Wheaton Blog

The Science Behind the Magic: Four More Reasons Montessori Works

Mon, 27 Apr 2026 10:01:38 GMT

In Part One of this series , we began exploring the eight Montessori principles that Dr. Angeline Stoll Lillard examines in her landmark book, Montessori: The Science Behind the Genius. As we saw, what makes these principles so compelling is that Dr. Maria Montessori's observations of children were a precursor to what decades of developmental science have since confirmed about how humans actually learn.

In this second and final installment, we pick up where we left off, examining the remaining principles and the research that brings them to life.

As a parent, an educator, or simply someone curious about what effective learning really looks like, these insights offer a fascinating window into the remarkable alignment between one doctor’s scientific observations over a century ago and the science we have today.

If you haven’t already, be sure to check out the previous four principles from last Monday, April 20 ^th, blog .

Movement and Learning Are Deeply Entwined
Choice Improves Both Learning and Well-Being
Children Learn Best When They're Genuinely Interested
Rewards Undermine the Motivation They're Meant to Build

PRINCIPLE FIVE: Children Learn Powerfully from Each Other

When you walk into a high-fidelity Montessori classroom, you’ll notice that children are almost always working near or directly with other children. Peer learning is one of the most effective forms of learning, and Montessori classrooms are deliberately structured to make it a constant.

Much of this learning happens through watching. When a child watches a slightly older classmate work through challenging material, they're absorbing the technique and the possibility. They begin to see what they can do! Peer observation often drives a spontaneous "explosion" of writing or number awareness, spreading through a class (e.g., one child suddenly writing everywhere, then several more following).

The mixed-age grouping in authentic Montessori classrooms amplifies this. Younger children always have a visible horizon of what's coming next. Older children consolidate their own understanding by helping younger ones (which is one of the most effective learning strategies known). And the large, stable class community means children and teens have time to build genuine relationships and observe one another across many contexts over many years.

PRINCIPLE SIX: Meaningful Context Makes Learning Richer and More Lasting

Children remember far more when what they're learning is connected to something real and purposeful.

What the Research Shows

In one study, three-year-olds were asked to memorize lists of items. When the lists were presented as shopping lists for a pretend store, the children remembered twice as many items as those who were simply told to memorize a list.

Montessori education is built on this principle. Practical life activities such as cooking, cleaning, caring for plants and animals teach children that the skills they are learning connect to the real world. Authentic Montessori curriculum is deliberately integrated. Vocabulary develops alongside sensorial exploration. Math concepts are entwined with concrete materials that make abstract ideas visible. Knowledge in one area consistently links to knowledge in others.

This is why Montessori materials are not isolated exercises but part of a spiral curriculum that returns to the same ideas with greater depth and complexity as minds grow.

PRINCIPLE SEVEN: How Adults Interact with Children Shapes Everything

The way an adult responds to a child's efforts has effects that ripple far beyond the moment.

What the Research Shows

Carol Dweck's research, now widely cited, demonstrated that a single sentence of feedback can set children on divergent trajectories. Children told "you must be smart" after succeeding at a problem later chose easier tasks, enjoyed them less, and performed worse after encountering difficulty. Children told "you must have worked hard" sought harder challenges, recovered from failure more readily, and improved their performance over time.

The difference is in the delivery of one sentence! The implications are profound for how we talk to children about both their successes and their struggles.

In a Montessori classroom, the adult’s role is carefully defined: to observe, to connect children to materials at the right moment, to step back when a child is productively engaged, and to step in when something is genuinely unproductive or unsafe. This requires a great deal of training, precision, and restraint. An adult who constantly intervenes, corrects, and directs trains children to look outward for approval. An adult who observes and offers at the right moment helps children learn to look inward.

Consistency and long-term relationships also matter. The multi-age grouping in Montessori means that children spend multiple years with the same adults, building the kind of attachment and trust that research consistently links to stronger learning outcomes and healthier social-emotional development.

PRINCIPLE EIGHT: Order in the Environment Supports Order in the Mind

Montessori classrooms' distinctive aesthetic reflects a deep understanding of how the environment shapes cognition.

What the Research Shows

Research consistently shows that noise, clutter, and unpredictability are cognitively costly for children. When an environment is chaotic, children spend precious mental energy managing uncertainty rather than engaging in learning.

Temporal order matters as much as spatial order. The three-hour uninterrupted work cycle (a hallmark of complete Montessori classrooms) gives children long enough stretches of focused time to move from initial engagement to deep concentration and, eventually, to the kind of absorbed flow that produces real intellectual development. Frequent interruptions (bells, transitions, whole-class pivots) train children to work in short bursts and to constantly reorient. The three-hour cycle allows children to go deep.

Children in Montessori classrooms are also responsible for maintaining their environment by returning materials to their proper place, caring for plants and classroom spaces, and treating everything with consideration. This care builds the child's relationship to order as something they participate in creating rather than something imposed from the outside.

Even noise levels matter in ways that go beyond comfort.

What the Research Shows

Research cited by Dr. Lillard found that across all ages, noise was one of the most consistently negative influences on cognitive development, partly because it interferes with the auditory discrimination that underpins both reading and vocabulary development. The quiet that characterizes a well-functioning Montessori classroom is the natural result of many children deeply absorbed in their own work.

Dr. Lillard’s work validates the reasoning behind practices that can otherwise seem puzzling to people accustomed to conventional public and private schools.

There are important reasons why Montessori teachers don't correct every error, why there are no gold stars or bulletin boards, why the classroom is so quiet, and why children seem to do the same work over and over. This approach to education is deeply rooted in creating ideal conditions for children's internal drive to learn to develop fully!

Montessori Works, Science Explains

Mon, 20 Apr 2026 10:00:26 GMT

Montessori education has been in existence for over a century, but does it actually work?

Dr. Angeline Stoll Lillard spent years researching this question, and her book, Montessori: The Science Behind the Genius , is a must-read.

In her book, Dr. Lillard identifies eight principles at the heart of Montessori education. What’s key is that these Montessori principles align with what developmental science tells us about how humans actually learn. The remarkable thing is that Dr. Maria Montessori arrived at most of these insights through careful observation of children, decades before the research existed to corroborate how children learn.

In this two-part blog post, we’ll examine these eight principles and the connected research.

PRINCIPLE ONE: Movement and Learning Are Deeply Entwined

In traditional private and public schools, children are still expected to sit still, as if stillness is a prerequisite for learning. At Wheaton Montessori School, we understand how movement and thinking are intertwined. And research backs this up. Studies have found that physical activity improves cognition, judgment, memory, and social reasoning. Moving the body isn't a break from learning. Rather, the movement is connected to the learning.

Montessori materials are designed to be touched, carried, sorted, and manipulated. Your young children working with the knobbed cylinder blocks are actively perceiving, making judgments, and reasoning through their hands. The same is true when children sort fabric squares by texture, shake and compare sound cylinders, or lay out bead bars to represent quantities. Your elementary children are walking across the rooms, remembering aspects of timelines to build their own. The algebra tiles in our adolescent community are manipulated to represent positive and negative integers. Every material helps your children and adolescents integrate their minds and bodies.

Practical life activities take this even further. When children learn to pour, button, clean laundry, or prepare meals, they are engaging in organized sequences of purposeful action that develop concentration and executive function skills.

What the Research Shows

A Milwaukee study found that high school students who had previously attended Montessori programs significantly outperformed peers on math and science assessments, subjects that rely heavily on the kind of reasoning that, in Montessori, is first built through hands-on materials.

PRINCIPLE TWO: Choice Improves Both Learning and Well-Being

The freedom to choose is at the heart of Montessori education, but this isn’t just about enjoyment. Having choice measurably affects how well children learn and how they feel about themselves. In a striking series of studies, children aged seven to nine were given anagram puzzles to solve. Those who chose their own category of puzzle solved twice as many as children whose category had been chosen for them, even though the actual puzzles were identical. Those who had a choice also spent far more time voluntarily working on puzzles during free time.

The key finding is that the perception of independence, choice, control, or autonomy (even in small things) activates a fundamentally different relationship to the work. Children who feel in control tend to engage more deeply, persist longer, and take more ownership of their learning. Don’t you find this true in your own lives as well?

In an authentic Montessori classroom, children choose their own work throughout the day. Importantly, Dr. Lillard notes that this freedom is always paired with responsibility, and that too many choices can be as demotivating as none. High-fidelity Montessori environments offer meaningful choices. Rather than an overwhelming array, each classroom has a selection of purposeful materials designed to match children’s developmental readiness.

Choice and concentration are closely connected, too. When children choose work that genuinely engages them, they're far more likely to reach a deep state of focus, or what psychologists call a “flow state.”

PRINCIPLE THREE: Children Learn Best When They're Genuinely Interested

This sounds obvious, of course! It makes sense that we learn better when we are interested. However, think about this in terms of how classrooms are typically structured. If interest is one of the most powerful drivers of learning, then organizing a school day around a single curriculum delivered to the whole class at once works against almost every child in the room. Scheduling gym or music for a set time each week limits children to believe that actively using their bodies or singing is reserved for when a clock dictates.

Dr. Montessori understood children's interests as signals pointing toward what their developing minds most need to engage with at that moment in their lives. These windows of opportunity, or "sensitive periods,” are particular stretches of development during which children are uniquely primed to absorb certain kinds of learning. During these windows, learning that matches the child's inner readiness can be extraordinarily effortless and lasting.

The role of interest is why Montessori materials are designed to be beautiful, engaging, and self-correcting. The sensorial materials, for example, aren't only teaching discrimination of size or color. They are designed to help children become more interested in noticing the world around them. The adult’s role is to observe and assess ideal moments to present new lessons.

PRINCIPLE FOUR: Rewards Undermine the Motivation They're Meant to Build

Offering children external rewards (e.g., stickers, prizes, praise for being smart) for activities they already enjoy reliably reduces their intrinsic motivation to do those things later.

What the Research Shows

Researchers identified preschoolers who loved drawing with markers. They then told one group they would receive a "Good Player Award" for drawing (a fancy certificate with a gold star). Weeks later, the children who had expected the reward used the markers far less than they had before, and half as much as children who had never been offered a reward at all. Expecting a reward had turned something they loved into something they did for a prize. And when the prize was gone, so was much of the pleasure.

Rewards like sticker charts, gold stars, and even grades and honor rolls, shift children’s relationship to learning from "I do this because it interests me" to "I do this to get the reward." When the reward is taken away, children’s inner drive has often already weakened.

At Wheaton Montessori School, one way feedback comes is through the work itself. Our classrooms are filled with beautiful and intriguing activities, which include self-correcting aspects. Children are able to discover their own errors without solely relying on external judgment. The outcome is that children's relationship to learning remains intrinsic, personal, and lifelong.

This doesn't mean feedback is absent, though! What matters is the kind of feedback. Research by psychologist Carol Dweck found that praising children for effort (e.g., "you worked really hard on that”) produces dramatically better outcomes than praising ability (e.g., “you’re so smart”). Children noticed for effort choose harder challenges, persist longer after failure, and actually improve their performance over time. Children praised for their intelligence begin avoiding challenges, fearing that failure will expose them as not as smart as they were told they were.

In our upcoming blog post on Monday, April 27 ^th , 2026, we’ll explore the next four Montessori principles outlined in Dr. Angeline Stoll Lillard’s book, Montessori: The Science Behind the Genius :

Children Learn Powerfully from Each Other
Meaningful Context Makes Learning Richer and More Lasting
How Adults Interact with Children Shapes Everything
Order in the Environment Supports Order in the Mind

Raising a Reader

Mon, 13 Apr 2026 10:01:10 GMT

Without fail, most of my Parent-Teacher Conferences end with a parent asking, “What can we be doing at home?” And without fail, I respond, “Read. Read with them, to them, next to them, near them. Even if they read themselves. Keep them reading.”

Reading is a skill that must be practiced, over and over again. Enjoying a book is not a skill that we’re born with in Kingdom Animalia. It’s a skill we learn by watching those around us, modeling reading as young children, trying over and over to find the book that hooks us for life.

But what if your child doesn’t love reading? What if it’s a battle at home? Here are a few tips that I’ve learned from my fellow teachers, from my time as a parent, and from observing students in the classroom.

Start early! Read to them as soon as you get them home for the first time! Not only does reading at a very early age have language comprehension, memory, and narrative skills implications for later in life, it also helps create a bond and habit early on. Feeling late to the party? Start now!
Let them pick books they like. Are they choosing the same book again and again? Great! They’re reading! Are they reading the 8453rd installment of Rainbow Magic Fairies? Good! They’re reading! Diary of a Wimpy Kid? Great! The graphic novel of the comic based on the novel they already read? GREAT! Is your pre-reader paging through Goodnight Moon for the 54th time today? Wonderful. There is so much research showing repeated exposure to the same book supports fluency, automaticity, narrative expression, comprehension, and confidence at all levels of reading.
Have books in every room. Like all new skills, without access to the needed tools and equipment, those new skills don’t get practiced. Stock your bedrooms, bathrooms, kitchens, and cars with books. (My family has rules about the dining room table during dinner, but that rule can bend quite quickly when someone is “at a good part.”
Assess what they are filling their time with instead of reading. Do they actually have time to read? Is there ever a “down” moment that they would even be able to fill with reading? Often, lack of time is one of the biggest obstacles. If your child wants to be in every after-school class, on the travel teams, or you’re just always coming-and-going, keep books in the car. Load your playlist with audiobooks (yes, they “count” as reading). And here’s where I lose some of you: Is what they are doing instead of reading something your family values? Are they watching videos of other kids playing Minecraft? Are they doom-scrolling at the age of 7? Are they on YouTube Shorts for hours? If so, the chances of them picking up a book, which takes mental work, isn’t high. If you want to help your child love reading, you have to assess what they’re doing instead of reading. Still with me?
Make reading a moment for connection. Your children idolize you. They want your attention. They want to feel close to you. Build on that desire. Read to them for as long as they will allow. I promise, your teenager wants these moments. Your three-year-old craves these moments. Make the effort to build it into your routine to read together and guard that moment with all that you have.
Let them put down books they don’t like. Do you remember being forced to finish a book in school, just so that you could be quizzed on it? To tell the adult asking you to read it that yes, you’d indeed finished it against your own judgment and free will? Don’t be the one that does that to their reading enjoyment. If they don’t like a book, let them move on to the next one. Is the book they detest your childhood favorite? I see you, I feel you, I’ve been you. It stings when your daughter does NOT feel the same way about Mrs. Piggle-Wiggle as you did in second grade. Even worse when it’s From the Mixed-Up Files of Mrs. Basil E. Frankwieler. Just let them move on. It’s not worth the heartache of trying to convince them. Trust me, I know.
Give them variety - and don’t talk down about their favorites. Allow them to read across a wide menu of options: graphic novels, comics, short stories, mysteries, picture books at an older age, a series that makes you want to roll your eyes. Not a fan of graphic novels or comics? Please don’t require “serious reading” before they get to something “fun.” That implies that some reading is automatically a drudgery - which will lead to avoidance altogether.

Don’t overlook comics and graphic novels. Leaf through some at the library and see how they’ve evolved over the last decade. Comics are also shown to increase vocabulary, strengthen sequencing skills, and provide art education. Even better, comics and graphic novels can be a bridge for students with dyslexia, autism, and attention challenges. Don’t overlook them as a very helpful, brightly-colored tool in your reader’s toolbox!

Remember - the goal is to get them reading to begin with and let them find what they love through the process.

When I was a Wheaton Montessori School parent with young primary children, well before I took the AMI Elementary training, their teachers, Ms. Chiste and Mrs. Fortun, recommended “The Rights of the Reader” by Daniel Pennac during several of their parent workshops. I’d like to pass along the recommendation, as it has served my family - and teaching - for years now.

Learning to love reading is a skill, just as reading itself is. Research is showing that we’re headed in the wrong direction, with just 1-in-3 public school fourth graders in Illinois reading proficiently, and college students at top universities being unable to follow or complete full books. Your chances and opportunities for “raising readers” are at-hand, so be off with you to the library!

https://www.theatlantic.com/magazine/archive/2024/11/the-elite-college-students-who-cant-read-books/679945/

https://www.illinoispolicy.org/literacy-epidemic-hits-illinois-as-fewer-than-1-in-3-students-read-well/

Materials Spotlight: Montessori Vocabulary Lessons

Mon, 06 Apr 2026 10:00:59 GMT

This blog shares a powerful lesson we use to teach young children new vocabulary. Let us support you while your children’s minds are especially absorbent for language. Read on for how we give three-period lessons. We use it constantly for phonetic sounds, geometric shapes, textures, quantities, biology terms, countries and continents, and so much more. Virtually every time your children learn precise new words here, we have presented the terms in our three-period lesson format.

The Simplicity of the Three-Period Lessons

Here's how our three-period lessons unfold. We’ll use a classic example of teaching the words "rough" and "smooth" with our textured touch boards.

1. ASSOCIATION — "This is..."

The teacher presents the object and names it clearly, with no extra words. Your child repeats the word while experiencing the sensation.

"This is rough."

Your child runs their fingers across the surface and repeats: "Rough."

Repeat this first stage many times with a focus on the adult stating the vocabulary word and identifying the named object.

2. RECOGNITION — "Show me..."

After repeatedly pairing the name and object, the teacher asks your child to identify the object by name.

"Which is smooth? Which is rough?"

Your child simply points or touches. Your child can remain quiet during this stage while demonstrating understanding by pointing. Repeat this stage many times until you believe they are confident. They may even volunteer the name without being asked, but they can also remain quiet during the longest of the three periods to reinforce the vocabulary word.

3. RECALL — "What is this?"

The adult points to an object, and your child says the name themselves.

"What is this?"

Your child touches the surface and answers: "Rough."

If the learner struggles or pauses, return to the second period. Often, only the first two periods are used for children learning an additional language, who are not yet verbal, or who are under three.

Teaching this at Home

Don’t purchase Montessori materials or anything new for this activity. Use items in your daily life that offer opportunities for more detailed vocabulary.

When you use the airfryer, try introducing words such as “heat setting”, “basket”, “timer”, or ”parchment liner”. It can even be fun to listen together for the “fan” or the “timer bell”?

Any time you want to help a young child connect a precise word to something they're experiencing (the names of: spice smells, facial expressions, dinner ingredients, plants, instrumental sounds, car parts, architectural features, etc.), the same three-step structure applies.

Name it clearly many times.

Ask them to show you many times.

Ask them to name and identify it as many times as is fun.

Keep it brief, keep it joyful, and if they get stuck, simply set it aside and repeat another time.

The lesson works because it is designed for how young minds learn. Children learn vocabulary in stages: first association, then recognition, and finally recall. It is particularly fun to share because it can be done anywhere, with anything, and offers something to do together.

Our Montessori Bookshelf: Water Connects Us

Mon, 30 Mar 2026 10:00:43 GMT

Rivers are so important to our human story. They are sources of nourishment, transportation, and connection. We see how children are naturally drawn to water. Stories offer a powerful way to understand ecology, interdependence, and our place within the natural world, in addition to observing the seasonal changes of our wetland and raingarden on campus.

With this in mind, we want to share some of our favorite books about water, rivers, and watersheds. Through story and illustration, children can trace the journey of a single drop of water, observe how land and water shape one another, and begin to understand how human choices affect the health of our planet.

We’ve grouped the following collection of river and water-focused books by developmental stage: early childhood, elementary, and adolescent. Each title offers language, beauty, and meaningful context for deeper exploration. Whether you are reading with a toddler, an emerging researcher, or a young adult, these books invite wonder and reverence for one of Earth’s most essential elements.

For the Youngest

Hey, Water!

By Antoinette Portis

This picture book takes us on a journey of how water is part of our lives in so many ways: from sprinkler spray to a teardrop trickling. The clean-lined illustrations transition between bird’s-eye views and close-up images. This is a great transition book for toddlers moving from pages with one word labeling a picture to a narrative that connects to daily experience.

A Place for Rain

By Michelle Schaub, Illustrated by Blanca Gómez

A lovely introduction to the concept of rain gardens, this picture book follows a simple story of children witnessing how rain runoff can be transformed from being problematic into something stunning and special for everyone. The sweet, slightly geometric illustrations highlight how even simple actions can have a big impact.

Water Is Wat er

By Miranda Paul, Illustrated by Jason Chin

Although a picture book about the changing states of water, the lyrical text and charming illustrations make this a delightful and fun-filled page-turner! It’s a great way to introduce young children to the water cycle and the importance of water in our lives.

Water Cycle: For Younger Elementary

Drop: An Adventure throu gh the Wa ter Cycle

By Emily Kate Moon

Bridging between comic style and traditional picture book, the story follows the character, Drop, as she travels through the water cycle. Delightful and engaging, this is a great book for younger elementary children and can serve as an easy-to-access resource for understanding the states of water.

A Drop Aroun d the Wo rld

By Barbara Shaw McKinney, Illustrated by Michael S. Maydak

Written in rhyming verse, this story follows Drop from a cloud near Maine around the world and back to Cape Cod Bay. A map inside the cover shows the journey, and emoji-style images accompany the text, linking to more detailed descriptions of the amazing science at each step along Drop’s path.

Watersheds

If the Rivers Run Fre e

By Andrea Debunk, Illustrated by Nicole Wong

This captivating picture book takes readers through the human story of rivers’ importance in our lives, the mistakes we’ve made, and how we can make things right and help rivers run free again. The rhythm of the text is accentuated by moments of human realization, with bold statements that step out of the rhyming pattern and gently jar us into a sense of action. The illustrations take readers on a journey, too!

One Well: The Story of Water on Ea rth

By Rochelle Strauss, Illustrated by Rosemary Woods

Through its clear text and lush illustrations, One Well emphasizes the interconnectedness of water on our planet. It offers an array of interesting information that will appeal to children in elementary years, both through narrative text and short snippets overlaid on the images that fill each page. The fact that this picture book has an index is an indicator of how just how much its 32 pages contains!

River S tor y

By Meredith Hooper, Illustrated by Bee Willey

Rich in realistic content yet engaging and accessible, this lushly illustrated picture book takes readers on a journey from the source of the river to where it empties into the sea.

Watersheds: A Practical Handbook for Healthy W ater

By Gregor Gilpin Beck, Illustrations by Clive Dobson

Best for older readers, this book offers helpful and non-technical information about watershed concepts and environmental concerns. This is an excellent resource for older elementary or younger adolescents engaged in ecology research. The illustrations are beautiful, too!

Young Adult Fiction

The Water Wars by Cameron Stracher

In a world where water has become a precious resource, Vera and her brother befriend a boy who seems to have unlimited access to water and who suspiciously disappears, prompting a dangerous search challenged by pirates, a paramilitary group, and corporations.

Our Bookshelf selections are meant to spark curiosity, conversation, and a love of reading, not to be comprehensive. We’d love to continue the dialogue with you. If your family has a favorite to add, please email us at discover@wheatonmontessori.org and share your recommendation.

�� Download the printable list and bring it along on your next visit to your local bookstore or library. Happy reading!

How Montessori Makes Long Division Make Sense

Mon, 23 Mar 2026 10:01:06 GMT

“When young children first encounter the racks and tubes material, it gives them another concrete entry point to understand what division really means. They are not just looking at an abstract numerical expression; they can feel the quantity in their hands and see what equal sharing looks like as it happens. One of the greatest values of the material is the process of trading. As they move hundreds into tens, and tens into units, they begin to understand place value in a very real way and see what is actually happening during division. It creates a solid foundation because the mathematics is no longer just abstract symbols; it is physical, visible, and logical. These experiences connect the action of dividing with the meaning behind numbers.”

Kelly Jonelis, Adolescent Program Director and Math Teacher

Materials Spotlight: Racks and Tubes

At first glance, the Racks and Tubes material is striking. Rows of glass tubes filled with color-coded beads, boards, cups, and small figures invite curiosity and concentration. Children are naturally drawn to it, both for its beauty and for the sense that something important is happening here. This is where division becomes something they can see, touch, and truly understand.

Racks and Tubes introduces children to the idea of sharing a quantity equally and discovering what one share receives through long division. While other activities, such as the Elementary Stamp Game lesson, highlight grouping division, how many groups can be made. The Racks and Tubes lesson focuses on fair sharing through distribution. Together, our multiple approaches give children a complete picture of what division means and help them choose the strategy that fits a problem best.

Each element of the material reinforces place value. The racks hold test tubes of beads organized by units, tens, hundreds, thousands, and beyond. Cups hold the dividend, the number being divided. Boards and small figures represent the divisor, the number of groups. As children work, they share beads one at a time, distributing them equally among the groups.

The process is deliberate and hands-on:

They build the dividend using the racks and cups.
They represent the divisor with individual figures on boards.
They share beads one at a time, equally, to each part of the divisor.
They stop when sharing is no longer possible and then see what remains from that category.
They then bring down the next category of beads to continue the sharing process.

Each step answers a real question. Can we distribute equally again? What does one unit get? What happens when we run out? What do we do with what is left? Instead of being told to “bring down the next digit,” children literally bring down the next set of beads. Remainders are not abstract ideas. Remainders are the beads still sitting in the cup.

�� Watch the video to see our students working with racks and tubes and making long division come alive!

Long division becomes a story they can follow with their hands.

One of the most meaningful aspects of this work is how naturally it leads toward abstraction. At first, children record only the final answer. Over time, they begin to note the intermediate steps and partial remainders. Eventually, they discover that multiplying the quotient by the divisor shows how much has been used at each stage. In this way, the traditional long division algorithm grows out of their own experience. By the time children begin solving division problems on paper, the process already makes sense. It reflects what their hands have done again and again.

Racks and Tubes strengthen a deep understanding of place value, support logical sequencing, and build patience, precision, and trust in one’s own reasoning. At Wheaton Montessori School, children come to see that complex equations can be solved step by step, and that they are capable of working through problems with confidence.

Movement Matters: Creating Montessori Spaces for Infants and Toddlers

Mon, 16 Mar 2026 10:00:43 GMT

For children in the first three years of life, movement is not an “extra.” It is how they build their bodies, organize their minds, and come to understand themselves in relationship to the world. In Montessori environments, a movement area offers freedom, safety, and the presence of the adult.

Whether at a Wheaton Montessori School classroom or at home, the way we prepare a movement area communicates a powerful message to our children: Your body is capable. You are trusted. You belong here.

Supporting the Youngest Movers

From about two months through the early walking stage, our little ones are driven by an inner impulse to move. A well-prepared movement area offers uninterrupted floor time, soft but firm surfaces, and freedom from highly popular gimmicks that are commercialized as fun, safe, and motor skill friendly, but really serve as restrictive “containers” that restrict natural development. Avoid the restrictive items like walkers, bouncers, or jumpers that limit movement, body awareness, and natural development.

Equally important is the adult within this space.

Infants carefully observe how adults move. Slow, intentional movement gives children something meaningful to absorb. When an adult kneels, sits, reaches, or walks calmly through the space, infants’ nervous systems respond with a sense of safety and trust.

Language matters here, too. Clear, specific words help infants connect movement with meaning: “I am placing you on the mat,” or “You are turning onto your side.” These moments of narration support both physical and language development.

Crying is a natural part of movement and exploration. Being present when our infants are in the movement area means responding with calm prioritization rather than urgency or frustration. Our steady presence allows infants to take risks, rest, and try again.

Movement areas are also where milestones emerge, like rolling, crawling, and standing. We can observe without rushing or interfering, trusting the child’s timeline.

Freedom with Structure

As children grow into toddlers, their movements become more complex and so does their emotional world. A movement area for children from about 14 to 16 months to age three must balance freedom and limits.

Toddlers are learning what their bodies can do, but they are also learning the norms of their family and community. Clear expectations support this learning: We walk indoors. We carry materials carefully. The climbing structure is for climbing.

Rather than restrictions, limits are what make independence possible. When children know the boundaries of their space, they can move with confidence and purpose.

Our adult presence also requires sensitivity. Toddlers are often in transition: sometimes eager to be independent, sometimes needing comfort and reassurance. A thoughtfully prepared movement area allows children to choose activity without pressure, while an adult remains available without being intrusive.

Power struggles often surface around movement: climbing higher, running faster, refusing transitions. Instead of controlling a child’s body, we want to stay grounded, offering choices and support. When big emotions arise, we ensure safety first, then connection.

Flexibility is key. Some days, children need extended time outdoors. Some days, they need to move before settling into quieter activities. When routines are predictable, children are secure enough to adapt, and movement areas can evolve to meet their needs.

How to Create a Movement Area at Home

You don’t need a large home or special equipment to support your child’s movement. What matters most is intention, simplicity, and trust in your child’s natural development.

1. Choose a Safe, Uncluttered Space

Select a consistent area of your home where your child can move each day freely. This might be a corner of the living room, a bedroom, or a quiet space near a window. Clear away excess furniture and visual clutter so your child can focus on their body and movement without distraction.

For infants, prioritize floor time on a firm mat or rug. For toddlers, ensure the space allows for walking, climbing, carrying, and pushing without constant redirection.

2. Offer Developmentally Appropriate Movement Opportunities

Movement materials should invite activity without forcing it.

For infants:

A soft mat for rolling and stretching
A low mirror secured to the wall
Simple objects to reach for and grasp

For toddlers:

A low climbing structure or sturdy step
A push toy or a weighted object to carry
Space to walk, squat, and practice balance

3. Keep the Adult’s Movement Calm and Intentional

Your child is watching how you move. Slow down when you enter the movement area. Sit, kneel, and walk with intention. This calm presence communicates safety and allows your child to focus deeply on their own movements.

Use clear, specific language:

“I am moving the chair, so you have more space.”

“You are climbing up. Now you are climbing down.”

4. Set Simple, Consistent Limits

Freedom thrives within clear boundaries. Decide ahead of time what is allowed in the movement space and hold those limits consistently.

For example:

We climb on the climbing structure, not the bookshelf.
We walk inside the house.
We carry objects carefully.

When limits are clear, your child can move with confidence instead of uncertainty.

5. Follow the Child’s Rhythm

Some days your child will need lots of movement before settling. Other days, they may move briefly and then rest. Trust these rhythms. For young children, movement is about integration.

If your toddler resists a transition, pause and observe. Often, a few more minutes of movement is exactly what their body needs.

6. Bring Joy and Wonder Into Movement

Movement is not separate from life. Notice the weather. Step outside when you can. Feel the ground, the breeze, the warmth of the sun. Share simple delight in what the day offers.

When we approach movement with curiosity and joy, children learn that movement is not just physical exercise, but a way to engage with life itself.

The Adult as Part of the Movement Environment

In Montessori, the adult is part of the environment. A beautifully prepared movement area loses its power if the adult is rushed, distracted, or rigid.

Presence matters. So does joy.

A well-prepared movement area supports our children’s physical development, and just as importantly, their sense of belonging, confidence, and joy. And when we approach this space with patience, clarity, and reverence, movement becomes what it was always meant to be: a natural expression of becoming.

Morning in the Life of a Lower Elementary Student

Mon, 09 Mar 2026 10:00:48 GMT

8:30 a.m.

Third-grader Claire and her younger brother are dropped off at the main building’s door around 8:25 each morning. Ms. Rivera greets them at the door, and Ms. Lingo notices that Claire and her brother have gotten haircuts. She compliments them on their new styles! Claire says goodbye to her brother, who heads toward his Primary classroom. Claire joins the other Elementary students, exiting the side door to walk across the playground and through the “Nature Hallway” to her Elementary building. As she passes the Elementary gate, she says hello to Ms. Mohamed. Her younger classmate is just arriving, and Claire remembers that this friend often has a hard time leaving her mom at drop-off, so she hangs back to see if she can help. Today, when the friend sees Claire, she is excited to come in the gate and walks alongside Claire to their classroom. They chat about the new shoes the friend is wearing.

Once inside, the classmates hang up their coats and backpacks and change into their indoor shoes. After greeting a few more friends, Claire collects her work journal from her cubby and selects a freshly sharpened pencil from the supply jar. She sees some of her peers and joins them at a large group table. Their first task is to record the date at the top of a fresh page in their journals. It’s a new month, and they check in with one another to make sure they have all spelled “January” correctly. Not all of them remember how to make an uppercase “J” in cursive. Claire goes to the handwriting shelf, collects a printed chart of the uppercase letters, and brings it to the group. Everyone checks their capital “J” against the sample, and some erase their work and try again.

The teacher, Mrs. Fortun, greets each of the students at the table and welcomes them back to school after the break. She glances at their journals and notices that one of the students is still struggling with the spelling of “January”. She asks if Claire would be willing to sit with him for a few minutes and help him, before coming to a lesson on square root. Claire is excited to hear about the square root lesson, which she has been looking forward to since before winter break. She gets a small whiteboard and a dry-erase marker from the shelf, and writes “January” in her best cursive at the top. She invites the other child to practice writing it on the whiteboard in the space below hers. Claire knows how to help him because she has been in the community for nearly three years, and this is one of the ways that older students helped her when she was a first grader.

Once the other student has written “January” several times on the whiteboard, he tells Claire that he’s got it now. She gathers her own journal and pencil and moves toward the rug in the center of the room, where Mrs. Fortun and two other 3rd graders are setting up the Golden Beads. Mrs. Fortun explains that because they have been practicing finding the roots of smaller numbers, like 14, using the Square Root Board, they are now ready to find the roots of larger numbers, like 576. These students have used the Golden Beads decimal material for many activities in math, so they easily and quickly assemble five hundreds, seven tens, and six units. After Mrs. Fortun demonstrates what to do, the students work together to lay out squares with their hundreds, tens, and units. It looks something like this when they are done, and they can “read” the square root by looking at the sides of the square they have made.

Mrs. Fortun explains that for now, they are moving the materials around to find the square root. After lots of experience with this, they will eventually use another material called the Peg Board, and will begin to learn the process of finding the square root mathematically on paper. Claire writes down the six numbers that Mrs. Fortun provides them for practice. She leans over to her friend Neel to say, “Let’s do ALL of them!”. He agrees, and they get down to work. It takes them about 40 minutes to find four of the six. Claire is starting to get a good idea of how it works, and she can start predicting the answer before the beads are all laid out.

There are two numbers left, but Claire is noticing her concentration on the activity is being interrupted by thoughts about her research project on ancient writing methods. She had hoped to fix her spelling corrections today and start working on a timeline of all the writing implements people used. She is also hoping to make her own wax tablet, like the ones used by the Greeks and Romans. She asks Neel if it would be okay to save the last two numbers for tomorrow, so she can get to work on her project. He agrees, and together they clean up the decimal material.

Claire goes to her “Work in Progress” folder and retrieves her report about the history of writing. She became interested in the topic after the Great Lesson Mrs. Fortun gave, “The Story of Communication in Signs.” She had heard this story in first grade and second grade, but upon hearing it again in third grade, some interesting facts jumped out at her that she hadn’t really noticed before. It was inspiring to her to realize that pencils, pens, and paper were relatively new inventions. She started wondering what it was like to do school work on a slate with a piece of chalk, or to carve all your messages into clay, or even into a rock! After the Great Lesson, she approached Mrs. Fortun with her idea to do a project, and together they gathered a few books from the shelf that showed pictures of different writing instruments, like the cuneiform stylus, Egyptian reed pens, and Roman carving tools. Claire’s friend Sofi browsed through the books with her, and together they came up with a plan for a project. They would each research two different ancient writing methods. Claire chose cuneiform and wax tablets; Sofi chose to focus on the making of papyrus, reed pens, and feather quills. Prior to the winter break, they sat together to gather information and write their reports over a few days. Now, each of them has received their first draft back from Mrs. Fortun with spelling, capitalization, and punctuation corrections noted lightly in pencil. This kind of correcting is best done with lots of focus, so they agree to sit quietly next to each other with their spelling books open. Claire looks for a check mark from Mrs. Fortun that indicates a word is misspelled. She finds one over the word “people” - Claire wrote “poeple”. This happens a lot. Claire double-checks the word in her spelling book to make sure, then carefully erases and switches the “e” and the “o”. The next check mark is over the word “cuneiform”. Because Mrs. Fortun knows this one is unlikely to be in Claire’s spelling book already, she has lightly written the correct spelling underneath the word. Claire flips to the “c” page in her speller and carefully writes “cuneiform” on one of the lines provided. Now she has it for next time. She fixes the spelling in that sentence, and then, as Mrs. Fortun has shown her, she scans the rest of her report for any other times she has written “cuneiform”. It is written several times, and Claire realizes that she’s made the same error each time, by flipping the “e” with the “i”.

Claire and Sofi work on their spelling side by side for about 35 minutes. Then, they get out the timeline they are making to show how the various writing systems changed over time. As they work on the timeline, they discuss what materials they will need to bring to school for their models. In addition to the timeline, they are creating, and Claire’s wax tablet, Sofi plans to create cuneiform tablets out of clay, and possibly a bulla, a kind of clay envelope that held tokens representing a trade contract between people in ancient Sumeria. They excitedly imagine the presentation they will make to the class once these items are completed. Their conversation is interrupted by the sound of the bell, which Mrs. Fortun rings to indicate that the morning work cycle has ended. Surprised, Claire looks at the clock and realizes that she was so concentrated on her project, she didn’t realize it had gotten so late!

Claire cleans up as quickly as she can because she is assigned to lunch duty this week. After she shows Mrs. Fortun her work journal, where she has recorded the activities, she chose to work on this morning, she puts her things away and goes straight to the sink area to gather the spray and cloths needed to wipe down all the tables. A partner on Lunch Duty handles getting out the plates, silverware, napkins, and placemats. Another partner collects the “clean-up” caddies with table sweepers, spray, and rags that will be used after eating. Once things are set up for lunch, Claire and her partners join the rest of the class on the rug to sing “Peace Train”. Then the students are dismissed for lunch.

After lunch and recess comes Read Aloud time. Mrs. Fortun is reading the new “Millicent Quibb” book, which Claire is very excited about. During read aloud, Claire chooses knitting as her handwork. After read aloud, Claire will help count up the pizza lunch orders, and she thinks it might be her turn to call Pizza Now and place the order! She’s excited for the afternoon ahead.

Sleep as a Skill: A Montessori Reflection for Baby Sleep Day

Mon, 02 Mar 2026 11:00:41 GMT

“Families deserve sleep routines that work in real life, not just in perfectly controlled conditions. If you want to visit cousins, go on vacation, or have friends over, you shouldn’t feel like you have to darken every window and keep the whole house silent for two hours just to protect a bedtime routine. I’ve seen how stressful and impractical that can become. Children are capable of learning to sleep in the world as it is, with a little noise, a little light, and life happening around them. Yes, darkness supports circadian rhythms, and a calm environment helps, but it doesn’t have to mean creating a sealed, sterile space every night. When we give children some flexibility, they grow into people who can rest in different environments, whether that’s a busy home, a college dorm, or a new place altogether. Many parents, especially those who have waited a long time for a child, put so much effort into controlling every detail, hoping it will guarantee good sleep. But over the course of a childhood, there will always be nights that don’t go as planned. That doesn’t mean you’ve done anything wrong. Sometimes the most supportive approach is the most humane one: building rhythms that can travel with you, adjusting when needed, and accepting that real life is a little messy. I always think about how we do what works in the moment, whether it’s a car ride nap, a later bedtime, or a different setting, and most of the time, it turns out just fine. What matters most is that families feel free to live their lives while helping children learn to rest within it.”

Mrs. Jennifer Rogers, Primary Teacher

At Wheaton Montessori School, we focus on independence as a path toward self-sufficiency. This is a gradual, mindful process of becoming capable. For our youngest children, this journey begins with mastery of the most fundamental human needs: eating, toileting, and sleeping.

These areas matter deeply because they are ultimately under a child’s control. No one can make a child eat, use the toilet, or sleep. Our role, then, is not to force outcomes but to remove obstacles. As adults, we can provide thoughtful structure and support children as they develop the skills that build confidence and trust in their own bodies.

Language Shapes Our Intentions

At Wheaton Montessori School, our language reflects our values. For example, we don’t talk about “toilet training.” Instead, we focus on “toilet learning” because children are learning how to care for their bodies within the cultural norms. We are not training behavior. We are supporting development.

The same is true for sleep. Rather than “sleep training,” Montessori invites us to think in terms of supporting independent sleep skills. We help children learn how to settle their bodies, self-soothe, and eventually fall asleep independently, all skills they will rely on for the rest of their lives.

Why Sleep Matters So Much

Research continues to affirm that sleep is foundational. Healthy sleep supports brain development and learning, emotional regulation, physical growth and immune function, and memory and attention.

During sleep, children’s bodies perform essential functions, including muscle growth, tissue repair, protein synthesis, and the release of growth hormones. Deep sleep stages are when the most restorative processes occur.

How Sleep Works

Two systems guide sleep: circadian rhythm and sleep pressure.

Circadian rhythm is the body’s internal 24-hour clock, regulated by light and darkness. When it’s dark, the brain releases melatonin (the sleep hormone). When it’s light, melatonin decreases, and cortisol helps us wake. This is why darkness supports sleep, blue light from screens disrupts it, and consistent bedtimes matter.

Newborns are not born with a mature circadian rhythm. It begins developing around six weeks and becomes more established around three months, which explains why early baby sleep can feel unpredictable.

The other factor is sleep pressure. The longer we’re awake, the stronger the drive to sleep. This pressure builds during the day and resets after a long stretch of rest.

When children miss their sleep window and become overtired, stress hormones (adrenaline and cortisol) kick in, creating that familiar “second wind.” Suddenly, a child who desperately needs sleep seems wired and alert. Understanding sleep pressure helps us time sleep before children tip into exhaustion.

A Montessori Framework for Healthy Sleep

To support both healthy attachment and independence, Montessori encourages clear, loving boundaries. Sleep is no different.

We can focus on four key factors: a prepared sleep environment, predictable and respectful routines, healthy sleep associations, and limits with flexibility.

A Prepared Sleep Environment

Just as we prepare our classroom communities, we want to be intentional about preparing our child’s sleep space at home. Key components include ensuring that the space is:

Darkish
Quieter and calmer
Free of stimulating toys
Slightly cool

A good question to ask ourselves is: Would I easily fall asleep here?

Predictable, Respectful Routines

Children feel secure when they know what comes next. A simple home routine might include:

The final feeding
Putting on pajamas
Toileting/diapering
Tooth brushing
A short story or song
A hug and kiss goodnight

Long baths or extended reading are best before the sleep window, not during it.

Healthy Sleep Associations

Children form associations with the conditions present when they fall asleep. If a child falls asleep being rocked, fed, or held, they will often need that same support during natural night wakings. Instead, we want to place a child in bed drowsy but awake, so they can practice falling asleep independently. Comfort objects, such as a small blanket or stuffed animal, can support this process.

Limits with Flexibility

Sleep needs change as children grow. Consistency matters, but we don’t want to be unnecessarily rigid. It’s important to keep in mind, though, that older children may test boundaries, delay routines, or negotiate endlessly. Calm, consistent follow-through reassures children that the structure is dependable. And just as importantly, adults need support, too! Holding limits is much harder when we are sleep-deprived, so self-care is essential.

Why Independent Sleep Is an Act of Care

Babies naturally cycle through light and deep sleep many times each night. When they wake briefly between cycles, a child who knows how to self-settle can drift back to sleep without distress. Independent sleep skills:

Reduce frequent night wakings
Support early morning sleep
Improve mood and learning
Protect parents’ well-being

Plus, poor sleep in infancy is linked to challenges later in childhood, including difficulties with emotional regulation and health concerns. Supporting sleep early is preventative care.

A Closing Thought

Supporting sleep is not about forcing independence. It’s about preparing the conditions so independence can emerge naturally, with confidence and trust.

If you’re navigating sleep challenges, please know this: you don’t have to do it alone. Sleep is learned, supported, and refined over time (just like every other human skill!).

How Your Young Children Learn and Why It Matters

Mon, 23 Feb 2026 11:02:07 GMT

How Your Young Children Learn and Why It Matters

Your young children learn by actively constructing themselves through purposeful work. From birth through age six, learning is not passive or instructional. It is driven from within your child, supported by responsive adults like you and all of my colleagues. This internal passion to learn is also boosted through the campus design and surroundings. Every movement, repetition, and exploration is meaningful work that builds the child’s body, mind, language, and sense of self.

How learning happens

Active construction through work: Your young children learn by doing. Don’t we all! Movement, using the hands, exploring real materials, and repeating challenging tasks are how the brain develops. This work must be meaningful and appropriately challenging, not busy work.
Movement and the hand: Development of walking, balance, and refined hand use is foundational. Your children of all ages need freedom to move and manipulate real objects to fully develop coordination, concentration, and foundational academics like writing and adding.
Language through relationship: Language develops through reciprocal human interactions. Rich spoken language, conversation, naming the world, and storytelling are essential. Wheaton Montessori School eliminates screens and background noise to highlight communication.
Sensorial exploration of reality: Your children learn the world through their senses. Touching, comparing, carrying, observing, and interacting with real things builds the foundation for imagination, reasoning, and abstract thinking later. Authentic Montessori immerses us in exploration and discovery.
Sensitive periods: Your children pass through brief, powerful windows of heightened interest and ability, such as for language, movement, social behavior, etc. Wheaton Montessori School teachers observe and offer the right experience at the right time. Learning happens easily and joyfully and feels like play!
Concentration and normalization: When your children are connected to meaningful work that they choose themselves and repeat, they develop deep concentration, self-regulation, delight in effort, and care for others.

