather than simple adjustments in words and tones.  Part of acting as a guide means the only interventions occur when a child has not made a suitable choice- a suitable choice meaning one that suits the child’s skills, interests, and abilities, and does not create a disturbance to others.  In the Montessori method, this is the point at which a guide would step into the situation.  This goes back to that emphasis on independence, too- rather than stepping in immediately at any indication of a mis-step, the Montessori guide observes the distinction between an isolated error or mistake and an on-going habit.  For example, if a child is carrying a chair across the room and it bangs into a table leg, the guide would notice, but wait.  If there is no more banging and clanging, the child has self-corrected and demonstrated recognition of their actions.  If the chair continues to knock against other items on the way across the room, the guide would approach the child, softly asking if the chair can be moved without making a sound, and prompting the child to listen.  It’s important to note here that the focus is on how a behavior can be corrected- NOT on the mistake that was made.  The effort is in guiding towards positive behavior, rather than focusing on the error or neglect.When the time does arise to intervene, as will always happen eventually, the guide focuses on redirecting toward positive behavior, reviewing the given processes for activities, adding opportunities for responsibility, and, if needed, meeting with parents to discuss strategies.  We can redirect a child toward the actions and behaviors that are preferable, guiding by example and assisting children in thinking about their actions.  We can review expectations, such as closing doors quietly, steps needed in cleaning, and more.  This strategy is assisted by maintaining consistency throughout the year, offering continual opportunities to review expectations.  Adding opportunities for responsibility again supports a child’s independence by providing them the opportunity to demonstrate positive behaviors to others.  A child who has demonstrated a tendency to throw sand on the playground might be asked to help keep all children safe by offering reminders to other children that the sandbox is for building things, not throwing.  Lastly, after other efforts have been unsuccessful, a discussion with school leadership and a meeting with parents can be arranged in which all parties are treated as equal partners with a common goal: the well-being of the children in the classroom.When adults in the classroom act to guide the actions of students as they go through their day, providing opportunities but following the interests of the students, it promotes a focus on each child as an individual and allows them the time to find their own indep...

Some notes on Montessori:Multi -Age Groupings that foster peer learning.  Younger children learn from the older ones and the older children reinforce what they’ve learned by teaching concepts they have already mastered and are great role models. Generally, Montessori age groupings are Infant & Toddler (birth to 18 months), Early Childhood preschool through Kindergarten (ages 2 ½-6), Lower Elementary grades 1-3 (ages 6-9), Upper Elementary grades 4-6 (ages 9-12), Middle School grades 7-9 (ages 13-15), and High School grades 10-12 (ages 16-18). Uninterrupted blocks of work time…usually between 2-3 hours where the children have the opportunity to develop deeper concentration while working with  materials and begin developing a flow in their work cycle and time management Prepared Environment made specifically for them.  Shelves, tables, tools, chairs, things hung at their level and minimal, everything has a place and is straightened and ready for use.  The environment should be clear of clutter and dusted and cleaned often.  The children help maintain the environment as much as the teacher though by placing work back on the shelf ready for the next child and helping to clean and tidy the classroom.  Spiral Curriculum that moves from concrete to abstract (left to right, top to bottom, increasing in difficulty) Montessori believed that “what the hand does, the mind remembers”. Concrete materials make concepts real, and therefore easily internalized; they can be manipulated and repeated over and over.  After much work in the concrete, children begin moving towards abstraction when they have internalized the pattern and no longer need the Montessori material.  3 Year Cycle Children are with the same teacher for 3 or more years….so the teacher really gets to know their students, their learning styles and their families.  Materials can be adapted to draw children into using them….we call that the Point of Interest.  If a child isn’t drawn to certain materials, teachers have the ability to create work that appeals to their individual interests….For instance, I had a child that wasn’t interested in the math materials whatsoever.  I knew that he was obsessed with  lizards so I went to work making small lizard counters.  By the end of the lesson, he was ecstatic about counting and adding lizards.  When he was over the lizards, we switched to snakes, then before long, he naturally explored other materials on the shelf.  Process Vs. Product:  Montessori found that children best achieved mastery of concepts and materials through exploration, imitation, repetition, and trial of error.  Repetition of the same material encourages children to develop the concentration and self-discipline required for more advanced work. In addition, the Montessori materials, which are multi-sensory learning tools, teach children how to problem solve and self-correct through repetition and practice.  So, Montessori focused more on the process of learning rather than the product.  For instance, take a child who knows their letter sounds….they can begin writing words with the moveable alphabet long before they may be ready to write the words with a pencil and paper.Freedom within limits: Montessori classrooms balance freedom with responsibility.  Children in a Montessori classroom have the freedom to make choices about what they learn, when they do it, and who they want to work with….under the careful guidance from their teacher.  This helps them develop their decision making skills and helps build confidence in their own abilities.  Independence: Independence is an ongoing and organic process.  As children learn to pour water, put on their own shoes, pack away their work, or solve their own problems, they become more confident, independent, and intrinsically motivated. Montessori once said,  "How does the child acquire independence? He acquires it by means of continuous activity. Independence is not static. It is a continuous conquest. And by means of continuous work, one acquires not only freedom but strength and self-perfection"  As a result, Montessori philosophy advocates never giving more help to a child than is necessary because…..practice and repetition leads them to the attainment of developing power; power to do it for themselves.  The active child, who feels skillful as well as capable, naturally exerts maximum efforts.  If the guide were to interfere, they become an obstacle to the child’s growing independence.About the EMTA:EMTA is dedicated to training Montessori teachers with the fundamental principles upon which Maria Montessori centered her philosophy. We believe that when the same principles that Montessori applied to educate the child are used with adult learners, deeper comprehension and a joy of learning evolve.At the heart of an authentic Montessori education, the values and aptitudes of the teacher as a model and mentor are of high importance in understanding and implementing the Montessori method. That is why EMTA is committed to provide adult learners with a positive learning environment, enriched with opportunities to work, and learn with highly qualified Montessori teachers in a beautiful classroom setting.This program will allow people from all over the world to potentially participate in our program! The majority of the courses will be offered online through the use of ZOOM and the Schoology platform, with the exception of the 5-week residence in Eagle, Idaho in the summer (July-August). The Montessori Early Childhood program takes eighteen months to complete and begins with Online Learning approximately once a week from January-May. Following this is an in-residence five-week summer Academic phase in July and August to be taught on the campus of Montessori Academy Eagle. The adult learner then enters their nine-month student teaching Practicum phase from September to May of the following year under the supervision of a qualified Supervising Teacher. The practicum is an essential part of this program.  It’s like an internship essentially. This is where the adult learner applies their knowledge in a practical way with a supervising teacher mentoring them on a daily basis. This experience is where transformation really gains speed; much like a child who has an environment that meets all of their needs.Online Learning resumes approximately once a week until the end of the Practicum year in May 2024. Academic Online seminars are required throughout the Practicum year and will occur approximately once a month on Saturdays.  Upon successful completion of the program, adult learners will graduate and be awarded an AMS Early Childhood if they hold a bachelor's degree, or an AMS Associate Early Childhood teaching credential.In addition to the core and foundational courses that other Montessori Training Programs offer,  EMTA offers courses unique to the program such as Anti-Bias Anti-Racist Education, Peace Education, Positive Discipline in the Montessori Classroom, and Collaborating with a Montessori Assistant.