Why This Is Important

Early experiences shape lifelong learning: Early experiences lay the neurological, emotional, and social foundation for everything that follows.
Missed opportunities are harder to recover: Skills learned during ideal stages are acquired with ease. When these periods are missed, learning later requires more effort and frustration. My colleagues are passionate about tailoring lessons and their classrooms to match child development (and adolescent development, too!)
Strong foundations support later independence: Your children deserve rich early support leading to confident, capable, socially aware, and academically prepared people.
Well-supported children become well-adjusted humans: This approach supports not just academic readiness, but the development of secure, courteous, empathetic children who care about their community and the world.

In short, your children learn best when they are trusted as active learners, supported by attentive adults, and given real, challenging work at the right time. Investing in this early foundation supports not only your child’s success in school, but their lifelong well-being and ability to thrive.

Be Quiet and Sit Still

Mon, 16 Feb 2026 11:00:46 GMT

At Wheaton Montessori School, your child is guided by highly trained professionals who deeply understand child and adolescent development. Every day, thoughtful structures and intentional practices support students in using their intellect, curiosity, time, and choices successfully, so they can grow into capable, self-directed individuals.

Dr. Maria Montessori never equated being “good” with silence or stillness. Our teachers do not equate being well-behaved with being quiet and sitting still. In fact, like Dr. Montessori, we believe that movement, communication, and social interaction are essential to learning. When you observe a classroom at Wheaton Montessori School, you’ll see exactly that: children moving purposefully, talking with peers, collaborating, and responsibly managing their academic work throughout the day.

What may look like “freedom” on the surface is actually built upon a strong underlying structure. Students experience a sense of choice, what to work on, where to sit, how long to engage, and who to collaborate with, because the environment has been carefully prepared to support those decisions.

The Power of Structure and Grace

The foundation of our campus is made up of proactive lessons called Grace and Courtesy . These lessons explicitly teach students how to:

Set up and return materials
Respect others’ space and work
Ask to observe a peer’s work
Acknowledge feelings and resolve conflict respectfully

These shared lessons give everyone a common language and reference point for living and learning together. Older or more experienced students model appropriate behavior, creating classrooms full of young teachers, not just the adults guiding the environment.

Students always have opportunities to challenge themselves or to take a healthy break. They work and play with materials they are developmentally ready to use, ensuring success while still encouraging growth.

Not a Free-For-All: A Thoughtfully Designed Community

Authentic Montessori environments are often misunderstood as unstructured. In reality, our campus is carefully designed to meet the developmental needs of preschool children through high school freshmen. The structure is natural, respectful, and aligned with who children and adolescents truly are.

We know learners may still experience frustration, regret, and disappointment at times. Those moments are part of learning. When a child sits beside a teacher to regroup, it may feel like a “time out” to them, but it is actually a moment of support, reflection, and connection within a safe community.

When challenging behaviors arise, our teachers respond with empathy and expertise. They understand that all behavior communicates a need. Rather than relying on rewards or punishments, teachers may guide a child toward a break, offer work that better meets their developmental needs, or help them return to a centered and purposeful state.

Growing Self-Discipline From the Inside Out

At Wheaton Montessori School, self-discipline and regulation develop through meaningful activity. Expected behavior grows through practice within a warm, structured community. Curiosity sparks interest, interest fuels focus, and focus leads toward mastery.

This process contributes to valorization, your child’s growing sense of confidence, capability, and belonging. Children who feel balanced and respected naturally behave with greater care for themselves, others, and their environment. This sums up Dr. Montessori’s limits in three rules: care for yourself, care for others, and care for your surroundings.

The true outcome of this work is human development: your child and adolescent’s identity, agency, purpose, and love of learning. When they understand big ideas and see themselves as capable contributors, they grow in ways that last a lifetime.

Materials Spotlight: Sandpaper Letters & Moveable Alphabet

Mon, 09 Feb 2026 11:01:26 GMT

Unlocking Literacy the Montessori Way

At Wheaton Montessori School, Montessori literacy materials like Sandpaper Letters and the Moveable Alphabet provide hands-on experiences that connect sounds, symbols, and meaning, building the foundation for confident reading and writing. These materials help children translate the words they hear into the symbols they see, developing strong neural pathways for literacy while fostering independence and a love of language.

In this blog, we explore how Sandpaper Letters and the Moveable Alphabet guide children from sound awareness to word building, creating a joyful approach to early literacy.

Sandpaper Letters

The Sandpaper Letters incorporate decades of insight into how children truly learn to read and write. Sandpaper Letters embody the Science of Reading—connecting sound, symbol, and meaning through hands-on learning and building strong neural pathways for literacy. These timeless Montessori principles continue to align beautifully with what modern science confirms about how your child’s brain learns best.

Moveable Alphabet

Before handwriting comes word building! The Moveable Alphabet lets your children ‘write’ their thoughts with letters long before they can hold a pencil—bridging the gap between spoken and written language.

With literacy materials like the Moveable Alphabet, children communicate their thoughts by building words with cut-out letters—translating the sounds they hear into symbols they can see. This powerful step develops the foundation for reading and writing, helping children understand that words are made of sounds and that sounds can be represented with letters. Because our teachers base every lesson on development, writing comes first—because it’s easier to build words from sounds than to read or decode someone else's written thoughts.

Our literacy approach at Wheaton Montessori School is designed to meet each child where they are, providing hands-on experiences that foster confidence, independence, and a lifelong love of reading and writing. From Sandpaper Letters to the Moveable Alphabet, every tool and lesson helps children connect sounds to symbols, build words, and discover the joy of language.

How Geometry Got Its Name

Mon, 02 Feb 2026 11:00:12 GMT

In Wheaton Montessori School classrooms, we like to introduce big ideas with big stories. We offer children a sense of wonder first, sort of like an imaginative doorway, so that when they later study formulas, theorems, and proofs, they already feel connected to the human story behind them.

One of these stories is The Story of How Geometry Got Its Name, an introduction to a subject that is far older than the textbooks and protractors we encounter today. In Montessori, Geometry is more than about shapes. It is about human beings solving real problems in the real world.

A Problem as Old as Civilization

To reintroduce geometry, we time-travel back around 5,000 years to the ancient civilization of Egypt. This was a land shaped by the Nile River, the longest river in the world. Each year, the Nile flooded its banks as snowmelt poured down from the mountains far to the south. The Egyptians depended on this yearly flood as it left behind rich, dark silt that nourished their crops and made life possible in an otherwise harsh desert.

But the flood created a challenge, too. It washed away the boundary markers that separated one farmer’s field from another. When the waters receded, no one could quite remember where their land began and ended. Arguments ensued. “This corner is mine!” And the fields needed to be measured and marked again.

The First Geometers: The Rope Stretchers

To solve this annual problem, the Egyptians relied on a special group of skilled workers called the Harpedonaptai, or Rope Stretchers. These were early land surveyors who used a knotted rope tied at regular intervals and three weights to create a very particular triangle.

In our elementary classrooms, we invite a few children to hold a prepared rope at its large knots, forming that same triangle. As they stretch it out and lay it on the ground, many quickly recognize what the Egyptians had unknowingly created: a scalene right-angled triangle. This shape would later become central to the geometry studied by Greek mathematicians.

The Harpedonaptai used this simple tool to re-establish field boundaries, set right angles, and make sure the land was measured accurately and fairly. Geometry, in its earliest form, served a deeply practical purpose.

From Rope to Pyramid

The Harpedonaptai’s expertise was valued far beyond the farmlands. They also helped lay out the foundations of temples, monuments, and even the Great Pyramid of Giza. The base of the Great Pyramid is a perfect square, which is an astonishing feat of measurement and design. The Pharaoh himself oversaw these measurements, but it was the Rope Stretchers who executed them.

Their work represents one of humanity’s earliest recorded sciences: the careful measuring of the earth.

How Geometry Got Its Name

The name geometry reflects this ancient practice. It comes from two Greek words:

gê — earth

metron — measure

Geometry literally means earth measurement.

The Egyptians did not use the language of right angles, nor did they classify triangles as we do today. Their work was grounded in practical needs. They needed to solve problems, organize land, and create structures that would endure for thousands of years. Yet their discoveries influenced later thinkers like Pythagoras, who likely traveled to Egypt and learned from their methods. Over time, the simple knotted rope inspired a whole discipline devoted to understanding lines, angles, shapes, and the relationships between them.

Why We Tell This Story in Montessori

When Montessori children hear this story, something important happens. Geometry becomes more than a set of rules or vocabulary words. It becomes a human endeavor born from curiosity, necessity, and ingenuity.

The heart of Montessori education at Wheaton Montessori School is to help children view knowledge not as isolated subjects, but as valuable gifts passed down from earlier generations. When children pick up a ruler, explore angles with a protractor, or classify triangles in the classroom, they are continuing a legacy that began with those early Rope Stretchers, the Harpedonaptai on the banks of the Nile.

Through story, students feel connected to the people who shaped our world and to the problems that inspired great ideas.

Geometry becomes meaningful, purposeful, and alive, from our preschoolers working with the Geometry Cabinet , to elementary students classifying and measuring angles or using hands-on Pythagorean Theory materials, and all the way through our adolescents.

At the adolescent level, geometry moves fully into the real world. Students apply measurement, angles, area, scale, and spatial reasoning through meaningful work across campus, including:

Measuring and mapping land for the campus’s Wetland Conservation Area, as well as calculating classroom square footage for recognition and accreditation applications
Understanding and applying area, perimeter, scale, and proportion when working with acreage, restoration plans, and campus layouts
Designing and situating functional structures such as chicken coops using geometric principles
Applying angle classification, measurement, and spatial reasoning through woodworking
Using geometry to cut, join, and build accurately, including raised beds, greenhouses, and beehive insulation boxes

Understanding the Absorbent Mind

Mon, 26 Jan 2026 11:01:52 GMT

The Absorbent Mind: Your Young Children's Superpower

Have you ever wondered how your young child seems to learn while they play and go about their day without even trying? A bit after their first birthday, they suddenly begin speaking your language, walking, and mimicking your gestures with astonishing accuracy. Did you teach them these skills for life?

Dr. Maria Montessori described this extraordinary superpower of early learning as the Absorbent Mind, a powerful learning mechanism unique to your children in their first six years of life.

The Absorbent Mind vs. the Adult Mind

Your child's mind is fundamentally different from an adult's mind. Adults learn through conscious effort. We study, repeat, and memorize. We work harder in some areas than others, but it all requires intention.

Your children, on the other hand, absorb knowledge directly into their being. They do so continuously and effortlessly as part of their growth. At Wheaton Montessori School, we call this work because your children are applying effort and purpose. Yet it comes so much faster, more thoroughly, and often looks playful. Think how hard they are working when you see their “concentration tongue”.

Your children have remarkable neural plasticity, which shapes their brains in relation to their experiences and surroundings. The young child’s mind absorbs everything, just as it is, without judgment. These impressions do not merely stay in memory; they build your child.

Dr. Montessori compared this difference beautifully:

Your child’s mind is like a camera: taking in everything at once, ugly or beautiful, chaotic or orderly, useless or meaningful, random or intentional.
The adult’s mind is like a painter: choosing what to notice, what to ignore, and what to remember, details and big picture, only details, focused or not.

Adults can filter. Your children cannot.

Your children take in language, tone, movement, emotion, atmosphere, and culture without discrimination. This is how they construct themselves and why you are so thoughtful about raising them. This is why our teachers label activities and play as work. Despite the Montessori myths that people say.

“Adults admire their environment, they can remember it and think about it; but your child absorbs it… The things he sees are not just remembered; they form part of his soul.”
— Dr. Maria Montessori, The Absorbent Mind

Freedom and Responsibility in the Elementary Classroom

Mon, 19 Jan 2026 11:01:13 GMT

Montessori Mayhem? Pint-Sized Pandemonium?

When I give tours of the Elementary classrooms or welcome new parents to the Elementary program at Wheaton Montessori School, some parents believe that students are allowed complete freedom, as if the classrooms are a beautiful den of chaos and anarchy. Indeed, this is one of the biggest misconceptions about Montessori education. (The biggest misconception being, in my experience, that Montessori isn’t “real world” education. But as we say in our lessons, “That’s a story for another day.”)

While Montessori classrooms DO give children the freedoms they require and deserve, it’s not an unlimited free-for-all with an adult watching from an observation chair! Freedom is always balanced with responsibility, to oneself and to the community. These values, freedom and responsibility, are essential for creating a happy, busy, humming classroom where children thrive.

What Does Freedom Mean in Our Classroom?

“Freedom” in the classroom means that students are encouraged to make choices about their learning. Just as in our Primary classrooms at Wheaton Montessori School, students are free to choose their work, their seat, and their work partners. They are free to move about the classroom and do not need to raise their hands to visit the restroom, get a drink of water, or ask a question. Let’s look at a few of these freedoms more closely.

Students are Free to Choose Their Work.

For example, they may choose which book to read, choose a work partner to research a chosen topic, or practice a tricky bit of a lesson over and over. They are also able to choose how they will show their understanding. They might present their understanding through a poster, a diorama, a model, a handmade book, or an enormous amount of cardboard and hot glue. These choices empower students to take charge of their education and express themselves in ways that suit their interests and strengths, something a standardized test or a worksheet can never do.

However, freedom in the classroom ALWAYS has limits. For example, students are free to choose their work, but choosing NOT to work is not an option. They are free to choose their work from the lessons that have been presented to them. While students may choose their reading material, it must be appropriate for their reading level and classroom guidelines. When students select a partner, they must do so respectfully and inclusively. When students create projects and work output, they must do so with care, make proper use of materials, and in a way that shows what they understand about their topic. Additionally, these choices should never disrupt their own learning and construction, or that of their peers.

The Role of Responsibility

In a true Montessori classroom, freedom comes with responsibility. And that responsibility can sometimes be uncomfortable at first. Students are expected to care for classroom materials, such as returning books and lesson materials to the shelf, taking part in classroom jobs, keeping a record of their work in their work journals, and handling art supplies properly. They are responsible for practicing their lessons and completing chosen follow-up work, listening attentively during lessons or when a classmate is sharing a presentation or thought, and helping classmates when needed and available. A student is not free to use materials in a way that damages or wastes the classroom supplies or puts anyone in harm’s way. Freedom within our classroom never allows for harming oneself, others, or the classroom materials.

Healthy boundaries, limits, and structures are consistently communicated in advance with clarity and respect, ensuring practicality and alignment within the community. Classroom expectations and rules are collaboratively developed and agreed upon by the community. In order to foster a positive learning environment, both students and teachers are expected to adhere to the shared expectations and responsibilities. When necessary, the classroom adult will address students and reiterate expectations and boundaries in a firm yet considerate manner. This balanced approach is effective only when maintained consistently throughout each day.

What Might it Look Like When the Balance Needs to Shift?

The adults in the classroom are constantly observing the children to be sure that each child has as much freedom as they are ready for, providing them space, room, and opportunities to show their strengths, and make their own choices throughout the day. When that freedom is too much, a teacher might need to provide more lessons in how to use materials that have been damaged or used improperly, limit work partner choices, or have a student sit with the teacher while they practice lessons or work with precious art materials. The adults will be watching for the perfect moment to allow the child increased freedom within the classroom, and within the limits of the understood responsibilities.

How Freedom and Responsibility Work Together

Finding the right mix of freedom and responsibility is something we work on together every day in our classroom. Montessori teachers are specially trained to guide this balance, helping students practice important skills like making good choices, solving problems, and learning self-control. When children are trusted to make decisions, they also learn to take responsibility for those choices. Experiencing the natural consequences of their actions helps them become kind, thoughtful, and capable members of their community who understand how their choices affect others.

What Does This Have to Do with Parents?

Your support at home makes a big difference.

By working together, we can help your child thrive both at school and at home. Encouraging your child to take responsibility for their actions and decisions reinforces what they learn in class. Yes, it can be uncomfortable, but it is necessary. It also becomes easier, more comfortable, and needs to be practiced less often when practiced consistently (like most things!). This supportive consistency across settings, at home and at school, helps children feel confident, cared for, and increasingly independent.

Where Learning Supports Who They Become

Mon, 12 Jan 2026 11:00:25 GMT

Where Learning Supports Who They Become

Inspired by the Deep Dive on Psycho-Disciplines by David Kahn and Michael Waski

In Wheaton Montessori School’s Adolescent Program, learning is more than content acquisition; it is a Psycho-discipline. A psycho-discipline is the connection of each discipline to the psychology of the developing human. When children and adolescents engage in subjects in a way that aligns with their psychology and developmental needs, the learning becomes internalized, and since discipline's root meaning is connected to “accepting with love”, they are supported to love learning.

At Wheaton Montessori School, every subject your adolescent studies, from math, science, language, and literature to economics, morality, and culture, is intentionally crafted to support who they are becoming. We don’t teach disciplines simply to transmit facts. We use the subjects of humanities, math, social sciences, language, and sciences to strengthen your adolescent’s confidence, character, and capacity to participate meaningfully in society.

This approach is deeply rooted in the Montessori work of David Kahn and Michael Waski, both pioneers of adolescent training programs and adolescent psyche work. They describe these subjects as psycho-disciplines.

Psycho-discipline can be defined as the order necessary for self-construction. When children and adolescents engage with subjects in a way that aligns with their psychology and developmental needs, the learning becomes internalized. It becomes part of your children and adolescents. And when the curriculum is deeply connected and part of each individual, the result is self-construction that is whole, complete, interdisciplinary, and integrated. Wheaton Montessori School staff are trained to understand and respond to developmental needs and to aid your children and adolescents in loving to learn across the curriculum. We do this for adolescents by connecting the academic topics we cover to real-life applications that are meaningful and relatable for the student. Rather than teaching facts and skills in a silo “just in case” students may need them, we first present students with meaningful context and then move to presenting lessons that give them the tools they need to engage with that context, “just in time.”

Psycho-disciplines:

• Engage intellect and emotion
• Build purpose through real work
• Support the drive for belonging and contribution
• Empower independent thought connected to others
• Spark passion and identity formation

Your adolescents learn to navigate complexity by applying their advanced knowledge to real needs. They learn academics best and enjoy them most when they use what they know to strengthen their community and improve the world. This applies whether they are solving problems that arise within their immediate environment or finding opportunities to serve the broader local community.

At Wheaton Montessori School, 7 ^th -9 ^th graders engage in learning that is meaningful to them. They begin with recognizing authentic needs around them, extending the growing season in their gardens, keeping their chickens and bees healthy through the year, and then working to address those needs. When we provide the “big picture” first, students enter academic lessons with a clear understanding of why the content matters. Instead of teaching unit conversions or graphing equations in isolation and waiting for the question, “When am I ever going to use this?”, we begin with harvesting honey and ask, “What do we need to know to bottle and sell this honey? How do we determine the right price?” This is psycho-disciplines in action. Thermodynamics becomes relevant as students prepare their beehives for winter. Through this work, your adolescents also come to understand their value and place in the broader adult community, whether they are partnering with organizations such as People’s Resource Center or volunteering at Northern Illinois Food Bank.

Learning through psycho-disciplines supports who adolescents are becoming and engages the work of the hand, head, and heart. Wheaton Montessori School adolescents don’t learn by memorizing facts, but by engaging and immersing themselves in meaningful work. This provides the means to learn lessons that speak to who the students are and to stick with them for a lifetime.

Why Learning with Purpose

Your adolescents are forming their adult identity right now. They are asking:

How do I contribute?
Where do I belong?
Why does this matter?

At Wheaton Montessori School, psycho-disciplines answer those questions through:

• Meaningful collaboration
• Real-world application
• Guidance from experts and highly skilled mentors
• Leadership and ownership
• Choice and autonomy

Instead of prioritizing the mere transmission of knowledge, we open the doors to further study and provide the order necessary for the formation of maturity and self-respect.

Learning Beyond School Walls

• Widening your adolescent’s world
• Creating ownership and accountability
• Integrating learning across subjects
• Providing time and space to practice adulthood

The universe they studied as elementary children with Emily Searcy, Upper Elementary Teacher, Suzanna Mayhugh, Lower Elementary Teacher, and Tracy Fortun, Lower Elementary Teacher, becomes more personal:

“My community and I.”
“My values in action.”
“My role in the world.”

Why This Matters

When knowledge shapes character, adolescents become adults who:

• Think independently and act responsibly
• Reject fractured thinking and fractured morality
• Lead with compassion and clarity

This is education for peace and for life.

Wheaton Montessori School was founded with the principle to approach every aspect of your children’s and adolescents' education to ensure your children and adolescents are not just learning… they are becoming .

Full credit: Inspired by the Deep Dive on Psycho-Disciplines submitted by David Kahn and Michael Waski.

Rebecca Lingo has taken training, workshops, and attended conferences with David Khan and has taken training with Michael Waski. Emily Searcy and Kelly Jonelis have also taken math workshops and training with Michael Waski. Our Primary Teachers, Elizabeth Berdick, Amy Chiste, and Jennifer

Rogers, have attended conferences with David Khan.

Lighthouse Parenting

Mon, 05 Jan 2026 11:00:10 GMT

Lighthouse Parenting: Guiding Without Controlling

In the ever-evolving world of parenting philosophies, "Lighthouse Parenting" offers a refreshing, balanced approach. Coined by pediatrician and parenting expert Dr. Kenneth Ginsburg, this model encourages parents to be a stable guiding force, not overly controlling, but not hands-off either. Imagine a lighthouse: it doesn’t steer the ship, but it stands firm through the storms, offering light, direction, and a sense of safety. That’s the essence of Lighthouse Parenting.

What Is Lighthouse Parenting?

Lighthouse Parenting is about being present, dependable, and emotionally available while allowing children the freedom to explore, fail, and grow. It's rooted in the belief that resilience is built, not given, and that the most effective way to prepare kids for the real world is not by smoothing their path, but by helping them navigate it themselves.

Dr. Ginsburg, who works extensively with adolescents, emphasizes that children need a calm, trusted adult who provides both boundaries and encouragement. The goal isn't perfection, it's preparation.

The Core Principles of Lighthouse Parenting

Be the Stable Force in the Storm
Life is unpredictable. As a lighthouse, you offer unshakable emotional security, even when your child is struggling. You’re a safe harbor, not someone who panics or disappears in crisis.
Shine the Light, Don’t Steer the Ship
Your role isn’t to dictate every decision, but to help children make better choices on their own. Give guidance, not ultimatums. Listen more than you lecture.
Allow for Mistakes and Risk
Growth comes from challenge. Rather than removing all obstacles, let your child take age-appropriate risks. Mistakes are how kids develop confidence, creativity, and grit.
Model Integrity and Empathy
Children watch more than they listen. Demonstrate how to act with compassion, resilience, and authenticity. They’ll learn more from your example than your advice.
Focus on Connection Over Control
Strong relationships build strong kids. Rather than controlling every behavior, invest in connection through conversations, shared time, and emotional availability.

Lighthouse Parenting vs. Other Styles

Lighthouse Parenting hits the sweet spot: not hovering, not absent, just steadfast and attuned.

Why Lighthouse Parenting Matters Today

In a world filled with uncertainty, competition, and constant pressure, kids need more than good grades or impressive resumes. They need:

Emotional intelligence
Problem-solving skills
The ability to cope with failure
A strong inner compass

Lighthouse Parenting helps nurture these qualities by creating an environment of trust, challenge, and love, without overprotecting or micromanaging.

A Real-Life Example

Let’s say your teenager fails an important test. A helicopter parent might contact the teacher immediately, while a more distant parent might ignore it entirely.

A lighthouse parent would sit down, ask what happened, help the teen reflect on their study habits, and explore ways to improve next time. No shame, no rescue, just support and accountability.

Final Thoughts: Be the Light

Your child doesn’t need a perfect parent. They need a steady one, someone who believes in them, listens deeply, sets clear values, and gives them the space to grow.

Being a lighthouse isn’t always easy. It requires patience, trust, and letting go of -course, and eventually become their own source of light.

You’re invited!

�� Better Together Get-Together: Lighthouse Parenting

When: Thursday, January 29, 2026, 8:45 a.m.

Discover the power of Lighthouse Parenting at our Better Together Get-Together! Join Mrs. Christine McClelland, one of our Primary Teachers, for an inspiring discussion on guiding children with love and support while giving them the freedom to grow.

Connect with the Wheaton Montessori School community and see how we nurture confidence, resilience, and independence. Toddlers are welcome to enjoy supervised play during the session.

Current families with children of all ages RSVP:

https://calendly.com/wheaton-montessori/better-together-get-together-lighthouseparenting

Prospective Families with children ages 4 ½ and under* RSVP:

https://calendly.com/wheaton-montessori/better-together-get-together-lighthouseparenting-prospective

*2026 Summer and Fall Openings
Openings are available only for new students under 4½ years of age and for current students to re-enroll. The waitlist for the 2025–2026 school year (kindergarten through freshman year of high school) is closed. Exceptions may be considered for students transferring from AMI-accredited Montessori schools with continuous attendance.

Why Your Child Interrupts: What They’re Telling You

Mon, 29 Dec 2025 11:00:51 GMT

We all know that moment: you answer a phone call, you catch up with a neighbor, or you finally sit down to rest. Then your children suddenly need you. They seem to appear out of nowhere: asking questions, demanding attention, or starting a squabble with a sibling.

While these moments can feel frustrating, they actually reveal something important: your child is seeking connection and security. When your attention shifts to someone or something else, your child may feel that their access to you (their safe, familiar center) is threatened.

From our perspective, this isn’t misbehavior. It’s communication. Your child is expressing something along the lines of: “I need to know I still belong, even when you’re busy.”

Laying the Groundwork: Connection Before Independence

The best way to prevent these interruptions isn’t just to set limits but to strengthen the strong connections you have created before they’re tested.

Time

Create small moments for your children. They don’t need to be elaborate. Think about the little things, like taking a short walk together, reading a favorite book, or making breakfast side by side.

Be fully present when you can

When you are spending time together, let your phone stay out of reach. This quiet modeling communicates, “I’m really with you.”

Invite responsibility.

Children gain confidence and feel important when they have real contributions at home. Even small tasks, such as helping feed the pet, folding napkins, or assisting a sibling, can help them feel grounded in their role in the family community.

Our Strategy

Children thrive when they can predict what will happen next. If phone calls are a recurring challenge, you can prepare your child by practicing in advance.

Choose a calm time to introduce the idea:

“Sometimes I need to talk on the phone. While I do that, you choose an activity to work on until I’m done. Then I’ll come back to you.”
Together, brainstorm activities (a favorite puzzle, coloring book, or quiet game).
Then practice through role play. Pretend to answer the phone while your child goes to their activity. When the “call” is over, reconnect warmly: “You waited by doing your activity. I see your patience!”
Switch acting roles so you get to giggle!

During real calls, you can offer gentle physical reassurance (perhaps a quick hug or a touch on the back) without engaging in conversation. This small, wordless connection helps your child feel secure while still learning to wait.

Modeling Respect for Boundaries

Over time, your child learns an important lesson about how love doesn’t disappear when attention shifts. They also learn to respect others’ time and space, an essential soft skill that we can partner with you in developing.

This kind of learning takes repetition and patience. Expect your child to test the limits now and then, especially in the beginning. But each time you calmly follow through, you’re helping your child build emotional independence, self-regulation, and respect for others’ boundaries.

Curious to learn more about how we at Wheaton Montessori School think differently about children’s behavior?

You’re invited!

What: Open House
When: Thursday, January 15, 2026, 6:00 p.m.

Explore our academic curriculum, from early childhood through the freshman year of high school, and connect with our expert teachers and school community. Tour our campus, natural playscape, and conservation areas.

Current families with children of all ages RSVP:

https://calendly.com/wheaton-montessori/open-house-2026

Prospective Families with children ages 4 ½ and under* RSVP:

https://calendly.com/wheaton-montessori/open-house-2026-prospective-families

Routines & Embracing New Joys

Mon, 22 Dec 2025 11:01:00 GMT

As we prepare for the holiday season, many of us look forward to the joyful energy of visitors, celebrations, and time spent together. Yet even the most welcome changes can shift daily rhythms, affecting children and adults alike.

In Montessori philosophy, routines provide a sense of order and security, essential ingredients for children’s growing independence and emotional well-being. Balancing these familiar structures with the excitement of new experiences can help all of us enjoy the season with greater calm and connection.

Recognizing What Children Communicate

When children’s behavior shifts during times of change, it often reflects their environment. New faces, altered schedules, and fluctuating parental attention can all contribute to feelings of uncertainty. Instead of viewing potential behavior shifts as unwelcome, we can interpret them as valuable communication, essentially our children’s way of expressing a need for stability and reassurance.

One of the most powerful responses we can provide is simple presence. Taking a few moments to sit beside our children, observe their play, or join them in a familiar activity can quickly restore their sense of connection. Even brief, focused attention can help children feel grounded and secure, allowing their natural cooperation and joy to reemerge.

Once children feel calm and connected, they are better able to engage in conversations about upcoming changes. During these connected moments, we can explain that routines (mealtimes, bedtimes, or daily activities) may look different during the holidays. These conversations help children prepare for the adjustments ahead and strengthen their trust in the adults guiding them.

Preparing for Change Together

Taking some simple steps before family gatherings or holidays can help children understand what lies ahead. Children thrive on predictability, so talking about what will remain consistent and what will change reduces anxiety and increases their capacity to adapt.

What routines will stay the same?
What might be different during this time?
Which activities or traditions are most meaningful to us?

Creating a visual calendar or using a whiteboard to map out plans gives children a concrete way to anticipate events. Inviting them to help with small preparations, such as choosing decorations, helping plan meals, or organizing activities, empowers them to feel capable and included.

Finding Joy in Shared Experiences

While routines provide comfort, flexibility also allows us to experience the joy of spontaneity. The holidays offer a wonderful opportunity to create shared moments such as storytelling, baking together, making crafts, or simply taking a walk outdoors. These experiences help build memories that connect generations.

Inviting extended family members to share stories or recollections from past gatherings can also be grounding. Collecting these memories, perhaps in a family scrapbook or memory journal, creates continuity across time and reminds children that they are part of a larger story.

Children and relatives alike often find satisfaction in contributing to family life. Tasks such as preparing vegetables, setting the table, or folding napkins offer children a sense of purpose and belonging. In true Montessori fashion, participation is more valuable than perfection.

Creating New Rhythms with Intention

The holiday season invites us to find balance between the comfort of familiar routines and the excitement of new experiences. By planning thoughtfully, staying flexible, and responding to children’s needs with empathy, we can approach these times with harmony and joy.

In Wheaton Montessori School, rhythm and order are seen as foundations for growth, while curiosity and discovery fuel the joy of learning. This holiday season, let’s bring this kind of balance into our homes. By honoring both structure and spontaneity, we create an environment where children feel secure, connected, and free to delight in the world around them.

We’d Love to Hear Your Holiday Traditions

Share your own rituals and rhythms that make the holidays meaningful for you and your family. Once the season settles, we invite you to visit Wheaton Montessori School and experience our community firsthand.

You’re invited!

What: Open House
When: Thursday, January 15, 2026, 6:00 p.m.

Current families with children of all ages RSVP:

https://calendly.com/wheaton-montessori/open-house-2026

Prospective Families with children ages 4 ½ and under* RSVP:

https://calendly.com/wheaton-montessori/open-house-2026-prospective-families

Adolescents Own Their Value

Mon, 15 Dec 2025 11:01:03 GMT

We recognize that every young person needs to feel they belong, that they are capable, and that they have something of value to contribute to their world. We call this the process of valorization, of coming to know one’s own worth through effort, adaptation, and usefulness. We believe valorization is at the heart of human essentials.

Valorization is a component of thriving, with thriving as a broader goal, a state of well-being. It nurtures the confidence to try, the courage to contribute, and the belief that one’s efforts matter. As adolescents experience valorization, they step into a fuller sense of themselves and into a life they feel ready to shape.

The Experience of Belonging

Teens enter new and uncertain territory in life. They are leaving behind the familiarity of childhood and finding their way in a larger, more complex social world. What helps them to feel at home? What protects them from feeling lost?

The answer lies in experience. They need the living understanding that they can adapt, contribute, and make themselves useful. They need the confidence that, no matter what the challenge, they have within them the capacity to meet it.

This is not something that can be told to adolescents. Rather, they need to live and earn this through real activity, through purposeful work, and through freedom and responsibility. That lived experience provides valorization, a deep inner experience of usefulness and purpose.

The Roots of Confidence

Valorization is not the result of praise, good grades, or awards. It is the result of work and effort. It is the result of doing something real and discovering that you actually can do it.

We see the beginnings of this process when a toddler insists, “I do it myself.” That same drive for independence grows and transforms over time. We support this process as the young child learns through purposeful activity in our scientifically designed classrooms at Wheaton Montessori School, the elementary child tests fairness, justice, and morality through recess and in group work, and the adolescent seeks belonging and contribution through meaningful work within the community.

At each stage, children and adolescents are constructing themselves. This is why we call everything “work”. They are testing the match between their growing capacities and their surroundings. When those conditions are right, when freedom and responsibility coexist, valorization occurs. Young people feel useful. They feel their own worth.

Independence, Normalization, and Adaptation

Dr. Maria Montessori saw human development as a process of self-construction. To thrive, children and adolescents must adapt through independence, interaction, and activity.

When the environment welcomes children and adolescents, allows freedom to move, to choose, and to act, and to interact, the connection grows strong. Children and adolescents feel they belong.

However, when freedom is restricted or when the environment doesn’t meet developmental needs, children and adolescents may feel alienated. They lose that sense of being able to connect and contribute. They begin to feel disconnected in their own world. Teen years that are famous for being prone to tumult are eased when adolescents are given meaningful work, real responsibility, and the trust to exercise their growing independence. When they feel capable and valued, they become more grounded, secure, and connected to themselves, to others, and to their purpose.

Deeply Experienced Usefulness

In our adolescent program at Wheaton Montessori School, valorization occurs through work that matters, work that contributes to the life of the community in addition to academics: practical projects, environmental stewardship, community building, and social enterprise. Valorization, at its heart, is not about the task itself. It is about the experience of usefulness, contributing value.

When adolescents lead a group project, mentor a peer, read with lower elementary students, repair the raised beds and greenhouse, tend to chickens, winterize the bees, perform at their own coffee house, conduct seminars, and prepare lunch, they experience themselves as capable and needed. They know they matter and they belong: valorization that they carry into their futures strengthened, encouraged, and ready for more.

A Lifelong Process

Valorization is not a single event. It is a continuous process that unfolds through every stage of life, a component of thriving. We experience it each time we adapt to a new challenge and find that we can meet it. Think about the infant reaching for an object with determination, the preschooler insisting on pouring their own water, the elementary child working through a problem with a friend, and the adolescent finding purpose in meaningful work.

Each is an act of self-construction, a declaration of worth, and a rehearsal for the life of an independent, resilient adult.

Trusting the Process

In Education for a New World , Dr. Montessori said, “We must take a new path, seeking the release of human potentialities.”

That path requires trust. Trust in the child’s inner guide, in the process of development, and in the power of purposeful work.

Valorization is not something we can teach. It is something we must prepare for. Our role is to create the conditions where valorization can unfold: an environment rich with real responsibility, freedom, and meaningful human connection.

When we do, children come to know, deep within themselves, that they are capable, adaptable, and valuable. They no longer feel out of place in the world. They feel at home within it.

See how we help young people feel at home throughout their many stages of development at Wheaton Montessori School.

You’re invited!

What: Open House
When: Thursday, January 15, 2026, 6:00 p.m.

Explore our academic curriculum from early childhood through the freshman year of high school, and connect with our expert teachers and school community. Tour our campus, natural playscape, and conservation areas.

Current families with children of all ages RSVP:

https://calendly.com/wheaton-montessori/open-house-2026

Prospective Families with children ages 4 ½ and under* RSVP:

https://calendly.com/wheaton-montessori/open-house-2026-prospective-families

The Real Secrets to Raising Readers

Mon, 08 Dec 2025 11:00:30 GMT

We want our children to love reading, but this hope is often mixed with some frustration. Coaxing, reminding, begging, bribing: these may seem like ways to fix the problem. But they tend not to create a long-term love of reading. Here are two ways that do!

So what are the secrets to getting children to read more books?

Do we limit our children’s access to electronic entertainment?

Do our children see us reading at home?

These are two of the most powerful secrets to raising children who love to read.

The Role of the Environment and Example Setting

Screens and Surroundings

Setting limits isn’t only about how much time children spend with electronic devices, but also where they use them. When devices are used in private spaces, they become part of a child’s time in a way that’s hard to monitor and even harder to moderate. Keeping electronics in common areas makes it easier to create balance and accountability.

Read With Them

In addition to setting boundaries for electronic use, another critical step is making reading a part of daily life. If we want our children to read more, a first step is to read to them, with them, and beside them.

For young children, make story time a daily ritual.
For older children and adolescents, share interesting news articles, recipes, or stories from your day.
Designate “screen-free” times in the evening when everyone (adults included!) reads.

When children see us reading, it communicates the message that reading isn’t just for assignments, but rather is part of a full, rich life. Children who grow up surrounded by books and readers begin to see reading as something enjoyable.

Talk About Books

Sometimes stop mid-book to talk about something interesting in the book.
Ask your child what they enjoy reading with their teachers at school.
For young children, this is a step toward comprehension. “Wow, what do you think is going to happen?” and recalling previous information.

In the end, the “secrets” to raising readers aren’t really secrets at all. They’re about creating an environment that invites curiosity, setting limits that protect attention, and modeling the joy of learning every single day.

Come visit us to see how we help make reading a joyful experience for children!

You’re invited!

What: Open House
When: Thursday, January 15, 2026, 6:00 p.m.

Current families with children of all ages RSVP:

https://calendly.com/wheaton-montessori/open-house-2026

Prospective Families with children ages 4 ½ and under* RSVP:

https://calendly.com/wheaton-montessori/open-house-2026-prospective-families

Academic Materials Explained: The Flat Bead Frame

Mon, 01 Dec 2025 11:01:21 GMT

The Flat Bead Frame is one of the most elegant bridges between the concrete and the abstract in our math curriculum here. Your children work with very large numbers on this academic material, up to the hundreds of millions, while still manipulating tangible representations of each place value.

Unlike many elementary materials designed for group exploration, this work is typically done individually or with a partner amid the classroom’s collaborative hum.

From the Large Bead Frame to the Flat Bead Frame

At a glance, this material may look similar to the Large Bead Frame that your children used during Kindergarten and early elementary grades at Wheaton Montessori School, but it represents a meaningful step forward in abstraction. The earlier frame is color-coded, with distinct beads that highlight the different periods of the decimal system. That approach reinforces the structure of tens, hundreds, thousands, and beyond.

The Flat Bead Frame, however, shifts the work in a quiet but powerful way. Its nine vertical columns of identical golden beads represent units through one hundred million. The categories are written across the top, and red zeros along the bottom show the multiplication patterns that come with each new place value. The golden beads signal something important: your child is ready to move from concrete color-coding toward pure numerical understanding.

Introducing the Material

When our teachers introduce this material, they begin by reviewing everything your child already knows as a foundation. It is both a continuation and a moment of assessment. Your child notices what is familiar and what is new: the vertical layout, the placement of numbers, the red zeros, and the uniform golden beads. The known supports the new. This careful transition is one of the qualities that make education in this school so effective.

Moving Toward Abstraction

The Flat Bead Frame is used to explore long multiplication and multiplication by powers of ten. When the multiplier involves tens, hundreds, or thousands, your child learns to shift the multiplicand to the left. The red zeros at the base make this idea visible. What can feel like a memorized rule in conventional public and private schools becomes something your child can see and feel. They understand why the number moves, not just that they are supposed to write an extra zero.

A Continuation of Pre-Kindergarten Foundations

This material builds on the work with the Golden Beads that your children experienced at younger ages, when they learned to exchange ten units for one ten, ten tens for one hundred, and so on. The Flat Bead Frame requires concentration, accuracy, and an understanding of the relationships between categories. These qualities from their preschool years help build the foundation for true mathematical abstraction.

The Mathematical Mind in Motion

Through this work, your children reinforce multiplication facts, internalize the commutative law, and become comfortable working with very large quantities. More importantly, they continue to see that mathematics follows a clear and consistent logic that they can and do understand. They gain the sense that numbers are not something to memorize for a test, but something they can work with, reason through, and take pride in mastering at a challenging pace that is right for them.

This is education that respects each human mind. At Wheaton Montessori School, we believe that the hand helps develop the intellect, and as your children move the golden beads across the frame, their understanding of place value deepens along with their confidence. Your children are not just learning math. They are learning how to think.

Come see how what begins as a physical exercise in moving beads becomes, over time, a quiet revelation and a process of mathematical thinking. This is Montessori math at its best!

You’re invited!

What: Open House
When: Thursday, January 15, 2026, 6:00 p.m.

Current families with children of all ages RSVP:

https://calendly.com/wheaton-montessori/open-house-2026

Prospective Families with children ages 4 ½ and under* RSVP:

https://calendly.com/wheaton-montessori/open-house-2026-prospective-families

Our Anchors of Love and Wisdom: Grandparents and Grandfriends

Mon, 24 Nov 2025 11:01:15 GMT

To all the grandparents and grandfriends in our lives, with deepest gratitude:

Thank you for being our family’s anchor, for your steady love, your wisdom, and for helping not just our children and adolescents, but us as parents and teachers feel supported.

You are more than relatives; you are part of our community’s village. You are living bridges between today’s children and the deeper wisdom of experience. You are the unconditional love we need as grandchildren and are the support that we need as parents. Thank you.

We see you holding a steady hand through the messy, emotional, and unpredictable work of raising children and adolescents. When one cries, whines, rebels, or acts out, thank you for not leaping to worst-case conclusions. You have seen the cycles, weathered the storms, and understand how often childhood’s turbulence is normal and simply requires time. Your calm confidence reminds us to trust the process. We are grateful.

You embody calm truths. You offer a presence that affirms even when the young ones puzzle us or the adolescents forget “important” things. Having played this game before, you offer a comforting confidence in each child, adolescent, and young adult. You believe in us and our dreams. You know that children grow, heal, learn—and that today’s discomforts often resolve into tomorrow’s strength.

Thank you for the meals you cook, the stories you tell, the adventures you lead, the rides you offer, the educational choices you support, the tears you soothe, the self-doubts you ease, and perhaps most of all, the patient witnessing of childhood, adolescence, and young adulthood unfolding.

You show us, grandchildren, caregivers, parents, and teachers alike, that we are not alone. Thank you for being keepers of continuity and reminding us that a struggle today is full of promise, young humans becoming who they are meant to be.

Because of you, we are reassured that someone believes deeply in who we will each become. You accept us in our imperfections as we grow, and you show us how to live with grace.

We are so grateful for all of you, our neighbors, chosen relatives, and family by bond and by love. Thank you, grandparents and grand friends. Your perspective is a gift beyond measure.

During our annual Grandparents’ and Grandfriends’ Day on Tuesday, November 25, at Wheaton Montessori School, we honor the grandparents and grandfriends who have touched our lives with their love, wisdom, and stories. This special day celebrates the generations who inspire, guide, and shape our children with their experiences and care.

Social Growth with Empathy and Resilience

Mon, 17 Nov 2025 11:01:29 GMT

Childhood and adolescence is full of exciting growth and will have tricky social situations. Children are learning how to communicate kindly and effectively, make and maintain friendships, manage their emotions, and solve problems, all while figuring out their place within the community. It’s no surprise that challenges arise.

As parents and caregivers, our instinct is often to protect our children, especially when they come home upset or struggling. Our children sometimes need to vent and be comforted to move past upsets. Sometimes they want or need support to follow while protection is necessary in matters of safety and wellbeing, it’s not always possible—or helpful—in emotional growth. One of our hardest tasks in raising children of any age is to support them through their discomforts and weather them smoothly. Instead of sparing them from all moments like their growth is fragile, let’s take these opportunities to support problem-solving, resilience, and compassion.

Common Challenges

Throughout their childhood, children will face a series of challenges with their peers. As children experiment with language, they also experiment with the impact of their words. Silly “potty talk” might elicit a laugh from peers one day, but be upsetting another time. Tweens and adolescents may experience turbulence around group Halloween costumes. Challenges like this are not signs of failure. Rather, they are a normal part of learning how to relate to others.

Key Steps for Supporting Emotional Growth

Step One: Regulate Our Own Emotions

Children are highly attuned to our feelings. Before acting, it’s best to give ourselves time to process. This pause helps us avoid acting out of frustration and gives us space to see the bigger picture.

Step Two: Validate Our Child’s Feelings

Resist the urge to jump straight into fixing. Instead, focus on empathy and validation:

“I’m so sorry that happened.”
“That must have felt really unexpected.”
“How are you feeling right now?”

This kind of acknowledgment lets your child know their emotions are normal and safe to express. It’s important to keep ourselves neutral, though. Our children don’t need us to absorb their emotions. Rather, they need a safe space to feel and express themselves without our emotional reactions. They also don’t need us to magnify their discomfort. They need to feel our steady confidence that they can handle this feeling, however uncomfortable.

Step Three: Support Problem-Solving Skills

Problem-solving is learned through practice and experience. Our children and adolescents need us to model and support their process. Here is a simple four-step approach:

Brainstorm: Work with your child to come up with two or three strategies. This is most effective when you keep the specific skill you want them to learn in mind (e.g., advocacy, making friends, respecting personal space). Older children and adolescents can often come up with their own strategies to share with you.

Model: Show them what the strategy looks like. With young children, humor, stuffed animals, or role play can make this engaging. With adolescents, subtle or inferred support is often more readily accepted.

Practice: Give your child or adolescent time to rehearse, just as one would when practicing a sport. Offer encouragement and feedback for younger ones, while recognizing that adolescents may prefer a quieter form of connection, even as they navigate their strong peer identities.

Plan: Together, choose one strategy to try for a few days. Reflect on progress and create a “Plan B” if needed.

This approach not only teaches social skills but also builds flexibility, persistence, and confidence.

In both situations, it can help to let your child’s classroom teacher know what is happening at home. Keep in mind, though, that sometimes children simply want to vent — this offloads their discomfort to us as their caregivers. When that happens, you might gently respond, “This sounds like something your teacher can help you with tomorrow.”

Social dynamics shift quickly, and young people often live in the moment more easily than we do as parents. If you feel uncertain, please reach out to teachers promptly when concerns arise so they can provide context, support problem-solving in real time, and keep an extra eye out. Your children are loved here, and we deeply value their friendships.

Compassion and the Bigger Picture

It’s natural to feel protective when our children experience social challenges. The skills our children learn (such as problem-solving, advocacy, and empathy) extend far beyond the classroom. They prepare our children to thrive in diverse communities, workplaces, and future relationships.

Lighthouse Parenting & Montessori: Guiding the Child

Mon, 10 Nov 2025 11:01:17 GMT

In a world where parenting and education often default to over-scheduling, micromanaging, and high-stakes achievement, two philosophies stand out for their balance, wisdom, and deep respect for the child:

Lighthouse Parenting, coined by Dr. Kenneth Ginsburg, a pediatrician and adolescent medicine specialist.

The Montessori Method, developed by Dr. Maria Montessori, an Italian physician and educator.

At first glance, one is a parenting model and the other an educational framework. But look more closely, and you'll find they share a profound common ground: both recognize that children thrive not when they're controlled, but when they're guided with care, clarity, and trust.

The Shared Philosophy: Respect, Trust, and Autonomy

Lighthouse Parenting teaches us to be the calm, steady presence in a child’s life. Like a lighthouse, a parent offers safety and guidance—but doesn’t steer the ship. Children are allowed to make choices, face challenges, and learn from experience, while knowing there’s a safe harbor when needed.

Montessori education emphasizes the prepared environment, freedom within limits, and the role of the adult as a guide, not a director. The child is seen as naturally curious and capable, needing space, not pressure, to reach their full potential.

Both approaches believe that children learn best when:

They feel safe and supported (emotional security).
They are given appropriate freedom (autonomy).
They are trusted to be capable of growth (respect).

How Lighthouse Parenting Mirrors Montessori Principles

Let’s explore specific parallels between the two approaches:

The Role of the Adult: Steady, Present, and Respectful+

In both models, adults are intentional in their presence. They don’t rush to rescue, over-praise, or hover. Instead, they observe, they listen, they prepare the environment (home or classroom), and they trust the child’s natural desire to grow.

Whether you're a lighthouse parent at home or a Montessori guide in the classroom, your role is not to mold the child—but to support the unfolding of who they already are.

Shared Goals: Raising Capable, Confident, Compassionate Humans

At their core, both Lighthouse Parenting and Montessori education are about raising resilient, self-aware, and socially responsible people. They believe:

Children are not empty vessels to be filled—they’re full of potential waiting to be revealed.
Struggles are not to be avoided—they’re essential for developing strength and character.
Adults should not dominate a child’s path—they should illuminate it.

Bringing Montessori Home with a Lighthouse Mindset

You don’t need a Montessori classroom to embrace its principles at home. And Lighthouse Parenting makes it simple. Try these:

✅Give your child age-appropriate choices (what to wear, what chores vs. assigning them all, how they organize their room).
✅ Encourage independent routines (cleaning up, dressing, meal prep laundry, reading as homework).
✅ Let them face natural consequences (forgetting homework, losing a toy, forgetting items at school, spending their allotted money) with your calm support when safe to do so.
✅ Model the values you hope to instill: respect, patience, curiosity.
✅ Be emotionally available, when your child is struggling—not to fix, but to listen and at times that work for your child- teens may be more talkative at night, young children may love bathtime, family dinner is a win.

Mark your calendar!

Join us for the first Better Together Get-Together of 2026 .

Event: Lighthouse Parenting with Mrs. Christine McClelland
Date: Thursday, January 29, 2026
Time: 8:45 – 9:45 AM

Don’t miss this opportunity to connect and learn together!

After Number Rods: Growing a Felt Understanding of Mathematics

Mon, 03 Nov 2025 11:00:30 GMT

In Montessori classrooms, mathematical understanding begins long before symbols or equations appear. It begins in the body.

When young children carry Number Rods—red and blue wooden bars of increasing length—they are not merely learning to count. They are internalizing what quantity feels like. The rods show quantities in a fixed, linear, and measurable form—not loose, individual, or separate units. This difference is subtle but powerful.

In many conventional early math settings, children are shown three buttons or four apples and asked, “How many?” Montessori children certainly have those experiences too, through materials like Cards and Counters. But the Number Rods introduce something more abstract: quantity as something continuous and measurable. A rod of six is one solid piece, not six separate ones. It represents a fixed magnitude that can be compared, combined, or measured—laying the foundation for the number line, for operations, and for the idea that numbers express magnitude as well as count.

“This concept can be compared to an eight-ounce glass of water: you don’t have eight separate ounces, you have a glass that is eight ounces. It’s a whole quantity, not a sum of parts. Likewise, the Number Rods offer children an experience of number as a unified magnitude. The “six” rod is not three twos or two threes; it is simply six. That understanding, that a number can be both composed and whole, bridges a crucial conceptual gap for
later mathematics.”

Kelly Jonelis, Adolescent Program Director and Math Teacher

Through countless experiences—carrying, comparing, building stair patterns, and making “ten combinations”—children begin to feel relationships between numbers. They see that five is longer than three by exactly two, and that these relationships are consistent and reliable. This concrete sense of equivalence and proportion quietly becomes the basis of estimation, measurement, and algebraic thinking.

Even extensions like “memory games” or exploring one meter in length serve a larger purpose. The child’s repeated interactions with fixed quantities help them internalize what Montessori called “materialized abstraction.” They are learning, through movement and perception, what it means for a quantity to exist in space and time—a step far deeper than counting individual items.

Years later, this foundation reveals itself in subtle but remarkable ways. In upper elementary and adolescent math seminars, students often complete a complex word problem and pause. “That doesn’t make sense,” they’ll say. “It feels too small.” Or, “It seems too big.”

"In our adolescent math seminars, students often know immediately if an answer ‘feels’ right or too large or too small. This intuition doesn’t come from memorizing formulas; it comes from the foundation they built in Primary classrooms with Number Rods. Those early, hands-on experiences give them a deep, embodied understanding of quantity and relationships that carries into complex algebra and beyond."

Kelly Jonelis, Adolescent Program Director and Math Teacher

That instinct—rooted not in procedure but in perception—is evidence of true number sense. In conventional settings, estimation is often procedural: rounding, approximating, or following a rule to get “close enough.” But Montessori learners check their work differently. They draw on intuition built through years of embodied experience with quantity. They know, deep down, what “enough” feels like—what scale is sensible, what a number means beyond its digits.

Montessori education invites this natural progression: from physical to abstract, from measurable to conceptual, from the rods of early childhood to the algebraic reasoning of adolescence. Along the way, children don’t just learn to do math—they learn to feel it, to trust it, and to see the patterns that underlie it.

The journey from Number Rods to number sense is, in essence, the child’s journey from touch to thought—an elegant unfolding of mathematical understanding that begins, quite simply, with holding “one.”

Montessori Myths: Balancing Teacher Guidance & Exploration

Mon, 27 Oct 2025 11:00:07 GMT

A common misconception about Montessori education is that it is entirely child-led. This couldn’t be further from the truth! Certainly, children feel like they are in the driver’s seat of their education, and that’s by design. Behind the scenes, Montessori-trained teachers are skillfully guiding children through carefully sequenced lessons, ensuring they encounter and master all of the subject areas, strands, and standards.

The true gift of Montessori education is that it unifies direct instruction and hands-on learning. Direct instruction means children receive explicit, structured, teacher-led lessons focused on clear objectives and skill mastery. Hands-on learning, on the other hand, is where children engage deeply with materials and ideas, learning concepts through direct experience rather than passive absorption. This dual approach is always tailored to the needs and skillset of each child. every child has their own individualized education plan seamlessly built into the Montessori model.

The Power of Hands-On Learning

At Wheaton Montessori School, classrooms are alive with children learning through action. Instead of simply listening to a teacher or reading about an idea, children are actively engaged with beautiful materials that invite exploration and educational information to be discovered.

They build, count, measure, and experiment, discovering concepts in a way that feels natural and meaningful. Learning is not abstract. It is concrete, tactile, and rooted in experience.

Our approach has profound benefits. Children who learn through active engagement develop a deeper understanding because their brains are making strong connections between what they see, touch, and do. They also grow as problem-solvers because they are encouraged to try, adjust, and try again when faced with challenges.

The process itself is motivating, which means children stay engaged and joyful in their work. Along the way, they learn daily life and social skills. Because children are learning through experience, the knowledge they gain sticks with them, building a lasting foundation.

The Role of Direct Instruction

At the same time, children are engaged in hands-on learning, and our highly specialized teachers provide an essential framework through carefully designed lessons. This is not free-for-all learning. Rather, it is a highly structured and intentional process. Teachers give clear, step-by-step presentations that introduce new concepts or skills. These lessons are sequenced in a logical and developmental order, ensuring that children build on what they already know and are ready for what comes next. Even better, these lessons are given one-on-one or to small groups, to tailor to individual children’s learning needs and styles at all grade levels.

During these lessons, children first practice with the teacher’s guidance and support, which allows for immediate assessment and specific feedback that helps them grow, improve, and execute better. Often, the assessment indicates that the student is on the way to making the ideal discovery themselves here.

They continue working independently or with guidance as needed, applying what they’ve learned at their own challenging pace and in their own way, with highly specialized teachers observing to encourage ongoing learning, personal insight, and forward momentum. This direct instruction is especially valuable when children are new to a subject, or their skills are accelerating. It provides clarity, reduces confusion, and builds confidence. This structured approach leads children to achieve true mastery and ensures they are well-prepared for more advanced work in school and beyond.

Hands-On Learning and Direct Instruction

This design allows children to feel ownership of their learning while also benefiting from the expertise and intentionality of their teachers. The result is an education that is joyful, engaging, and deeply effective. Students at Wheaton Montessori School grow into curious, capable, and confident learners who know both the satisfaction of discovery and the security of guidance.

Your children’s classrooms are designed to offer clear guidance and joyful discovery. See for yourself how this balance supports children’s growth and confidence at Wheaton Montessori School.

Human Tendencies: Why Montessori Still Feels So Relevant

Mon, 20 Oct 2025 11:01:37 GMT

When Dr. Maria Montessori was observing children’s development, she wasn’t just focused on how they learn in the classroom. She was curious about the drives, instincts, and patterns that have shaped humans across time.

These human tendencies are the forces that have guided our species since the very beginning, helping us adapt, survive, and thrive. And when we recognize them in children, we can create environments that don’t fight against human nature, but flow with it.

Here’s a closer look at some of these tendencies, and how they show up in both history and our children’s lives.

Orientation

At its root, orientation literally means turning toward the east and the rising sun. For early humans, orientation meant survival through knowing where to find water, food, or shelter, as well as recognizing the stars and using them to navigate.

As adults, we still crave orientation when we move to a new place, start a new job, or even visit an unfamiliar store. We rely on guides, rituals, and familiar touchstones to help us settle.

Children, too, need orientation. The way they’re welcomed on their first day in a classroom, where they put their belongings, what routines they can count on—all of this helps them feel secure. Even a simple “good morning” is a daily act of re-orientation that matters more than we sometimes realize. Children look for orientation in daily rhythms: the bedtime routine, knowing which shelf holds their favorite books, or even how breakfast is served each morning.

Exploration

From the moment we are born, we explore. Infants use their mouths, eyes, and hands. Toddlers climb stairs like they’re scaling mountains. Older children explore through research, imagination, and adventures into both history and science.

Exploration is how humans pushed across continents, learned to farm, crossed oceans, and now even travel into space. Our curiosity never stops. At Wheaton Montessori School, we honor this by giving children real opportunities to investigate the world, whether that means calculating the area of the classroom or researching life in the Carboniferous period. We see our children exploring as they turn over rocks in the backyard, take apart a toy to see how it works, or invent new rules for a favorite game.

Order

We all know the relief of an organized kitchen drawer or a well-structured calendar. Order helps us make sense of life. For early humans, ordering the world by figuring out what was safe versus unsafe or edible rather than poisonous ensured survival.

Young children need physical order. Anyone who’s seen a toddler melt down because their bedtime story was read “out of order” or because the blanket wasn’t arranged in just the right way knows this is real. Wheaton Montessori School has classrooms that respect this sensitive period by offering environments that are consistent and predictable. At home, you may notice your child lining up toy cars, insisting on a particular bedtime ritual, or sorting stuffed animals by size.

By the elementary years, order shifts into the mental realm. Children now want to classify animals, chart types of mountains, or debate the “rules” of their group. They’re learning not just order in things, but order in ideas, logic, and morality. You’ll see this at home when children organize their collections, invent complicated rules for backyard play, or argue passionately about fairness.

Self-Control

Self-control has always been key to survival. Hunters had to move silently. Communities relied on cooperation. Today, self-regulation is one of the biggest predictors of success in school and life.

At Montessori environments, self-control grows naturally: waiting for a material to become available, choosing the right time to speak, or practicing social courtesies. When children find deep concentration in meaningful work, that sense of inner discipline blossoms. We may notice our children waiting patiently to blow out birthday candles, saving allowance for a bigger purchase, or calming themselves after a disagreement with a sibling.

Imagination

Imagination isn’t just for artists. It’s what allowed early humans to picture tools before they were built, imagine migration routes, or dream up stories around a fire.

For children, imagination expands exponentially in the elementary years. Suddenly, they’re not only absorbing the world, but they are also imagining other worlds. Dinosaurs, outer space, ancient civilizations, atoms…nothing is off-limits! Montessori taps into this by giving children the universe itself as their curriculum. Imagination at home might unfold through elaborate pretend play, story writing, or inventing new games with household objects.

Abstraction

Abstraction is the ability to pull an idea from an experience. Early humans drew symbols on cave walls. Today, we live in a world of abstractions: math, laws, justice, and freedom.

Children naturally move toward abstraction, but only after being fully grounded in hands-on experience. Montessori materials are designed as “materialized abstractions,” allowing children to build concepts with their hands before holding them in their minds. We see children developing abstraction when they begin to understand time (“after lunch,” “in three days”), use symbols in drawing or writing, or play games that rely on imaginary rules.

Activity, Work, Movement, and Experience

Humans are doers. From stone tools to skyscrapers, everything we know about early humans comes from their work. Dr. Montessori believed, echoing Kahlil Gibran, that “work is love made visible.”

For children, work isn’t drudgery. Rather, work is joy. Whether pouring water, building long math equations, or researching volcanoes, children grow through purposeful activity. Movement is not a distraction from learning, but a pathway into it. Children eagerly help bake, sweep, carry groceries, or build forts. This is joyful work that feels both purposeful and fun.

Repetition

Watch a toddler stacking blocks again and again, or a preschooler repeating a pouring exercise 40 times in a row. Repetition for young children is how they achieve a deep sense of mastery.

Older children still repeat, but they do it differently. They elaborate, amplify, and push concepts further: instead of practicing small sums, they’ll dive into giant multiplication problems just for the thrill of it. At home, this shows up when our children want the same story read every night, practice a cartwheel over and over, or endlessly build new versions of the same LEGO design.

Exactness and Self-Perfection

Humans have always needed exactness, whether it was a sharp spear or a stable bridge. Children share this drive. They beam when their handwriting is neat, or when they finally get something just right.

Linked to exactness is the tendency toward self-perfection. Children don’t just want to do it. They want to do it well. You see this tendency in the toddler learning to zip a coat, the elementary child striving to be fair, or the adolescent wrestling with big moral questions. The tendency shows up when our children insist on re-tying their shoelaces until they’re perfectly even, redoing a drawing until it’s just right, or correcting themselves when they mispronounce a new word.

Communication and Belonging

At the heart of it all is our need to connect. Communication, whether through language, art, music, or technology, has always been how we share knowledge and emotions. Belonging is what makes us human, and we create this connection in various ways, joining together in families, tribes, clubs, or communities.

Children live these tendencies out loud. They talk endlessly, write stories, create clubs, and invent games. Classroom and family rituals, shared meals, whispered secrets between siblings or friends help children know they belong.

Why This Matters

These human tendencies remind us that education isn’t about filling children with information. It’s about nurturing what is already inside them and what naturally drives them to grow and learn.

When Dr. Maria Montessori said we should “follow the child,” she didn’t mean letting kids do whatever they want. That’s a myth that misses the point entirely. What Dr. Montessori actually advocated was far more scientific: observe the child, understand their natural motivations, and build an environment where each individual is supported to discover, grow, and thrive. It’s about working with human nature, not against it.

Because when we honor children’s natural tendencies, they don’t just learn information. They become the kind of people who can adapt to a changing world, explore with curiosity, build with purpose, imagine without limits, and connect with others in meaningful ways.

Allowance and Accountability

Mon, 13 Oct 2025 11:00:13 GMT

Ask Your Montessori Teacher: Tracy Fortun, Lower Elementary

Q: Should we give an allowance? How much do you think it should be? Should it be tied to certain tasks or a weekly set amount?

When I was growing up in a small town in the 1970’s, I always knew, to the penny, how much money I had in my possession. We had a magical establishment known as the “Little Store” (which probably sold all kinds of things, but all I was interested in was their extensive assortment of Tangy Taffy). We could walk into the Little Store with fifty cents and come out with enough loot to keep our friends on a sugar high all afternoon. We thought our purchases through carefully to get the best value for our dimes and nickels. We lent each other money and paid it back (mostly). Health risks aside, this was real experience with handling and counting money with some major decision-making thrown in.

Today, the concept of money has become completely abstract. Children never see us handling cash. We handle all our transactions with plastic cards or by waving our phones at people. My husband and I even pay our son electronically for mowing the lawn! These days, parents must manufacture experiences for children to handle money. So, how can an allowance provide some critical experience in saving, spending, and understanding money?

Here’s what worked for our family:

Give some age-appropriate chores that are NOT tied to an allowance but are expected as contributing members of a household. Every member of the household should have responsibilities. In my house, the kids’ basic responsibilities included picking up their rooms, emptying the dishwasher, feeding the dogs, and taking out the trash. Eventually, they also did their own laundry (around age 10).

A child of 2 or 3 can sort silverware into the drawer and help put away laundry. If you begin incorporating household tasks into their daily routine early on and stay consistent, you get far less pushback than you would imagine as they get older. But far more importantly, when a child is counted on for help with the work of the home, it provides a sense of belonging and builds confidence.

Give a small “base” allowance that is not tied to jobs. Just as Mom and Dad have a certain amount of money for personal spending, this money was allotted to them to contribute to members of our household.

The big question is, how much? The amount will naturally depend primarily on the family’s circumstances and discretionary funds – the experience handling money is far more important than the amount. The base allowance should be a meaningful amount – enough to blow on something small immediately, or to be able to save up for something desired within a reasonable amount of time. I see many parenting experts suggest that the base allowance start around the age of 6 at $6 a week, with a dollar increase with each birthday.

Provide the option of earning more money by doing extra chores. Starting when they were Elementary aged, we posted a list on the fridge of standing jobs that always needed doing (picking weeds, sweeping/vacuuming, wiping out the microwave or toaster oven, picking up after the dogs, etc.) The kids could choose any of those jobs to do for a little extra cash. In addition, when my husband and I had a bigger job we needed help with we would let them know upfront if this was a paid gig or not. Cleaning the garage (where we all left messes) was a “family task” and therefore unpaid. Mowing the lawn is something that we are willing to pay others to do for us, so in our house, we paid our kids to do it (starting around age 11-12).

Few Tips and Pitfalls to Avoid

Some kids will jump at the chance to earn extra cash, while others will not be as motivated. The beauty of this dual system is that even if a child doesn’t care much about earning extra money, the base allowance still provides some important experience. Don’t fret if they seem disinterested at first; while one of my children took every extra job available starting in first grade, the other saw no purpose to earning extra spending money until high school. They get there when they get there!
The chores offered should be real work that helps the family. The whole point is to provide the child with a sense of how it feels to work for something you want. This purpose is completely missed when the chores are meaningless. My list of extra chores consisted of things that had to be done but that really ate up my weekends. When my kids stepped in, we often worked alongside one another, which got the tasks done faster, provided me opportunities to teach them new skills, and allowed us to spend some quality time together.
Keep each individual child’s skill set in mind and be ready to work alongside them. Be sure the task is something that they can reasonably accomplish, with help. Remember that the purpose is to teach them responsibility. At first, you may be working alongside them, but after some time, you may be able to let them work independently.
Clearly state expectations up front. I learned that it worked best when I wrote out a checklist, walked through the job with them beforehand, and specified that the job was complete when all the tools are put away. Don’t be afraid to say, “Before we discuss your payment, there are a few more items to take care of.”
Be wary of “I’ll pay you back” or “I’ll work it off” in the beginning. Until this system of working for extra cash has become well established, avoid getting into the situation of your child wanting to buy something and pay you back later. The delight in having the “thing” wears off quickly – and so does the good intention to repay you. The couple of times I acquiesced to such an arrangement, I ended up nagging them to fulfill their responsibility, and it was frustrating for all concerned. Believe me, it is MUCH easier to say “No” upfront! Some children may eventually be able to manage repaying you in work, but most are probably best off sticking to a “spend money when you have money” system.

What’s So Great About the Great Lessons Part II: The Story of the Coming of Life

Tue, 07 Oct 2025 16:21:35 GMT

Where it All Began: The Story of the Universe

In the first Great Lesson, the Story of the Universe, students were introduced to the concept that as the universe formed, every particle was given a set of laws to follow. As each speck of matter set about following its laws, they gathered together into groups and settled down into one of three states: the solid, the liquid, and the gaseous. The Earth gradually cooled into a somewhat spherical form with a surface marked by lots of ridges and hollows. The ridges are the mountains, and the rains filled in the hollows to make the seas.

The Coming of Life: A New Beginning

The Story of the Coming of Life picks up here, with the sun looking down at the Earth and noticing some trouble going on. As the rains fell, they mixed with gases from the air, which introduced a lot of salt into the seawater. Additionally, the rocks were being battered by the sea and breaking off, adding more minerals and salts to the water. Dr. Montessori anthropomorphizes the sun, the air, the water, and the mountains very entertainingly as they each blame one another for all the trouble.

The Timeline of Life: Evolution Unfolds

Then, an answer appears in the form of a little “blob of jelly” which arrives in the sea. This bit of jelly is given a special set of directives that none of the others have: the ability to eat, grow, and make more of itself. Gradually, the blob of jelly divides into multitudes of creatures who set about eating the minerals from the sea and developing into increasingly complex organisms. Some of these animals ate one another, while others used the minerals in the sea and the light from the sun to make their own food.

Our Timeline of Life accompanies the story. Dr. Montessori purposely does not try to show every type of animal that has ever existed on this timeline. She selects just a few examples to show the progression of life from the single-celled organisms and trilobites to the first animal with an internal skeleton (the fish) to the first animal to try out life on the land (amphibians – also the first voice!) to the reptiles, who worked out a way to live independently of the water by cultivating scaly dry skins and eggs with shells. The children hear about how the reptiles grew in size and in number to become the masters of the earth, while some enterprising small creatures learned to survive on the fringes, raiding the reptiles’ nests and developing warm body coverings to survive in the colder temperatures that the reptiles couldn’t tolerate. These birds and mammals also learned to care for their eggs and babies. These adaptations helped them to thrive while those giant reptiles…well, we don’t have them around anymore, do we?

Wonder, Curiosity, and Ongoing Discovery

The childr en are fascinated by this story, which sets up for them the basic laws that govern all living things, providing a framework for the biology work they will undertake in the elementary classrooms at Wheaton Montessori School. It also serves as an epic tale of how the earth was prepared for the coming of one very special animal that was unlike any other…us!

From here, the students will pick up on any number of details to investigate further. Already, I’ve had first graders studying the fossils of trilobites and crinoids (sea lilies) and others embarking on dinosaur research. The key concepts that were introduced in this story will be refined throughout their time in the Elementary community by lessons on the parts of the plants and their functions, the classification of plants and animals, and the systems of an animal’s body. And these ideas are further integrated as they apply them in their research projects about plants, animals, fossils, rocks, minerals, and limestone, oceans, rivers, and mountain.

The First Great Lesson: Big Bang Meets Elementary Learners

Mon, 06 Oct 2025 11:00:48 GMT

The First Great Lesson: Big Bang Meets Elementary Learners

At Wheaton Montessori School, we begin elementary education with a bang. Literally.

Known as The First Great Lesson, this powerful introduction to the Montessori elementary curriculum is more than just a lesson. It’s an experience. Often called The Coming of the Universe , it’s a sweeping, story-driven journey through the cosmos.

But here’s what makes it unique: it’s not just a science lecture packed with facts and figures. It’s told as a dramatic, awe-inspiring story, beginning with a moment of complete stillness, followed by:

“Once upon a time... there was nothing. Then—BOOM—everything.”

A Story That Sparks Curiosity

The First Great Lesson captures the big picture of how the universe began, moving through the formation of stars, planets, and the laws of nature.

But the goal isn't to deliver every scientific detail. It’s our goal to ignite wonder and plant seeds of curiosity that lead students to ask why and how. Why do stars shine? How did volcanoes form? What forces shaped our planet? That spark of curiosity is what drives meaningful learning.

Why Tell It as a Story?

Dr. Montessori’s use of storytelling is intentional. First through sixth graders are in a stage when their imagination, sense of morality, and desire to understand everything are expanding.

The First Great Lesson taps into these characteristics by offering a narrative framework that makes room for wonder. It gives children a reason to care, to question, and to dig deeper.

The Gateway to Everything

From this one lesson, an entire world of study unfolds. At Wheaton Montessori School, you’ll see students:

Exploring states of matter through experiments
Creating models of volcanoes and Earth's layers
Studying star formation and black holes
Building timelines of Earth's history
Diving into physics, chemistry, geology, geography, and beyond

And it all starts with that initial story.

From Inspiration to Investigation of Your Place in the Universe

The First Great Lesson doesn’t try to teach everything. It gives an impression, an experience that opens the door to deeper, more focused learning. After listening to this story, learners research, experiment, and explore subjects in greater scientific depth. The First Great Lesson inspires children by conveying:

“You are part of a huge, beautiful, ordered universe, and your work is to explore it.”

Wheaton Montessori School, your teachers, and your community are here to support you every step of the way! We can’t wait to watch your research, presentations, and experiments develop!

Because at Wheaton Montessori School, education isn’t just about information, it’s about inspiration.

Ready to Play? Potty Training Not Required

Thu, 02 Oct 2025 15:08:39 GMT

Potty Training Shouldn’t Hold Your Child Back

If you’re the parent of a bright, curious, fun-loving child, you already know how much joy they bring to every room they enter. You also know how much pressure there is around potty training, pressure that sometimes overshadows everything else your child is learning and doing well.

In many conventional preschools, healthy, social, academically ready children are excluded from moving up with their peers if they haven’t mastered using the toilet. One skill, potty training, becomes the deciding factor for whether they are “ready”.

At Wheaton Montessori School, we believe that using the restroom is just one skill among many. It is not, and should not be, the measure of your child’s readiness or success.

What Parents Often Ask About Potty Training and School

Does my child need to be fully potty-trained to start school?
What happens if my child has an accident during the day?
Will teachers help my child if they need to use the bathroom?
Is there a grace period if my child is still learning?
How independent does my child need to be in the bathroom? (e.g., wiping, washing hands, managing clothing)
What if my child regresses after starting school?
How do you handle children who are afraid or reluctant to use the school bathroom?
Are pull-ups allowed if my child is close but not quite ready?
How do you keep the bathroom routine consistent between home and school?

Our team of trained Montessori teachers answers these questions with confidence and compassion:

“We’re not worried about your child’s current level of toileting independence, awareness, or even interest. What we do care about is making sure your child is included, learning alongside younger and older classmates, building confidence, and practicing skills at their own pace. Here, your child is known for their strengths, supported in areas that are still developing, and given the gift of time. And with time and practice, every child gets there.”

Potty Training Is Big Work

Learning how to use the toilet is big work for a young child. Just like learning to read, some children master it early and with ease, while others need more time and practice. Neither path is “better”; they are simply different.

Excluding a child who is ready for academic challenges, social growth, and independence outside the home, just because they haven’t mastered this one skill, only limits them. At Wheaton Montessori School, we believe in meeting children at their peak of curiosity and readiness, and that includes helping them practice toileting without letting it hold them back.

Partnering With You

Every child’s timeline looks different. And that’s okay. At Wheaton Montessori School, we’ve got you.

We invite you to schedule a school tour and learn more about our classrooms and see how we partner with families to celebrate children exactly as they are, curious, capable, and full of potential. Together, we’ll keep every aspect of life appropriately challenged, but never forced.

Your child is exactly who they are meant to be right now. Your parenting is enough right now. Forget the pressure of curated social media feeds, let’s enjoy these precious early years together.

Our Montessori Bookshelf (and Music Shelf!)

Mon, 29 Sep 2025 11:00:54 GMT

Do your children love to sing and dance? At Wheaton Montessori School, we view music as an essential art form—and a joyful means of self-expression. That’s why singing, rhythm, and music are woven into our daily classroom life, nurturing creativity, confidence, and connection from an early age.

Books & Songs! In addition to sharing a few favorites from our bookshelves, we’re excited to introduce songs that complement the content of these books. All but one are brand new to us this year—and we can’t wait to learn them alongside your children!

There’s a new Pi song sure to delight Kelly, a geometry tune that every teacher here will love, and a history-inspired song that is a classic favorite from Woody Guthrie.

Whether you read these books aloud or offer them for quiet, independent exploration, we hope you’ll add a little singing to your family rhythm this month. Who knows—your children might learn the songs before we do!

Music provides a wonderful bond. Several studies confirm that listening to music and singing together can strengthen social bonds. This summer, one of my young teen cousins said that she and her dad took turns playing a song for each other on their drive to Chicagoland. She felt so pleased that her dad listened to her choices and that he had a few she liked too.

We have also included a printable list of the book titles to take with you to the public library, as well as the song lyrics for when you practice the tunes!

Schedule a visit to Wheaton Montessori School , the only internationally accredited Montessori school in Illinois that serves children from preschool through freshman year of high school. This is where we discover, grow, and thrive together.

Current Families: Classroom observations begin in mid-October!
Curious about what’s next? It’s never too early to peek into your child’s next adventure. Ready to level up? Let us know when you'd like to visit!
Alumni: We invite you to reconnect with your former teachers and classrooms through email, social media, or in person!

Prospective Families: Explore our campus and connect with our highly specialized teachers, who guide and inspire young people to love reading. We invite you to schedule a tour today !

The Discovery of the Americas: From Prehistory Through the Age of Columbus

By Betsy and Giulio Maestro

History can sometimes be oversimplified for children; however, The Discovery of the Americas shares the many facets of human migration over a span of about twenty thousand years. But thanks to clear writing and illustrations, this complex story is completely accessible and incredibly engaging. For those wanting more details, the authors provide a timeline of dates and additional information at the end of the book. This is a must-read for children and adults!

Accompanying Song : “ Indigenous People's Day – 1492 ”

By Nancy Schimmel

“In 1492 Columbus sailed the ocean blue.

It was a courageous thing to do.

But someone was already here. (Repeat)

The Inuit and Cherokee, the Aztec and Menominee,

Onandoga and the Cree

Columbus sailed across the sea,

but someone was already here.

Columbus knew the world was round.

So he looked for the East while westward bound.

But he didn’t find what he thought he found,

And someone was already here.

The Inuit and Cherokee, the Aztec and Menominee, Onandoga and the Cree

Columbus sailed across the sea, but someone was already here.

It isn’t like it was empty space

The Caribs met him face to face.

Could anyone discover the place

When someone was already here?

The Inuit and Cherokee, the Aztec and Menominee,

Onandoga and the Cree

Columbus sailed across the sea,

but someone was already here.

So tell me who discovered what,

He thought he was in a different spot.

Columbus was lost. The Caribs were not.

They were already here!”

Eat Your Math Homework: Recipes for Hungry Minds

By Ann McCallum, Illustrated by Leeza Hernandez

If you are looking for a fun way to engage children's mathematical minds (and maybe even help them fall in love with math), this book is just what you need! The author uses cooking projects as a way to introduce and explore concepts like the Fibonacci sequence, fractions, tessellations, tangrams, pi, and probability. Based on children’s level of interest, the focus can extend beyond the food preparation into fun and memorable follow-up activities. With tantalizing snippets of information, zany illustrations, and simple recipes, this is a sure-fire way to find something that will satisfy your children!

Accompanying Song : “ The Pi Song ”

By Mitchell Moffit

“3.14159 this is pi, followed by

2653589 circumference over di-ameter

7-9 then 323 o-m-g, can’t you see?

8462643 and now we’re on a spree

38 and 32 now we’re blue, oh who knew!

7 thousand 9 hundred 50 and then 2

88 and 41, so much fun, now a run!

97 16939937 51 - halfway DONE

058 now don’t be late, 209 where’s the wine

7-4 it’s on the floor, then 9-4-4-5-9

230 we gotta go, 78 we can’t wait

1640628, we’re almost near the end keep going

62 we’re getting through, 089-9 on time

8628034 there’s only a few more

8-2 then

5-3

42-11-7-0 and 67

We’re done!

Was that fun?

Learning random digits so that you can brag to your friends”

The Five Sides of Marjorie Rice: How to Discover a Shape

By Amy Alznauer, Illustrated by Anna Bron

This true story is an inspiration for people of all ages! This charming story begins when Marjorie Rice was a young girl fascinated by art and geometry. Woven throughout the fabric of her story, the author provides insights into the history of patterns, tiling pentagons, and the power of being determined. After reading this book, you’ll want to make your own mathematical discoveries! Be sure to also check out the author’s note and tips for discovering a shape at the end of the book.

Accompanying Song : “ The Polygon Song ”

By Peter Weatherall

“na na na na na na

just a boring square

I wish I was a pentagon but

I am just a square

I wish I was a pentagon but

I am just a square

my sides equal four

but if I had one more

then I’d be a pentagon

and not a square

na na na na na na

just a boring square

I wish I was a hexagon but

I am just a square

if I was a hexagon

then I wouldn’t care

My sides would equal six

If they were made of sticks

then I’d be a hexagon

and not a square

I’ve always been a square

and it just isn’t fair

because I’ve wanted more

than sides that equal four

na na na na na na

just a boring square

I wish I was a heptagon but

I am just a square

if I was a heptagon

then I wouldn’t care

My sides would equal seven

and I would be in heaven

if I were a heptagon

and not a square

na na na na na na

just a boring square

I wish I was a octagon but

I am just a square

if I was a octagon

then I wouldn’t care

My sides would equal eight

and that would be just great

if I were an octagon

and not a square

I’ve always been a square

and it just isn’t fair

because I’ve wanted more

than sides that equal four

na na na na na na

just a boring square

I wish I was a nonagon but

I am just a square

if I was a nonagon

then I wouldn’t care

My sides would equal nine

and that would be just fine

if I were an nonagon

and not a square

So you want to have more than four sides

Is it possible?

Anything is possible for Dr. Polygon

Ooh! What are you doing?

Bisecting ze diagonal by ze square root of the hypotenuse!

Please, no, not that!

Aah! You squares are so obtuse! There! All done

Well now I am a decagon

and not a square

now I am a decagon

and very rare

I won’t complain again

‘Cause my sides equal ten

I am a decagon

and not a square

when I was just a square

and I thought it wasn’t fair

so I had surgery

to my geometry

NOW LOOK AT ME!

na na na na na na

not a boring square”

Mailing May

By Michael O. Tunnell, Illustrated by Ted Rand

Based on a true story, this picture book tells the account of a young girl’s desire to visit her grandmother and how her parents found a creative way to afford the train trip. Young readers will be captivated by the realistic illustrations, lively dialogue, and the delight of young May’s perspective as she travels in a train’s mail car with a relative who happened to be a mail carrier.

Accompanying Song : “ Mail Myself to You ”

By Woody Guthrie

“I’m a-gonna wrap myself in paper,

I’m gonna daub myself with glue,

Stick some stamps on top of my head;

I’m gonna mail myself to you.

I’m a-gonna tie me up in a red string,

I’m gonna tie blue ribbons too,

I’m a-gonna climb up in my mailbox,

I’m gonna mail myself to you.

When you see me in your mail box,

Cut the string and let me out;

Wash the glue off of my fingers,

Stick some bubble gum in my mouth.

Take me out of my wrapping paper,

Wash the stamps off of my head;

Pour me full of ice cream sodies,

Put me in my nice warm bed.”

Becoming: How Montessori Supports Adolescents

Mon, 22 Sep 2025 11:00:10 GMT

Adolescence. A time when childhood characteristics begin to fade and the physical and emotional changes of puberty take hold. A time of dramatic transformation.

Dr. Maria Montessori referred to this stage as the third plane of development, a time when adolescents are no longer satisfied with the protected world of childhood and instead seek something significant, purposeful, and real.

This transition is marked by a profound inner shift. Adolescents begin to separate emotionally from their families and look outward toward society, searching for connection, relevance, and identity. They want to be seen as capable individuals who can live their own lives. There is a deep emotional need to be treated with dignity and to be entrusted with real responsibility.

Dr. Montessori described adolescents as “social newborns.” Having achieved functional and intellectual independence in earlier developmental stages, adolescents now turn toward economic and social independence.

This stage is filled with anticipation and restlessness. Adolescents are asking fundamental questions: How does society work? How do I fit into it? What is my role? These are urgent, developmental inquiries. Adolescents seek to make real contributions and to be recognized for them.

The Drive for Economic Independence

Among the most powerful needs of adolescents is the drive for economic independence. This isn’t just about earning money. Rather, adolescents are compelled by the desire for worth, agency, and validation. In our society, economic activity is closely tied to adulthood, and young people intuitively understand this. They want to "try on" adulthood by participating in the same world they see shaping the lives around them.

This is a developmental necessity. Adolescents need to:

Act in roles of genuine responsibility
Succeed through their own efforts and merit
Understand the value of time and money
Be respected as individuals with something to offer

Through these experiences, adolescents form themselves through meaningful contributions.

Production and Exchange: The Foundation of Social Life

In Montessori’s vision for adolescence, meaningful work is essential and at the core of adolescents’ learning. This is especially true when adolescents engage in production and exchange, the fundamental human cycle of creating value and sharing it with others.

Whether growing food, making a product, or offering a service, adolescents begin to understand how society functions through work. They see how individuals and groups contribute to a larger system. Effort, collaboration, and mutual need shape our social fabric.

In Montessori adolescent programs, students decide upon and manage small-scale businesses. These are not simulations. They are real ventures serving real community needs.

Through these experiences, young people:

Learn how their efforts impact others
Feel the pride of being needed and useful
Grapple with the complexities of work, money, and time
Develop confidence and a growing sense of purpose

This work forms character and builds a sense of dignity that cannot be taught through lectures or assignments.

Interdependence and the Reality of Society

While independence is essential, it is only part of the picture. The deeper goal of adolescence is to understand and embrace interdependence. We are all connected. No one can do everything alone. Contribution to others is both a privilege and a responsibility.

Through real work, adolescents see this web of connection. They experience firsthand that:

Society functions through collaboration
Each person has a role to play
The success of one is often tied to the success of many

Whether they are preparing meals for the community or adjusting a business plan to meet increased demand, adolescents begin to understand what it means to live with others, not just near them. They see how their actions matter.

Valorization Through Work

At the heart of all of this is something Dr. Montessori called “valorization of the personality.” This is the feeling of being capable, of being recognized as a person of value, of seeing oneself reflected in the eyes of others as someone who contributes meaningfully.

Valorization is the antidote to the uncertainty and fragility that so often characterize adolescence. This is how young people become strong, secure, and self-aware. Through valorization, they begin to understand who they are and how they can serve. Ultimately, this is how adolescents prepare for adult life.

To Become Oneself

The adolescent years are often misunderstood as turbulent or rebellious. But from a developmental perspective, adolescence is a time of becoming, a time when young people, equipped with growing independence, turn toward society and say, "Let me try. Let me contribute. Let me become who I am meant to be ."

In guiding them toward economic independence, meaningful work, and social contribution, we are not only preparing adolescents for the future. We are affirming their worth right now, as capable, valuable, contributing members of the human community.

Campus Visits

Current Families: Classroom observations begin in mid-October!
Curious about what’s next? It’s never too early to peek into your child’s next adventure. Ready to level up? Let us know when you'd like to visit!
Alumni: We invite you to reconnect with your former teachers and classrooms through email, social media, or in person!

Prospective Families: Explore our campus and connect with our highly specialized teachers, who guide and inspire young people to love reading. We invite you to schedule a tour today !

From Independence to Interdependence

Mon, 15 Sep 2025 11:00:26 GMT

As we help our children learn to navigate the world, we are supporting their journey toward independence. At Wheaton Montessori School, we often emphasize the importance of independently tying shoes, riding bikes, and preparing family meals. But did you know that independence isn’t our end goal?!

Our Children’s Journey

Dr. Maria Montessori observed four distinct planes of development, each representing a stage in the human journey toward greater maturity, independence, and ultimately, interdependence. At each stage, children have specific developmental needs and characteristics, and our educational approach evolves to meet them.

A core element of Montessori education is the prepared environment, a carefully designed space that gives children the freedom to move, make choices, and act with purpose. This freedom within thoughtfully designed limits supports the development of a child’s personality. We become who we are through movement and choice. Independence, then, is not just about being able to do something alone; it is also about being able to do something independently. It’s about becoming oneself.

Yet, as humans, we don’t exist in isolation. We live amongst others, and to live effectively in community with others, we must first be able to function independently. Put another way, before we can offer help to others, contribute meaningfully, or collaborate, we must first meet our own developmental needs.

First Plane (Birth to Age 6): The Formation of the Individual

From birth, children begin the work of self-construction. During this stage, children are focused on adapting to their immediate environment. Infants and toddlers explore freely using movement and their senses.

This stage is all about gaining functional independence. By the end of this period, children can walk, talk, eat, and care for their bodies. They no longer rely completely on adults for basic needs and are ready to take their place in a social setting. A Montessori classroom is just the place!

Dr. Montessori planned for this stage when children are just beginning to participate in group life and shape their sense of self.

In the classroom, we offer children endless opportunities to gain independence, such as zipping their own jackets, pouring their own water, and preparing a snack. We also provide opportunities to care for others and the environment. Once children master the skill of pouring, they can use it to beautify the classroom by pouring water into a vase for flower arranging. After learning to sweep, they’ll notice a spill and take initiative to clean it up. When a friend needs help with their coat, they’re eager to step in and assist.

Caring for oneself and for others lays the foundation for a life of contribution.

Second Plane (Ages 6–12): Intellectual and Moral Independence

In the second stage of development, the focus shifts from physical to intellectual exploration. Children begin to ask big questions: “Why?” “How?” “What if?” Their imagination and reasoning flourish. Their curiosity is boundless.

Socially, this is a period of intense peer interaction. Children form close friendships, work collaboratively, and begin sorting out moral questions of right and wrong. Dr. Montessori described this as a “practice society,” a safe space where children rehearse the roles and responsibilities of adulthood.

While the first-plane child says, “Help me do it myself,” the second-plane child says, “Help me think for myself.” Their independence becomes more abstract. They’re forming their own ideas, solving problems, and taking responsibility for their learning and behavior. (This isn’t just a willy-nilly free-for-all; responsibility comes within structures and limits to support success.)

This intellectual and social freedom plants the seeds of interdependence — the essence of community! Children might notice a peer struggling with a math problem and offer support. Or they might mediate a conflict between friends, using logic and empathy to help everyone feel heard. Their developing independence becomes a tool for service, leadership, and connection.

Third Plane (Ages 12–18): Social and Economic Independence

As adolescents' need for independence takes on new dimensions, our 7th–9th grade programs are structured accordingly—maintaining the same rigorous, research-based design. Teenagers’ desire for independence evolves. They want to understand their role in society and make real contributions to the world. They’re seeking both social and economic independence, and they need real, meaningful work to meet this developmental drive.

Montessori adolescent programs, like at Wheaton Montessori School, are designed to support these evolving needs. Authentic programs share key components:

Running a small business
Growing and preparing food
Caring for animals
Engaging in community service
Assuming meaningful leadership roles

Students apply academic skills in real-world contexts—writing marketing plans, managing finances, and collaborating with others. In doing so, they are learning how to problem-solve, communicate, live, and contribute to a complex society.

This is the point at which all earlier experiences of independence converge. Young people between 12 and 18 years of age apply their knowledge and skills in the service of others. While doing so, they discover what they can offer the world and who they are becoming in the process.

Outcomes: Maturity, Independence, and Interdependence

At its core, Montessori education fosters three deeply interconnected outcomes: independence, maturity, and interdependence.

Maturity goes beyond academic achievement. It’s the holistic development of a person capable of making a meaningful contribution to the world and knowing they belong. Independence, evolving across each stage of development, is essential to this process. But independence is not the final step. True maturity culminates in interdependence, the natural, collaborative state of human life we call community.

Why This Matters

Every act of independence, from an infant grasping a rattle to a teen extracting honey, is a step toward full participation in human society. These conquests matter.

So, when your toddler insists on putting on their shoes, when your eight-year-old argues about fair rules, or when your teenager wants to solve a conflict without your help, pause. Remember that these are not just frustrating moments. They are signs that your child is on the right path.

Independence is the path to a life grounded in meaningful work, mutual respect, and authentic connection with others.

Campus Visits to Experience Independence and Community

Current Families: Classroom observations begin in mid-October!
Curious about what’s next? It’s never too early to peek into your child’s next adventure. Ready to level up? Let us know when you'd like to visit!

Alumni: We invite you to reconnect with your former teachers and classrooms—please email the office to schedule your visit.

Prospective Families: Explore our campus and connect with our highly specialized teachers, who guide and inspire young people on their journey of becoming. We invite you to schedule a tour today!

Unlocking the Power of Language

Mon, 08 Sep 2025 11:00:33 GMT

Wheaton Montessori School’s teachers implement structured, phonics-based, multi-sensory, and sequential reading instruction. In our preschool and kindergarten classrooms, one way we support young children’s deeper understanding and joy in reading is through activities called Function of the Word exercises.

At first glance, these exercises may appear to be grammar lessons, but they serve a deeper purpose. They are reading activities designed to help children explore how language works and to do so in a joyful, hands-on, developmentally appropriate way, backed by the science of reading.

Why Do These Exercises Matter?

4½ and 5-year-olds begin experimenting with grammar, word order, and expression. The Function of the Word exercises tap into this innate curiosity by offering playful and engaging opportunities to explore how words function within a sentence.

These lessons are full of movement and drama. A child reads “skip and sing a song” and acts it out. They giggle while actively building the foundation for what we call “total reading.” Imagine what verbs your child will want to read and dramatize!

From Decoding to Total Reading

Authentic Montessori schools guide young children beyond simply decoding words on a page. Our goal is to help them reach total reading—a stage where they not only recognize words but truly understand and interpret the meaning behind them.

Total reading involves:

Comprehending the author’s intent
Recognizing emotions and tone
Grasping the overall message or theme

It’s the integration of all components of reading—decoding, fluency, vocabulary, and comprehension—that allows children to connect deeply with text and engage with ideas on a meaningful level. Total reading is about more than reading what is written—it's about understanding.

From Words to Sentences: A Natural Progression

The Function of the Word exercises provide children with increasingly longer phrases at each individual’s pace. A sample Noun Family progression could be:

1 word (noun): horse
2 words (noun and article): the horse
3 words (noun, article, adjective): the brown horse
Phrase (with conjunction): the brown horse and the spotted cow
Phrase (with preposition): the brown horse and the spotted cow in the pasture

The best part is that as children read these words and phrases, they find the figurines to set up the scene.

Example exercises of the Verb Family:

1 word sentence (verb): gallop
Short sentence (verb and adverb): gallop swiftly

Children love experiencing how verbs bring life to a sentence! They act out the sentences and delight in experimenting with how adverbs change the action.

Through this kind of progression, children begin to understand how words relate to each other and build on each other to create meaning.

Making Language Visual and Hands-On

In authentic Montessori schools, we also use symbols to represent each part of speech. Using color-coded symbols provides children with a sensorial impression of the different functions of words and how they relate to each other. Children also begin to visually identify syntactical patterns.

Noun : large black triangle
Article : small light blue triangle
Adjective : medium blue triangle
Conjunction : pink bar
Preposition : green crescent
Verb : large red circle
Adverb : small orange circle

Using these symbols, children can build and manipulate sentences. They play games where they switch the order of words to explore how syntax changes meaning. Imagine the giggles when children realize how different “the farmer on the horse” is from “the horse on the farmer”!

Spoken Language Games

Before reading and symbol work, each function is introduced through spoken games. Here are a few examples children have watched friends have lessons on:

Article Game : Ask your child for “the ball” (a specific one) or “a ball” (any ball). See if they can tell the difference!
Adjective Game : Ask for “the pencil,” but don’t specify which one. Then say, “I meant the red pencil, but I didn’t say red. How did you know?”
Conjunction Game : Name a group of objects using “and,” such as “a spoon, a cup, and a plate.” Play around with omitting the conjunction.
Preposition Game : Use simple commands like, “Put your hands behind your back” or “Put the napkin under your legs.”
Verb and Adverb Game : Give playful commands like “Jump quickly,” “Walk slowly to the door,” or even a three-part task: “Say hello to your teddy bear, hop to the kitchen, and touch the blue chair.”

These games can be fun time-fillers while waiting for others, an appointment, or your turn in line. Plus, they help children internalize the beauty and power of language in meaningful, developmentally aligned ways.

A Joyful Journey Toward Literacy

It’s important to note that in the preschool years, we don’t introduce children to grammatical terms (this comes in first grade at Wheaton Montessori School!). The goal isn’t to memorize parts of speech, but to explore language playfully and deeply. Through repeated, engaging, and sensorial experiences, children begin to read with understanding, emotion, and appreciation.

Campus Visits to Experience the Foundation for Lifelong Literacy

Current Families: Classroom observations begin in mid-October!
Curious about what’s next for your young readers? It’s never too early to peek into your child’s next adventure. Ready to level up? Let us know when you'd like to visit!

Alumni: We invite you to reconnect with your former teachers and classrooms through email, social media, or in person!

Prospective Families: Explore our campus and connect with our highly specialized teachers, who guide and inspire young people to love reading. We invite you to schedule a tour today !

Cultivating a Thriving Classroom

Wed, 03 Sep 2025 19:44:34 GMT

In all thriving Montessori classrooms, students and guides are constantly balancing freedom and responsibility. Students enjoy several freedoms that might be inhibited elsewhere: freedom to move around the classroom, freedom to choose their own work, freedom to socialize, freedom to question, and freedom to learn according to their interests. These freedoms are always balanced against a high level of responsibility: to themselves, to their peers, and to their classroom.

Read on to understand how the freedoms and responsibilities are balanced in the Elementary program at Wheaton Montessori School.

What Kind of Classroom Do You Want to Have?

One of the ways that teachers guide students towards being accountable for their actions and within the classroom is a classroom meeting early in the year, during which the students discuss what "kind of classroom" they want to be a part of - and what rules or expectations will help them achieve their goals. This photograph shows what students in one of our Lower Elementary classrooms (grades 1st-3rd) shared when asked, "What kind of classroom do you want to have?"

Otherwise, unprompted by the teacher, these young children offered hopes for "an artistic," "peaceful," "hard-working, "considerate," and "friendly" classroom, Others shared that having friends use polite language and table manners was important to them. Many shared that they wanted to be a part of a "helpful" classroom, where everyone could be encouraged to be "curious." Another shared that they wanted to feel safe at school. "Clean," "neat," and "tidy" were shared by many (maybe to the surprise of parents who would love a tidier playroom!).

After the students share what kind of classroom they want to have, the teacher will ask, "So, how do we get there? What do we need to do every day to be sure that we have this kind of classroom?

Students Explore Rules and Expectations

If you want your classroom to be clean and tidy, what will you need to do when you're done with your work? If you've made a mess? If you see a spill?

If you want your classroom to be a place where it feels safe, how will you move your body within it? How should you walk with scissors, supplies, or large items? How should you hold your body if you're standing in line next to a friend?

If you want your classroom to be hard-working and a place where curiosity is welcomed, what kind of work should you be selecting from the shelves? Should it be work you've perfected long ago? Or something that stretches your brain? Should you join a research project? Should you welcome questions or scoff when a peer raises their hand?

As students think through these questions, rules begin to develop from the children's discussion, guided by the adult. They discuss what they think appropriate consequences should be to work refusal, unkindness, not being responsible for messes, or not working at a level that each child knows they can.

Embracing Responsibility, Enjoying Freedom

When classroom rules are tied to the goal of manifesting the classroom you'd want, thought through and agreed upon by all of your peers, children take on the responsibility of caring for themselves, their peers, and their classrooms. This responsibility allows them the freedom that they love so much - and with which they flourish, thrive, and grow.

More Than a Method: Honoring the Legacy of Dr. Maria Montessori

Mon, 01 Sep 2025 11:00:13 GMT

August 31 marked the birthday of Dr. Maria Montessori. Thus, we want to take time to honor the roots of this educational and child-honoring movement, the visionary contributions of Dr. Montessori herself, and our shared responsibility to carry her legacy forward.

At the heart of Montessori education is a deep respect for each human's potential. Unlike traditional models that begin with the adult's idea of what a child should learn, the Montessori approach emerged from deep observation and genuine curiosity. Dr. Montessori’s work is not a one-size-fits-all education primarily focused on transmitting established knowledge and skills to the next generation. It is not subject-specific. It does not rely heavily on standardized testing for evaluation. Dr. Montessori did not set out to create a new educational system. Instead, she observed children with scientific curiosity and developed an approach in response to their needs.

It’s important to remember that Dr. Montessori was first and foremost a scientist. She was one of the first female physicians in Italy, graduating in 1896 with a specialization in pediatrics and psychiatry. In her medical practice, she encountered children who were often seen as uneducable. However, rather than accept this assumption, Dr. Montessori looked closer.

A Discovery That Changed Everything

In 1900, Dr. Montessori was appointed director of a university program for children with developmental delays. Observing their sensory-seeking behaviors in bleak institutional settings, she began studying how sensory experiences affect cognitive development. She designed hands-on materials and engaged the children in purposeful activity. The results were stunning: children who had been dismissed by society not only improved, but some went on to pass the same standardized exams given to their peers in traditional schools.

Dr. Montessori’s response was not one of self-congratulation. Instead, she challenged the broader education system, asking: If children with significant delays could thrive when given the right environment and tools, why weren’t typically developing children doing better in school?

This question launched a lifetime of work dedicated to understanding and supporting the natural development of all children.

The Birth of the Montessori Method

In 1907, Dr. Montessori opened her first classroom, the Casa Dei Bambini, in the working-class neighborhood of San Lorenzo in Rome. Tasked with overseeing daycare for children too young for public school, she began by introducing simple, practical activities, starting with self-care and environmental care. She also provided an array of materials designed to engage children’s hands and minds.

The transformation was extraordinary. Children who had previously been described as wild and unruly became calm, focused, and joyful. They took pride in their appearance and their surroundings. They concentrated for long periods, developed social awareness, and, unprompted, began asking to learn how to read and write.

Dr. Montessori was fascinated by what she called “spontaneous discipline” and the deep love of work she observed in the children. Through observation and experimentation, she continued to refine the materials, the environment, and the adult's role.

Education Rooted in Development

What emerged was a revolutionary approach: an educational philosophy based on the science of human development. Rather than seeing the adult as the source of knowledge and the child as an empty vessel, Dr. Montessori recognized that children come into the world with innate potential and a deep drive to learn.

Montessori education supports this natural unfolding by honoring what Dr. Montessori called human tendencies, such as exploration, orientation, order, communication, work, and repetition, through carefully prepared environments that meet the specific needs of each developmental stage. The adult's role is not to instruct, but to guide, observe, prepare, and support.

In addition to fostering rich academic growth, Montessori education cultivates mature, adaptive, and compassionate individuals who are capable of making meaningful contributions to our interconnected world.

The Enduring Impact of Montessori’s Vision

Dr. Montessori eventually left her medical practice and professorship to fully devote her life to this work. She lectured around the world, trained teachers, wrote extensively, and advocated for children’s rights. She also always insisted that the focus remained on the children, not on her.

Through decades of scientific observation, experimentation, and cross-cultural study, Dr. Montessori discovered that children, when provided with the right conditions at the right time, flourish. Her insights have stood the test of time. Today, Montessori education is the largest alternative to traditional education and continues to grow, especially at the adolescent level.

For over a century, Montessori education has empowered children to reach their full potential—academically, socially, and emotionally. Montessori is about more than individual success. It’s about building a better society.

We know that children are not just preparing for the future. They are the future.

Carrying the Legacy Forward

Dr. Maria Montessori’s legacy calls us to more than celebration—it invites us into a way of being. To truly honor her vision, we must believe in children, observe them with care, and prepare environments that meet their evolving needs. This work also requires something of us: humility, curiosity, and the willingness to accompany children as they create the future.

Montessori education is not just a method—it’s a global movement for peace, human dignity, and the full development of every individual. For the past 25 years, thank you for helping us carry this legacy forward—through what we teach and in respecting each child before us.

Happy (Belated) Birthday, Dr. Maria Montessori!

Let’s celebrate by stepping into her vision, together.

Campus Visits in Honor of Dr. Montessori’s Birthday

Come see the Montessori legacy in action at Wheaton Montessori School—the only internationally accredited Montessori school in Illinois serving children from preschool through freshman year of high school. This is where we discover, grow, and thrive together.

For Current Families:
Classroom observations begin in mid-October!

Curious about what’s next for your child? It’s never too early to peek into their next adventure. Ready to level up? Let us know when you'd like to visit!

For Alumni:
We’d love to reconnect!

Come visit your former classrooms and catch up with your teachers. Please email the office, discover@wheatonmontessori.org, to schedule a time.

For Prospective Families:
We invite you to schedule a personalized tour and experience how we guide the next generation.

What to Do When Drop-Off Feels Hard

Tue, 26 Aug 2025 01:07:35 GMT

If you’re nervous about drop-off or anxious about creating a smooth transition, I highly recommend Dr. Becky’s advice for a mindset check and for helpful phrases:

I f my kids struggle at drop-off, do I linger, or do I sneak out? Neither, those are two extremes. There’s a whole world between lingering and sneaking out. See when you linger, you end up saying to your child that you are anxious about their … What’s in the middle? Validate how they’re feeling. Drop-off feels tricky today? I get it ”Let your kid know you believe in them. I know your gonna’ end up having a good day at school and then leave…

Dr. Becky offers a powerful yet simple approach to handling tough goodbyes in a way that honors your child’s emotions and communicates your belief in their ability to handle hard things.

Rather than rushing through the discomfort or trying to "fix" their feelings, this approach invites you to feel confident in your own actions— even if your child is falling apart.

For Dr. Becky’s entire reel, �� Watch it here

Why This Works

When you acknowledge their feelings without fear, you send a powerful message:

“It’s okay to feel this way. I see you. And I believe you can do this.”

That combination — emotional validation plus belief in their resilience — is what helps children build true security and confidence from the inside out.

Final Thoughts

Drop-off doesn’t need to be perfect to be meaningful. There may still be tears—theirs and yours—and that’s okay. What matters most is how you show up in those moments: with confidence, with love, and with trust in your child’s ability to navigate tough feelings.

Let this video be your guide the next time you're facing a difficult goodbye. You’ve got this — and so does your child.

The Power of a Mirror and a Tissue

Mon, 25 Aug 2025 11:00:44 GMT

In their journey toward independence, one of the earliest and most meaningful steps children take is learning to care for themselves. In Montessori, this essential area of development is part of what we call Practical Life, which supports both physical and psychological growth.

A Prepared Environment for Self-Care

Montessori environments are intentionally designed to foster this growth. Everything is made accessible and is at the toddler’s level: a sink they can reach, a faucet they can operate, and art visible at their eye level. Elementary students use cubbies for their belongings and have lessons in preparation for going out and traveling. Our adolescents prep and cook lunches for themselves in our kitchen lab. At all levels, we carefully choose and arrange materials to promote independence, order, and confidence.

We ensure activities often done to children—washing hands, brushing hair, or putting on a coat—can be done by children. Having these opportunities means each time children practice, they do so with increasing skill and pride. These simple tasks carry profound developmental weight, reinforcing children’s self-concept and strengthening their ability to function with increasing autonomy.

Learning to Care for the Self: Wiping the Nose

For our internationally credentialed teachers, even the simplest daily tasks are viewed as meaningful opportunities for children to build independence and confidence. One such task—often overlooked by adults but deeply empowering for children—is learning how to wipe their nose.

This Practical Life activity is typically introduced around age one, or when a child enters a Montessori classroom. It is designed not only to support hygiene but also to encourage autonomy, intentional movement, and body care.

This activity can also be introduced at home! (We know you are doing your best at raising children. Many of these skills are performed more easily and joyfully in Wheaton Montessori School’s classrooms among friends and with teachers’ support. We’ve got you covered! These lessons have already started this year. We’ll keep supporting your children as much as they need to get to independence.

A Prepared Environment for Self-Care

To support this important developmental step, first think about how to carefully prepare the environment:

Set up a small basket or container that holds about 10 tissues, each folded in half. (During flu and cold season, full-size tissues may be used for greater effectiveness.)
Place a small trash can nearby for easy disposal.
Have a mirror, either mounted or resting at the child’s height, to allow your child to observe their own face and movements.
Store extra tissues nearby, either on a grooming table or supply shelf, to support repetition and independence.

This setup encourages children to move freely and participate fully in the process, fostering confidence and coordination.

Step-by-Step: The Wiping Process

Next, we can model and provide gentle guidance:

Invite your child to come to the mirror.
Help them notice something on their nose and explain the purpose of the activity.
Show the tissues and select one, unfolding it slowly and deliberately.
Invite your child to select and open a tissue.
Face the mirror and demonstrate how to place the tissue so each half forms a “tent” over the nose.
Gently bring the tissue edges together and wipe upward and outward.
Fold the tissue in half, then rotate it and repeat with the other side.
Use the remaining clean section to dab gently under the nose.
Dispose of the tissue in the trash.
Invite your child to have a turn and, if needed, show the mucus on the tissue as a reference.
Encourage repetition with a new tissue if their nose is not yet clean.
Remind your child that they may wipe their nose anytime.
Follow up with handwashing to reinforce cleanliness.

If your child has excessive mucus or needs a more thorough cleaning, you can also use pre-moistened wipes. We typically introduce nose blowing around age 2.5 to 3.

When introducing this activity, it is helpful to consider its overarching purposes. First and foremost, learning how to wipe one’s nose helps support independence and confidence. The process also helps children develop self-awareness and tools for self-care.

We can also highlight certain movements so that our children achieve success. In Montessori classrooms, we call these “points of interest.” The key points of interest in this activity are:

Watching their own movements in the mirror
Observing the removal of mucus from their face
The folding and unfolding of the tissue
Practicing care not to touch the mouth during wiping

A Foundation for Independence & Self-Awareness

At Wheaton Montessori School, every Practical Life activity serves a deeper purpose. Even wiping the nose becomes a pathway to self-discovery, dignity, and joyful independence. By breaking down the steps and offering repeated, respectful invitations to participate, we give children the tools they need to become gracefully self-aware and independent.

Care of oneself is about far more than hygiene or appearance. These early experiences shape children’s understanding of their place in the world and prepare them to become responsible, confident, and independent human beings.

In this community, self-care isn’t a chore—it’s a celebration of children’s growing independence. Come visit Wheaton Montessori School to learn more about activities that cultivate children’s capability and self-respect. Observations for current parents begin in October each year.

Where Learning Grows

Mon, 18 Aug 2025 11:00:11 GMT

One of the many beautiful and empowering aspects of Montessori education is how it helps children understand themselves as valued members of a community. A key way this happens is through Care of the Environment, a form of Practical Life work that provides children with the opportunity to tend to the spaces they live in each day.

By participating in and building these skills, children begin to feel at home in their classroom, school, and community. They have a sense of ownership and take pride in their surroundings. In the process, they develop deep senses of responsibility and connection.

The Outdoor Environment

We consider the outdoors to be a natural and essential extension of our prepared, indoor classroom spaces. For young children who are absorbing everything from the world around them, time spent outdoors supports development in profound and lasting ways. For older children and adolescents, outdoor spaces can be a place for self-regulation and deep focus. We value being the outdoor extensions of our classrooms.

Did you know we have an additional 1-acre natural area on the west side of our campus? It’s true and we are excited to share more about this space in over the course of the school’s 25 ^th year.

Did you know that our students have daily outdoor recess as toddlers and all the way through the end of 9 ^th grade? 7-9 ^th grades often go to nearby parks for their recess time.

Did you know that older elementary and all adolescent students take annual camping trips? Adolescents are encouraged to plan and execute a second camping experience, also!

Why Being Outdoors Matters

We know natural spaces are vital for promoting the physical, emotional, and cognitive health of everyone, regardless of age. Research supports this, including Richard Louv’s book, The Last Child in the Woods. Louv highlights a growing body of evidence that time spent in nature is critical to the healthy development of both children and adults.

In Montessori, we recognize that outdoor time is not a break from learning. Rather, the natural world is a powerful space for movement, language, social development, and sensory integration. Time spent outdoors is learning time.

Nature nourishes the whole child. Plus, the natural world’s beauty, order, and rhythm speak to our deepest human tendencies to explore, understand, and belong.

Opportunities for Adults

Outdoor spaces become a rich environment for observation, guidance, and connection. Children are often more socially expressive outdoors, making this a critical place for observing group dynamics and supporting social-emotional growth.

Time spent outdoors also models joyful, playful behavior. Children need to see that being human includes lightness and laughter. Being outside with children offers perfect opportunities for us to play alongside them while still maintaining an appropriate level of guidance.

As children gain different experiences, they come to understand how to conduct themselves with grace and courtesy, whether on a woodland trail, at a community park, or in a garden bed. Activities like fort building or group games help them navigate the intricacies of collaborative work and group dynamics, which sharpen social skills. Montessori children learn to move through different scenes and scenarios with increasing awareness, sensitivity, and confidence.

Getting Outdoors

Wheaton Montessori School values time outdoors; we incorporate movement and outside into every school day. We believe this time outside is an extension of classroom work and academics. Students in grades 4-9 often have P.E. outdoors, all grades have daily recess, and our all-day PLUS wrap-around students have extended play after school, which seeks to offer activities similar to neighborhood play of the past

This fall, when you come to observe your child’s class, take a peek at the outdoor spaces: open play spaces, Gaga ball pit, sandboxes, chicken coop, gardens, conservation area, rain garden, and beehives. Our playgrounds are ready for your children’s imaginations to soar next week!

Curiosity Over Commands

Mon, 11 Aug 2025 11:00:46 GMT

“Try this.” “Do that.” While our intentions are good, our children’s responses are not always what we hope. Depending upon the situation, they may get overwhelmed, respond with resistance, or even shut down.

Advice, even when helpful, isn’t always what’s needed in the moment. What often works better (with children and even adults) is a different kind of support.

The Power of Curiosity Questions

Invite children into the problem-solving process. Curiosity questions shift the dynamic from a command-and-control approach to one of collaboration.

Here are a few examples of curiosity questions:

“What’s happening?”
“What would you like to have happen?”
“How can I help?”

By asking instead of telling, we give our children space to think, feel, and take ownership. Their brains remain engaged in a calm, reflective state rather than flipping into fight-or-flight mode. Even more importantly, children start to feel capable because their ideas and feelings are valued.

Why This Matters

Moments of frustration or challenge are inevitable. And we want our children to have these experiences so they know they can manage and move through them. Whether it’s struggling with a seatbelt, navigating friendship dynamics, or facing academic pressures, children need tools to navigate difficult moments

A key part of maturing is becoming more comfortable with discomfort.

When we rush to solve every problem or mitigate every source of discomfort, we prevent opportunities for children to build emotional resilience, strengthen communication skills, cultivate problem-solving skills and independence, and foster mutual respect.

Show Genuine Interest

Children are incredibly perceptive and can sense when a question is loaded or when it's a subtle way of getting them to do what we want. Curiosity questions are most powerful when they come from a place of authentic wonder and care. Ask because you want to understand their experience.

Create a Calm First Atmosphere

When children are in the middle of a meltdown, they aren’t able to process language-based information. If they (or we) are emotionally flooded, focus on calming and making connection first. “I can see this is really frustrating. Let’s take a breath. We can talk about it when we’re both ready.” The focus becomes everyone feeling regulated.

Avoid Accusatory Language

Children are also incredibly sensitive to undertones of blame. Even well-meant questions can come across as judgmental if delivered with irritation, sarcasm, or disbelief. Focus on gathering information with empathy and openness. We want to avoid “Why did you…?” This feels like an interrogation. It’s best to frame questions to understand. When we listen, we should aim to do so actively. Phrases to have in the toolbox could include, “Tell me more about that,” or “Why do you think that happened?” Patience and silence are powerful parts of the process, giving our children time to think and respond.

For the Road Ahead

Curiosity questions are a cornerstone of respectful, connection-based parenting. We’ll face plenty of moments when instinct tells us to jump in and take control. However, sometimes the most empowering thing we can do is slow down and get curious. With just a few simple questions, we can help our children feel calm, capable, and connected. In the process, we also remind ourselves that guidance doesn’t always mean having all the answers.

To learn about more examples of effective and respectful guidance, schedule a time to visit our school!

Pro-Tip: Search our blogs for more parenting hacks – We know you are doing your best, and getting mixed messages all over social media is confusing. Let us help clear the muddy waters with our curated posts.

A Guide to Starting the School Year

Mon, 04 Aug 2025 11:00:31 GMT

As summer winds down and the school year approaches, our children often experience a mix of emotions from excitement and curiosity to worry and anxiety. Whether your child is returning to familiar routines or stepping into something entirely new, transitions can be challenging for both children and parents. Back-to-school time doesn’t have to be something that “happens to” children. It can be a time to begin some amazing conversations and build constructive new habits. When we invite children into the process with genuine collaboration, they begin to feel more in control and more confident.

Wondering how to do this? We’ve got you covered with some ways to encourage independence and collaboration.

Reestablishing Routines

One of the most effective ways to support a smooth transition is to gradually reintroduce routines. Children thrive on consistency and predictability, and reestablishing your school year rhythm can reduce stress and help everyone feel more grounded. As summer winds down, you can reintroduce sleep schedules and morning routines that closely mirror the school year schedule.

Preparing Lunches and Snacks

If they haven’t had experience doing so already, offer your children chances to prepare their lunches. Involving children in packing their own lunch fosters independence and gives them a sense of responsibility. Set up a small shelf or refrigerator section with healthy, ready-to-grab options. With a little support, even very young children can help pack their snacks and lunches the night before or as part of the morning routine.

@ Adolescent Program parents – Your young people will be back in the Kitchen Lab making incredible meals. Enjoy not packing lunches.

Preparing Space & Managing Belongings

As we all prepare for managing more gear, we can plan to designate spaces at home to help ensure children have what they need when they need it. For first-time school goers, you can “practice” what leaving for or coming home from school looks like. Where will they hang their backpacks? Place their shoes? Take out their lunchboxes?

Supporting Emotions

It's normal for children (and us!) to feel a mix of emotions about the return to school, especially when starting something (or somewhere) new. We can encourage conversations about feelings when they arise, and rather than trying to rush in and “fix” any discomfort, we can practice reflective listening and model positive mindsets even while emotions are mixed.

Inviting children into the process of getting ready for back-to-school builds skills and fosters independence. More importantly, it empowers children with the knowledge that they can acknowledge and work through big feelings when they arise. The result? A smoother transition, a greater sense of peace, and families who feel ready to step confidently into the school year ahead.

Curious to learn more about supporting children in developing habits that serve them for a lifetime? Visit our school today !

One last tip: To increase your parental confidence going into week one, I invite you to watch Day 1 of last year. This video is of kiddos from families with worried parents, too.

Raising Capable Kids at Home and School

Mon, 28 Jul 2025 11:00:18 GMT

Building Independence

In accredited Wheaton Montessori School classrooms, Practical Life activities are intentionally set up and individually taught to support children’s independence. The preschool sink is at children’s height. The adolescents’ beekeeping tools have a place, and all grade levels learn how to use and return all of their items with care.

This thoughtful preparation allows learners to take on tasks that might previously have been done for them. Now, they can do it for themselves, and in doing so, they begin to see themselves as capable and responsible individuals.

Even our youngest children can begin participating in daily routines through collaboration. For toddlers, we say, “I’m going to zip your jacket. Let’s slide the zipper foot into the lock, and you can pull up the tab,” involving them in the process. As the children grow, they imitate the adults around them and eventually take on tasks in their unique way. This process isn’t always linear — some days, more support is needed. On those days, we can offer gentle encouragement, saying, “Let’s do this together,” while still honoring our children’s role in the task.

Life Skills Learned in Classrooms

In addition to self-care, children in Wheaton Montessori School are given many opportunities to care for their surroundings. From watering plants to sweeping floors, these real and purposeful activities help children feel connected to their community.

Success in this area depends on a well-prepared environment. Child-sized tools and meaningful work allow the child to make a visible impact. If the plants are dry, the children water them. If a table is dirty, children scrub it. These aren’t pretend tasks — they are real contributions, and students know it.

This work carries over into older classroom communities. Elementary classrooms have a job chart with weekly chores that include pet care, plant care, laundry, prepping for lunchtime, and helping to clean classroom shelves and materials. This hands-on work extends to elementary group travel, where students help clean cabins and participate in meal service and clean up.

Adolescents clean their food lab after preparing meals from scratch each day, maintain learning spaces, and plan and run microeconomies that support their classroom work and travels. Some of this work includes gardening, aquaponics, beekeeping, and caring for our chickens.

Life Skills Practiced at Home

Parents often ask how they can support Practical Life at home. The good news is that this work at home compounds academic learning, and it doesn’t require elaborate preparation. A few intentional routines and accessible materials go a long way towards success.

Having a basket for laundry, a drawer with placemats and utensils for setting the table, or well-fitting oven mittens for baking are some of the simple choices that afford ownership.

When creating Practical Life opportunities at home, consider these guiding ideas: provide usable tools, keep tasks logical and safe, model as necessary, and instruct beforehand.

In an ideal scenario, parents can appreciate when their children complete chores, recognizing the effort and skill involved, even if the results do not meet their standards or expectations. It is important to understand that the outcomes of chores do not need to reflect the polished standards often seen on social media. Instead, the true value of these tasks lies in the personal growth and life skills they develop over time. By allowing children to take ownership of their chores, parents encourage resilience, independence, and a sense of accomplishment—qualities that are invaluable throughout life.

Visit our school and discover how completion of our Primary, Elementary, and Adolescent Programs supports our students in becoming independent, confident, and capable young adults.

Preschool enrollment is currently open, providing opportunities for eligible early childhood students to join our exciting summer camps, running through August 15th, as well as for the upcoming 2025-2026 school year. Act quickly, as we have limited spots available for new children aged 4 ½ and under!

Prospective families with toddlers and children under 4 ½ are encouraged to sign up for a school tour to explore the advantages of our Primary Program, which lays the essential foundation for our Elementary and Adolescent Community Programs*. Prospective families who are enrolled in the 2025-2026 School Year are welcome to sign up for Wheaton Montessori School summer camps.

Current families and 2025 alumni students are eligible for summer camps.

* Individual school tours for kindergarten through 9th grade are not available, and the waitlist remains closed for the 2025-2026 School Year. The only exception is considered for students transferring from AMI-accredited Montessori schools that have maintained continuous attendance.

Little Hands, Big Purpose

Mon, 21 Jul 2025 11:00:07 GMT

Studies have found that children who do chores have greater success as adults.

In our daily lives, we undertake numerous tasks to care for our homes, loved ones, and ourselves. As adults, we often move through these routines without much thought: washing the dishes, setting the table, tidying up a room. But for young children, these moments hold incredible fascination and are also part of the key to future success.

They yearn to participate in practical matters and delight in doing meaningful work alongside the adults they admire.

In Wheaton Montessori School’s classroom communities, we refer to these tasks as Practical Life. At school, toilet training, cleaning up paints, and prepping meals are activities that help children connect to the world around them. They offer a gentle introduction to expectations and everyday responsibilities while also supporting the development of internal motivation, intellect, coordination, and concentration.

Two Purposes: One External, One Internal

Every Practical Life activity serves two important purposes. The first is external and easily visible: when children wash a table, the table becomes clean. The second purpose is internal and perhaps even more meaningful: children grow in confidence, independence, and a sense of belonging.

When children and young adults are invited to participate in purposeful work, they feel like important contributors to their classroom community. Learning to meet their own needs helps them develop a sense of competence and pride. Over time, these small but significant experiences lay the foundation for future independence and responsibility. Our alumni become active citizens who are well-prepared to care for themselves and are informed problem-solvers planning for their future as confident, well-adjusted, happy adults who can contribute meaningfully to the world around them.

The Joy of Purposeful Work

As your children learn to care for themselves, the home and yard, and pets, they come to understand what is essential. They begin to internalize procedures, take pride in doing things “all by myself,” and discover just how capable they are.

Children naturally direct their attention toward meaningful work. They experience deep satisfaction not only in the outcome but in the process itself. Through Practical Life activities, they develop a strong sense of belonging and the confidence to grow into their fullest, most independent selves.

We invite you to visit our school to witness this for yourself!

Current families and 2025 alumni students are eligible for summer camps.

Great Teachers Do This!

Mon, 14 Jul 2025 11:00:49 GMT

Great teachers do more than simply follow a curriculum or provide care; they create an environment that fosters love for learning and exploration. At Wheaton Montessori School, our exceptional teachers are internationally certified professionals, holding master's degrees and possessing over 20 years of experience. They nurture each child's unique journey, supporting their discovery and passion for lifelong learning.

Wheaton Montessori School teachers:

Nurture Well-Rounded Individuals
Go beyond the basics to develop essential skills for real life—complex reasoning, creativity, citizenship, and communication.

Teach Beyond the Basics
Foundational skills are important, as are critical thinking, creativity, leadership, and adaptability.

Make it Unforgettable
We’re not training students to memorize; instead, we encourage them to apply knowledge and enhance their understanding through real-world experiences. This distinction highlights the difference between merely learning something and actively using it.

Develop Thinkers, Not Just Doers
Foster both creative and critical thinking, skills that fuel innovation, agility, and long-term adaptability.

Provide Actionable Feedback
Give timely, meaningful feedback that helps students adjust, practice, and improve their performance.

Utilize Scientific Observations to make Informed Decision Making
Assess student performance rigorously to understand each learner’s position, defining next steps through research-backed techniques.

Focus on Effective Solutions
Break down issues to identify core challenges and implement strategies that create a significant impact. No fluff—just targeted execution.

Invest in People Skills
Build social intelligence through collaboration, communication, and emotional intelligence—essential abilities in any startup or fast-moving team.

Teach the Skills that Matter
Class communities need to learn how to reflect, solve problems, write, pitch ideas, collaborate, and think big. These skills are essential for fostering entrepreneurship.

Measure Real-World Readiness
We focus on students' real-world readiness and what they can achieve with their learning. This is how we build futures.

Authentic Montessori education at Wheaton Montessori School is structured around childhood stages and innate drives. Instead of imposing limits on curriculum, all of our internationally certified teachers respect and reinforce the natural unfolding of each child’s abilities, which opens up students to surpass grade-level basics. Montessori learning environments are carefully prepared by these highly-specialized teachers to meet developmental needs, and the adult’s role shifts from teacher to someone who serves as an aide to life. Teachers are guides who always assess students, maintain engaging and complete classrooms, and support students individually to discover, grow, and thrive every day.

Embark on a journey of inspiration by scheduling your school tour today to witness the incredible dedication of our teachers!

Prospective families with toddlers and children under 4 ½ are encouraged to sign up for a school tour to explore the advantages of our preschool, which lays the essential foundation for kindergarten through the freshman year of high school*.

Summer Camps: Prospective families who are enrolled in the 2025-2026 School Year are welcome to sign up for Wheaton Montessori School summer camps. Current students and recent graduates from our programs are also invited to summer camps.

One-Size-Fits-All? Or Uniquely Personalized

Mon, 07 Jul 2025 11:01:05 GMT

At the heart of Wheaton Montessori School lies deep respect for human potential, every human’s potential. The core of Montessori philosophy and practice originated when Dr. Maria Montessori, as part of her medical school training, worked with children and observed that they needed something different than one-size-fits-all, regimented training. She then researched, developed, and tested materials and classrooms that truly supported their development. The result? The children demonstrated remarkable growth, more growth than previously believed possible by educators. This discovery has forever changed education, understanding of learning, and knowledge about the developmental stages.

The Scientific Lens on Human Nature

Dr. Montessori approached children and human development as an analytical and experimental scientist. Through her records, she documented that humans possess innate, universal characteristics and follow patterns of development. At our core, we are designed to learn and grow.

By observing children through the lens of human development, Dr. Montessori identified specific stages of growth, which trained Montessori teachers call the Planes of Development, and a set of Human Tendencies that drive learning from birth to maturity. These tendencies are not random. They are forces that guide humans to meet their needs and fulfill their potential, and, when responded to well in schools, allow every human to excel joyfully to their fullest.

Next week’s blog, "What Great Teachers Do!", will discuss how our internationally certified teachers at Wheaton Montessori School utilize Dr. Montessori’s method to meet your children's desire to do more than simply “like school” and “get good grades.” Our teachers hold master’s degrees and have over 20 years of experience, ensuring that your children discover, grow, and thrive every day at Wheaton Montessori School and acquire the foundation to become confident, well-adjusted, and happy, incredible adults.

Current students and recent alumni are eligible for summer 2025 camps.

Montessori’s Living Curriculum: Biology in the Classroom & Beyond

Mon, 30 Jun 2025 11:00:57 GMT

What is biology? At its root, the word comes from the Greek bios, meaning "life," and logos, meaning "word" or "reason." In short, biology is the study of life. At Wheaton Montessori School, however, biology is more than a science subject—it’s a gateway to wonder, connection, and understanding our place in the larger story of life on Earth.

A Living Subject in a Living Curriculum

Dr. Maria Montessori saw biology as essential for a curriculum designed to help children in 1st- 6th grades see how everything is interconnected. In this context, biology is not just about memorizing facts. It’s about discovering how plants, animals, water, minerals, and even the air work together in a grand collaboration. Through this lens, we can discover how each species has an important contribution—a unique role in sustaining life.

Plants, for example, draw minerals and water from the soil, but they also protect that soil from erosion and help purify the air. Animals depend on plants for food and, in turn, help pollinate, fertilize, and spread seeds. Each element takes what it needs and gives something back. At Wheaton Montessori School, children explore these ideas deeply, not just as scientific facts, but as part of a moral and ecological awareness inside the classrooms, in our conservation wetland, and on the playgrounds.

The Importance of Real Experiences

Children are imaginative and curious. During the elementary grades learners are also developing a strong sense of right and wrong. They want to understand how things work and why they matter. That’s why biology at Wheaton Montessori School isn’t taught from a textbook—it’s brought to life through real experiments, lived experiences and thoughtful exploration.

We begin biology lessons with real specimens. An unusual seed, a unique leaf, or a well-tended plant offers more opportunities for engagement and connection than a picture ever could. Children are encouraged to observe, touch, ask questions, and form hypotheses. We may use sketches and charts to aid understanding, but hands-on exploration always comes first.

Children dissect parts of a flower, experiment with how different leaves respond to light, or observe how water travels through a stem. Along the way, they learn the functional anatomy of plants and animals, explore systems of classification, and begin to understand adaptation and evolution.

Moral Considerations in Science

Because elementary-aged children are developing a sense of right and wrong, we take care to present biology with sensitivity and respect. We don’t cut living plants carelessly or keep animals for the sake of experimentation. Instead, we invite questions: Is it right to dissect a flower? What happens when we keep a bird in a cage? How does using pesticides affect bees and flowers?

These questions encourage children to develop empathy, a sense of stewardship, and a respect for life. It’s not just about learning how living things function—it’s about understanding our responsibility within the web of life.

A Dual Environment: Classroom and Nature

One of the most important aspects of Wheaton Montessori School is that learning science not just occurs inside a four-walled classroom, but also in the natural world. Children study parts of a plant in class and go outside to identify those parts on campus. They may observe a classroom pet or the school bees coming to planter boxes, then learn about insect behavior and classification. This duality deepens understanding and builds connection.

When in Kodaikanal, India, Dr. Montessori experienced how elementary children learned by exploring hills, forests, and fields. Wheaton Montessori School is fortunate to be surrounded by nature. And near your home, biology is that it’s everywhere–a patch of grass, a few fallen leaves, or the cracks in a sidewalk where something green is growing.

How Families Can Support a Love of Biology and Nature

As parents and caregivers, we are our children’s most important guide to the natural world. And the good news is, we don’t need to be biology experts to nurture a deep love of life sciences. Here are some simple ways we can provide support:

Go outside often . Whether it’s a walk around the neighborhood, a hike in the woods, or just time in the backyard, give children plenty of opportunities to observe and wonder.
Make collections . Children love collecting things—leaves, rocks, feathers, shells. Encourage this instinct and use it as a way to ask questions and spark further research.
Model curiosity . If your child asks why some plants grow in the shade or why certain animals come out at night, don’t feel pressured to have the answer. Say, “I wonder that too. Let’s find out together.”
Create a nature journal . Encourage children to draw, label, and write about what they see in nature. This can be as formal or informal as they like. The goal is to create a habit of observation.
Ask big questions . Children love the extraordinary. Ask them what they think about camouflage, desert survival, or why birds migrate. Their imagination and reasoning will shine.
Use your interests . If you love gardening, birdwatching, or hiking, share that with the children in your life. Even your casual observations can spark their questions and investigations.

From Biology to Ecology

As our students children grow in their biological studies, they naturally move toward ecology—the study of how all living and nonliving parts of the world interact. This final synthesis reinforces their understanding that they are part of something bigger, something intricate and beautiful.

Ultimately, biology at Wheaton Montessori School is about more than life sciences—it’s about living fully, attentively, and respectfully in the world. With a nurturing classroom, a natural world to explore, and the guidance of engaged teachers and their assistants, our children can grow up with a profound sense of connection, wonder, and care for the Earth.

Schedule a time to visit the school to experience how we cultivate a love for living things and an interconnected way of thinking about the world.

Prospective families with toddlers and children under 4 are encouraged to sign up for a school tour the advantages of our Primary Program, which lays the essential foundation for our Elementary and Adolescent Community Programs*. Prospective families who are enrolled in the 2025-2026 School Year are welcome to sign up for Wheaton Montessori School summer camps.

Preschool enrollment for summer and fall 2025 is ongoing and depends on availability for eligible early childhood students. There are extremely limited spots available for new children aged 4 and under for the upcoming summer and fall of 2025.

Wonder and Words: How Montessori Builds Language Through Biology

Mon, 23 Jun 2025 11:01:07 GMT

At Wheaton Montessori School, science is integrated into the experiences of students from early childhood through the freshman year of high school. We are driven by wonder, and our classrooms nurture this natural curiosity. From the moment they step into the learning environment, children’s natural curiosity leads them to explore the living world around them. We support children making sense of what they are absorbing through their senses by offering a powerful tool — language. As children effortlessly absorb new vocabulary, they also use new words to organize their thinking.

Why Start Formal Biology Lessons in Preschool?

Between the ages of two and six, children reach the peak of their sensory and language development. They are in a sensitive period for absorbing vocabulary, categorizing objects, and forming meaningful connections between words and their experiences.

Biology in the Wheaton Montessori School classroom isn’t about memorizing facts. It’s about building a relationship with life—plants, animals, and the systems that support them. Through language-rich, hands-on experiences, children develop both a scientific mindset and a deep appreciation for the natural world.

The Foundation: Observation and Vocabulary

Everything begins with observation. Through their senses and experiences with specially designed sensorial materials, children develop the ability to notice minute details, such as leaf shapes, flower structures, and animal features. Once children have had numerous experiences, we provide language to describe sensorial qualities and scientific details.

We provide key vocabulary to unlock further exploration. These words become tools for thinking and communicating and will allow them to seek more and have ownership, within structure, of their learning.

Botany: Language Rooted in Nature

Plants are all around us and are part of daily life here. Whether watering classroom plants, being in nature, or tending to outdoor gardens, children encounter a diverse range of botanical specimens.

When in the pre-reading stage, we provide children with activities such as:

Matching real leaves to wooden shapes in the Leaf Cabinet
Learning the names of plants, flowers, and leaves
Classifying plants: wildflowers, trees, desert plants, and more

Once they are reading, children begin:

Labeling the parts of plants with cards
Creating booklets and plant care guides
Using three-part cards and definition booklets to solidify vocabulary

Zoology: Speaking the Language of Animals

Animals captivate children—and provide rich opportunities for expanding language. From feeding a classroom fish to identifying birds at a feeder, children develop vocabulary through real-world encounters.

Pre-readers engage in activities such as:

Sorting animals by category (mammals, birds, amphibians, etc.)
Sequencing the life cycles of insects or frogs
Learning the external parts of animals through picture cards

Our young readers then begin:

Matching pictures and labels
Reading or creating definition booklets
Solving riddle games, such as “Who am I?” based on animal traits
Engaging in word study (e.g., animal homes, male/female/young, collective nouns)

More Than Words: Cultivating Curiosity and Connection

At Wheaton Montessori School, the goal isn’t to create little encyclopedias—it’s to nurture lifelong learners. When a child asks about a bug or leaf we don’t recognize, the best response isn’t an answer—it’s a shared investigation.

As adults, we might say: “I’m not sure what it is, but let’s look it up together.” This approach models curiosity, critical thinking, and the joy of discovery.

These language extensions in biology offer powerful tools for children by encouraging observation and reflection, fostering an emotional connection to living things, providing a framework for organizing experiences, and helping children develop precise vocabulary to express what they see.

Biology at Wheaton Montessori School connects wonder and words and equips children with the tools to explore and care for their world with confidence and respect.

Looking for ways to bring this home?

Go on a nature walk and label what you see
Set up a small plant care station for your child
Use picture books to explore animal life cycles
Keep a journal of new plants and animals your child encounters

Current families can contact us and discover how biology comes to life in classrooms for young children. We also love to share what we do!

Our Montessori Bookshelf: Wonders of the Natural World

Mon, 16 Jun 2025 11:00:48 GMT

At Wheaton Montessori School, we recognize the importance of children being immersed in the wonders of the natural world. We want nature to be an integral part of daily life, rich in experiences that awaken curiosity and inspire awe.

Whether it’s watching ants march across a sidewalk, wondering at the shape of a cloud, or marveling at a tree's branches reaching across the sky, nature has a way of capturing children’s imaginations. Our goal is to help them see the natural world not just as a backdrop for play, but as a living, breathing system of which they are a part.

Children are often drawn to books that reflect the magic they sense outdoors. To support that connection, we’re sharing some of our favorite nature-based book series—beautifully written and illustrated titles that encourage exploration, observation, and a lifelong relationship with the natural world.

“I believe that engaging with books that capture the enchanting essence of the outdoors allows children to experience the narrative dynamically. Immersive reading goes beyond mere words on a page; it transforms into a vibrant journey where students not only read about the world but truly live the stories,” says Ms. Mariam Mohamed, a dedicated Reading Specialist at Wheaton Montessori School.

Over & Under Books

By Kate Messner with art by Christopher Silas Neal

These picture books will appeal to the youngest children, while also serving as an invitation for older children to explore. With illustrations that open windows to how we perceive the natural world, the books offer readers a glimpse into what we can discover if we look a little more closely. Whether we lift our gaze or peer deep down into the depths, there are wonders waiting to be revealed. The storyline of each book takes us on a child’s journey, with the security of a loving adult as a companion.

Messner, a former teacher, also includes descriptions of each animal at the end of the book, as well as additional resources for those who want to learn more about the ecosystem she has highlighted. Depending upon upcoming excursions or current interests, you and your child can explore the following titles:

Up in the Garden and Down in the Dirt

Over and Under the Canyon

Over and Under the Pond

Over and Under the Rainforest

Over and Under the Snow

Over and Under the Waves

Over and Under the Wetland

A …. Is …. Series

By Dianna Aston, Illustrated by Sylvia Long

One of the many beautiful features of these picture books is that they can be as simple or as complex as the reader prefers. For our youngest children, it’s easy enough to read the short poetic sentences written in lovely script across the page. For those who want more details, we can delve into fascinating facts and labeled illustrations. The detailed paintings share the splendor of the natural world as well as biological information that captures the imagination. Each of these titles is an invitation to awe:

A Beetle Is Shy

A Butterfly Is Patient

An Egg Is Quiet

A Nest Is Noisy

A Rock Is Lively

A Seed Is Sleepy

Mary Holland Books

The photographs in Mary Holland’s books bring us close up to the animal world. Crisp and full of detail, each page is immersive, both visually and factually. The books that focus on particular aspects of animals (ears, eyes, legs, etc.) weave together rich information with engaging commentary and questions (“Can you do that?” -or- “Can you find…?”).

The books that detail a particular animal, such as Ferdinand Fox’s First Summer and Otis the Owl, take us on a seasonal journey through the lens of that animal’s life. Each title also ends with activities, called “For Creative Minds,” for further exploration. Animal lovers will lose themselves in these books!

With over 15 books to choose from, this collection can provide days and weeks of exploration. For those who really fall in love with this series, it’s worth investing in Naturally Curious Day by Day: A Photographic Field Guide and Daily Visit to the Forests, Fields, and Wetlands of Eastern North America, which offers information about the natural world for each day of the year.

Holland’s picture book titles include:

Animal Ears

Animal Eyes

Animal Homes

Animal Legs

Animal Mouths

Animal Myths

Animal Noses

Animal Skins

Animal Tails

Animal Tracks and Traces

The Beavers' Busy Year

Ferdinand Fox’s First Summer

Otis the Owl

What’s Inside?

Yodel the Yearling

Rothman’s “Anatomy” Books

Written and Illustrated by Julia Rothman

Perhaps more suited for older readers, these books are a treasure trove of information. Easy enough to flip through to discover captivating details, and well worth moving through the thematic chapters, the pages offer sweet illustrations, short descriptions, labeled anatomy, and much more.

Rothman’s delightful drawings offer just enough detail without being too much, making them accessible yet engaging. If anything, these books are a great introduction to what nature journaling can be! If children are inspired to try their hand at nature journaling, Claire Walker Leslie’s books, especially Keeping a Nature Journal: Deepen Your Connection with the Natural World All Around You, can be another wonderful option to explore with your child!

The five Rothman “Anatomy” books are:

Food Anatomy: The Curious Parts & Pieces of our Edible World

Wildlife Anatomy: The Curious Lives & Features of Wild Animals Around the World

Farm Anatomy: The Curious Parts & Pieces of Country Life

Nature Anatomy: The Curious Parts & Pieces of the Natural World

Ocean Anatomy: The Curious Parts & Pieces of the World Under the Sea

Whether they’re flipping through pages while curled up on the couch or stepping outside to explore with new eyes, these texts and illustrations can help children cultivate a lasting relationship with nature. We hope these books offer a meaningful bridge between your child and the natural world—one that inspires closer observation, deeper questions, and joyful discovery.

At Wheaton Montessori School, we believe that fostering a love for the natural world lays the foundation for stewardship, empathy, and wonder. These books are just a starting point—an invitation to see more, learn more, and care more about the life that surrounds us every day. Please reach out to let us know what you think of these books or to recommend others. Happy reading, and happy exploring!

A Different Kind of Homework: A Montessori-Inspired Summer

Mon, 09 Jun 2025 11:00:28 GMT

With its change of pace, summer can be a lovely time to branch out into different kinds of family adventures. Even though it’s summer, learning doesn’t need to end, and we know how challenging it is for parents when our children aren’t expanding their minds! We believe ideal homework is not through worksheets and drills, but through wonder, exploration, and a deep connection with the world. This is true for homework year-round and for those of you who may take a summer camp week off from Wheaton Montessori School.

If your children are missing their school friends and community, we offer inspiration for meaningful ideas that our teachers incorporate into summer. The list is of meaningful, joyful, and skill-building experiences designed to awaken the senses, ignite curiosity, and nourish the spirit, just like our teachers do year-round.

Here is our "Summer Homework List" that reflects Montessori values of independence, care for the environment, and learning through doing. Consider this a summer challenge! How many can your family tackle during these upcoming months?! And we are here if you need us!

Explore the Great Outdoors ��

Climb a hill or mountain.

Hike a section of a trail.

Walk, bike, or skate along a bike path or greenway.

Canoe or raft down a local river.

Spend extended time walking quietly through the woodlands.

Climb a tree and observe the world from a new perspective.

Play and splash in summer rain.

Learn to Navigate and Survive in Nature ��

Learn to use a compass and a map to find your way.

Pitch a tent, build a fire, and cook a meal outdoors.

Go on a night hike with a flashlight and listen to nocturnal life.

Use Your Hands to Build and Discover ��

Make sandcastles on the beach or mud pies in the yard.

Build a fort or lean-to in the woods.

Spend hours making dams and bridges in streams.

Dig for worms.

Try catching frogs and fireflies.

Experiment with different designs for kites or paper airplanes.

Connect with the Universe ��

Learn to identify a few constellations and find the North Star.

Discover where north, south, east, and west are in relation to your home.

Watch the Perseid meteor shower in August.

Observe and Create ��

Build a birdhouse.

Learn to whittle a stick.

Identify local birds by sight and sound.

Learn the names of the trees around your home.

Blow bubbles and observe patterns with wind direction and speed.

Create a scavenger hunt in the yard.

Collect, Record, and Reflect ��

Start a small home museum: shells, rocks, feathers, or postcards of natural wonders.

Collect and paint rocks.

Create a sculpture or design with found objects.

Keep a Nature Journal with drawings, leaf rubbings, and observations.

Lie in the grass and observe the clouds.

Grow and Gather ��

Care for your own tomato plant.

Plant and tend a vegetable garden.

Gather locally grown foods and create a picnic.

Pick fresh berries—and bake a pie!

Why It Matters ��

Summer is an excellent time to consider what experiences will nourish our children’s love of life! With that in mind, let’s trade pencils for pinecones, screens for stargazing, and worksheets for wildflowers. This is the kind of homework children will remember, and that will support deep growth and learning.

Children thrive when they experience real-world learning, especially when it involves movement, observation, problem-solving, and connection. These summer suggestions awaken the senses, promote independence, and help children feel rooted to the world around them.

If you are interested in learning more about how Wheaton Montessori School keeps this spirit of discovery alive all year, please be in touch. We love to share what we are doing this summer and beyond!

Creating Community in Montessori Toddler Environments

Thu, 29 May 2025 11:00:05 GMT

Your child deserves to feel a part of a community! Wheaton Montessori School emphasizes community, not just as an abstract concept, but as a lived daily experience. From the very beginning through the end of 9 ^th grade, we emphasize carefully prepared environments that foster a deep sense of belonging and connection.

What Is Community?

The word community comes from the Latin communis , meaning “common, public, general, or shared by all or many.” In addition to shared space, we also think about community as a shared sense of meaning, social expectations, and connection.

At its core, community begins with the most fundamental human group: the family. Families form children’s first social experience and the first place where values, culture, and expectations are passed down. This bond has helped humans survive and thrive throughout history. It is clear that Wheaton Montessori School families love and care for each other!

Partnering with Families

In the Montessori approach, we honor and respect each family's unique values, striving to foster strong home-school relationships. Our partnership with families is a mutual journey—one in which the adult caregivers at school and home come together with a shared purpose: to nurture children’s natural growth.

Building the Community

We design our learning environments—both indoors and outdoors—to meet each child where they are, providing just the right level of challenge, comfort, and beauty. In creating a community, we focus on essential, concrete elements like people, space, and materials, while also attending to intangible aspects that provide a profound sense of order.

The People : The adults—both the teacher and teacher assistants—focus on personal and professional preparation. Their role is not to direct the child but to support their natural development with presence, purpose, and peacefulness. Teachers are highly skilled and knowledgeable about developmental stages.

The Space : The physical environment must be appropriately sized, thoughtfully arranged, and aesthetically pleasing. We design every detail—from the furniture to the flow of the day—with intention. Our classroom walls are not covered with ABCs, primary colors, and bulletin boards purposefully. Our classrooms belong to the student community and are designed to support the well-rounded social development of all students.

The Learning Materials : Everything in the classroom is purposeful, developmentally appropriate, and of the highest quality available. We carefully select activities to support children’s movement, independence, concentration, and sense of order.

Profound Order : A true Montessori community also relies on an invisible but essential structure: the order that underlies everything. Children have a fundamental need for order, especially during the first six years of life when they are in their sensitive period for order. Children are better prepared for their futures by having predictable and stable routines as young children.

External Order : Consistent expectations and a well-organized space help children form inner order and a routine, which is the foundation of emotional regulation, concentration, and autonomy.

Consistency in adults’ approaches, flow of the day, community of children, and general life permits children to focus on their learning, growth, and development. A sense of predictability actually helps children respond better when things are out of order too.

The Role of the Prepared Adult

As we create and cultivate our learning communities, we also recognize the significance of our role as adults in creating a community where toddlers through high schoolers feel safe, supported, and free to grow.

While we play a critical role in creating and maintaining a beautiful environment, we also recognize that it belongs to the children for their growth and development. To ensure that we support this development, we strive to master the art of observation, which enables us to identify what children need to aid their growth. With a deep understanding of the purpose of every material in the classroom, we can then connect children to meaningful work through intentional and respectful presentations.

We also practice humility, recognizing that children are often more in tune with their needs than we are. Our work requires us to respect each child’s human potential, even when behavior is challenging, and to love unconditionally, accepting children for who they are, not who we want them to be. This practice means that we regularly reflect on our work, always striving to improve so that we can better serve the children.

A Living, Breathing Community

Creating a Montessori community for toddlers through high school is both an art and a science that requires intentional environments, well-prepared adults, and a deep respect for children’s developmental journey.

At its heart, Wheaton Montessori School is a shared space where children learn how to be in the world together. They belong here and are contributing to the members of this school society. We are committed to providing an authentic Montessori education that focuses on each student’s needs, enabling them to discover, grow, and thrive in their unique potential grounded in authentic Montessori principles that continue to be proven and backed by scientific research on human development. We exceed the international standards of the Association Montessori International (AMI).

Schedule a visit to see what an intentionally designed community looks like in action.

Supporting Your Child’s Reading Journey

Mon, 26 May 2025 11:01:16 GMT

Parents often wonder what they can do at home to support their child’s reading development without causing overwhelm. A key part of effective reading support is to encourage rather than force, and to explain rather than require. Ms. Mariam Mohamed, Reading Specialist at Wheaton Montessori School, provides some suggestions you can implement to help promote pleasure reading at home.

Let Their Interests Take Precedence

Wide reading refers to the practice of reading a diverse range of texts on various topics. Reading an extensive range of genres, disciplines, and formats—such as newspapers, books, graphic novels, online articles, magazines, picture books, and audiobooks—enhances the reader's vocabulary, background knowledge, and reading comprehension.

But as our children’s guides and mentors, we need to be careful not to rush wide reading. It's best to let it unfold naturally, as their curiosity and confidence grow. If, for example, your child insists on reading only dinosaur books or prefers graphic novels, support their interests by ensuring that these kinds of books are available to them. Doing so allows for two important things to happen:

Your child begins to associate independent reading with genuine enjoyment.
Seeing reading as enjoyable can become a catalyst for developing an interest in a wider range of texts over time.

Children will come to appreciate the value of extensive reading in their own time. If they consistently read outside of school, we shouldn't be too concerned about how long it takes to get them there.

Read To Your Child

Another way to encourage wide reading without forcing it is by reading books of various genres to your child. The way you introduce a book, and your own show of excitement and interest in it, can motivate your child to seek similar books out for themselves. Reading aloud to your child also creates a meaningful bonding experience and offers a natural way to scaffold topics and texts that may have otherwise felt unapproachable to them.

Just have a Chat (about books)

Engage in casual conversations or discussions with your child regarding the books they are reading. Use open-ended prompts like “Tell me about it” or “I wonder how that felt” to ensure the dialogue feels more like an exploration rather than a quiz or a series of questions with a single correct answer. Ask them what they thought of the book and why, what did they loved about it, what did they dislike, would they recommend it to a friend, why or why not?

One way to make book talks more engaging and genuine is to read the book with your child. This could look like: I read a chapter, you read a chapter; I read a page, you read a page; or we both read the same book separately and come together to discuss it. When I was a classroom teacher, I would read the chapter(s) for the day ahead of time, before reading them aloud to my students. I did this for several reasons, but mostly because I knew that children could sense authenticity; I wanted them to know that I was as engrossed by the content of our reading as they were. Reading a book alongside your child can spark the kind of organic conversations you may find in a book club.

One discussion option that doesn’t require prior knowledge of the text is the Book

Interview. I’ve found that this format is especially appealing to emergent readers and younger students (Kindergarten - 4th grade). Grab a real or fake microphone and make believe you're a TV show host and that your child is a guest star on your show! Carve out 15 - 20 minutes — this can be done weekly, monthly, or when they finish reading the book — to ask your child a set of questions about their book. Check out this post to read more about book interviews and download a list of questions for both fiction and nonfiction texts.

Explain Rather Than Require

Eliminate phrases like “Because I want you to” or “Because I said so” from the equation of pleasure reading. Like adults, most children are curious about the reasons behind tasks. Simply discussing the importance of reading across different genres and formats, such as being well-informed, expanding vocabulary, and understanding the world, can effectively persuade them to diversify their reading habits. Introduce appropriate and accessible independent reading choices to help them discover the variety available. For instance, if your child enjoys graphic novels, they might find the History Comics and Science Comics series appealing. Moreover, graphic novels and picture books can enhance a reader's visual literacy and inference skills on their own. Check out Illustrated Chapter Books for Middle Grade Readers for a selection of transitional chapter books that may captivate graphic novel fans.

Help them Choose a Just Right Book

A “just right book” isn’t too hard or too easy for its reader. It’s challenging enough to be interesting, but not so challenging that it leads to frustration. Encourage your child to ask themselves: Can I read most of the words in this book on my own? Can I decode the few words I don’t know? Am I understanding most of what I’ve read so

far? Does the topic interest me? Ask your child to read a few pages out loud. If their reading sounds choppy or if you notice signs of frustration, guide them toward a book that may be a better fit.

Make Library Visits a Habit

I remember vividly as a nine-year-old in a new country, making my first trip to my local public library— borrowing what felt like a limitless number of FREE books, VHS tapes, and DVDs. I’d curl up with a book in comfy nooks in the “some noise permitted” children’s floor, momentarily forgetting the world around me. Today, going to the library has become a lost joy. I encourage you to bring it back: make it a weekly family ritual, build excitement around it, and help your child rediscover its magic!

Public libraries today house a multitude of both online and in-person resources: Study rooms, computers, weekly events, story times, and even online language learning (accessible through a free library card), just to name a few services. You can utilize the online library catalog at home or at the library to search using keywords of what you’re looking for or exact titles. You can also simply walk up to the service desk and ask a librarian for help or book recommendations. Wheaton Public Library partners with several neighboring libraries, ensuring that patrons can place holds and borrow books that are not available at their home library. Illinois operates under a reciprocal borrowing system, allowing Illinois library cardholders to use their library card at most public libraries across the state. Find out more about interlibrary loans here.

We would be delighted to hear about your child's or children's favorite books, so please share them with us!

Prospective families with toddlers and children under 4 are encouraged to sign up for a school tour to sign up for a school tour to explore the advantages of our Primary Program, which lays the essential foundation for our Elementary and Adolescent Community Programs*. Prospective families who are enrolled in the 2025-2026 School Year are welcome to sign up for Wheaton Montessori School summer camps.

Open enrollment for summer and fall 2025 will be through May 20th and is based on availability for eligible early childhood students. There are extremely limited spots available for new children aged 4 and under for the upcoming summer and fall of 2025.

Practical Life Has Purpose!

Mon, 19 May 2025 11:00:08 GMT

The Purposes of Practical Life at Wheaton Montessori School

In Wheaton Montessori School's primary classrooms, practical life activities play a foundational role in supporting children’s development, independence, and connection to their environment. Because children are actively absorbing and adapting to the world around them, everything we offer in practical life serves a developmental need.

Supporting Independence

One of the primary goals of practical life is to nurture children’s functional independence, the ability to care for oneself and the environment, and interact meaningfully within a community. The first plane of development (0 to 6 years) is marked by a strong drive for independence, with children eager to do things for themselves.

By the time a child enters our Primary Program (Preschool & Kindergarten), 2 ½ to 6 years, they have already made strides toward independence. However, they still require an environment that allows them to refine their skills. In the world, children generally encounter some obstacles to their independence:

Household processes (e.g., cleaning dishes in the dishwasher) may be hidden or too complex.
Tools are adult-sized and difficult for small hands to use.
Movements happen too quickly for children to absorb (e.g., tying a shoe).

Wheaton Montessori School addresses these barriers in a mixed-age classroom by providing:

Child-sized tools for daily activities, such as preparing food and caring for the classroom.
A clear, ordered sequence of movements that children can observe and repeat.
The freedom to practice skills at their own pace, allowing them to move from passive observers to active participants.
A support system where older peers help younger ones when needed.
Prepared classrooms that have everything available to children.
Teachers who demonstrate personally with each student.

Supporting the Sensitive Period for Movement

We recognize that young children are in a critical period for refining their control and coordination. Practical life activities are designed to help children refine their movements in purposeful ways, directing children’s attention and energy toward focused, intentional actions. They give a reason to walk across the room. Walking on the line of an ellipse develops balance and control. Pouring water from a basin into a bucket refines precision. Carrying a tray teaches careful, measured movements.

One of the most challenging yet essential aspects of movement is control. It takes effort to stop pouring just before a cup overflows or to use only a small drop of polish when shining an object. By engaging in these exercises, children strengthen their willpower and gradually master their actions.

Supporting the Sensitive Period for Order

Children in the first plane of development have an innate need for external order, which is reflected in their surroundings and daily routines. Wheaton Montessori School supports this in a variety of ways.

The community of children and teachers is the same each day for multiple years.

We ensure that activities have a logical sequence of steps so that children learn new concepts, they can also rely on the sequence.

Materials are placed in a specific order on the shelves, moving left to right and from top to bottom, so children begin to internalize the same patterning we use for reading as they work through the easier and most concrete activities to the most challenging and abstract.

Montessori activities are color-coded. For the youngest children, this means that all of the items for something like window washing will have the same color, which helps children keep the set together. As children get older, color-coding is designed to help them grasp concepts like place value in math or parts of speech in language.

Once children internalize these structures, they gain confidence and independence, allowing them to complete tasks from start to finish without adult intervention.

Understanding our World

Practical life activities reflect real-world tasks that children observe in their daily lives. Children are naturally drawn to meaningful work—they want to help, imitate, and participate. For example, in Dr. Montessori’s early observations in San Lorenzo, she saw that children were fascinated by the gardener and the custodian, eagerly following and watching their work. You see this at home, that your children want to imitate you in the kitchen. Children see adults doing marvelous activities, and children want to learn the skills to participate! Through practical life activities, children engage in culturally relevant tasks that allow them to feel like valuable members of their community.

Supporting Understanding and Confidence

We all seek to understand our surroundings and how to function within them. Practical life exercises help children orient to the Wheaton Montessori School classrooms by introducing essential routines. For example, we take the time to teach children things that might otherwise be taken for granted, such as how to:

Greet a friend.
Roll and unroll a work rug.
Ask for help.
Say excuse me.
Invite others to play.
Join a fun group.
Find a peaceful space.

By taking time to demonstrate these tasks, we show respect for the child and provide the knowledge they need to act confidently in their space.

Supporting the Development of Concentration

Practical life activities serve as a gateway to deep concentration. The freedom to choose and repeat exercise allows children to follow their intrinsic motivation and work toward self-perfection.

When children reach deep concentration, they experience:

Joy and a sense of fulfillment.
An increased connection to others.
A natural reduction in undesirable behaviors.

The ability to repeat an activity for as long as needed also supports children’s sensitive period for order and mastery. This is why practical life often serves as the first point of engagement for children in the Wheaton Montessori School classroom.

Supporting the Development of the Will

Practical life exercises help children develop willpower and self-control by bridging the gap between impulse and deliberate action.

At first, children act on instinct, but through repeated exercises, they learn to:

Act consciously and voluntarily.
Perfect their actions through self-correction.
Develop grace, courtesy, and social awareness.

Whether through learning how to clean up a spill or preparing a snack to share with others, children learn to control their impulses and consider the needs of others.

Dr. Montessori beautifully summarized this transformation in The Discovery of the Child:

“The grace and dignity of their behavior and the ease of their movements are the corollaries to what they have gained through their own patient and laborious efforts. In a word, they are ‘self-controlled,’ and to the extent that they are thus controlled, they are free from the control of others.”

Practical life is far more than just pouring, scrubbing, and folding—it is the foundation for independence, concentration, order, and social development. These carefully designed activities help children orient to their world, refine their movements, and develop the willpower to act with purpose.

By embracing practical life, we give children the tools to engage meaningfully in their environment, take ownership of their learning, and ultimately, become confident, self-sufficient individuals.

Current families can reach out to the school to schedule a meeting with their child's teacher to ask questions about how young children at Wheaton Montessori School engage in practical life activities in meaningful ways. Families can also discuss how independently their child can obtain a snack and seek help when necessary.

Enrollment Tours for Prospective Families

Silver Lining for Parents: Embracing Preschool at 2 ½

Mon, 12 May 2025 11:00:57 GMT

Starting preschool at 2 ½ years old can evoke a range of emotions for parents. Introducing children to a structured environment at an early age can facilitate their transition to formal schooling and lay the foundation for lifelong learning. Young children are naturally eager to learn, and preschool provides valuable opportunities for social interaction, creativity, and cognitive development. It helps children develop essential social skills, such as sharing and cooperation, while also nurturing their curiosity through hands-on learning activities. Parents are giving their children a gift of early education at Wheaton Montessori School. Additionally, parents have the chance to connect with other families and educators, finding support that makes the parenting journey more enjoyable.

Turning Anxiety into Benefits

Acknowledge the Anxiety—It's Rooted in Love Your nerves reflect your care. Acknowledge that your anxiety stems from wanting your child to feel safe and supported. Be intentional in choosing the right environment and advocating for their needs. The ideal way to access an early childhood program is to visit and see the emotional environment that your child will be surrounded by. We welcome current families to contact the school to arrange a meeting with their teacher for any questions they may have.

Use Anxiety to Tune Into Their Needs Worries like “Will they make friends?” or “Will they feel scared without me?” can be flipped into action steps. Maybe it inspires you to role-play social scenarios, talk about emotions, or read books about friendships and feelings together. Your child will feel more emotionally prepared—and connected to you—even when you're apart.

Build a Bridge with the Teachers Your anxiety may lead you to ask more questions and communicate frequently with the Wheaton Montessori School staff. We intend to provide you with peace of mind through updates and photos in those first weeks of your child’s transition.

Lean Into Growth—for Both of You Starting preschool is a milestone for both your child and you. It can offer you a chance to reclaim some personal time and grow alongside your child, modeling resilience, adaptability, and independence.

Connect with Other Parents Anxiety can drive people to seek reassurance, leading them to parenting forums, chats with other parents, or counseling. This helps build a support system, normalize feelings, and gain insights from others in similar situations.

Practice Coping Strategies Together Deep breathing, calming affirmations, or routines like “hug, kiss, high five, goodbye!” can soothe both of you while teaching emotional regulation and healthy coping skills.

This transitional period can strengthen the bond between parents and children. Modeling these resilience and bravery by facing challenges positively. By addressing your child's concerns with patience, you foster a sense of security that benefits your child throughout their educational journey and beyond.

Prospective families with toddlers and children under 4 are encouraged to sign up for a school tour to explore the advantages of our Primary Program, which lays the essential foundation for our Elementary and Adolescent Community Programs*. Prospective families who are enrolled in the 2025-2026 School Year are welcome to sign up for Wheaton Montessori School summer camps.

Preschool at 2 ½: Building the Foundation for Lifelong Learning

Mon, 05 May 2025 11:00:54 GMT

Enrolling children in preschool as early as 2 ½ years old can be a pivotal moment in their lives. It helps them develop skills that will support their education and growth. Research shows that starting preschool at this age can provide a strong foundation for lifelong learning. It allows children to explore, socialize, and discover. In this blog, we cover the benefits of preschool at 2 ½, what parents can expect, and how to choose the right program.

Choosing the right preschool for your child can be overwhelming due to the many options available. Key factors to consider include the atmosphere, teacher qualifications, and the learning environment. It’s also important to think about the school’s philosophy—whether it’s structured or play-based—to find the best fit for your child's needs and personality.

The Benefits of Starting Preschool at 2 ½

Cognitive Development

At 2 ½ years old, children's brains are rapidly developing. You see this with your child! Wheaton Montessori School stimulates cognitive growth through play-based learning, storytelling, and interactive games. This personalized environment encourages curiosity, problem-solving, and critical thinking.

Social Skills

Wheaton Montessori School provides children with the opportunity to interact with peers, which is crucial for developing social skills. They learn to share, collaborate, and communicate effectively in mixed-age classrooms. We provide grace and courtesy lessons with teachers to help build relationships and your child will be surrounded by children who are capable of amazing community skills. Your young child’s experience will offer essential skills for their future interactions in school and life.

Emotional Growth

Partner with teachers who help your child rebound through tough moments, like saying goodbye to a parent, and develop emotional resilience. Children in mixed-age groupings learn to manage emotions, understand empathy, and build self-confidence. These skills are vital for handling challenges and building healthy relationships as they grow older.

A Day of Discovery at Wheaton Montessori School

Outdoor recess and physical freedom within the classroom are fixtures of this age group’s day, helping lay the groundwork for healthy and active lives.

A typical preschool day for a 2 ½ year old at Wheaton Montessori School includes:

Fun and Engaging Learning in a Structured, Mixed-Age Classroom: Preschool students engage with graduate-level AMI trained teachers in individual or small group settings. Teachers present meaningful lessons that help children understand concepts through hands-on activities. Each child progresses at their own pace, with opportunities to repeat tasks for mastery. The classroom environment allows for free movement while maintaining a balance of freedom and guidelines set by the teachers.
Personalized Education : An individualized curriculum allows children to progress at their own pace. Your 2 ½ year old child will not only learn and get support from the teachers and their assistants, but also from their older peers.

Curriculum: Our extraordinary learning materials, coupled with the guidance and observation of teachers and their assistants, carefully guide children to acquire skills related to language, science, geography, music, and art.

Outdoor Recess: Playing outside daily in the school backyard throughout the year lays the groundwork for healthy and active lives.

Snack and Nap Time: Nutrition and napping are essential for maintaining
energy and focus.

Embracing the Journey to Wheaton Montessori School Preschool

Getting ready for preschool involves preparing for both the child and the parent.

Here are some tips:

Schedule a School Tour: Prospective families with toddlers and children under 4 are encouraged to sign up for a school tour to explore the advantages of our Primary Program, which lays the essential foundation for our Elementary and Adolescent Community Programs*. Familiarize your child with the environment and teachers to ease the transition.
Establish a Routine: Consistent daily routines help children adjust and feel secure.

Encourage Independence: Simple tasks like dressing themselves or tidying up their toys foster independence.

Best of all: Our highly skilled teachers will help your child transition through nurturing good friendships, strong teacher connections. Plus, they get to paint here and prepare their snacks. We are ready for your little one without toilet training requirements.

Starting preschool at 2 ½ years old lays the groundwork for lifelong learning. Early experiences enhance cognitive, social, and emotional development, equipping children with essential skills for future success and happiness. Embracing this early start at Wheaton Montessori School sets the stage for a bright future.

Open enrollment for summer and fall 2025 will be through May 20th and is based on availability for eligible early childhood students. There are extremely limited spots available for new children aged 4 and under for the upcoming summer and fall of 2025.

* Individual school tours for kindergarten through 9 ^th grade are not available, and the waitlist remains closed for the 2025-2026 School Year. The only exception is considered for students transferring from AMI-accredited Montessori schools that have maintained continuous attendance.

Summertime: Keeping Young Minds Engaged

Mon, 28 Apr 2025 11:00:31 GMT

Learning continues all summer. Growing and progressing through milestones is a beautiful, continuous journey, and summer is a special opportunity to discover with longer daylight hours. Wheaton Montessori School’s expert teachers and assistants run summer camps for 10 weeks each summer. They provide suggestions to keep your child engaged and curious about their world during the summer if you are taking some weeks off.

Following the Child to Support Self-Construction

Often, Montessori myths point adults towards following a child means letting them do whatever they want, when they want, or avoiding learning and doing things by choice as well. Instead, authentic Montessori teachers are highly specialized in understanding each child in terms of their developmental characteristics, how each learns best, and sparking interest in every life aspect over time.

If you are taking portions of the summer off and you aren’t sure where to start, look at which milestones they have recently achieved, and which ones are coming next. Are they full of pre-reading skills and ready to explode into fluency? Do they always want to be with their friends? Do they like to move their bodies a lot, or are they more likely to curl up in a quiet corner? Are they more interested in independent or cooperative work/play? Are they focused on precision and order, or do they seem constantly sprawled out over a large area? Pay attention to the types of activities your child gravitates toward naturally.

Much of a child's inclinations relate to their age and developmental stage. Observe in our classrooms, and you’ll notice the variety of choices within the structured communities that support children in their self-construction, the real work of growing.

Making Memories

Whether you’re home all day or working extra hours, there are plenty of ways to make important connections. Children don’t need grand gestures or expensive vacations to look back fondly on their summers. “Special time” is less about what you do and all about joining your children for short periods in their work/play/self-construction.

A few ideas to get you started:

Plant a garden - even a mini container garden will do - and tend to do it together daily. Notice the changes not only in the plants but in the creatures that begin to interact with them.
Sing songs together.
Cook together and involve your child in as many of the steps as is developmentally appropriate. There are endless practical life and math and language skills to be gained in the kitchen.
Eat outside on the patio or have a picnic
Invite family or friends to come over

Give plenty of time for play as the child’s work

At Wheaton Montessori School, play occurs all the time, indoors and outside. We spend more time outdoors in the summer, but we go outside all year round. Ideally, play involves time socializing with mixed age groups with as much freedom as each child can handle and just the right amount of supervision for each child to be their best selves. This doesn’t mean that every altercation must be prevented, but that each child has the support, modeling, and guidance necessary to continue to improve in social interactions. For example, as our young students get curious about cooperative play after years of side-by-side play, our highly specialized teachers provide grace and courtesy lessons to reference back to as sharing becomes challenging.

Because children develop, grow, and mature through play, we call every activity at school work. Children’s work (play) develops connections with others, problem-solving skills, motor skills, and essential language skills.

Time Outdoors

This will look different for every family, but everyone benefits from daily time spent in natural spaces.

Swimming - What more can we say about this? Learning to swim keeps kids safe and is an essential life skill. The 8:20 a.m. swim lessons at Northside in Wheaton, IL, are perfectly paired with our 9:00 am summer camp start times. Once they get moving in the water with great instructors, they’ll warm up, and you’ll see the progress that daily attendance offers.

Your Yard - We mentioned gardening above; planting things that need daily care is one way to get outdoors. It can also be nice to encourage unstructured playtime outdoors. You might set up a sprinkler for kids to run through, or take out some bubbles or sports equipment. But you might also just let them figure out what to do on their own.

Bike and Scooter - These skills empower your children and are fun. If you are experiencing challenges getting your child to successfully ride without training wheels, reach out to me, Rebecca, for tips.

Hiking - Looking to revisiting an old hobby or start a new one with your child? Hiking is a great activity with lots of health benefits that can be done pretty much anywhere. Whether you have access to mountains or you take a historic walk through a dense urban center, hiking creates endless learning opportunities as well.

Local Parks- Your child might enjoy playing on a playground, running around in an open field, or maybe climbing a tree or two. Just being in green spaces is highly beneficial for kids physically, mentally, and emotionally. (Plus, all that spent energy might mean a good night’s sleep!)

State and National Parks - Larger parks offer different opportunities. Some may have kiosks that explain the unique features of the park, or even guide visitors toward points of interest. These are the types of places that families can visit again and again, discovering new things each time.

Incorporate Reading

We encourage all families to provide free time for reading in their daily schedules. A quick list of ideas:

Go to the library once each week
Read bedtime stories together (even with your teens!)
Use those hot, quiet, early afternoon hours as a time for everyone to rest with a book
Let your child see you reading for pleasure
Listen to audiobooks at home or in the car
Read a book that was made into a movie - then watch the movie together!
Don't forget to re-read favorites!

All books are worthy. Don't feel frustrated if your child only reads graphic novels or only wants to re-read the same book!

Chores and Meal Prep

You know how much your child loves the food work at school. Incorporate this at home, too! Tips include- use real tools which are child-sized, allow it to look like they did it, and incorporate clean-up time as part of the activity.

If you find that you are leaning too heavily on screen time, even at educational sites, send us an email at discover@wheatonmontessori.org to see if we have a space for your child to join our summer camps! We keep all of this going year-round.

We invite current primary and elementary families to enroll in a summer camp session, or all four sessions, by sending an email to discover@wheatonmontessori.org . These summer camps continue the lessons and the emotional atmosphere with your teachers, while also incorporating fun, themed activities for each week.

Hopefully, this article has given you a few new ideas to try together this summer. Did we miss anything? Do you have more you would add to the list? Let us know!

We love sharing insights and ideas about supporting children! And often watching your children in our classrooms refreshes your confidence that you are doing enough, you are enough, and your children are loved!

Classroom observations will conclude on May 9. We encourage our primary and elementary families to schedule their observations by then, if you haven’t done so already, by clicking on the links below.

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Mrs. McClelland's Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’s Primary Classroom Observation

Open enrollment for summer and fall 2025 will be throughout April and is based on availability for eligible early childhood students. There are limited spots available for new children aged 4 and under for the upcoming summer.

Cosmic Education

Mon, 21 Apr 2025 21:35:16 GMT

Elementary-aged children have an innate desire to learn about the universe, the world, places, people, and how they interact. They yearn to understand why and how. They are eager to understand not only the culture in which they live but also make sense of the magnitude of cultures (human and non-human) that make up the entire world and, indeed, the entire cosmos.

Dr. Maria Montessori developed Cosmic Education as a guiding framework for children in the second plane of development, ages 6 to 12. At Wheaton Montessori School, we embrace Cosmic Education to ignite children's reasoning minds and imagination, fostering a profound sense of interconnectedness and wonder.

The Philosophy of Cosmic Education

Dr. Montessori described Cosmic Education as an approach that offers children a vision of the universe and its order and a way to understand how all things are interrelated.

“If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder... his intelligence becomes whole and complete because of the vision of the whole that has been presented to him.”

– Dr. Maria Montessori

To Educate the Human Potential

Rather than teaching isolated subjects, Cosmic Education presents an integrated curriculum where history, science, geography, language, and math are interwoven into a grand narrative. This holistic approach helps children see themselves as part of both a larger human story and the natural world.

The Scope of Cosmic Education

Unlike traditional curricula focused on skills, facts, and assessments, Cosmic Education prioritizes deep exploration. As Montessori educators, we recognize that we are guides who plant seeds of interest, knowing that these seeds may germinate later in life. We encourage children to pursue knowledge freely, follow their curiosity, and make connections across disciplines.

At its core, Cosmic Education is centered around key themes:

Natural Laws: The universe follows natural laws, from gravity to the water cycle, which children observe and study. Human societies also create laws to maintain order and cooperation.

Work & Contributions : Everything in nature and human civilization has a role to play. From the work of bees pollinating plants to the contributions of scientists and artists, children see how each element of the universe is purposeful.

Interdependencies & Relationships : All systems in the universe, from ecosystems to human economies, are interconnected. Montessori education highlights these relationships to foster understanding and responsibility.

Love, Appreciation, & Gratitude : Cosmic Education nurtures a sense of reverence for the universe, whether through scientific discovery or historical narratives.

Outcomes of Cosmic Education

Dr. Montessori’s vision of education extends beyond academics; it is about shaping compassionate, knowledgeable, and socially responsible individuals. She believed that understanding our place in the cosmos fosters humility, gratitude, and a commitment to improving the world. We do too!

Through Cosmic Education, children develop:

A sense of purpose, recognizing that their work and actions contribute to the greater whole.

An organized and analytical mind, capable of seeing patterns and relationships in complex information.

A deep appreciation for humanity and nature, encouraging them to become responsible stewards of the Earth.

A lifelong love of learning, driven by curiosity rather than external rewards.

Nurturing wonder, critical thinking, and interconnected understanding lay the foundation for a lifetime of meaningful learning and engagement with the world. Ultimately, Montessori’s Cosmic Education is more than a curriculum—it is a philosophy that empowers children to view themselves as active participants in the ongoing story of the universe. The best way to learn about Cosmic Education is to come see it in action!

Current families are encouraged to schedule their classroom observations by clicking on the links below.

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Mrs. McClelland's Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’s Primary Classroom Observation

Open enrollment for summer and fall 2025 will be throughout April and is based on availability for eligible early childhood students. There are limited spots available for new children aged 4 and under for the upcoming summer and fall.

Individual school tours for kindergarten through 9 ^th grade are not available, and the waitlist remains closed for the 2025-2026 School Year. The only exception is considered for students transferring from AMI-accredited Montessori schools that have maintained continuous attendance.

When at Wit’s End: Understanding Mistaken Goals

Mon, 14 Apr 2025 11:00:06 GMT

There is no “perfect” parenting trick that will eliminate all tantrums, tears, power struggles, or disappointments. However, some strategies can ease discomfort and make these incidents easier to manage. Difficult moments in parenting and childhood arise from the inherent challenges of relationships, not from unmet desires or deficiencies in parenting or human nature. These experiences are a natural part of life and essential for growth.

Our children are hard-wired to test boundaries. They do this while simultaneously wanting assurance that they are accepted and belong. While this tendency may try our patience, it helps us to remember that children want to know that we can maintain both limits and connection.

Over the last 25 years, we have found four key approaches that can be used individually or in tandem to manage uncomfortable parent/child moments, strengthen relationships, and add joyful moments at Wheaton Montessori School. In this four-month series, we will highlight the four key strategies that work within our classroom communities to allow each person to be their best self. These strategies are Understanding Mistaken Goals, Using Playful Parenting, Scheduling Special Time, and Creating Visual Routines that can help re-establish relationships, provide clarity of expectations and routines, and help children feel understood and valued. And remember, these tools we offer are not to eliminate all childhood discomforts but to provide ways to feel connected in our parent/child relationships, which will ease the rough moments. In this blog, we will focus on Understanding Mistaken Goals.

Understanding Mistaken Goals

What a title, right!?! Sometimes, if we can understand what our children are trying to achieve through their repeated misbehaviors, we can address these underlying needs. Rudolf Dreikurs identifies how many unwanted behaviors stem from four mistaken goals: the desire for attention, the need for power, the hunger for revenge, and the assumption of inadequacy.

If children’s goal is attention, the coded message behind the behavior is "notice me" or "involve me usefully.” If the need is power, their behavior conveys that they need meaningful ways to contribute. If children are trying to get revenge, they are communicating they are hurting or need their feelings recognized. When their goal is assumed inadequacy, expressed by giving up or wanting to be left alone, the message behind their behavior is a need for others to believe in their capability and guide them with incremental steps toward success.

How do we know which goal the unwanted behavior stems from? We tend to have emotional responses when our children misbehave, and those feelings are the key to breaking the code of behavior. We recommend using this Mistaken Goal chart. Use the first column to identify how we feel when faced with the behavior. The subsequent columns (such as how we tend to react and our child’s response) help focus on the possible mistaken goal. Then, the chart also helps identify the possible beliefs behind the behavior, how adults feed the belief or behavior, the underlying message, and proactive and empowering responses to shift the behavior. Again, these behaviors can be normal parts of maturing, but if they are consistently getting in the way of good relationships and increasing skillsets, as adults we must look for ways to assist.

Pausing and remembering that misbehavior is a form of communication can help us respond to our children in more supportive ways.

Parenting can be an emotionally exhausting experience, with each worrying behavior feeling monumental. One of the gifts of these strategies is that they can also help you prioritize the relationship moments instead of the hurdles you hope to be finished with soon. Reconnect to the joy of raising these amazing (and challenging) beings!

Current families are encouraged to schedule their classroom observations by clicking on the links below.

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Mrs. McClelland's Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’s Primary Classroom Observation

Unlocking the Magic of Language: Montessori Sentence Analysis

Mon, 07 Apr 2025 11:00:09 GMT

Did you know that the word "grammar" evolved from "glamour"? This linguistic connection reflects an ancient association between language and enchantment. When we introduce Montessori's sentence analysis work, we offer more than just a lesson—we present an enchanting gift! And to enchant you, often our kindergarteners are introduced to analyzing sentences as early reading activities because they are so fun! I wish you could hear the giggles when they reorder subjects and objects such as Mrs. Berdick plants seeds to read “Seeds plant Mrs. Berdick!” at Wheaton Montessori School.

We regularly witness children falling in love with language as they uncover its patterns and structures. At the elementary level, children possess a reasoning mind, an active imagination, and a deep desire for communication. These Montessori sentence analysis activities start young and continue into the lower elementary classrooms appealing to these characteristics, helping children connect as they creatively discover the underlying patterns of our language.

Why Do We Teach Sentence Analysis at Such a Young Age?

Children are natural pattern seekers. They love to identify and understand structures in the world around them, including language.
We want them to fall in love with language. By engaging in hands-on grammar work, children develop an appreciation for the beauty of sentence construction.
Sentence analysis provides clarity. Understanding sentence structure helps children write with greater precision and confidence.
Analysis leads to synthesis. When children break down sentences, they gain the tools to build more complex and meaningful expressions in their writing.
As with everything we do at Wheaton Montessori School, it’s more fun and easier to learn during ideal stages.

What Sentence Analysis Involves

When breaking apart the parts of the sentence, children first identify what brings the sentence to life: the verb (predicate). To identify the subject of the sentence, children ask the questions from one of the arrows emanating out from the action: Who is it that? What is it? By answering those questions, the children can determine the subject.

Let’s use a very simple sentence as an example: Josie jumped. The children first identify the action: jumped. They can cut it out or tear it out to be able to place the word on the red predicate circle. Then they use the black arrows to answer the question: Who is it that jumped? Josie!

The subject emanates out from the predicate, reflecting standard English sentence structure. We then directly teach other sections of the sentence like direct and indirect objects. For example, Raphael planted a tree for his mom.

Once we introduce adverbials through additional lessons, children take off independently again to create their own. Elementary children excitedly create long sentences by answering the different questions on the arrows. We also explore attributives, compound subjects, compound predicates, and even compound direct and indirect objects.

Where Do They Go From Here?

Children can write their sentences on paper strips or long rolls of paper. The focus is not on achieving 100% correctness but on engaging in the activity and thinking critically about sentence structure.

Children love to play with sentence analysis work! They might challenge themselves to create the longest compound sentence possible, or they might try to include all the adverbial phrases in one sentence.

To deepen their understanding through repetition, children can analyze sentences from various sources: their writing, newspaper or magazines, read-aloud books, graphic novels, non-fiction texts, teacher-created sentences, and sentences from classmates. They love to create sentences for each other to analyze. Plus, student-generated sentences provide organic opportunities for individualized teaching moments.

Montessori sentence analysis serves as a gateway to advanced writing and grammar exploration. As children progress, they refine their understanding of sentence construction, enhancing both their reading comprehension and their ability to write with clarity and sophistication. Ultimately, children internalize essential rules of grammatical construction just by experimenting with creating, deconstructing, and sometimes even reconstructing sentences.

Through work and play with sentence analysis, children develop a lifelong appreciation for the structure and beauty of our language–the glamour of grammar! Current families can sign up to observe our primary and 1 ^st -3 ^rd grade elementary classrooms to watch children analyze sentences by clicking on the links below. It’s not your high school English class!

Primary Classrooms :

Mrs. Berdick’s Primary Classroom Observation

Ms. McClelland’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation
Mrs. R ogers’s Primary Classroom Observation

1 ^st -3rd Grade Classrooms:

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Our Engaging Summer

Mon, 31 Mar 2025 11:00:12 GMT

The summer months can sometimes feel like a long stretch, especially when we are trying to figure out how to keep our children engaged and entertained. We think about the big picture of what children need and make it easier to think about activities that will support natural development.

Wheaton Montessori School's Summer Camps are available for current Primary and Elementary students, as well as new preschool students enrolled for the 2025-2026 school year. These camps offer a variety of enriching experiences designed to spark curiosity, foster learning, and provide fun summertime activities. The programs aim to meet children's needs and support their natural development. All our summer camps are run by our highly qualified teachers from the regular school year, providing familiarity and comfort for campers. Continue reading to learn more and how to register for our summer camps.

What Do Our Children Need?

Dr. Maria Montessori first began working with children and approached this work with a scientific mindset. She observed the tendencies, needs, and behaviors of children the way a scientist might observe animals in the wild. In this way, Dr. Montessori was able to identify the inclinations young humans have toward particular behaviors or characteristics. Wheaton Montessori School summer camps are designed to meet the needs of children as Dr. Montessori has defined.

Wheaton Montessori School Summer Camps are designed for children to:

Explore

Learn through new and continuing lessons and activities like during the regular school year
Spend time in nature
Discover through personalized lessons
Create and continue social interactions
Expand knowledge with field trips to e.g. a museum, park, or zoo for elementary students

Humans have an innate need to explore, a trait that has been vital since the early human need for survival. Young children continue this exploration, learning through their senses and movement as they grow.

Orient

Engage in new experiences with familiar stable touchpoints
Support and practice with new opportunities
Adapt to summer play routines on the school’s campus

Our need to orient involves understanding our relationship with our surroundings, helping us feel secure. Young children especially need to orient themselves to routines, places, and people.

Order

Continue with familiar routines, places, and people
Maintain a schedule of learning and playing
Play with friends and continue socializing in highly structured developmentally aligned environments
Receive stability and comfort during the longer daylight hours of summer

Children need consistent reference points to navigate their world and can feel off balance when routines change.

Work

Continue the sense of purpose and mental effort offered during the school year
Enjoy their summertime as they continue to be driven by purpose and are challenged intellectually and physically
Do work outdoors in the school backyard through fun outdoor extensions.

Our children want to contribute meaningfully, and this is best facilitated by involving them in age-appropriate tasks.

Self-perfection

Focus on gross motor activities while playing in the school backyard
Become more proficient in their language skills
Practice social skills with their peers
Repeat, practice, and perfect all their skills appropriate to their stage of development

Mastery comes from completing tasks, which often requires repetition and a pursuit of perfection. This drive for improvement is evident in children as they learn to walk and talk but exists for math and writing too. They refine their skills through practice and precision.

Summer is a wonderful time for children to engage in gross motor activities in outdoor spaces. Our students love our summer camps, where they can play games in our backyard and enjoy the splash pad. In addition to enjoying our backyard with their friends, elementary students have the chance to be active at local parks, splash pads, and museums.

Our summer camps offer fun learning opportunities with familiar teachers, fostering friendships, academics, and environments in which children develop naturally. Wheaton Montessori is dedicated to ensuring that summer is a time for play, growth, and exploration.

To find out more and sign up, send our office an email at discover@wheatonmontessori.org

Prospective families with toddlers and children under 4 are encouraged to sign up for a school tour to explore the advantages of our summer camps and Primary Program.

Our waitlist for kindergarten-9 ^th grade for Fall 2025 is currently closed. Please check back in April to see if the waitlist is open then. Individual tours will only be offered for kindergarten through 9th grade if the waitlist is open. New student transfers to our elementary and adolescent programs must be from a Montessori school.

Celebrating Achievement: Inspiring Young Minds

Tue, 25 Mar 2025 17:52:47 GMT

Kelly Jonelis, our Adolescent Community Director and highly specialized teacher, earned her AMI Montessori Adolescent Teaching Diploma over the past year and a half. After completing an intensive graduate-level program, Kelly received her diploma, which qualifies her to teach adolescents from 12 to 18 years of age. As a student in training, Kelly participated in a dynamic process of examining other schools and our own Adolescent Community’s program, class community relationships, teen developmental needs, and a profound level of adult self-reflection as preparation for working with young adults.

We are thrilled that Kelly Jonelis continues to implement strategies that strengthen our Adolescent Community to foster the development of capable and adaptable young people who achieve academic excellence through experiential learning and enter the world as confident young adults. Join us in celebrating Kelly with this amazing accomplishment and the positive impact she will continue to have on our Adolescent Community and their families.

Tattling vs. Telling: A Montessori Approach

Tue, 25 Mar 2025 13:08:48 GMT

How often have our little ones run up to us to spill forth their grievances about other children? Sometimes, these reports are about broken rules. Sometimes, they are about hurt feelings. Sometimes, they may even be attempts to get others “in trouble.” It’s most likely to occur as children recount the moments of their day that stand out or just as children are preparing for sleep.

In these moments, we just want to comfort our “babies”. Today let’s analyze the ways that our teachers at Wheaton Montessori School determine how to respond and support our children in their vast experiences and deep training techniques.

Underlying Issues

When children come to an adult for help in class or on the playground, typically they try to figure out the rules, both explicit and implicit, as well as how those rules are enforced. Which rules are critical? Which rules can be bent or broken? When should someone intervene?

Coming for help can be because they reached the point that enough is enough. In this case, the "tattling" is a plea for help.

We can remember that children are in the process of creating their value system, and this is especially so for elementary-aged children who have a heightened sense of justice and are often acutely attuned to what is or isn’t fair.

We believe children may need support with figuring out the intricacies of rules and which are the most important. Or maybe they need encouragement so that they can remind classmates about the rules and how they deserve to be treated.

We think this child asking for affirmation, clarification, understanding, or confirmation. With encouragement can they remind others of rules in this situation. Does this child have enough experience to predict what will happen next?

A Step-by-Step Approach for Adult Intervention

Restate the concern: “So you are upset that…” or “You are concerned about…”
Acknowledge children’s feelings and need for help: “Amira, it sounds like you need some help resolving this with Drake. Let’s go talk to him together.”
Facilitate a short, structured conversation between the children. For the most success, we want to ensure the conversation happens in a calm, neutral setting. Then we can encourage each child to express their concerns: “Amira, can you explain to Drake what happened that upset you?”
It helps to ask the listener to repeat what they heard in their own words: “Drake, what did you hear Amira say? You’ll get a chance to talk, but now is the time to restate what you heard Amira say.”
Allow both children to express their perspectives and repeat what they heard.
Try questions like:

“What do you think we should do here?”
“What do you think should happen next?
“What would help resolve this?”
“Did you just need me to listen, and understand, or is there something you would like me to help with?
Are you feeling OK now? Or is there still a problem?
Could you please tell me what you have already said/done/tried?

In asking these kinds of questions, we are helping children consider their motivations as well as how to make amends. This can help bring to light if they are seeking punishment or truly need help resolving the issue.

Helping Children Distinguish Between Tattling and Telling

Over time, we ultimately want children to build the skills to independently resolve conflicts, uphold expectations, and know when to get help for serious issues. As children develop trust in the fact that adults can be counted on to help as they form their value systems, we can introduce them to the difference between tattling and telling.

What is Telling?

Reporting serious concerns (safety, harm, or bullying).

Seeking help when there is a genuine need for an adult’s intervention.

Example: “Someone is hurt,” or “I saw something dangerous.”

“I’ve told them and moved away, but…”

“I don’t like when this is done, but I don’t know what to do.”

“They won’t play my way.”

What is Tattling?

Seeking attention.

Trying to get someone in trouble.

Reporting minor issues that could be resolved independently.

Expressing displeasure that something seems unfair.

Example: “She took my pencil!” (and I didn’t ask for it back from a typically responsive child before coming to an adult.)

Appreciating Honesty and Effortful Communication

Young children are just beginning to understand how to talk about their feelings, how to treat their friends with kindness and respect, how to understand conflict, and especially when and how to ask for help. When they are upset or hurt, they are rarely able to engage in goal-oriented, mature conversation. Sometimes a simple statement such as, “Thank you for telling me” or “I’ll watch. I’m glad you asked for help” can help a worried or upset young person recalibrate.

Social growth begins and continues when young children feel supported and encouraged, even when they have made mistakes, waited too long to ask for help, or asked for help in the wrong way (tattling, retaliating, or pouting). A clear statement of affirmation in a difficult situation may not resolve a difficult situation, but it will reassure, and it will help children feel confident and comfortable in their classroom communities.

Download this visual guide to use as a discussion tool with children. It’s important to acknowledge that children often struggle to distinguish between tattling and telling. But with support, time, and intentionality, children learn. They may have better descriptions to add also.

We want children to learn that safety and well-being are priorities while also empowering them to be able to solve problems when issues arise. The goal is for children to recognize when an issue requires an adult or professional’s help and how they can take responsibility in social situations. As adults, we model, support, and practice in neutral moments for practice and as issues arise.

One of the many benefits of summer camps at Wheaton Montessori School is that social learning, modeling, support, and structure continue year-round in a safe, dynamic, and developmentally designed atmosphere. Often, we have more opportunities for uncomfortable moments during recess which can be less predictable than inside our classrooms. Current families and new families with children under 4 who have enrolled for fall 2025 can sign up for our summer camps by sending an email to discover@wheatonmontessori.org

Share your thoughts on how this content enhances your parenting journey. What insights would you like to gain from our childhood experts?

Current families are encouraged to schedule their classroom observations by clicking on the links below.

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Mrs. McClelland's Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’s Primary Classroom Observation

Preparation for Adulthood The Montessori Way

Mon, 24 Mar 2025 11:00:12 GMT

The fourth plane of development (ages 18-24) aims to cultivate individuals who prioritize both personal success and the welfare of humanity. Young adults, having benefited from supportive environments in earlier stages, emerge with a strong social conscience and a desire to address societal issues. This ideal aligns with the Montessori vision of a world where individuals contribute meaningfully to the world. The fourth plane emphasizes self-realization and societal engagement, encouraging young adults to focus on broader responsibilities beyond personal goals, ultimately fostering a society capable of enhancing humanity's well-being.

Wheaton Montessori School provides a personalized, engaging, and nurturing education, allowing children to discover, grow, and thrive in their unique potential within a respectful and inclusive environment. Our Primary Program students who continue to our Elementary Program, and the Adolescent Community through 9 ^th grade, transfer into high school as sophomores, often enrolling in honors and/or junior-level courses. The most common feedback we receive about our graduates is that they stand out to their high school and college instructors. They demonstrate confidence when interacting with teachers, take responsibility for their learning, and have a clear understanding of what is required to succeed in their classes.

Read on for the full details or skip to the bottom to schedule a visit to your child’s class.

Full Blog Post

This blog is the final post of the four-part series exploring the stages of development: Infancy (birth to age 6), Childhood (ages 6 to 12), Adolescence (ages 12 to 18), and Maturity (ages 18 to 24). Montessori pedagogy calls for a big-picture perspective that incorporates the fundamental principles of growth at each developmental stage, focusing on how we can effectively nurture each young person throughout their growth. This blog covers the Maturity stage of development and how Wheaton Montessori School paves the way for young people to step into the world as confident, independent, well-adjusted, happy, and incredible adults.

A Path Toward Maturity

The fourth plane spans from 18 to 24 years of age, and Dr. Montessori refers to it as Maturity. It signals the culmination of psychological and physical growth and paves the way for young people to step into the world as capable adults who know their wants and needs and are equipped to make positive contributions to society.

Characteristics of the Fourth Plane

This stage represents a time when individuals reach the height of their development and begin to assume their role in society. Unlike the earlier planes, the psychological changes during this period are more internal, and the focus shifts to understanding oneself and their independent choices while being aware of the world beyond one’s immediate needs. In The Four Planes of Education, Dr. Montessori writes, “The individual should be the man who knows how to make his own choice of action having passed to perfection the preceding phases. He should be as a live spark and aware of the open gate to the potentialities of prospective human life and of his own possibilities and responsibilities” (p. 15).

In this stage, individuals are learning to engage with the world beyond their ego. The question that arises is not “Who am I?” but “What can I do?” This shift from self-centeredness to a broader, more collective view of life signifies the maturity that defines the fourth plane.

Conquest of Independence

One of the key aspects of the fourth plane is the conquest of independence, particularly economic independence. This phase marks a time when individuals strive to become self-sufficient within the larger society.

This is a period when a personal mission begins to take shape. Young adults start to solidify their goals, whether academic, professional, or personal and work toward them with a growing sense of purpose. Dr. Montessori believed that achieving economic independence is crucial and fosters a sense of autonomy and responsibility.

Observable Examples of Development

By the fourth plane, physical development is largely complete. The dramatic growth spurts of the previous stages have slowed, and young adults now have full mastery over their bodies. Health is typically stable, and there is an overall sense of well-being.

Much like the second plane, the fourth plane is also conducive to intellectual pursuits, particularly those that lead to specialization in areas essential for a future career. This is when our young adults are honing skills that will serve them in the professional world, whether through higher education, apprenticeships, or other forms of specialized learning.

The fourth plane is also a time when individuals, having developed a solid understanding of themselves, are ready to take on more significant intellectual and social responsibilities. This is when they truly start asking the big questions, such as, “How can I contribute to the world?” It is at this stage that young adults embark on the exploration of their "cosmic task," a concept Montessori introduced in the second plane, which refers to the idea that every individual has a unique role to play in the larger story of humanity.

The Role of the Supportive Environment

With significant internal growth happening during the fourth plane, the role of the external environment remains crucial. A supportive environment during the preceding stages can have a profound effect on how individuals move through this stage. If our young adults have been nurtured in an environment that promotes autonomy, responsibility, and respect for their capacity to make choices, they are more likely to enter adulthood with the skills and mindset necessary to thrive in society.

To prepare for their careers during this time, many young adults pursue higher education, either through university studies or vocational training. Alternatively, they may enter the workforce, beginning to take on professional roles that contribute to society. This is also a time when many young adults leave the family home and start families of their own, further solidifying their place in the world as independent adults.

An Enlightened Society

Imagine a world in which all young adults, having been guided through the previous developmental stages, emerge from the fourth plane ready to play their roles in society—not only as self-sufficient individuals but as enlightened members of a larger human community. This vision encapsulates the Montessori ideal: a world where everyone has the potential to contribute meaningfully to the advancement of humanity.

The fourth plane of development aims to cultivate individuals who prioritize both personal success and the welfare of humanity. Young adults, having benefited from supportive environments in earlier stages, emerge with a strong social conscience and a desire to address societal issues. This ideal aligns with the Montessori vision of a world where individuals contribute meaningfully to the world. The fourth plane emphasizes self-realization and societal engagement, encouraging young adults to focus on broader responsibilities beyond personal goals, ultimately fostering a society capable of enhancing humanity's well-being.

Current families are encouraged to schedule their classroom observations and see how we support development during early stages and foster the growth of capable and adaptable young people who enter the phase of Maturity as confident young adults.

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Mrs. McClelland's Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’s Primary Classroom Observation

Adolescent Growth Stages

Mon, 17 Mar 2025 11:00:07 GMT

To meet the developmental needs of adolescents, we offer supportive and complete environments. Dr. Montessori envisioned opportunities for physical activity, collaboration, and self-expression to help adolescents develop into confident, resourceful, compassionate, and capable adults.

Adolescents need both freedom and well-balanced. While they typically push away from their parents, they still require boundaries, structure, and mentorship. They require schools that uphold and respect their families’ beliefs, expectations, and culture.

Understanding adolescence through the Montessori lens allows us to appreciate this period as one of profound transformation. By honoring the physical, emotional, social, and character development of adolescents, we provide them with the support they need and deserve to transition confidently into adulthood. With a holistic approach that integrates meaningful work, opportunities for self-expression, and guidance from highly specialized adults, these adolescents are empowered to become the capable, interdependent adults that society needs.

Wheaton Montessori School’s Adolescent Program (7 ^th -9 ^th grade) is a three-year cycle providing the ideal setting for students to expand their knowledge and experience real-world responsibilities while exploring their interests and pursuing their passions in an inclusive, supportive small environment. Completing the three-year cycle by staying through 9 ^th grade means being fully prepared academically for high school curriculums. We are proud of our alumni’s high level of individual responsibility, community engagement, and academic success.

We can’t wait to watch your young people discover, grow, and thrive together! Read below for the full blog post or skip to the end for links for current families to visit.

Full Blog

This blog is the third of a four-part series exploring the stages of development: Infancy (birth to age 6), Childhood (ages 6 to 12), Adolescence (ages 12 to 18), and Maturity (ages 18 to 24) from a Montessori perspective. The Montessori approach takes a holistic view of growth, recognizing the unique needs of young people at each of these stages. This blog will cover the Adolescence stage of development and how the Wheaton Montessori School Adolescent Program’s learning environment, teaching style, and community support the natural development during this phase. By appreciating the key phases of adolescent development, you will gain a better understanding of how Wheaton Montessori School’s Adolescent Program supports your child's journey to maturity.

Adolescent Development

The age of twelve through the teenage years is one of significant physical, emotional, and social transformation. This period is characterized by the onset of puberty, hormonal changes, and dramatic physical shifts.

Adolescents, much like early childhood toddlers, experience rapid change, but this time it is in preparation for adulthood and the world. As a result of tremendous growth, adolescents require more sleep and are more susceptible to health issues (e.g. acne, depression, and eating disorders).

Adolescents rely immensely on peer relationships, and authentic applicable knowledge, and are seeking skills to contribute in meaningful ways. Adolescents are no longer passive observers of society; instead, they strive to become active participants and contributors. Like the child under 6 years of age, adolescents learn best through hands-on experiences and they benefit from opportunities to meaningfully contribute to society, both their class community and beyond.

Adolescents as Social Newborns

Dr. Montessori often referred to early adolescence as the "newborn to adulthood”, highlighting the vulnerability and transformation that adolescents undergo. This period of rapid physical and emotional development mirrors the developmental intensity of the first years of life. Adolescents are not just growing in terms of physical stature but also in terms of emotional and social maturity.

Much like a newborn, adolescents are learning how to navigate the complexities of the world around them. They are developing a sense of self and finding their place in society. Our adolescent program is designed to help them build this self-confidence and self-worth while guiding them through the emotional turbulence that often accompanies this stage.

Holistic Development: Physical, Emotional, and Social Growth

Montessori's approach to adolescence is deeply holistic. At Wheaton Montessori School, we emphasize the importance of addressing the adolescent's physical, emotional, and social needs, recognizing that these areas are interconnected and cannot be separated in the developmental process.

Physical Development

Adolescents undergo significant physical changes during this time, including hormonal fluctuations and rapid growth. Brain development continues with an oversupply of gray matter and pruning of neural pathways, which influences behavior and learning capacity.

Key physical needs include:

Engaging in physical activity and hands-on work
Maintaining a healthy diet
Ensuring adequate sleep

Emotional and Psychological Development

Adolescents experience strong emotional swings and are highly self-conscious. They are extremely self-conscious and have heightened worry about peers’ perceptions of appearances, voices, thoughts, and actions. Balancing these emotions and navigating their evolving sense of self can be challenging.

Emotional needs include:

Opportunities to build confidence and independence
Safe yet challenging environments
Acceptance during self-expression and identity formation

Social Development

Social connections become increasingly important during adolescence. Adolescents seek peer approval and loyalty and often engage in risk-taking behaviors as they establish their place within their social circles. They learn best through collaboration and social interaction. We must provide ways for adolescents to be independent while also providing structures to support their psychological safety and personal responsibilities.

Social needs include:

Opportunities for collaboration with peers
Mentorship with specialized adults
Meaningful and relevant social engagement
Balanced freedoms with responsibilities

Character and Intellectual Development

Dr. Montessori emphasized the adolescent’s sensitivity to issues of justice and personal dignity. This stage is a critical time for developing a strong sense of fairness and the desire to contribute meaningfully to society. Adolescents begin to understand the value of their contributions to the world around them.

Though their intellectual development might seem overshadowed by emotional upheavals, it remains essential. As their brains undergo significant rewiring and neural pruning, adolescents benefit from intellectual opportunities and challenges, as well as strong moral foundations.

The Role of Work and Contribution

Just as it was in earlier planes of development, work remains a vital aspect of adolescence. Adolescents have a strong desire to contribute to society and have their efforts recognized. Through work and activity, adolescents bolster their self-esteem and gain a sense of accomplishment.

Wheaton Montessori School honors Dr. Montessori's focus on land-based work and community, which provide ways for adolescents to engage in meaningful activities. This method encourages physical well-being, fosters social development, and prepares them for economic independence. Through hands-on work, adolescents not only contribute to their immediate communities but also develop a sense of responsibility and understanding of the value of work.

Supporting Adolescents Through Their Development

We can’t wait to watch your young people discover, grow, and thrive together! Current families are invited to schedule an Adolescent Community Classroom Observation by clicking on the link below.

Adolescent Community Classroom Observation

Childhood Growth Stages

Mon, 10 Mar 2025 11:00:10 GMT

Understanding human development at each stage fosters optimal growth. This belief forms the foundation of Montessori education, which is deeply rooted in the developmental needs of children. Each stage of development has unique needs and capacities, and our teachers’ extensive knowledge empowers us to provide optimal education for students at every learning stage at Wheaton Montessori School.

This blog is the second of a four-part series exploring the stages of development: Infancy (birth to age 6), Childhood (ages 6 to 12), Adolescence (ages 12 to 18), and Maturity (ages 18 to 24). This blog will cover the Childhood stage of development.

Childhood (ages 6-12) Characteristics

At the core of this stage are several observable characteristics.

Physical Sturdiness and Stability

Children in this stage experience a steady period of physical growth. They lose their primary teeth and gain adult teeth. Their skin loses its baby softness. Their hair even gets coarser and darker. Their body becomes leaner and stronger, with the soft, rounded contours of early childhood giving way to a more defined physical form. Despite these changes, growth slows down compared to the rapid pace of the first plane. This time also brings greater stability in health and coordination.

Reasoning and Abstraction

While young children under 6 years of age absorb information effortlessly and even unconsciously, the elementary age is marked by a growing capacity for reason and abstraction. No longer content with simply being told facts, children seek to understand the underlying causes of things. They ask “why” questions and develop the ability to think logically and critically about the world around them. Their imagination flourishes and they love being able to transcend time and space, mentally traveling through history or exploring possible futures.

Intellectual Capacities

This is a time when children use their minds to become intellectual explorers. This phase fuels their studies of mathematics, history, geography, art, and music. Our classrooms provide extensive opportunities for children to explore these subjects in greater depth than state curriculum standards would assume. Their journey toward independence extends beyond the academic to include a growing capacity for social reasoning and character growth.

Socialization

One of the defining features of elementary children is their social nature. Children at this age exhibit a strong need to collaborate with peers. They love to experiment with their clubs and groups, creating their own rules, roles, and expectations. These experiences allow them to practice social interactions and develop their conscience. Children need opportunities to practice and work out social dynamics differently than adult-directed activities (e.g. after-school sports and extra-curriculars). At Wheaton Montessori School, children can practice conflict resolution, resourcefulness, and critical thinking in safe community situations to increase confidence and reduce anxiety. This is an ideal way to learn.

Moral Development and a Sense of Fairness

Elementary-aged children go through a phase when they question the decisions and actions of others. Children at this stage are sensitive to fairness and justice and are likely to voice concerns when they perceive inconsistencies. This is when we frequently hear, “It’s not fair!” This stage is about the exploration of right and wrong and questioning rules and authority. The drama that unfolds in the classroom is often part of this process, as children navigate the complexities of social rules and develop their character strengths.

A Fascination with the Extraordinary

Students are fascinated by superheroes, mythical creatures, and fascinating civilizations, Their imagination is sparked by the idea of powers beyond the ordinary, and they are eager to explore cultures and histories that seem larger than life. This fascination with the exceptional provides them an avenue for exploring concepts of heroism, strength, and the human condition.

A Supportive Learning Community at Wheaton Montessori School

In our multi-age classrooms, our Elementary Program (1 ^st -6 ^th grade) functions as a happy, supportive, and diverse community, focusing on personalized learning, critical thinking, and collaboration. Each student’s unique interests are valued, and their creativity is nurtured. Students are encouraged to work both independently and in groups. Our specialized classrooms are designed to foster collaboration while allowing space for individual exploration. Group activities allow children to develop their social skills, negotiate rules, and practice taking on different roles within a community. Through these experiences, they strengthen their identity and belong within a small community.

Children in this stage also have a thirst for knowledge that goes beyond what is easily accessible. Authentic Montessori education encourages “Going Out” experiences—trips beyond the school to explore the wider world. These excursions allow children to engage in real-world situations, develop planning and execution skills, and build a deeper understanding of the subjects they are studying. Children are active participants in the world around them.

Montessori referred to the educational experience in the elementary years as "cosmic education”, meaning children are introduced to the universe as a whole and its interconnectedness. The Montessori curriculum for this stage revolves around the Five Great Lessons, which invite children to discover more about the universe, the geologic formation of the earth, plants and animals, humans, and written language and mathematics. From these lessons, all areas of study—botany, geography, history, zoology, language, and more—emerge, inspiring awe and gratitude for the universe and humankind’s place within it.

Support from Home and School

While elementary children are eager to explore beyond the family and classroom, they still require strong support from their home, school, and class community. Social activities become increasingly important, as group work provides them with the opportunity to practice collaboration, good judgment, and self-expression. A strong, supportive environment—both at home and at school—helps children navigate this important stage in their development. This ideal support is a delicate balance between safety, structure, and responsibility AND limitless knowledge and real experiences.

Explore how our elementary classroom environment effectively supports the needs of six- to twelve-year-olds while fostering deep learning. Current Primary Families are invited to visit one of our Lower Elementary Classrooms and then continue with an Upper Elementary Classroom visit to gain a comprehensive perspective of the entire Elementary Program . Our Lower Elementary Families are invited to schedule an Upper Elementary classroom visit to see their next level up. To schedule the visits, click on the links below.

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Prospective families with toddlers and children under 4 are encouraged to sign up for a school tour to explore the advantages of our Primary Program, which lays the essential foundation for our Elementary and Adolescent Community Programs. Priority enrollment will be granted to those who enroll before March 15.

Nurturing Growth Stages

Mon, 03 Mar 2025 11:00:03 GMT

In this four-part series, we will explore the four stages of development: Infancy (birth to age 6), Childhood (ages 6 to 12), Adolescence (ages 12 to 18), and Maturity (ages 18 to 24). By understanding these developmental stages, we can better assist young people in becoming capable, independent, and fulfilled individuals. This blog will cover the Infancy and early childhood stages of development.

At Wheaton Montessori School, education goes beyond learning lessons; it is an exploration that respects and nurtures each child's unique growth stage. We see children as individuals embarking on a lifelong journey of self-discovery.

From the moment of birth, children are driven by powerful internal forces that guide their growth and help them adapt to their unique time, place, and culture. This remarkable ability to evolve and adapt is a defining trait of humans.

Our approach to education is built upon this profound understanding of human development and is aligned with the developmental science of how children learn naturally. Dr. Maria Montessori dedicated her life's work to researching how children grow and change over time, identifying key developmental stages that shape their path to maturity. Through her scientific observations, she identified four distinct planes of development, each with its unique characteristics and needs.

Infancy (birth to age 6)

The first plane of development is an extraordinary period of psychological and physical growth. Newborns enter the world entirely dependent, unable to move or communicate. Yet, within just six years, they are walking, talking, and asserting their independence with intellect and will.

Characteristics of the First 6 Years

During this transformative stage, children require ample sleep to support their rapid development. When they are awake, their curiosity knows no bounds. They explore their surroundings with boundless energy, using their senses to touch, smell, taste, hear, and examine everything in their environment.

Conquest of Independence

One of the primary goals during this stage is achieving functional independence. Children are eager to take care of their own needs and are naturally inclined to observe and imitate the actions of adults. The mantra of children at this stage is: “Help me do it myself!”

Sensitive Periods

Children in the first plane experience sensitive periods—windows of opportunity when they are uniquely receptive to acquiring essential skills.

Movement : Young children need movement to develop brain-body integration.

Order : They crave order to make sense of their surroundings, learning what happens and how objects are used.

Language Acquisition : This is a critical period for language development, during which children absorb words and speech patterns effortlessly.

These sensitivities drive children’s development, shaping their understanding of the world.

Observable Milestones

One of the most profound achievements in this phase is the acquisition of spoken language. Talking to newborns, for example, stimulates vocal cord development, and astonishingly, their vocal cords vibrate when adults speak to them. From being essentially mute at birth, toddlers can have a vocabulary of around 200 words by age two and an impressive 10,000 words by the end of this phase. It is essential to provide a language-rich environment during these formative years.

Physically, this period is one of monumental growth. Children progress from being immobile to sitting, crawling, walking, speaking, and independently eating. As adults, we must be mindful of support rather than hindering this development. We want to offer assistance rather than limit opportunities for our children!

Ages 0 to 3 and Ages 3 to 6

Ages 0 to 3 : During this phase, children absorb the world around them and do so without any filters. It’s important during this time that adults respect children’s natural developmental path.

Ages 3 to 6 : During these years, children become more aware of their actions and motivations. This is when we see the emergence of children’s willpower and the powerful drive to classify and understand their environment. Children become more conscious learners.

As they grow, children naturally identify patterns, similarities, and differences based on their experiences. They construct their understanding of the world, and active experiences in their environment play a crucial role in shaping their cognitive development.

Social Development Ages 0-6

Babies form strong bonds with their primary caregivers and family, finding comfort in a small social circle. They prefer solitary exploration and engage in parallel play.

Toddlers begin to seek broader social experiences beyond their families. They need opportunities to interact with peers and engage in community life, which helps foster their independence and social development. This is where Wheaton Montessori School plays a vital role. In our multi-age classrooms, our Primary Program (2.5-6 years) adapts to support the evolving needs of children at this phase of growth. The program provides a harmonious and peaceful environment where the curriculum focuses on the individual needs of the child, fostering self-esteem, inner discipline, and a passion for lifelong learning.

The teachers prepare and present lessons that enhance understanding through real, meaningful, and purposeful activities, all within a nurturing environment.

Wheaton Montessori School’s Nurturing Environment Includes:

Freedom to Explore: Children are inspired to safely explore and repeat work as often as necessary for mastery. Learning in the multi-age classrooms is coupled with daily outdoor recess throughout the year, laying the groundwork for healthy and active lives.

Language Exposure: A rich linguistic environment that helps children build vocabulary and develop confidence in self-expression.

Participation in Daily Life: Involvement in practical life activities helps children develop independence and a sense of belonging.

Cultural Experiences: Exposure to family traditions, rituals, and cultural practices helps children adapt to their culture and understand their place within it.

As children grow during this stage of life, they gain valuable lessons about cooperation, sharing, and responsibility by being a part of a supportive community. We foster environments that nurture children’s growth, independence, and exploration.

We invite you to visit our school to see how our community meets the needs of our youngest children, where growth is not just a goal but a foundational principle.

We invite current families to schedule their Primary Classroom Observation by clicking on the links below.

Mrs. Berdick’s Primary Classroom Observation

Ms. McClelland’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation
Mrs. Rogers’s Primary Classroom Observation

Prospective families with toddlers and children under 4 are encouraged to sign up for a school tour to explore the advantages of our Primary Program, which lays the essential foundation for our Elementary and Adolescent Community Programs. Priority enrollment will be granted to those who enroll before March 15.

Discover the Unique Benefits of Our Programs

Mon, 24 Feb 2025 11:00:12 GMT

Wheaton Montessori School is committed to providing an authentic Montessori education that focuses on each student’s needs, enabling them to discover, grow, and thrive in their unique potential grounded in authentic Montessori principles that continue to be proven and backed by scientific research on human development. We exceed the international standards of the Association Montessori International (AMI).

Our vision is to cultivate independent, confident, and empathetic children who are equipped to handle real-life challenges while making a positive impact on the world.

Explore the Distinct Advantages of Our Programs

Personalized Education

Your child has unique potential. We unlock this through personalized guidance and support. Your child’s individuality is celebrated as they learn at their own pace and discover, grow, and thrive in a nurturing and respectful environment.

Leadership

Children of various ages work and play together in multi-age class communities. Each learner begins with their strengths and talents and progresses to their fullest potential, teaching and assisting peers to gain leadership skills.

Screen-free Learning

Our classrooms are active and hands-on. AMI-trained teachers and their assistants observe and guide all academic work and social development. Our older students use screens judiciously as an educational tool, while the bulk of their learning is done with Montessori manipulative materials and experiences.

Commitment to Diversity, Equity, Inclusion, and Justice

Wheaton Montessori School is committed to participating in and honoring a diverse community and prioritizes cultivating an inclusive environment and education through open-mindedness, empathy, understanding, communication, and respect. This important work emphasizes peace now, tomorrow, and in our future world.

Multi-age Classrooms

All learners are celebrated as individuals. Multi-age classrooms mean no child is required to wait, as they do in conventional schools, for same-age peers to progress within the curriculum or be rushed past full understanding when they would benefit from a little more time to attain mastery. Each learner deserves to be surrounded by others who inspire and challenge and have opportunities to mentor others.

Engaged Classroom Communities

Teachers guide, model, and assess so each learner has the support and tools to reach their full potential. We believe teaching to the individual’s challenge level fosters healthy and positive relationships. The result is visible in our classrooms, where academic and social skills are interwoven. Bright, warm, and inviting environments are filled with hands-on materials, biological specimens, music, books, and cultural artifacts from early childhood through freshman year of high school. Learners work and play individually and in small groups with prudently designed student-teacher ratios.

Cursive Writing

The cognitive and neurological benefits of learning cursive writing include improved brain function, enhanced memory retention, and better self-regulation skills. Our youngest students learn cursive naturally during preschool emphasizing fine motor skills.

Current families can arrange their classroom visits by clicking on the links below.

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdi ck’s Primary Classroom Observation

Mrs. McClelland's Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’s Primary Classroom Observation

Prospective families with toddlers and children under 4 are encouraged to sign up for a school tour to explore the advantages of our programs, which lay the essential foundation for our Elementary and Adolescent Community Programs. Priority enrollment will be granted to those who enroll before March 15. Our waitlist for kindergarten-9th grade for Fall 2025 is currently closed. Please check back in April to see if the waitlist is open then. Individual tours will only be offered for kindergarten through 9th grade if the waitlist is open.

Embrace the Opportunities of Our Primary Program

Mon, 17 Feb 2025 11:00:04 GMT

A Nurturing Environment with Personalized Learning

We know children at this age acquire academic skills easily when the environment is carefully designed for them and learn most effectively when their experience allows them to make discoveries. Our teachers prepare and present lessons that lead to the child’s understanding through activities that are real, meaningful, and purposeful. Every activity lays a foundation for the next. Expert teachers work with children individually or in small groups at key developmental moments. Each child works with guidance at his or her own pace to feel both sufficiently challenged and successful. Our extraordinary learning materials, coupled with the guidance and observation of graduate-level trained teachers and their assistants, carefully guide children to acquire skills related to language, mathematics, science, geography, music, and art. The Montessori school day is not limited by fixed periods and stations for each subject. The child is inspired to explore and repeat the work as often as necessary for mastery.

Balanced Lifestyle

Learning in the classrooms is coupled with daily outdoor recess throughout the school year, laying the groundwork for healthy and active lives. We aim to ensure every child leaves this program prepared for the next level, whether that is a traditional first-grade or our Elementary program.

It is encouraging to see how the Wheaton Montessori School Preschool and Kindergarten program provides a harmonious and peaceful environment where the curriculum focuses on the individual needs of the child, fostering self-esteem, inner discipline, and a passion for lifelong learning. In this week's blog, we will explore what our Primary Program offers.

Current families can sign up for their Primary Classroom Observation by clicking on the below links.

Prospective families with toddlers and children under 4 are encouraged to sign up for a school tour to explore the advantages of our programs, which lay the essential foundation for our Elementary and Adolescent Community Programs. Priority enrollment will be granted to those who enroll before March 15. Our waitlist for kindergarten-9 ^th grade for Fall 2025 is currently closed. Please check back in April to see if the waitlist is open then. Individual tours will only be offered for kindergarten through 9th grade if the waitlist is open.

Perks of Our Elementary Program

Mon, 10 Feb 2025 11:00:02 GMT

1 ^st -6 ^th Grade

Our elementary program continues to build on the child’s early experiences at Wheaton Montessori School, focusing on inspiring children to be independent while deepening communication, collaboration, and problem-solving skills. The beautiful environment and advanced academic activities in the classrooms focus on structured, meaningful activities that are developmentally designed to inspire your child.

Developmentally Tailored Education

Mixed-age classrooms provide the environment for students to collaborate and cooperate on lessons, projects, and research. The teacher typically presents lessons to small groups of students; each child is then encouraged to repeat the work and explore the lesson as often as necessary for mastery. By working on projects across multiple subjects, students can see how they are interconnected and gain a more comprehensive understanding. The scope of work in the elementary classrooms is intentionally broad, focusing and inspiring their awe for the universe and their relationship with it. Elementary learners work in longer, uninterrupted cycles of integrated subject matter, rather than conventional school obstacles. Our classrooms, teachers, and activities are expertly crafted to provide a strong foundation that is developmentally tailored for elementary-aged students.

Student Initiated Outings & Educational Trips

The “going-out” trips, an essential part of the curriculum, extend learning beyond the classroom environment providing students with authentic experiences while gathering additional information to enrich their understanding. These outings are initiated and organized by a small group of children– usually two to four, according to the project or interest they are working on. These outings, which include visits to museums, parks, libraries, and pet and grocery stores to name a few, nurture their curiosity and knowledge of the world at large. There are annual camping trips for 3rd-6th graders and an annual week-long trip for the upper elementary students (4th-6th grades) to places such as the Teton Science School, MarineLab, and NatureBridge at Olympic National Park.

It is encouraging to see how the Wheaton Montessori School Elementary Program functions as a happy, supportive, and diverse community, focusing on personalized learning, critical thinking, and collaboration. Each student’s unique interests are valued and their creativity is nurtured.

We invite current families to sign up for our Parent Discovery Night in our Elementary Classrooms on Wednesday, February 12 at 6:00 p.m. by clicking on this link . Elementary Classrooms are also available for observation which you can sign up for by clicking on the below links.

Uncover the Advantages of Our Adolescent Community Program

Mon, 03 Feb 2025 11:00:05 GMT

7 ^th -9 ^th Grade

Designed for students spanning 7th, 8th, and 9th grades, this program continues building on the foundation laid in the previous Wheaton Montessori School years and introduces new aspects to challenge young adults’ rapid intellectual, social, and emotional growth. The program is structured to ensure that students encounter all components of the curriculum and overarching themes throughout their three-year tenure.

Experiential Learning and Student Empowerment

The Adolescent Community’s educational approach is focused on experiential learning and encourages students to take ownership of their education. By providing adolescents with the tools and guidance they need to pursue their goals, the program empowers students to be confident, capable adults who know their wants and needs and are equipped to make positive contributions to society.

The program has an integrated project-based curriculum in which classroom subjects are approached as interrelated and taught in an interconnected manner. As students study math, economics, science, humanities, language, and writing, they are simultaneously exposed to real-world issues and challenges, refining their problem-solving skills. Group activities such as sledding, ice skating, canoeing, and hiking help develop agility and strength as well as a sense of fun and confidence in meeting physical challenges.

Evolving into Joyful, Successful, and Confident Adults through This Program

One of the key developmental experiences of adolescents is working toward economic independence. This is fostered through systems of production and exchange where students learn how to start and manage their own small business. The program teaches vital skills such as bookkeeping, budgeting, purchasing, design, advertising, conducting surveys, research, writing proposals, and interviewing experts. These lessons instill critical values such as responsibility and the significance of hard work.

Beyond intellectual development, the classroom environment of the Adolescent Program supports the well-rounded social development of all students. This includes practice in social organization and division of labor through various experiences including cooking a community lunch every day and planning camping trips. The program guides students to become active citizens and fully informed problem-solvers. Students completing 9th grade in this program emerge as confident, well-adjusted, and happy, incredible adults.

It’s truly inspiring to observe how the Wheaton Montessori School Adolescent Program provides the ideal setting for students to expand their knowledge and experience real-world responsibilities while exploring their interests and pursuing their passions in an inclusive, supportive small environment.

We invite current families to sign up for our Parent Discovery Night in our Adolescent Community on Wednesday, February 5 at 6:00 p.m. by clicking on this link. Adolescent Community Classroom is also available for observation which you can sign up for by clicking on this link.

The Real-World: The Value of Micro-Economies in Adolescent Programs

Mon, 27 Jan 2025 11:00:05 GMT

We view our adolescents on the road to adulthood. Physically and mentally, they are no longer children, and they are not yet adults. They are in between. As a result, adolescents are deeply interested in what adulthood means and strongly desire to figure out their part in society.

One thing everyone knows about adulthood is that adults work and pay bills. Of course, adults do much more. We have roles to play in society. We have passions. We have relationships. We have hobbies. All of which contribute to the roles we play in an economic system. Although money is involved, economics is ultimately about our web of interdependence. Every one of us depends upon the work of others.

To try to understand their future roles, adolescents observe the world and are curious about how to make their way as adults do. Although our adolescents may not outwardly show this interest, they are watching their parents. They want to be brought into side-by-side work and are keenly interested in gaining economic independence.

What is Economics (from a Montessori perspective)?

Economics is how people interact with value, and in particular the production, distribution, and consumption of services and goods. Economic independence allows individuals to make valuable contributions to society. By producing something useful and exchanging it for something else, we are connected.

In authentic adolescent Montessori communities, the curriculum includes opportunities to grow food, build useful items, and share services of their choosing. They then experience selling what they have produced, allowing them to buy other goods and services with the money they have earned. Through experiences of production and exchange, adolescents get to practice living humanity’s interdependence. They begin to develop an economic personality and a sense of self-worth and dignity.

Micro-Economies as a Form of Production and Exchange

To provide real-life learning on the road to independence, Wheaton Montessori School students develop and run micro-economies, which are small-scale businesses within the school community and beyond. Our adolescents’ curriculum includes typical academic subjects such as language arts, math, science, physical education, and art.

One of the ingenious ways Dr. Montessori engaged teens in becoming well-rounded individuals is through the development of practical life skills, often referred to as the micro-economy, which includes:

Budgeting
Planning
Inventory management
Demand forecasting
Customer service
Marketing and promotion
Pricing strategies
Order fulfillment

All of these are done while building teamwork, fostering creativity and problem-solving skills, and encouraging responsibility and accountability.

Adolescent micro-economies consist of production and exchange practices through various activities, such as operating micro-farms for produce, raising bees to sell honey, taking care of chickens and selling their eggs, crafting seasonal items or baking goods for sale, and offering childcare services like Lego League. The efforts of these adolescents serve as a microcosm of society, highlighting the importance of labor division.

Money and Morality

As a community, adolescents create rules around their micro-economies. Because adolescents have a sensitivity to justice, they are very interested in exploring money and its morality. As a result, they often grapple with questions like:

What is a fair price to charge?

Should we include our labor when pricing?

How can we do this ethically?

How should we treat our customers? Our suppliers?

How do we want to use our money to express our beliefs and values?

In understanding the role of money within their micro-economies, adolescents also engage in bookkeeping, learn to make projections, and determine the right moments to invest in community initiatives, assessing what percentage of these funds need to be retained for their microeconomy efforts.

Developing Micro-Economies

As adolescents develop their small businesses, they must also explore the scale of their production and exchange. In doing so, we help them consider if the work is immediate, proportionate, and appropriate. For example, a micro-economy should respond to the group's needs and the place. If students return to school in the fall and the gardens are full of herbs, they must figure out how to deal with the abundance of the harvest. The work also needs to fit the group of students' size and ability while being grounded in the community rather than being manufactured or artificial.

Thus, adolescents need to consider what goods and services their community needs and whether they can meet them. For example, adolescents can determine if coffee service would be a hit during morning drop-off, or if a farm stand or marketplace could offer goods that help families and their busy lives.

Long-Term Benefits

At Wheaton Montessori School, adolescents are provided with opportunities to participate in every stage of the production and exchange cycle—from creation to sale—allowing each person to discover numerous ways to engage, acquire new skills, explore their interests, and contribute to the economic well-being of their community.

In addition, through meaningful production and exchange, adolescents build empathy and a service-oriented mindset. The experience of collaboratively creating and implementing micro-economies fosters a sense of purpose and belonging. Ultimately, this work prepares our young people to become active, contributing to members of their communities.

Have you heard of the word valorization?

By supporting these activities in a morally grounded way, we help our adolescents experience valorization. The Montessori concept of valorization emphasizes self-discovery and identity development in adolescents, reflecting the importance of recognizing one's self-worth.

Adolescents realize they have something to offer and are initiated into an economic system that unites people. During this pivotal period of transitioning into adulthood, what could be more essential than recognizing that every young adult has something valuable to offer? What a remarkable way to introduce our global economic system. Is there anything more crucial than supporting each student to find their ethical standards?

It’s truly inspiring to observe how the Wheaton Montessori School Adolescent Program provides hands-on learning experiences. We invite you to schedule a tour to discover how our school equips young individuals to contribute to a brighter future, starting from the primary program through their freshman year of high school.

Children need to kept busy and entertained, right? Long, Uninterrupted Work Periods?

Mon, 20 Jan 2025 11:00:07 GMT

The Montessori method of education was born from Dr. Montessori's scientific observations as she explored how to support children’s optimum development. In her studies, Dr. Montessori found that children need a block of uninterrupted time to go through cycles of focus and consolidation. As young as 18 months need at least three hours to move through rhythms of focus. Often, the most growth and meaningful work happens toward the end of a three-hour block of time.

The Flow State

We can think about this in terms of the current day understanding of what it means to get into a flow state. Sometimes, people describe a flow state as “being in the zone.” It’s when we are so immersed in and focused on what we are doing that a sense of time and our surroundings disappears.

This concept of “flow” was introduced in the 1970s by Mihaly Csikszentmihalyi, a psychologist whose studies of happiness and creativity led to his articulation of this highly focused mental state conducive to creativity and productivity. When Csikszentmihalyi’s grandchildren started going to a Montessori school, he was delighted to see how Montessori learning environments allowed young children to achieve this state of flow.

Long Uninterrupted Periods of Time

To get into their state of flow, children need about a three-hour block of uninterrupted time. Therefore, at Wheaton Montessori School we have designed school and classroom schedules, so your children get the most out of their school day.

Part of the morning routine involves children having enough time to greet their peers and go through their transition process without being rushed as they enter the classroom community. Our elementary and primary teachers focus on giving lesson presentations and supporting children as they start their day.

During the work cycle, children are engaged in a variety of activities–some they choose some the adult guides them toward, and some individual or small group lessons. This opportunity to make choices of activities that have personal meaning and engagement provides several cognitive, emotional, and social benefits.

Benefits of the Work Cycle

When students focus without interruption or externally driven transitions to another activity, they experience deep concentration. There are no bells, class periods, or timed subjects at Wheaton Montessori School. With all the competing distractions in our world, this extended time to settle into their tasks and explore within developmentally designed structures allows children to develop the “mental muscles” to sustain their focus.

Neuroscience shows that deep focus activates the prefrontal cortex, the brain area responsible for executive functions like planning, decision-making, and problem-solving. When frequent interruptions or unnecessary task-switching occur, the prefrontal cortex can’t engage fully. Fragmented thinking results when the prefrontal cortex is not fully engaged. When interruptions occur, the brain must reset and reorient itself, which can significantly impair learning and problem-solving. Plus, we know it takes time to transition into a focused state mentally, and shorter periods don’t allow this natural process to unfold.

Deep focus enhances memory retention, comprehension, and problem-solving skills. When children aren’t stressed by racing against a clock or knowing they will be pulled out of an engaging activity, they develop a more relaxed and open mindset. This mindset helps children retain their learning, approach challenges confidently, and solve problems more effectively. Children who concentrate deeply are also more likely to feel a sense of calm and satisfaction, which helps them manage their emotions more effectively.

Wheaton Montessori School’s uninterrupted work periods allow children to fully utilize their cognitive resources, making the learning process more efficient and satisfying.

Work Periods in Action

In her book, The Absorbent Mind, Dr. Montessori wrote about the profound benefits of deep concentration. She also observed that when children are allowed to work without interruption, they often become calmer, more focused, and more confident.

The list of benefits goes on and on! From promoting responsibility and time management to strengthening intrinsic motivation and curiosity, long, uninterrupted work periods have broad implications for children’s success as lifelong learners.

The teacher also plays a vital role in observing and supporting children during these work cycles so that children can be guided into healthy challenges, new learning, and necessary practice. Children learn that with the freedoms of this uninterrupted time, there are also clear boundaries and expectations. Thanks to the calm, respectful atmosphere in the Wheaton Montessori School primary, elementary, and adolescent communities, work periods tend to have an ordered, busy hum.

Are you curious about the multifaceted benefits of long, uninterrupted work periods? We would love to have you visit and see them in action.

Current families can schedule their classroom observation by clicking on the links below

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’s Primary Classroom Observation

Prospective families are invited to schedule a tour by clicking this link or on the green upper right-hand corner schedule a tour button on this page.

Clean Hands: Montessori Explained

Mon, 13 Jan 2025 11:00:02 GMT

Why do Montessori classrooms have a hand washing basin and pitcher when children can just access the sink? Isn’t this an antiquated experience?

To answer these questions, let’s explore why young children are drawn to an elaborate hand-washing process, the benefits of individual lessons breaking down a series of steps, and what children are accomplishing through experiences at Wheaton Montessori School.

Practical life exercises provide the foundation for our early childhood programs. These practical life experiences are foundational and significant for young children’s development. Yet they often don’t receive the appreciation they deserve, especially with the many academic benefits of our amazing academic lessons in logic (sensorial materials), science, math, and language lessons.

To understand the value of practical life activities, we must understand the nature of young children, which Dr. Montessori did over 100 years ago.

Why Practical Life?

The exercises of practical life began to serve a practical need. Dr. Montessori had responsibility for children who were being destructive in a building in the slums of Rome. The proprietors needed to take care of the building, yet the children were unkept and out of control.

As a doctor, Dr. Montessori knew the importance of hygiene in preventing illness. So, one of the first things she did was provide water basins and cakes of soap. Then, Dr. Montessori showed the children how to wash their hands and faces.

What happened was unexpected. Once the children washed their hands and faces, they didn’t stop. They kept washing long after their hands were clean.

Dr. Montessori said the children repeated the activity as if driven by an imperceptible force. Instead of stopping them, like adults are apt to do, Dr. Montessori watched. She wanted to see what would happen. With her curiosity, patience, and powers of scientific observation, Dr. Montessori observed a need that went way beyond washing hands. From these practical beginnings came a very significant discovery for Dr. Montessori.

A Deeper Purpose

Dr. Montessori discovered and articulated the fundamental difference between work as the adult experiences it and work as the child experiences it. While work for the adult brings on fatigue, work for the young child is energizing. This is because children under age six are in a period of self-construction. They are developing their intelligence, memory, language, will, and movement.

Young children are motivated to interact with their environment to develop these essential aspects of themselves. Their goal is self-construction! Adults often don’t recognize this vital urge young children have to work. So typically, adults stop children from doing something because the action seems too tiring, too complicated, or too messy, or because it will be more efficient and faster for adults to do it themselves.

But something deep within is propelling young children to this kind of activity. So, in our scientifically designed classroom communities, we provide activities that will match children’s developmental needs. One of these essential experiences is hand washing.

The Benefits of Hand Washing as an Activity

In addition to the typical handwashing at our lowered sinks, our preschool and kindergarten classrooms also include a hand washing table with an apron, a basin and pitcher, soap, hand and drying towels, a bucket, and sometimes even a nail brush or hand lotion when appropriate.

We break down each step of washing hands: wetting our hands, washing with soap, rinsing, drying our hands, cleaning the wash area, drying the area, and restocking any necessary supplies.

In the process of filling a pitcher with the appropriate amount of water, pouring the water into a basin, and emptying the basin into a bucket to take back to the sink, children practice crucial gross motor skills.

As they learn how to get the fronts and back of each hand wet and lather each finger, their palms, the backs of their hands, and their wrists, they refine their visual motor coordination and fine motor skills.

The hand-washing exercise also helps children develop a sense of order through a logical sequence of activities. Practicing this sequencing lays the foundation for children’s future ability to handle sequences that aren’t as logical, especially as they move into work with mathematical and language materials.

A Love for the Process

Young children love this self-care which involves being able to access and use water in a purposeful way and at their pace. They can often be found repeating the process over and over. Children can also become very focused on the drying process and show remarkable attention to detail as they take care to wipe up any drips or spills.

As children master these steps, we introduce additional challenges, like using a nailbrush to clean nails or applying lotion when their hands are clean and dry. Children may get their hands wet and soapy, but this is not about getting their hands clean before eating, after using the bathroom, or playing in nature.

The process is lovely to observe, and we invite you to schedule a preschool tour to see how hand washing helps children with the vital process of self-construction!

Current families with children of all ages and prospective families with children under 4.5 years of age are invited to attend our Open House on January 16, 2025, at 6:00 p.m. This event will offer comprehensive insights into our school, highlighting the benefits of completing our Primary, Elementary, and Adolescent Community programs, as well as providing a chance to interact with our dedicated teachers.

Current parents are also welcome to schedule a level-up observation to see your next step in our partnership.

In addition, prospective families , with young children can schedule a preschool tour and discover how preschool to 9th grade engage in a lifelong journey of learning and discovery. Our waitlist is closed for students in kindergarten through 9 ^th grade for prospective families unless your child is transferring from an AMI Montessori school with continuous Montessori experience

Supporting Children's Social Lives

Mon, 06 Jan 2025 11:00:00 GMT

It’s heart-wrenching. Those days when our children come home feeling the sting of a recess exclusion, a series of slights from a friend, or some other social discontent. They unload their hurt onto us, and we feel heavy with the weight of their pain.

Childhood is a time of profound social development. Our children are navigating their social lives, and learning how to handle social struggles is a process that can ultimately build resilience, empathy, and problem-solving skills. Social challenges are a normal and essential part of childhood development. But that doesn’t make the process any easier (especially for us as parents!).

Letting the Process Unfold

When our children come to us and unload their latest story of social exclusion, teasing, or friendship drama, it is important to make sure they feel heard and that we support them to the next stages of their struggle. We reflect what we hear in an empathetic way, while also acknowledging any hurt or complex feelings. In practice, this may sound something like, “Wow, it sounds like you were feeling hurt when your friend stormed away from you during the game at recess.” Our children need to know that they can vent and that we can listen and stay solid.

Avoid Getting Too Involved

We are hard-wired to want to shield our children from pain. (And one step further according to social media is the expectation that we should maintain joy at all times for our children.) As a result, instead of just listening and acknowledging, we can tend to hold onto our children’s hurt feelings and may even feel compelled to intervene.

Unfortunately, our intention to alleviate the pain can often have unintended consequences. Sometimes, our intervention may be that we regularly check in with our children about the social dynamic. For example, the next day ask, “How did it go with your friend during the game at recess today?” We don’t realize that our children have often moved on from the previous day’s hurt. Childhood friendships and social interactions ebb and flow multiple times a day.

But when we keep harking back to hurt, we inadvertently do what psychologist Michael Thompson calls “interviewing for pain.” In doing so, we refocus our children’s experience on one incident they have likely mostly forgotten. Each day, when we ask again about that friendship or social interaction, our children either realize that this topic gets our attention and/or begin to think of themselves as victims.

Support Problem Solving

Instead of “interviewing for pain,” we can ask questions that support our children’s problem-solving skills. So, after acknowledging the hurt feelings when our children first share them, we can plant some problem-solving seeds, “I wonder how you are going to handle a situation like this in the future.” Or, if we are concerned about our child’s emotional or physical safety, we can check in about what they need, “This seems like a serious situation. Do you feel like this is something that needs to be communicated to your teacher? How can I support you in getting help from your teacher?”

Non-interference doesn’t mean neglect or ignoring something serious. Instead, we are focusing on encouraging our children to talk about their feelings without solving the problem for them, offering perspective or guidance only when asked, and observing from a distance unless safety is at risk.

If we feel a teacher might not be aware of our child’s feelings, we can step in thoughtfully by collaborating with our children to find solutions, which may include consulting with teachers or counselors. Ideally, this is done with our children’s awareness, so they aren’t blindsided by others knowing what they shared with us, especially if they thought they were just talking through their thoughts or sharing it in confidence.

A Developmental Necessity

Ultimately, our children learn to navigate the complexities of human relationships through their own experiences. The ups and downs of social interactions are opportunities for growth in emotional resilience, conflict resolution skills, understanding social boundaries, empathy, problem-solving, and independence and confidence.

While current trends have us believing that we can curate perfect childhoods with joy at all moments

By stepping back and allowing children to experience and work through these situations on their own, we give our children the space to develop essential life skills. The key is to provide a supportive environment where children feel safe to share their feelings, seek advice in good times, and be a sounding board when requested.

A Foundation for the Future

Rest assured, our children have an amazing ability to learn and grow from social experiences. By promoting space in our children’s social lives, we show a tremendous act of love that empowers them to build the skills they’ll need for lifelong social success.

Remember, childhood social interactions lay the foundation for future relationships in school, work, and personal life. Navigating these early challenges helps children develop teamwork, compromise, and emotional intelligence skills that will benefit them throughout their lives. Our children need us to let the process unfold, avoid fixing, and support their problem-solving. In doing so, we are sending our children an important message that we believe in them and their ability to handle challenges.

Are you curious about how children interact, navigate their environment, and select their activities within the carefully designed structures of the Wheaton Montessori School community? We would also love to hear about your experiences in fostering healthy social learning within your family to help manage this.

Current parents are also welcome to schedule a level-up observation to see your next step in our partnership.

Our Montessori Dictionary

Mon, 30 Dec 2024 11:00:07 GMT

We recognize that Montessori education has lingo that might need a little explanation. In this dictionary post, we’re going to focus on a few terms (some familiar, some perhaps not so familiar) that apply to both the early childhood years and beyond.

When possible, we’ve quoted from Dr. Maria Montessori, and we encourage you to look at her work. Dr. Montessori was a woman well before her time and her books, such as From Childhood to Adolescence and To Educate the Human Potential, can be a source of insight and inspiration!

Grace and Courtesy

Grace and courtesy are essential aspects of Montessori environments and support children as they develop social relationships. Grace is how we move through the space around us, and courtesy is how we treat each other.

At Wheaton Montessori School primary classrooms, grace and courtesy are considered one of the areas of practical life. For example, adults give lessons on how to interrupt, how to accept an offering, how to offer help, or how to introduce oneself. These lessons are offered in small groups and the technique used is role-playing. Social scenarios are acted out and provide a model for behavior that is situational. Like all other learning activities, grace and courtesy lessons are practiced and repeated. They provide a respectful way of learning expectations and aiding social skills before proactively supporting each individual and the community as a whole.

Dr. Montessori reminds us of this in The Secret of Childhood: “I have come to appreciate the fact that children have a deep sense of personal dignity. Adults, as a rule, have no concept of how easily they are wounded and oppressed.” We offer grace and courtesy lessons, give children a safe place to practice, and a community of models, and all students will eventually perform these skills independently.

Human Tendencies

Human tendencies are unconscious, universal drives that support our adaptation to our time and place. All humans are born with innate needs and drives and are wired to adapt to their environment. The human tendencies – to orient, explore, order, abstract, imagine, calculate, work, be exact and repeat, perfect oneself, and communicate and associate with others – help aid this adaptation.

Dr. Montessori alluded to human tendencies when she wrote about the inner drive she observed in children and how this drive helps individuals construct themselves to develop into maturity: “Their behavior led us to become aware of a fundamental truth, namely that the child works for his inner development and not to reach an exterior aim and that when he has done this work he has not developed a special ability but he has developed something in himself.”

Prepared Environment

The Montessori environment is carefully prepared so that children can satisfy their human tendencies and thus develop to their fullest potential. The prepared environment takes into consideration what children need at their particular stage of growth, and as individuals on their own trajectory of development. The prepared environment consists of the physical and psychic aspects of the environment, of which the adult is a key part.

Through interactions in a prepared environment, children can construct who they are as human beings. As they go through this process of self-construction in their environment, children learn, grow, adapt, and create. The prepared environment is part of the triad of the child, the beautiful and complete environment, and the professionally trained adult, all of which are interconnected components.

Sensitive Periods/Sensitivities

Dr. Montessori was first and foremost a scientist. She was interested in what was happening prior to observable signs of human development. She was curious about what was going on in the mind before the skill manifested itself. For example, she wanted to know what was happening during the many months prior to children speaking their first word.

Without the high-tech tools that neuropsychologists and psychologists now have to measure brain activity, Dr. Montessori had to rely upon observation. She watched children, took notes, and made charts about what they did. As a result, she discovered that a particular object or aspect of the environment would have an irresistible draw for children. This attraction would last for some time. Children would keep going back to the same activity or element of the environment and would be continually drawn to it. Then the day would come when it held no more interest and something new would be attractive.

Dr. Montessori observed this phenomenon over and over again, which led her to believe that there must be something innate in children that was driving this interest. Building upon the work of biologists, Dr. Montessori adopted the term, sensitive period, to describe transitory periods of psychic development. Beyond the Montessori world, sensitive periods are now referred to as critical periods or windows of opportunity.

What does Wheaton Montessori School look like focusing first on grace and courtesy, human tendencies, a prepared environment, and sensitive periods?

Current parents are also welcome to schedule a level-up observation to see what your next step is in our partnership.

In addition, prospective families , with young children can schedule a preschool tour and discover how from ages preschool to 9th grade engage in a lifelong journey of learning and discovery. Our waitlist is closed for students in kindergarten through 9 ^th grade for prospective families unless your child is transferring from an AMI Montessori school with continuous Montessori experience.

Be Present Be Yourself

Mon, 23 Dec 2024 11:00:02 GMT

Pause beside a busy playground on a sunny afternoon and listen. “Look at me!” children almost always shout to their parents as they swing, climb, slide, and hang from monkey bars. For kids, knowing a parent is watching is affirming, uplifting, and restorative.

Observation is the foundation of Maria Montessori’s educational method, an essential habit of good teachers and parents. Observation is Montessori’s word for the art of watching and listening with informed intelligence and an enduring investment in the health of a child. She expected adults who worked with children to watch and listen with the intention of aiding the development of children, and the expectation that we too would be transformed by our observations.

Simone Weil described attention as a rare and pure form of generosity. Weil was a mystic and a philosopher, a person now celebrated as one of the great spirits of her time. Writing at the same time as Montessori, she also worked toward a vision of peace. Weil’s writing makes the human aspiration to build a better world seem deceptively simple. For Weil and Montessori, paying attention is a deliberate, simple practice, but also a form of transcendence, a quiet but active prayer for the betterment of the human race.

Weil and Montessori were social activists. They lived in a war-torn world, and were primarily concerned with shattered lives, impoverished families and neglected children. Weil died too young, and was not herself a mother. Montessori was a refugee; her only son did not live with her until he was a teen. Nonetheless, Weil and Montessori shared a determination to be fully present at a particular moment in human history. The attention they gave to the people around them remains the strongest, surest example for parents working to guide their children toward lives of health, purpose, and peace.

Attention

Being an eyewitness to every milestone of childhood, every trip to the playground, every recital and performance, is not a goal . . .should not be a goal. Some of the first joys of childhood are conversational moments when kids get to describe events their parents did not see. A young child’s dramatic re-telling of her day often has a flimsy relationship with truth, but there is no doubt that kids are enthusiastic storytellers.

Parents can learn, usually sluggishly, how to listen to a good story without interrupting or stumbling into worry, conflict resolution, or unnecessary analysis. A child’s story will probably be both true and imagined, frustrating and funny. Having a parent fully present, attentive, and engaged is often all that a child needs to feel confident and renewed.

Two routine events in the life of a young child should whenever possible include a parent’s full, undistracted attention: meals and reading. There are as many ways to be a good parent as there are varieties of good people who love well, but reading to children and eating with children always provides a sure, solid foundation for growth and learning. Presence and attention offered at meals and by reading aloud are, magically, often more than enough for a young child to thrive. Paying attention routinely is, in Weil’s words, generous. To a young child, predictable, personal attention with a parent, a meal, or a book, feels like a gift.

Presence

It is absolutely certain that the secret of future human power lies hidden within humanity as it develops –within young people.

—Maria Montessori, Education and Peace

Montessori’s greatest contribution was not the development of an educational curriculum, though Montessori classrooms are world-renowned. Montessori’s significant and lasting insight was that for children to thrive, parents and teachers must observe.

Parents’ consistent presence and attention does not guarantee our children will grow up to be “just like” us. There is a limited sense in which a parent’s modeling a particular set of values and morals is of lasting value to a child. There is a much deeper, stronger sense in which a fully integrated parent’s ability to be present and attentive nudges a child toward her own unique health and confidence. The difference is huge: instead of imitating, or seeking attention to affirm her sense of self, a child learns to look within.

A child raised with presence and attention can make mistakes, behave in ways he knows will not be tolerated, change his mind about the role he wants to play in his expanding world, always knowing he will still be loved.

Parenting is never as simple as we’d like it to be, but good parenting happens only when we act in accordance with our beliefs. The best parenting happens when a parent can be fully, wholeheartedly present to meet the needs of a child at particular moments in time, knowing the moment will pass, and that children’s needs change as they grow. Our ability to understand and respond appropriately to a child today may not be the same tomorrow. That is why Montessori insisted on observation. Children grow toward strength and peace within when the people who love them are both present and paying attention.

For those of you who have raised your children with Jennifer as a teacher, visit her during the Open House on January 16 at 6:00 p.m.

For those of you looking for your next educational environment, we look forward to meeting you during the Open House.

Bio:

Jennifer Rogers

A Sprinkling of Holiday Ideas

Mon, 16 Dec 2024 11:00:01 GMT

We have seen how children feel more grounded and cooperative when they have a role to play. Thus, whenever possible, it’s helpful to find little (and sometimes big!) ways for children to help with holiday preparations. Children’s active participation helps them develop important life skills and also helps them better adapt to changes in holiday rhythms and routines.

We would like to share some ideas on how to integrate the Montessori principles practiced at Wheaton Montessori School into your holiday celebrations and family time this festive season. Above all, we advocate for keeping the holiday season a time to enjoy togetherness! We offer this sprinkling of options during a time when we have a lot going on in our lives and with our families. If even one can help sweeten your time together, fabulous!

Children’s participation can take a variety of forms. Choosing meaningful activities that don’t cause more stress and strain is important. Here are a few of our favorites!

Holiday Decorating

If your family enjoys decorating, consider creating a child-sized decoration station, perhaps with a small tree or table at your child’s height. They can practice placing candles, arranging decorations, and generally having a hand in creating their own festive space. Of course, if it feels right, they can also add to the general household decorations!

Gift Wrapping

When preparing gifts for family and friends, consider setting up a simple wrapping station with materials appropriate to your child’s age and abilities. They can help tape, cut paper, add ribbon, decorate tags, or even add colorful scribbles to butcher or white paper. Child-decorated wrapping paper tends to be a family favorite! Plus, the skills involved with wrapping encourage fine motor development! Older children might appreciate step-by-step instructions on measuring the wrapping paper, folding it around a gift, and taping it securely. The youngest ones might appreciate a simple process of placing items into fabric gift bags and tightening the drawstrings.

Baking and Cooking

Allowing children to participate in creating, baking, and decorating treats often provides a huge sense of pride and accomplishment. There are all sorts of simple, manageable steps in this process, from pouring remeasured ingredients into a bowl, to kneading dough, to adding icing or sprinkles.

Setting the Table

Children can also help create or select a centerpiece for the table. If possible, they can even use natural or found items. A little collecting walk may uncover natural beauties, like pine branches or pinecones. Table-setting is a big part of the Montessori experience, so placing utensils, napkins, and dishes is a natural way to involve children in getting ready for guests or a meal! Children like learning the correct placement of each item (at neutral times), and table setting is a great opportunity to reinforce counting and one-to-one correspondence.

We recommend modeling for younger children how to carry one item at a time, for example, making multiple trips to get one fork and then the next. Once children learn this process, they can be quite independent and thus can stay focused and busy as they go back and forth. If time is of the essence, an adult can bring a tray of forks to the table for children to place at each setting. Older children prefer to find more efficient ways to manage the process.

Making Handmade Gifts or Donation Decisions

We can also support our children in making handmade gifts, which can foster their creativity and thoughtfulness. Depending upon the intricacy of the process, handmade gifts can include:

beaded jewelry
friendship bracelets
hand-drawn cards
framed artwork
freezable meals
baked goods
baking kits
homemade decorations created from clay or salt dough.

We can help our children learn our values of giving and gratitude by involving them in decisions about charitable giving and donations. They can help pick out toys or clothes or assist in preparing gift baskets for families in need.

Ultimately, the goal is to encourage generosity and thoughtfulness while including children in gift-giving.

Overall Goals

Children are especially sensitive to routines and changes to routines, so choose the exciting pieces that are important to you, remember fun traditions are built over time, maintain your key routines, and know that all meltdowns, and arguments are simply not avoidable.

Children appreciate hands-on experiences, real-world activities, and a sense of belonging. These three aspects are what they have within their classroom community. By involving children in preparations, we can create meaningful memories, independence, responsibility, and creativity and bring school experiences into our homes.

Current parents are also welcome to schedule a level-up observation to see what your next step is in our partnership.

Materials Spotlight: The Wooden Hierarchical Material

Mon, 09 Dec 2024 11:00:01 GMT

The Wooden Hierarchical Material takes up a great deal of space in Wheaton Montessori School classrooms for a good reason. This key math material helps children understand the hierarchy of numbers and physically represents units through millions.

The Concrete Material

The Wooden Hierarchical Material comprises cubes, prisms, and squares that vary in size and color according to the different place values they represent. Units are green. Tens are blue. Hundreds are red. This pattern continues throughout the families or categories, so unit thousands are also green, ten thousands are blue, hundred thousands are red, and then unit millions are green. Units are represented as cubes, tens as prisms (or a line of ten units), and hundreds as squares (constructed from ten tens side-by-side). Due to this repeated pattern that is reinforced through shape and color-coding, children can visualize the structure of our decimal system.

The Presentation to Children

When we present the Wooden Hierarchical Material, we first connect with other math materials children have used, like the golden beads and the stamp game. Children build upon their prior knowledge of place value and how 10 of one category are exchanged for one of the next category (e.g. ten units become one ten).

The material is constructed to reinforce the relationship between base-ten numbers in concrete form. As we place the blue ten bar to the left of the small green unit, we remind children how when ten units get together, they make a ten. We also point to the little green marks on the bar and use the unit to count that ten of the units make up the ten bar. Young children love double-checking this correspondence!

We repeat this process to show how ten of the blue ten bars correspond to the ten sections on the red hundred square. Then how when 10 hundreds get together, they make a thousand. When we place the green thousand cube to the left of the red square, we leave some extra space between them because we are starting a new family (or category). This green thousand cube is units of thousands, and we continue the process with tens of thousands and hundreds of thousands. Children love getting to the green unit of the millions cube and often want to try to imagine or represent ten million, hundred million, and beyond!

The Many Benefits

Because children can physically explore how ten of the thousand cubes make a line that represents 10,000, just like ten of the unit cubes make a line that represents a 10, they develop a strong understanding of the hierarchical value of numbers and their position in the decimal system. Similarly, they can experience how ten 10,000s make up a 100,000, and ten 100,000s make a million! This physical manipulation helps them better grasp abstract mathematical concepts, such as the process of exchanging, exponential growth, and the concept of powers of ten.

As children develop their number sense, the Wooden Hierarchical Material strengthens their understanding of large numbers. The repetitive and visual nature of the material helps solidify children’s mental image of numbers and place values, making future math concepts easier to grasp.

Children’s Continued Work

When children are first introduced to the Wooden Hierarchical Material, we often play games, asking volunteers to show items (e.g., “Point to the 10,000?"). In this way, we activate children’s reasoning minds and draw their attention to connections within the material. Once we ensure that the quantities and names are clear, children often like to explore the material further by considering what comes next after one million, making a connection to geometry (point, line, plane/square), measuring, and labeling the material with the numeric symbols and written names for the different quantities. Children love to quiz each other as they place the cards showing “one million” or “1,000,000” on the correct item.

Montessori in Practice

This work is great fun for our six, seven, and eight-year-old students. They love to lay out the materials, explore the relationships, and label the quantities with numeral cards. Children develop an intrinsic love for mathematics in this self-directed learning and discovery process.

The Wooden Hierarchical Material is one of many ways Montessori education helps children develop a deep, intuitive understanding of numbers, place value, and mathematical relationships.

Visit our school to learn more about how Wheaton Montessori School supports strong math skills!

Current parents are also welcome to schedule a level-up observation to see what your next step is in our partnership.

Our Montessori Bookshelf: Life on Earth

Mon, 02 Dec 2024 11:00:03 GMT

As children approach their elementary years, they can truly access the power of their imagination. As a result, they begin to ask big questions and want to explore through space and time. One way to support this big thinking is to provide resources they can explore. We love to find books that children lose themselves in, and that support deep learning.

We’ve found the following books particularly engaging, especially as children begin to grasp the vastness of time, the interdependency of all living things, and how human life is a continuation of much that has come before. For those children who have spent time working with the Timeline of Life, these books will reinforce concepts while offering new doors to open!

Continental Drift: The Evolution of our World from the Origins of Life to the Far Future

By Martin Ubce

The dance of the continents throughout the earth’s history provides a structural overview of this incredible resource. Illustrations, including images from the Natural History Museum in London, support the engaging text. This is a very large book, and rightly so! While Continental Drift can be a resource for students’ research, it is also just a delight to read due to the author’s ability to make complex topics accessible.`

Evolution: The Story of Life

By Douglas Palmer, Illustrated by Peter Barrett

Although the beginning of the book has a great deal of helpful introductory and background information, children will most appreciate the site reconstructions based on fossil data. These two-page illustrations provide a visual of what life may have looked like from a strelley pool 3460 million years ago in what is now considered Western Australia to a late Carboniferous ice age 299 million years ago in what is now Karoo Basin in South Africa to the big-game hunters of Folsom, New Mexico 10,500 years ago. With a color-coded timeline across the top of each of the 100 illustrations and specifics about each scene detailed below, children pour through this resource, making it well worth its hefty weight!

Forgotten Beasts: Amazing Creatures that Once Roamed the Earth

By Matt Sewell

With 45 lushly illustrated forgotten creatures and accessible information about each, this is a wonderful resource for children researching prehistoric life or simply peruse particular pages. Each life form listed also has a key for their size, weight, diet, and the period they lived. Sewell’s stated intention is to bring these often lesser-known beasts of our past into more bright and colorful detail as paleontologists theorize they were probably not “muddy brown or boring green” and he does so quite well.

In the Past: From Trilobites to Dinosaurs to Mammoths in More Than 500 Million Years

By David Elliott, Illustrated by Matthew Trueman

A collection of short poems about creatures from the Cambrian Period (544-505 million years ago) to the Quaternary Period (1.8 million years ago to the present), this sweet book can inspire young people to think about prehistoric life from a new perspective. With just the right touch of humor and science, the poems provide illuminating information and fresh perspective, while the illustrations fill the page and expand the reader’s senses. Plus, the notes at the end of the book provide a launching point for children who want to learn more!

Life: The First Four Billion Years: The Story of Life from the Big Bang to the Evolution of Humans

By Martin Jenkins, Illustrated by Graham Baker-Smith

This incredibly large book is full of information and is the perfect resource for young people who have big questions about life on Earth. The illustrations balance a deep sense of mystery with scientific details, and this book embodies the magnitude of the story of our planet. It is a must-have for those interested in exploring everything from the primeval seas to the various giants who rose and fell as the dominant rulers of the land and air.

Life on Earth: The Story of Evolution

By Steve Jenkins

This uncomplicated yet scientific story provides stunning watercolor cut-paper collage illustrations. It can be shared as a picture book with a story-style narrative explaining the evolution of what we know about life on Earth. Those wanting more details can rely upon the smaller caption-style text that follows a more chronological timeline and offers more information and examples that support the overarching narrative. This is an excellent introduction to broad concepts!

Prehistoric Actual Size

By Steven Jenkins

For young people looking for a simpler source of prehistoric information, this picture book relies more on images with just the right amount of accompanying text to capture our imagination. The life-sized illustrations help young readers visualize the Baryonyx claw or the spiny shark's size. Super fun for any age!

The Story of Life: Evolution is Amazing!

By Anne Rooney, Illustrations by Nat Hughes

Chock full of content, this book is one children will want to spend some time exploring. Organized chronologically, the sections focus on scientific concepts and major themes as life evolved. To reinforce critical ideas, circles of text hone in on particular examples, such as “adaptation in action.” The captivating and playful, yet thoroughly scientific, illustrations fill each page and bring rich information to life. This book can serve as a reference for children to return to again and again.

We hope these resources serve not only as a subject of study but also as a source of wonder and inspiration. As children immerse themselves in the rich tapestry of life's history, they develop a deep sense of connection to the natural world and a profound respect for all living beings. We hope you enjoy these books as much as we have! Here is a printable copy of the list of books.

Current parents are also welcome to schedule a level-up observation to see what your next step is in our partnership.

Gratitude: Why We Celebrate the Unsung Heroes

Mon, 25 Nov 2024 11:00:04 GMT

Developing a strong connection to heroes for children starts in their elementary years. In fact, in Montessori we call this “hero worship,” and we consider it an amazing opportunity!

During the elementary years, children are figuring out their moral compass, which partially sparks this strong attraction toward heroes. Often, we see them become focused on sporting personalities, movie and television stars, singers, and sometimes even teachers! Children often look to mimic a classmate or a slightly older peer, which is quite common in the multi-age classroom environments at Wheaton Montessori School.

Understanding the Self & the Group

As children use their imaginations and look toward heroes, they are thinking about how to actualize their potential. Thus, they become very observant of others. They begin to recognize individual strengths and apply them to their own practice society, community, and family. Children invite each other to work based on their strengths and then they feel seen. In this process, children begin to recognize that the strength of the group is their strength. Hero worship drives all kinds of prosocial development.

Thus, part of hero worship is stepping into leadership roles in the community and learning how to lead and how to follow. Our children experience the joy of belonging to the group and being part of something together. In this hero worship, we see the cultivation of cooperation and collaboration.

All Kinds of Heroes

Children of this age are also incredibly open to stories of history's great innovators and heroes. So, we introduce a variety of heroes through books, songs, storytelling, and casual observations. Montessori children love to lean into research and want to explore the histories and stories of their heroes.

In this process, we emphasize how heroes are all around us! How can we show gratitude for those who deliver our mail or help us when we’ve gotten hurt?

As our children explore these heroes and fall in and out of admiration and emulation, it’s important to remember that while we can’t control our children’s choice of friends or heroes, we can offer lots of different options. In this process, we make sure to provide exposure to non-typical heroes, including unknown heroes.

In the various stories we tell in our Montessori curriculum, we often emphasize how we will never know who those first humans were who did all sorts of important things like picking up a burning branch after a lightning strike and figuring out how to save and use fire, creating a hole in a small bone and using it as a needle, discovering how to save seeds and plant them, or leaving cave paintings to share a message. As we explore early human history and children discover that there are so many unknown heroes, we always pause to offer some gratitude for those who discovered and created so much.

Elementary children look up to power, strength, and beauty, in whatever form that occurs, and this isn’t always in the form of a human hero. There were the first plants that began to cling to the land and adapt to life out of the water, the Carboniferous amphibians whose fins eventually became legs, tiny cells each with its job so that the body runs smoothly and leaves that work like food factories for plants.

Giving Thanks to All Kinds of Heroes

With our children’s tendency toward hero worship and their admiration for heroes of different kinds, we can also help our children understand what they value in a hero. Often our children recognize and respond to stories of people (and non-human entities!) who overcome hardship, endure loss, and sacrifice for others. We also draw their attention to the fact that one does not need to be important or famous to be a hero.

In this season of gratitude, we celebrate everyday heroes—friends, family, and strangers—who contribute kindness and support, enhancing our communities. We honor teachers and educators for their dedication to nurturing creativity and a love for learning beyond the classroom.

During our annual Grandparents’ and Grandfriends’ Day on Tuesday, November 26, at Wheaton Montessori School, we celebrate those who have shared their wisdom and love across generations, shaping our lives with their stories and experiences.

We also thank you and hope you’ll schedule a time to observe our gratitude-filled classrooms in action!

Current families can schedule their classroom observation by clicking on the links below

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’s Primary Classroom Observation

Prospective families are invited to schedule a tour by clicking this link .

Nurturing the Whole Child: How Montessori Balances Emotional, Social, and Cognitive Growth

Mon, 18 Nov 2024 11:00:03 GMT

One of the gifts of Montessori education is that we can truly focus on the whole child —cognitive, social, emotional, and physical. Our approach is not just about academics but also about nurturing life skills, emotional intelligence, and social relationships.

Thank you, Dr. Maria Montesori!

Our background in child development revolves around the understanding that children are naturally curious, care deeply about others, and are driven. When provided with an authentic and high-fidelity school, children continue to deepen their love for learning and their appreciation of and care for the community.

Prioritizing the Prepared Environment

One of the keys to balancing social-emotional learning with cognitive and physical development is prioritizing the impact of a prepared environment as we do at Wheaton Montessori School. A prepared environment is a place specially designed to appeal to children’s sensitive periods for learning, as well as their core human needs and tendencies. When creating these prepared spaces for children, we work to ensure children feel safe and supported so they can reach their potential. The Montessori-prepared environment is where children can feel at home as they develop their inner selves and outer skills.

Our carefully prepared classrooms at Wheaton Montessori School are beautifully designed, calm, and orderly, foster independence and decision-making, and provide varied opportunities for peer interactions in our mixed-age classrooms. The result is that children can develop their emotional regulation skills in child-centered spaces.

Opportunities for Conflict Resolution

In addition, we weave in opportunities for conflict resolution. This means we actively model and support children as they learn to communicate their feelings through words. In addition to promoting self-awareness through identifying and naming emotions, we also teach active listening, problem-solving, and techniques for self-regulation (from deep breathing to using calm-down spaces).

Adults serve as mediators and guides rather than arbitrators and judges. Through guided discussions, we help children think reflectively about social interactions, practice respectful communication, facilitate peaceful solutions, and model how to handle conflict. Ultimately, we want to empower children with tools they can use even if an adult isn’t present!

Respect for Others

One key to this is cultivating respect for others’ perspectives and patience for alternative approaches. Because children work together in a variety of ways through their care of the classroom environment and small group projects or lessons, they develop a deep sense of compassion and empathy. Our mixed-age groupings and peer-to-peer learning activities promote collaboration and mentorship. So, in addition to the adults, older children also serve as models of emotional regulation and conflict resolution for younger peers. The result is that Montessori children develop a deep tolerance for and appreciation of difference.

Deep Appreciation for Community

Children thrive when they have a sense of community and belonging. So, we promote inclusivity and respect for diversity within the classroom. Wheaton Montessori School curriculum includes a range of activities that encourage group cohesion and empathy-building, which leads to trust and respect among our students.

The long-term benefits of Montessori’s focus on social-emotional learning and conflict resolution are that children develop lifelong social skills such as a deep sense of empathy, effective communication with various people, and the ability to cooperate with grace and goodwill.

The Montessori method nurtures social-emotional learning and equips children with essential conflict-resolution skills they can use in their classroom communities and social interactions outside of school.

Do you want to learn more and perhaps even support these practices at home? Our current families are invited to visit their classrooms for observation. Click on the below links to schedule your classroom observation.

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observatio n

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’s Primary Classroom Observation

Prospective families are invited to schedule a tour and discover how Wheaton Montessori School nurtures your child's growth from the age of 2.5 through to 9th grade.

Materials Spotlight: Animal Story Cards

Mon, 11 Nov 2024 11:00:00 GMT

Do your children adore animals? Our elementary students (and even some older primary students) at Wheaton Montessori School often love to start researching animals. To capitalize upon this interest and use it to build the base for more in-depth research skills, we have a set of materials called Animal Story Cards. These pictures and story cards introduce animals that live in the region. They are comprised of a few collections with pictures and text.

The collection of cards includes a large picture of the animal in its natural environment, a large text card with general information about the animal, and then a series of smaller images and matching text cards that show and detail information about the animal’s habitat, how it protects itself, its natural diet if it born alive or hatches from eggs, and how it cares for its young.

This material helps children begin to classify and organize their zoological awareness of native animals. We also try to gear the stories to the needs of the animals with which the children may have had first-hand experience so that the activity reinforces their prior knowledge.

Our information draws children’s attention to certain aspects of animals’ lives and the interconnections of animals through various food chains or predator/prey relationships. Each folder focuses on one animal and contains picture cards and text material relevant to that animal’s basic needs.

We ensure the selected animals have contrasting qualities (e.g., a mammal, a bird, an amphibian, etc.).

In addition to providing a base for future research skills, this material also increases children's awareness and knowledge of animals that live in the surrounding environment, highlights differences among animals, cultivates an appreciation for animals, and provides an interesting reading activity.

When we present this material, we gather a small group of children and place the large picture card in the center of the rug or table. Often, we start with a little story about the animal, and as we tell the story, we introduce the related smaller picture cards as they become relevant.

We only have three or four of these animal stories in the classroom so that the children can use this material as a model for their research and work. Ultimately, we want children to turn to books in the classroom and the library for further information. Those in the early stages of reading and research often enjoy drawing the animal and a picture of what it eats, how it cares for its young, etc.

Beginner readers can access the text and practice their reading through short labels that match a photo-like vocabulary enrichment in their previous primary classrooms. Groups of children with different reading abilities work together to read longer text within context.

Children get excited about making an animal story set of their own. This activity results in a great deal of concentrated work, often presentations and student-made activities to share with others.

As children use the Animal Story Cards, they continue to realize that animals have fundamental needs just like humans do!

We’d love for you to visit our school to see this and the many other ways we cultivate an appreciation for the natural world. Our current families are invited to schedule their classroom observations by clicking on the links below.

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’s Primary Classroom Observation

Prospective families are invited to schedule a tour and discover how we foster a love for the natural world in children aged 2.5 through to 9th grade.

Exploring Montessori Together: Family Events and Learning Opportunities

Mon, 04 Nov 2024 11:00:01 GMT

Many of us didn’t grow up with Montessori. As a result, we often find ourselves drawing upon a great deal of trust. We may intellectually understand how this unique method supports our children and their development. Still, we don’t always have the experiential knowledge to explain how and why it works!

We understand that life can be busy, and we aim to provide you with valuable information to help you address your questions and those of others. Additionally, we believe that the more engaged you are, the greater your chances of understanding the authentic and accredited Montessori education we provide, ultimately enhancing your child's experience with Montessori's child-centered approach!

Goals for Family Education Events

At Wheaton Montessori School, we have some goals as we design parent and family education events. We want to deepen your understanding of Montessori philosophy and practice. We want to work together in partnerships, and we often hear that families want to better understand how Montessori can be implemented at home. We are excited to help with this, especially knowing that when we are all aligned, we can work together to foster independence, responsibility, and self-discipline in our children.

Supporting Your Child’s Development

We hope that as you learn more about what we do and as we learn more about what you do, we can use a shared understanding of Montessori principles to support your child’s development both in and outside of Wheaton Montessori School. Understanding developmental stages through a Montessori lens often leads to children feeling a stronger sense of belonging and connection because they feel understood and supported. This can translate into easier day-to-day interactions, better collaborative problem-solving, a long-term love for learning, and an increase in confidence and independence.

Partnership in the Parenting Journey

We want to help build a strong home-school partnership. Through consistent and varied communication and learning opportunities, we hope to create a collaborative environment and opportunities for meaningful dialogue. Parenting is a tough job, and we want to ensure you know you aren’t alone on this journey! Through different platforms, we aim to address common misconceptions and help you feel good about answering questions that come up at family gatherings and neighborhood events!

We cherish an engaged community and aim to foster your connections with fellow families from Wheaton Montessori School. By sharing experiences and challenges with like-minded parents, we can navigate the ups and downs of parenting together. Our goal is for our school community to offer both emotional support and practical guidance.

Ultimately, we want you to gain a deeper understanding of the Montessori education we offer. This knowledge will empower you to effectively advocate for your child's learning and prepare you for the transitions they will face at various stages of their life.

UPCOMING EVENTS AT WHEATON MONTESSORI SCHOOL

We hope you can join us for our upcoming Parent Discovery Nights and Better Together Get-Together event. We value your participation and your partnership!

Parent Discovery Nights

During the Parent Discovery Nights, you will gain insights into the curriculum and ask questions. There will be interactive sessions to engage with your child's daily materials and methods. This is a great chance to connect with other parents and foster a supportive community for nurturing children's growth. Please RSVP by clicking on the links below for the events you will attend. Prospective Families, please kindly note that the only Parent Discovery Night available for your participation is the Primary one.

Wednesday, November 6, 2024: 6:00 p.m.- Parent Discovery Night- Adolescent Community 
RSVP link : https://calendly.com/wheaton-montessori/parent-discovery-night-adolescent?preview_source=et_card

Thursday, November 7, 2024: 6:00 p.m.- Parent Discovery Night- Primary 
RSVP link: https://calendly.com/wheaton-montessori/parent-discovery-night-primary?preview_source=et_card

Thursday, November 14, 2024: 6:00 p.m.- Parent Discovery Night- Elementary 
RSVP link: https://calendly.com/wheaton-montessori/parent-discovery-night-elementary?preview_source=et_card

Better Together Get-Together

As parents, we aim to ensure our children's well-being and success while balancing control and freedom. Join Ms. Christine Carr, one of our primary teachers, to explore the concept of "lighthouse parenting”. We stand strongly like a lighthouse and guide our children with support without dictating their actions. This approach helps children build confidence and resilience as they learn to navigate life's challenges independently.

All families are invited to attend to socialize and increase their knowledge of lighthouse parenting. Toddlers are welcome in our playroom during the meeting.

Thursday, November 14, 2024: 9:00 a.m.- Better Together Get-Together
Topic: Be a Lighthouse Parent 
Presenter: Ms. Christine Carr, Primary Teacher 
Location: Wheaton Montessori School
RSVP link: https://calendly.com/wheaton-montessori/better-together-get-together-be-a-lighthouse-parent?preview_source=et_card&month=2024-11

In addition to attending our school events, prospective families interested in our school are encouraged to schedule a tour by clicking on this link or the green Schedule a Tour button on the upper right-hand corner of this page.

Materials Spotlight: The Montessori Bells

Mon, 28 Oct 2024 11:00:03 GMT

Music is a form of language. Because our young children effortlessly absorb language, we, of course, provide them with opportunities to express themselves musically! One key material we use for this is the Montessori Bells.

The bells are perfectly tuned, each designed to deliver a distinct, pure tone when gently played with a mallet. Also aesthetically pleasing, the bells invite children into the world of music. This helps children develop a keen ear for pitch and tone, while encouraging an appreciation of musical instruments and expression.

The Montessori Bells

In Wheaton Montessori School’s primary classrooms, the Montessori Bells are easily accessible all day long, each bell arranged in order according to its pitch.

There are two sets of 13 bells. One set has black and white stands and is set up in the back to serve as a control and is arranged like a piano keyboard (the white bells represent whole notes, while the black bells serve as the sharps and flats). The other set of bells has stands of natural, varnished wood, so we call them the brown bells. Each brown bell is paired with a white or black bell, and these 13 pairs of bells comprise the chromatic scale beginning at middle C.

The bells sit on boards that also serve as guides. The brown bells rest on a pattern of black and white rectangles corresponding to the keys of a piano.

Playing One or Two Bells

After our youngest children have learned how to care for materials and have had plenty of experience discriminating sounds with our sound cylinders, we show them how to play a single bell. This is a multi-part process: how to carry the bell, use a mallet to gently strike the bell to make a tone, appreciate the sound the bell makes, use a damper to stop the tone, and return the bell to its proper place in the set.

Returning the bell to its proper place prepares children for future work of pairing and grading the bells. So, we take time to model how to check that the tone of the brown bell matches the corresponding white (or black) bell behind it.

Once children learn these steps, they can select any of the brown bells to play. Eventually, we also show children how to choose and play two different brown bells. This experience helps children focus on the fact that the two bells look the same but sound different. Then, upon returning the bells to the set, children also get to work on finding where each brown bells goes (because there are two empty spaces) by matching the tone of the brown bells to the white or black bells in the back.

This may seem like quite an elaborate process for just “playing a bell or two.” However, we carefully break down each step so that even our youngest children can learn how to use this delicate instrument with precision while also beginning to hone in on the slight variations in each bell’s pitch.

Pairing

When we observe children’s success with this initial process, we introduce the challenge of pairing. This experience begins with the adult letting the child know in the lesson that the bells are on their boards in a particular order. We play up the brown bells and down the white bells so the child can hear the gradation and experience the impression of the C scale. Next we model how to remove four brown bells from their boards, mix them, and place them in an open space off to the side.

While showing this process, we reflect aloud how we could match the brown bells to their pairs when we had just two bells. We point out that we can use the same technique to find the matching pairs of the bells we just mixed up and moved to the side.

We start by moving one of the brown bells to a space in front of the first empty white space (always working from left to right). We play the white (control) bell and then the brown bell. If they sound the same, we move the bell up onto the white space on the board. If they sound different, we slide the bell to the right to be in front of the next empty white space and we repeat the process until finding the brown bell’s match and location. When all the brown bells are paired, we again play up the brown bells and down the white bells to check they are in the correct order.

Once we finish modeling, we select the same four bells, mix them to the side of the workspace, and invite the child to pair the bells. We stay long enough to see successful matching of the first bell, then we fade into the background and observe. If the child is successful, we remove the same four and invite the child to do it again. If the first round was successful, we invite the child to remove all the brown bells and pair them!

Grading the Diatonic and Chromatic Scale

After children can pair all eight bells successfully, we introduce grading. This time, children learn how to put all the brown bells in order by paying attention to the degree of difference between each tone. This time, rather than using the white control bells to determine the order of the scale, children mix up and play the brown bells, using their awareness of the change in pitch to compare and reorder the bells. This requires children to have an acute awareness of each tone and how they differ. We start with just the white bells which represent the whole notes, and later introduce mixing in the black bells to make the chromatic scale (with sharps and flats).

Language Material

After children have successfully paired and graded the diatonic scale, we also introduce the “writing and reading” component of the bells. Children learn the symbols and names for the pitches and match the pitches with their notes.

When writing in language, we have thoughts we want to express and we can write them down. Composers have melodies in their heads and they write those melodies by using the notes of the staff.

We use beautiful staff boards with small wooden circles so that children can learn how to place the notes on the staff and eventually even write their own music, similarly to how they write with the moveable alphabet. Like with spoken language, children first explore through writing and then reading melodies.

Musical expression is woven into our primary classrooms. Visit our classrooms and witness the enchanting impact of music in education for yourself.

Current families are invited to schedule their classroom observation by clicking on links below.

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms.Chiste's Primary Classroom Observation (available for observation in November)

Mrs. Rogers’s Primary Classroom Observation

Prospective families are invited to schedule a tour . We look forward to welcoming you and answering any questions you may have!

Taking a Look at Homework

Mon, 21 Oct 2024 11:00:02 GMT

Many of us grew up with some form of homework, so it can feel a little strange when our Montessori kids come home without it. In fact, we may start to wonder what our children are missing by not having homework. This is a common worry to share with our teachers.

Perhaps some worries have crossed your mind: Don’t my children need additional practice to help improve their retention? Doesn’t homework help reinforce concepts learned in school? Doesn’t homework serve as a tool for teaching responsibility, self-discipline, and time management? How will I know what my child is doing or how they are doing? The neighbor kids have homework.

Let’s lean into these questions to explore what happens in Wheaton Montessori School classrooms and whether homework meets children’s developmental needs.

Do our children need additional practice to help improve their memory?

Unlike our youngest ones, who love endlessly to read the same book. Once our children reach the elementary years, they crave variety. Thus, the key is to provide lots of different kinds of opportunities for practice. For example, at Wheaton Montessori School, our classrooms have SO MANY ways for students to practice their multiplication facts: the large bead frame, bead bars, bead chains, multiplication board, checkerboard, multiples, common multiples, cubing, and the bank game, just to name a few.

At school children love to practice and challenge themselves. So should we assign practice for them to take home? Author and researcher Alfie Kohn spent years reviewing the available research (as well as interviewing parents, teachers, and students), and he sums up his findings with the following statement: “Homework is all pain and no gain.” In fact, in studying the research, Kohn found that having and doing homework during the elementary years does not improve learning. That being said, in high school there is a small correlation between homework and test scores, although no clarity about whether doing the homework leads to higher test scores.

We’ve also found that when children are engaged and loving their varied practice at school, requiring that they continue the practice at home can actually backfire. For example, when children are made to do academic work at home, we see that they are less likely to engage with similar learning activities at school. When children are excited about their learning and initiate continuing at home, we encourage and celebrate, but this isn’t necessary!

Does homework help reinforce concepts learned in school?

We want children to see themselves as life-long learners. One way we support this is to avoid the dichotomy of home versus school. Learning doesn’t stop or start at the classroom door! Perhaps at school, a child is suddenly passionate about sea turtles. We explore how this learning can extend into the community: visiting Shedd Aquarium aquarium for a real-life encounter, finding sea turtle books from the library, watching a sea turtle documentary, etc. Some of this could happen through going-out trips we have in our elementary classes and could also be something the child’s family embraces to support the learning experience.

Learning (rather than preassigned homework each night) is meaningful and relevant. Just as an adult might be motivated or excited about a project at work or a hobby and wants to continue some of the process at all available moments, we want our students to realize that their learning has no bounds of time or space! This could work in the other direction, too. Maybe a child asks a question at home one night about how stars are formed, which leads to a deep dive at school into types of stars, galaxies, and even chemistry.

This understanding that learning happens throughout all aspects of our lives is a hallmark of Montessori education. We emphasize deep, hands-on engagement with varied kinds of learning materials. Our curriculum is designed to support an explosion of imagination and curiosity. Children ask questions, explore, and work through big concepts at each child’s ideal pace, challenging but not frustrating.

Does homework serve as a tool for teaching responsibility, self-discipline, and time management?

Montessori education is grounded in a deep respect for young people. Our unique approach is designed to cultivate responsibility, self-discipline, and time management skills. Montessori classrooms provide children with the freedom to choose their work, but within a structured environment and framework. This freedom is tied together with responsibility and teaches students to make well-informed choices about how they spend their time and what tasks they prioritize. Through one-on-one conferencing and daily journal recording, classroom teachers provide guidance and reflection that empowers students to think about their own learning process, including what parts could use more attention.

Instead of relying on external rewards or punishments, Montessori emphasizes intrinsic motivation. Students engage in activities because they are interested and find satisfaction in completing them, which nurtures self-discipline. And if a child avoids an area, teachers have additional follow-up lessons to increase interest. I especially love that children are able to support each other which develops confidence. This intrinsic motivation, interest, and confidence allows them to focus deeply on their tasks, developing concentration and persistence, which are core aspects of self-discipline.

Ultimately, there is work to be done and sometimes even deadlines to meet. As we experience in the adult world, if we have procrastinated, lost focus, or just had to tend to other things, the work doesn’t go away, and sometimes we have to bring it home to make sure we get it done. The same applies to Montessori students. Sometimes they will need to bring some work home to meet a deadline or work through a challenge that needs more time.

Our teachers may also work with older students to create individual learning plans so that they can more consciously plan their day or week to meet their goals. We scaffold this skill so our young people can learn how to incorporate goal setting, planning, and time management into their lives.

In a supportive way, we integrate choice, autonomy, and responsibility into students’ daily routines. The result? Wheaton Montessori School’s students feel empowered, take ownership of their learning, and have the gift of devoting afternoons and evenings to rest, family bonding, exploring personal interests, and strongly encourage dedicating at least 30 minutes each day to reading.

Interested in seeing for yourself how all of this works? Current families are invited to schedule their classroom observation by clicking on links below.

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms.Chiste's Primary Classroom Observation (available for observation in November)

Mrs. Rogers’s Primary Classroom Observation

Prospective families are invited to schedule a tour and learn how Wheaton Montessori School cultivates a balanced environment where intellectual growth and personal development go hand in hand, while children are becoming more confident, curious, and capable of managing their time effectively.

Milestones in Montessori

Mon, 14 Oct 2024 11:00:06 GMT

Our extensively trained teachers look at milestones for babies and toddlers through three key lenses: movement, language, and social/emotional development. Each child progresses at their own pace, so while the sequence of milestones is common, the timing varies. Here’s a brief guide to movement, language, and emotional development to support your child’s unique journey as they continue to grow into remarkable young people.

Movement Milestones

Physically, our infants and toddlers are experiencing rapid and intense changes. They are interacting with the world through movement and their senses. In Montessori, we call this the time of the “unconscious absorbent mind” because children are absorbing everything around them with no filter. Through movement, they begin to make sense of their surroundings, family, and culture. Let’s dive deeper into three aspects of movement: myelination, equilibrium, and hand development.

Myelination

Newborns' movements are initially reflexive, like sucking and grasping, but they become more controlled as the process of myelination takes place, which allows electrical signals to pass more quickly from the brain to the muscles.

Give your child plenty of freedom to move to support their development. Keep them out of restrictive devices like car seats and carriers as much as possible and let them reach, grasp, and struggle within reason. These tasks are essential for building strong neural connections.

Equilibrium

Gross motor skills help children develop equilibrium or balance. Babies start by lifting their heads, rolling, and eventually sitting upright. Tummy time plays a crucial role in helping them develop strong neck and torso muscles, which are the foundation of movement.

By 12 to 18 months, most children begin walking and carrying objects. Over the next couple of years, they refine their balance and coordination, running, climbing, and jumping with more confidence. Encouraging these activities are key to their physical development.

Hand Development

Fine motor skills also emerge in the first few years. What starts as reflexive hand movements soon evolves into deliberate control. Babies initially use a raking grasp, which eventually becomes a precise pincer grasp around nine months.

From 10 to 18 months, children gain more control over their hands and fingers, learning to point, stack blocks, and scribble. By age three, they can easily use utensils for feeding and can pick up small objects between their thumb and forefinger. Offering your child opportunities to practice these fine motor skills—like playing with blocks or creating art—boosts this essential area of development.

Language Milestones

Just like movement progresses from slithering to creeping to walking, language skills progress from babbling to talking. Movement and language development move in parallel until about six to eight months of age, at which point one may dominate while the other often plateaus for a bit and then takes off a little later.

Language development follows two threads: expressive and receptive language.

Receptive Language

Receptive language is how our children understand the language around them. Our babies love hearing the voices their adults and they pay attention to their faces. Eventually, around four to six months, they begin to understand specific words, like no, and the meaning behind tones of voice. This is also when they begin to play social games, such as “peak a boo.”

During the first year, our little ones start to understand simple commands and gestures, which evolves by about 12 months to understanding instructions and going or pointing to familiar objects when named. From 24 to 36 months, toddlers are typically able to follow two- to three-step instructions and understand spatial concepts like “in,” “on,” and “under.”

Expressive Language

Expressive language involves how children communicate with the world. Early expressions come through body language and crying, which later evolve into cooing and babbling. Between four and six months, our babies vocalize pleasure and displeasure, babble with consonant sounds, put vowels together, and even try to repeat sounds they hear. In the six-to-eight-month range, our little ones continue babbling and start to drop unused language sounds for the home language(s) they hear.

From eight to ten months, their babbling incorporates consonant-vowel combinations (e.g. “ba, da, ma”) and differentiated babbling may start to resemble real words. They will also begin to use more gestures such as pointing, waving, and reaching to show their interests, needs, and even things they do not want. From 10 to 12 months, this kind of babbling continues, and they may even combine gestures with words.

After 12 months, we begin to see an explosion of expressive language with vocabulary expanding at an impressive rate. They start by using single words, usually nouns, and this may include using one word for several objects. Then between 18 and 24 months, our children acquire eight to twelve new words a month, and after about 50 words this increases exponentially. This is also when we hear children use two-word phrases with nouns and verbs.

While they’re three, our little ones can use pronouns, ask questions, and string together sentences to communicate their needs and experiences to be understood most of the time.

Emotional Milestones

Emotional development, the ability to understand and express emotions, is largely shaped by a child’s social relationships. During their first year, babies notice emotions in others and respond to social cues. They may express their own needs and show interest in caregivers. During early preschool years, children can regulate their emotions better and express a broader range of feelings.

To support emotional growth, it’s important to maintain a calm, consistent environment. Show warmth and affection, encourage the expression of emotions, and teach strategies for managing big feelings like frustration or sadness.

Social Milestones

Social development enables children to form positive, rewarding relationships with others. In their first year, babies are focused on bonding with caregivers. They’re learning how to engage, gain attention, and participate in simple social interactions.

By 12 to 24 months, children start engaging in back-and-forth interactions and begin developing empathy. Between 18-24 months, children are able to pretend play. Parallel play—where they play alongside others but not directly with them—often evolves into cooperative play. At this stage, children start sharing, taking turns, and communicating more effectively with peers.

You can nurture social growth by modeling healthy relationships, reading your child’s social cues, and facilitating interactions with other children.

Healthy Development

Our infants and toddlers are going through a dramatic change in terms of a sense of self and their attachments. It’s important to remember that children follow a common sequence in their development, but not always a common timing. We offer these milestones as a reminder for how to remove obstacles to children’s development, while also supporting their own unique path as they grow into amazing young people.

Our current families are invited to visit their classroom and observe work-in-progress. This is also a great opportunity for our families with the youngest students to observe how we support their children as they develop in amazing ways. Click on the below links to schedule your classroom observation.

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Maria’s Primary Classroom Observation

Mrs. Rogers’s Primary Classroom Observation

Prospective families are invited to schedule a tour and discover how Wheaton Montessori School nurtures your child's growth from the age of 2.5 all the way through to 9th grade.

Facing Frustration & Flipped Lids

Mon, 07 Oct 2024 11:00:04 GMT

You’ve experienced the scene before. All is quiet and calm. The kids are playing outside. Maybe you are even focused on something you’ve wanted to do for a while. And the next thing you know the door slams open, and everyone comes in, teeming with frustration.

At first, you may try to piece together the details: a game, something stolen, someone who felt excluded, others defending their territory. Removed from the situation, you can probably see the dynamics at play: someone felt left out and wanted to belong but didn't know how to ask, so they do something ineffective.

Feeling Disconnected

Our children need lessons on how to use the most constructive ways to let us know their needs. Rather than say, "I feel disconnected, and I need some extra love and attention," they are more likely to hit or throw tantrums or, as they get older, say or do mean things. In our imaginary scene, a child who wanted to belong decided to take something.

In situations like this, other kids typically don’t respond well. They get defensive and usually respond with their own fury. When children retaliate, they aren’t thinking about any consequences of their actions, much less about another child's motivations! Even if we try to listen and have a conversation about what happened, children will often tend to become inflamed again.

Shifting Gears

At neutral times, it is helpful to briefly share what is happening in our brains! Ideally, we discuss this enough that in the heat of the moment, we can shift gears to say “Oh, we know what’s happening in our brains right now.” I say “we” because at this point, as a parent, I might also feel less than ideal too.

A pet reptile is an excellent option to use as an example. “So, you remember the gecko we saw at the pet store? She has a very basic response. If threatened, she has three options: to fight, to freeze, or to flee.” From there, we can explain how we all have a very reptilian part of our brain, the amygdala. When we feel threatened, we tend to go back to basic responses: fight, freeze, or flee.

Flipping Our Lid

We also have our frontal lobes, which allow us to think more logically and consider other options. Despite having a rational part of our brain, it is easy to do what Daniel Siegel has termed "flipping our lid." We can use hand gestures to explain what happens when we lose our cool,.

Again, at a neutral time, show children what this is like by representing our brain with our hand. When we curl our thumb into our palm it is like the amygdala, a primitive part of our brain essential for basic functions. The amygdala is our alarm center and responds from a place of instinct. Then we can curl our fingers over our thumb so they can represent the frontal lobes of our brain, which help us with self-control, empathy, and decision-making.

When we get upset, we can "flip our lid." Our fingers (representing our frontal lobes) fly up and are out of commission, leaving our thumb (representing our amygdala) exposed. When this happens, we tend to act from the more reptilian part of our brain. Then in the heat of the moment, we can use this signal to recognize the need to take a moment.

Getting Curious

Both models focus intensely on how our brains function. There is still a challenge: What should we do when we are intensely upset, have a flipped lid, and are during a challenging moment?

Let’s lean into a place of curiosity. What if we had a plan for when we get into these kinds of moments? What if others around us were able to do this, too? What if our communities, our governments, and our countries were able to manage flipped lids? What kind of world would we experience?

At Wheaton Montessori School, through opportunities and time to explore options together, our children tend to rise to the occasion. They might decide to use each other for support when they feel overwhelmed by feelings of anger or frustration. They might also begin to think more about others’ needs and how to help them feel more included. Our children are so capable of moving from a place of not knowing, to taking initial steps, to figuring out their own plan of action. While our children don’t need to have all the answers, we can help them carefully consider how to manage themselves in the face of challenges.

We employ a range of thoughtful strategies to support children in navigating these challenges at Wheaton Montessori School. For confronting frustration, we emphasize emotional intelligence and self-awareness. Teachers guide students through problem-solving techniques, helping them to identify their feelings and express them constructively. We create a safe space where children can voice their concerns, work through conflicts, and learn resilience. It’s individualized to offer the amount of support each student needs.

Curious to learn more about how we help children confront frustration, find successful ways to belong, and even just manage overstimulation? Visit us and see for yourself how Wheaton Montessori School helps us all grow in beautiful ways!

Current families are invited to schedule their classroom observations that open on Wednesday, October 9 by clicking on the links below.

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Maria’s Primary Classroom Observation

Mrs. Rogers’s Primary Classroom Observation

Prospective families are invited to schedule a tour . During this tour, parents and children will have the opportunity to get a glimpse of our vibrant community that makes our school so special. These visits are designed to provide an in-depth understanding of Montessori education. We believe that seeing the school in action is the best way to appreciate the nurturing and dynamic environment we foster. We look forward to welcoming you and your family!

Materials Spotlight: The Grammar Boxes

Mon, 30 Sep 2024 11:00:02 GMT

Grammar study opens the world of words up to us. Deep understanding of grammar makes the world come alive. When we have fun with grammar like your children do at Wheaton Montessori School, lessons and practice feel like play!

One of the best parts of a Montessori education is that learning is so much fun! At Wheaton Montessori School, we provide hands-on activities and experiences that engage children’s hearts and minds to help them grasp abstract concepts for mastery.

Our young pre-k and kindergarten students will work with the farm or story house to learn the function that parts of speech play. This experience prepares young children for the Grammar Boxes which are used in 1 ^st through 6 ^th grades to continue learning about parts of speech through exciting experiences and manipulatives.

The Grammar Boxes are materials that involve reading, interpretation, acting, art, movement, pattern-finding, and poetry. Grammar is an experiential and joyful process that children get to play with and embody. Grammar work in our elementary classrooms is a group activity. Our gregarious elementary-aged children love to be together with friends to draw them into lessons. Friends and grammar!

The Activity

We start with little games to introduce the part of speech. For example, we provide commands, like skip, run, hide, hum, and so on, to experience the role the verb plays. Next, we select the grammar box and filler box to match the part of speech. Children fill the grammar box with the various cards, choose one of the sentence cards, and read the sentence. Using the one-word cards, they build the sentence by looking through the smaller compartments in the grammar box to find each word.

In the preposition grammar box, one of the sentences states, “Lay the pen with the pencil.” When children look for each of the words, they will find that “pen” and “pencil” are on black cards because they are nouns. “Lay” is on a red card because it is a verb. “The” is on a tan card because it is an article. The new type of word – “with” – is a preposition. Children build the sentence and then act it out.

The next sentence on the card is the same except for one variation. “With” changes to “behind” so the sentence reads “Lay the pen behind the pencil.” So, children keep the constructed sentence but just change the one card. They act out the sentence again, experiencing how changing the preposition changes the sentence in a certain way. The final sentence on the card reads “Lay the pen beside the pencil.” This acting and playing with what happens when one-word changes provides an experience of the parts of speech.

We also share key phrases that highlight the function of the part of speech. For example, when working with pronouns, we’ll state, “This kind of word stands in place of a noun.” The children come to appreciate how words do important work just like they do. As a result, they experience an inspired interest in the functions performed by different words.

Continued Exploration

Once children have mastered this first step, the Grammar Box materials offer multiple forms of follow-up to promote deeper understanding. Dr. Montessori was brilliant at scaffolding academics to allow everyone to work at exactly their level of challenge.

Symbolizing

We link each part of speech with a color-coded symbol. For example, nouns are represented by black triangles and verbs by red circles. Children love to “symbolize” the grammar box sentences, as well as sentences they have written or even sentences from books. This practice is essentially an early form of sentence diagramming and children begin to notice visual patterns in the structure of sentences.

Quizzing

We can also play a little game to quiz children on the parts of speech and their functions. One form of this is to cover all the smaller, labeled compartments with color-coded paper. We might prompt the children, “What is the name of the word that told you the action?” They’ll call out “verb!” And we reveal (or they will check) the answer by removing the red slip.

Transposing

When we move words around in a sentence or phrase, the meaning may remain essentially the same, change dramatically, or be lost entirely! So, with the grammar box cards, we play around with shifting the order of the words in the constructed sentences and phrases. This highlights the importance of word order in our language and also opens up some creative thinking about poetic phrases (which often enlivens the imagination of young poets!).

Reading Commands

Children also love using the command cards that accompany each grammar box. These cards encourage dramatic interpretation and build reading comprehension. Children interpret nuances as they explore gradations in vocabulary and eventually even how subtle shifts in vocabulary can impact meaning or interpretation.

Extensions

We don’t stop there. We initiate a deeper study into classifications within each part of speech. For example, a study of the verb moves to an examination of the differences between action and linking verbs, a study of voice and mood, and an exploration of the tenses.

Extension work also includes more complex and detailed written work, a study of synonyms, further exploration of ideas presented in the introductory work, and research related to the parts of speech and the history of our language.

Elementary children love the extraordinary, the peculiar, and the unusual. Carefully selected words in the Grammar Boxes help spark this fascination, drawing the children into a study of the science of the English language.

Although work with the Grammar Boxes helps children learn about and understand the functions of the different parts of speech, the lessons also demand a great deal of active and physical expression which supports children’s powers of expression.

This is what “reading comprehension” really is and why school systems struggle mightily with reading fads. Thank you, Dr. Maria Montessori, for being so thorough over 100 years before the science of reading went viral. Because of her work, we can observe the quality and sophistication of children’s understanding by the precision with which each child carries out the actions required by any particular grammar box text.

Our Adolescent community continues to build on their primary and elementary’s extensive knowledge through projects and reports. Our alumni return to share that our academic requirements are harder than their later schools and that they feel more prepared than peers who did not attend Wheaton Montessori School.

The Importance of Grammar

A good grasp of grammar empowers us to communicate and interpret others’ communication with greater clarity and understanding. Thus, our goal is to help each child wield their language with accuracy and power. Grammar work in elementary invites a rich vocabulary and fosters an expansive use of our language in all of its expressions.

Grammar work is an exciting, fun, and intellectually stimulating activity in Montessori classrooms. Come see grammar at all levels once observations have opened up. I, Rebecca am always ready and willing to walk with you around campus to see where your child is headed.

Grammar the Montessori (Fun) Way!

Mon, 23 Sep 2024 11:00:04 GMT

Grammar is all about understanding how words function and how they relate to each other. Grammar represents the rules that we use, either consciously or unconsciously, as we speak and write. In Wheaton Montessori School classrooms, studying words, function, and relationships is incredibly fun at the primary, elementary, and adolescent levels!

In early childhood, children effortlessly absorb the language(s) in their environment, including the grammatical conventions people around them use. In our primary classrooms, we first offer a series of games to introduce children to the functions of words.

The Games

The games provide a sensorial experience of the function of each part of speech. For example, when we invite children to the “article game,” we play around with asking for items using either the article “the” or “a” depending upon if we are thinking of a definite object (like the laundry basket) or an indefinite one (like a red pencil, which could be any of the red pencils in the classroom).

Or with the “preposition game,” we give commands using prepositions (words that show relationship) such as: “Put your hands on your stomach.” “Put your hands under the chair.” “Put your hands behind your back.” Each time we only change the preposition, so that children experience what happens when we change that one word.

Children also love the “verb game” and the “adverb game” because they get to engage in all sorts of actions that can get more and more complex depending upon the series of commands from “run” and “skip” to “walk loudly” or “tiptoe angrily” to multi-step requests like “Walk to a friend. Say hello to the friend. Come back to me. Tell me the friend’s name.”

Our primary children consider these games to be delightful and often request them again and again!

A “Feel” for Language

Our pre-k children in our primary classrooms move on to grammar-based activities that involve a great deal of reading. Using little paper slips and objects, we present a variation of the grammar games that isolate the different parts of speech and help children intuit the patterns in our language. We write words and phrases on the paper slips, children read them, and label different objects or items in the classroom. We also begin introducing symbols for each part of speech.

For example, by the time children have learned about nouns, articles, and adjectives, we can introduce conjunctions as words that connect. Isn’t that the simplest idea ever? It just makes sense! We write little slips for individual objects (“a green pencil,” “a red pencil,” “a pink pencil”). The children collect those pencils, and we connect them with a pink ribbon. We also highlight the word that connects each of the objects (“and”) by writing it in red. Finally, we add each of the symbols that represent each part of speech. Look at the image of the pink ribbon and the pink rectangular conjunction symbol. What do you see?

Because children of this age are very tuned into syntax, they quickly develop a “feel” for how words are used in sentences. A great example of this is how young children might say, “I runned as quickly as I could.” Just through experience, they can identify how past tense is formed by adding “ed” to the verb. All that is needed next are opportunities to learn about how some words don’t follow that rule.

Systematic Study

In the elementary years, we embark on a systematic study of grammar rules, such as those that direct the formation of the past tense. Children in early elementary want to look for rules and see if they are always true. What are the expectations? In addition to learning about suffixes (such as “ed”) that affect tense, elementary students learn about auxiliary verbs and even study the mood and voice of verbs. The children also discover that our irregular verbs have a historical origin. In fact, many of the seeming inconsistencies of our language have a fascinating historical story! Through lots of experience children improve their predictions through learning grammar patterns.

In our elementary classrooms, we also link grammar to history. The word grammar, for example, comes from the ancient Greek term grammatike tekhne, which means “art of letters.”

As we embark on “the art of letters,” our elementary children dive into several disciplines, including morphology (the structure of words), syntax (the arrangement of words), phonology (the pronunciation of words), semantics (the meaning of words), and etymology (the history of words). We distill these disciplines into three main areas: word study, parts of speech, and sentence analysis. Did I mention that our curriculum is extensive? And all of this is what grade? Yes, we do easily surpass the state requirements.

The Grammar Boxes

In next week’s blog, we’ll highlight a deeper exploration of how one material, the beloved Grammar Boxes, connects these key areas of study. In addition to helping children understand how words have a function to perform and how the sequence of words and surrounding words determine the function, the Grammar Boxes also support the study of words and lay the foundation for sentence analysis.

Our grammar lessons and presentations are quite lively and involve a great deal of activity. Current families mark your calendars for our upcoming Parent Discovery Nights listed on our school calendar located at https://www.wheatonmontessori.org/calendar . There is nothing like standing on a table in your child’s classroom during a preposition lesson, going home to tell your children that you did, and listening to their giggles.

Prospective families are invited to visit our school by clicking on this link or the green Schedule a Tour button on the upper right-hand corner on this page.

Keeping the Big Picture in Mind

Mon, 16 Sep 2024 11:00:08 GMT

As parents, we want the best for our children. It hurts when they encounter setbacks or challenges. When they experience frustration or failure, we want to fix things, so they don’t suffer.

Lessons Learned

However, a safe amount of discomfort is part of how we grow and learn. In fact, mistakes and failures have several benefits including an increase in self-confidence, creative thinking, problem-solving, and patience.

When children learn that they can overcome obstacles (with just the amount of help necessary from teachers), they build self-confidence and are more willing to challenge themselves in new activities. In addition, when children experiment and have room for error, they explore and create new approaches, which leads to flexibility and expansive thinking. During the first week of school, our adolescent teacher quoted one of her 9 ^th graders for pointing out how a politician had corrected a past mistake because everyone really does make them.

Success requires time and continuous effort. When children aren’t afraid of failure, they understand that progressing isn’t always a straight line. Rather than being afraid and giving up when faced with difficulties, children are more willing to take a circuitous route, try different directions, or experiment with diverse options. This process also helps children develop logical thinking skills and the ability to solve problems confidently.

Home and School Partnership

Our children can reap these benefits when we stay in communication about challenges that may arise. Whether social, emotional, academic, or intellectual, it’s inevitable that our children will experience some level of difficulty at some point in their school years. Our hope is that we can work as partners to identify any challenges or areas of discomfort, and also provide the structure, freedom, patience, and confidence to allow kids the opportunity to struggle.

We hope to work with you as partners in communicating with children about potential challenges they may face in social, emotional, academic, or intellectual aspects during their school years. Our teamwork involves identifying problems, guiding, and empowering children to overcome challenges with a blend of structure, freedom, patience, and confidence.

At Wheaton Montessori School, we are professionally trained to observe children, balancing both a deep awareness of developmental milestones and the knowledge that individual children have their own pace and trajectory. We recognize that some children may need additional support either to stay challenged or to avoid extreme frustration. We also want to make sure we aren’t rushing in too soon to rescue them, which can lead to a decrease in self-confidence and resilience.

We ask you to trust the process while also staying in dialogue with us about your hopes and fears for your child. Conversely, we commit to communicating what we observe about your child’s progress and areas for growth.

Over the many years of schooling and parenting, we’ve found that an investment in longer-term learning and growth necessitates tolerance for some shorter-term disappointment.

Communication Road Map

Good communication is the heart of positive partnerships! To that end, we offer tips for cultivating and maintaining this long-term relationship in support of your child(ren). We rely upon timely communication and want to respect everyone’s busy lives. If something comes up, please don’t hesitate to reach out to us to share what is on your mind. We want to better understand what your child is experiencing or any concerns you have.

We also ask that you consider a big-picture perspective. If your child complains about something bad happening, take a deep breath and acknowledge that they might need to let off some steam or just feel some big emotions. Listen without judgment and reflect on what you hear. Once they are done, you can ask if they want some help solving the problem or communicating with someone at school.

It helps to think about how to set the stage for your child to be their own self-advocate. If they want help, you can offer to brainstorm solutions. We love to give your child a chance to approach things first by sharing it with the teachers, or even role-play how to handle the situation differently or let a teacher know “I was talking to my parents about …”. Often, though, our children just need to let out their upset or frustration so they can move on with their day. They need us, as parents, to be a safe place to vent.

When or if you do contact the school, please let us know if your child is aware that you are sharing your concerns or observations so we can approach the situation with the utmost respect and care.

It’s also important to remember that as adults, we are constantly modeling for our children. Approaching even challenging circumstances with thoughtfulness, care, and goodwill shows our children how they can tackle tough situations with grace. Verbalize for your children your compassionate and encouraging self-talk statements.

Long-Term Goals

When we talk about what we want for our children, we often discover common themes. We want our children to be adaptable, passionate, inquisitive, kind, and hard-working. We want them to be creative and confident in their own abilities. We want them to be self-reliant and independent, while also collaborating with others and learning from those with different perspectives. We want them to live and celebrate peaceful lives, and to live with a sense of purpose.

While we don’t enjoy our children struggling, one of the most important things we can offer them is the chance to confront and work through challenges. We commit to being your partner in this process.

Current families mark your calendars for the opening of our classroom observations starting on October 9, 2024. In the meantime, connect with us about how we can work together.

Prospective families are invited to visit our school by clicking on this link or the green Schedule a Tour button on the upper right hand corner on this page.

Our Montessori Bookshelf: In Honor of International Grandparents’ Day

Mon, 09 Sep 2024 11:00:00 GMT

Grandparents and/or chosen grandfriends are such valuable parts of our children’s lives. In honor of Grandparents’ Day (September 8) and the desire to use the whole month to do “grand” things, we’re sharing our favorite picture books that highlight the connection between grandparents and their grandchildren.

At Wheaton Montessori School, we host a yearly Grandparents’ Day event to honor Grandparents and Invited Special Grandfriends of our current families. This year, our Grandparents' Day is scheduled for November 26th at our school. Mark your calendars for this very special event.

We hope your families can read books, spend time together and reflect upon what they value about grandparents. Grandparents, grandfriends, and grandchildren can keep creating their own stories together too!

Berry Song

by Michaela Goade

With mystical illustrations that are also grounded in botanical bounty, this book shares the joy of a child’s connection with her grandmother and weaves it together with the power of sharing traditional ways of honoring the land and its gifts. After responsibly harvesting food together, the child and her grandmother cook, feast, and share. The seasons change, and the story continues as the girl takes her little sister’s hand to begin the process again. The extensive author’s notes are also incredibly powerful and worth savoring.

Drawn Together

by Minh Lê, Illustrated by Dan Santat

“Sometimes you don’t need words to find common ground.” This book perfectly illustrates this tagline. The story even starts without words, just images in graphic novel style displaying the boy getting dropped off at his grandfather’s house. We see all the ways they don’t connect and yet when the boy decides to pull out paper and draw, the grandfather gets his sketchbook. A whole new world opens up between them, and the narrator begins to use words to share the experiences of grandfather and grandson. The illustrations both show contrasting generational and cultural experiences and how a shared love for drawing can bridge a divide.

I Love Saturdays y Domingos

by Alma Flor Ada, Illustrated by Elivia Savadier

Two sets of grandparents offer two very different sets of cultural experiences, which are lovingly depicted in this story of how a young girl appreciates her Saturdays and Sundays. With Spanish carefully woven throughout the storyline, especially to show the contrast between Saturdays y Domingos (and Sundays), we encounter the joy and delight of different traditions and daily routines. By the end of the book, the two sides of the family come together for the girls’ birthday and demonstrate the significance of togetherness.

Kiyoshi's Walk

by Mark Karlins, Illustrated by Nicole Wong

In addition to being a lovely portrayal of how a wise, quiet grandfather helps his grandson discover his own answers, this book is an excellent introduction to haiku. The story begins with Kiyoshi watching his poet grandfather compose a haiku and wondering aloud where poems come from. His question leads grandfather and grandson on a neighborhood exploration full of wonder, connection, new poems, new questions, and ultimately profound insights.

Nana in the City

by Lauren Castillo

A Caldecott Honor book, the story begins with a young boy coming to visit his Nana in the city. He finds the place too loud, busy, and scary, so his Nana promises to show him how wonderful the city can be. While he sleeps, she knits him a red cape for him to wear and feel brave during their excursion throughout the city. With a newfound perspective, he is able to see the extraordinary and why his Nana wants to be there (and how he can look forward to visiting again!).

The Ocean Calls: A Haenyeo Mermaid Story

by Tina M. Cho, Illustrated by Jess X. Snow

With a stunning use of color, The Ocean Calls reminds us of the power of patience and how traditions are passed from one generation to the next. Dayeon longs to be a treasure-hunting mermaid like her grandma, yet also holds deep fear from a previous experience in the ocean. Her “what if” questions are calmed by her grandmother’s calm presence and reminder about haenyeo tradition. Although subtle, the book also visually shares the power of a community of women serving as support.

Time for Bed, Old House

by Janet Costa Bates, Illustrated by AG Ford

It can be a treat to sleepover at a grandparent’s house, but it can also be scary, too. So Isaac’s grandfather takes a different approach, leading Isaac on a tour through the house to “put it to bed.” They move slowly and quietly. They dim the lights. They draw the blinds. And they check on all the sounds. The cozy illustrations make you feel right at home, and some include a perspective that makes it feel like you are in the room, too. The best part is how the story shows the arc of how Isaac takes ownership of the process and as a result, feels safe and secure.

The Truth About Grandparents

by Elina Ellis

If you and your children are in the mood for a fun-loving frolic, this book is just what you need! The child narrator introduces their “really old” grandparents (plus their “wrinkly faces” and “funny teeth”). While the words on the page state one thing that the narrator has heard about old people, the illustrations show the child’s experience sharing adventures and all sorts of fun with their grandparents. Full of zest and joy, this book can’t help but bring out smiles (and maybe even ideas of fun things to do together!).

When Lola Visits

by Michelle Sterling, Illustrated by Aaron Asis

With simple illustrations, the story focuses on the scents of summer, including all the smells and experiences that are part of a grandmother’s summer stay. The repeating refrain of “summer smells like” weaves together a whimsical, wispy nostalgia, while also showing how different traditions “like kalamansi pie and fireworks on the Fourth of July” can come together in powerful ways for young children. The book also brings together the contrasting feelings that can arise when the beauty of summer ends and the promise of a new school year begins.

Where Are You From?

by Yamile Saied Méndez, Illustrated by Jamie Kim

This is a perfect book for when children feel stumped by the question, “Where are you from?” The main character asks her Abuelo. What he shares is both beautiful and inspiring, reminding him of his granddaughter, and perhaps all of us, of the places and ancestors who are so much a part of who we are. But this expansive answer doesn’t satisfy his granddaughter who wants to know where she is really from. His answer captures the essence of who she is and where she is from and establishes the power of personal love and ancestral connection.

We hope you enjoy these books as much as we have! Here is a printable copy of the list of books. We also love to have grandparents and grandfriends come to the school for a tour. Current families can send an email to our office at discover@wheatonmontessori.org or call us at 630-653-5100 to set up a visit.

Montessori 101

Mon, 02 Sep 2024 11:00:02 GMT

Let’s review some key elements of a Montessori education and how what we do at Wheaton Montessori School supports children’s development.

The Montessori method focuses on children’s important work of constructing themselves into the amazing humans they are becoming. Respect and a supportive environment aid in children's development of creativity, independence, self-discipline, self-confidence, and self-advocacy skills.

The Prepared Environment

Dr. Maria Montessori pioneered the understanding of the effect of the environment on human development. In Montessori prepared environments, children benefit from carefully designed spaces that meet their developmental needs at each stage of their lives. The materials in the classrooms offer young people keys to their development. In addition to the beautiful physical environments in Montessori classrooms, the prepared environment includes a community of children and professionally trained adults.

Individualized Instruction

We focus on the fact that learning starts with the child. Montessori guides observe children’s interests and abilities and use those observations to create an environment in which children flourish. This requires a comprehensive knowledge of child development, scientifically trained observation skills, and awareness of how to adjust according to where individual children are in their process of learning and growth.

The Montessori Teacher

The Montessori teacher needs comprehensive training on the focus of individualized instruction. An integral part of the Montessori approach is that the guide must respect each child’s process of self-construction and provide opportunities to help children develop their potential. An extended relationship over time in a multi-age classroom enhances the teacher’s ability to be effective in this role.

Multi-Age Classrooms

While every child works at their own level, younger children learn through the observation of older children and older children reinforce their own learning by helping younger children. Older children also have opportunities to develop leadership skills while serving as role models. Our communities emphasize and encourage cooperation and social responsibility. As children develop social and academic relationships with others of various ages, strong communities develop. The multi-age group allows for natural socialization far beyond what is found in homogenous age grouping.

The Toddler or Infant Community

Our youngest children are working toward several goals of self-sufficiency. To learn to make sense of the world, infants and toddlers need permission to explore, clear and logical limits, natural and logical consequences, positive role modeling, opportunities to make choices, and consistent procedures and ground rules. During this critical developmental time, children can extend their concentration through independent choices, purposeful activities, opportunities for repetition, and time for completion. They also benefit from exposure to grace and courtesy, group experiences, and positive attitudes toward new things. The learning materials in the Toddler Community include extensive language exposure, practical life activities, sensorial exploration, and gross and fine motor development.

The Primary Program

Designed for children two and a half to six years old, our primary program nurtures children’s individual development within the community. The classroom community provides a carefully curated array of choices for individual activities that aid children’s work of self-construction.

The Montessori teacher helps children develop their ability to choose freely, sustain focused and concentrated attention, think clearly and constructively, resolve conflicts peacefully, and express themselves through language and the arts. Through the active development of their will and the satisfaction of their authentic needs, children develop self-discipline and become connected socially.

Areas of activity at the primary level include practical life, sensorial, language, mathematics, science, cultural and social activities. The extensive sets of Montessori materials in each of these areas are designed to appeal to children's deep interest and inspire repeated activity. Because children of this age absorb so much effortlessly, they can take in vast amounts of information and grasp sophisticated relationships and principles wholly and effortlessly.

The Elementary Program

The Montessori philosophy continues in elementary and provides an unparalleled opportunity for growth in this new period of life. Children of this age have immense powers of imagination and creativity and are trying to understand themselves as social beings. The elementary environment provides an appropriate balance of freedom and responsibility and an expansive curriculum to support children’s curiosity and problem-solving to prepare them for the challenges of the future. The elementary program encourages a mature sense of justice and fairness, reinforces oral and written communication, provides cyclical experiences in all academic content and skills, and fosters the development of imagination and creativity.

The curriculum expands the sense of order that was nourished in the early childhood environment to study the order of the universe. Life is interrelated. Lessons dovetail between such subjects as geology, botany, history, language, math, and geometry. One of the goals of the program is to inspire children to explore ideas and interconnections, while also developing an understanding of their individual learning styles, needs, and goals. The Montessori interdisciplinary approach to elementary education supports children as they view the world with a continued and intense sense of wonder.

The Adolescent Program

This program provides opportunities for adolescents to gain self-knowledge, belong to an accepting community, and learn to be adaptable while empowering them with academic competence and a vision for their own future. In all academic subjects, students do personal, and group work integrated by overarching themes. The focus is on asking large questions, researching, interpreting, and connecting all the disciplines.

Adolescent students operate a real business by creating and selling self-manufactured products. They receive lessons on various aspects like science, history, economics, and organization related to their products. Tasks include bookkeeping, budgeting, design, advertising, research, and documentation.

The Adolescent Program aims to develop students as active citizens and informed problem-solvers in Chicago's western suburbs and beyond. As creative and physical expression is key during this stage of development, they learn critical thinking and public speaking skills through student-guided seminars as they grapple with real-world issues. The adolescent program is designed to grow healthy, self-confident, well-prepared young adolescents into the next phase of their development.

A Strong Foundation

Our mission is to prepare children for life. All children are naturally curious and love to learn. We support this innate drive by providing environments that meet children’s developmental needs, creating a staff of loving and well-prepared adults, and building a community of families that actively support this mission. We celebrate each child’s individuality and help them discover how they can best contribute to our world. This unique model offers children an incredible gift of independent thinking, self-assurance, inner discipline, and a love of learning.

Families who are currently enrolled are encouraged to contact the office for further details about the benefits of completing all programs at Wheaton Montessori School.

Prospective families are invited to Schedule a tour to learn more!

Materials Spotlight: The History Question Charts

Mon, 26 Aug 2024 11:00:03 GMT

In our elementary classrooms, Tracy, Suzanna, and Emily offer key lessons that unlock doors to exploration and learning. One of these fundamental materials is the History Question Charts. Although they seem relatively simple, the History Question Charts inspire deep thinking about the land and culture of different people, offer children scaffolding for building their research and essay writing skills, and lead to a variety of creative explorations to challenge each student.

Designed in collaboration with Dutch historians Professor Romein-Vershoor and her husband Jan Romein (who were famous for promoting the publication of The Diary of Anne Frank), the History Question Charts serve as a compelling guide for children’s explorations and research into the past.

The History Question Charts

The color-coded charts each provide a set of questions focused on a broad topic relevant to any civilization. Under each question is space for children to collect their responses. The charts also have additional blank sections for questions children might think of on their own.

The green chart explores overarching themes of the natural world. Children use this chart to explore the terrain, flora, climate, and fauna, how and where water was found, and how, when, why, and from where humans and fauna came to the area.

The brown chart focuses on human activities and encourages children to explore how humans use the land, decorate possessions, dress, and eat. In addition, the chart includes questions about tools and techniques, construction of buildings and for what purpose, and general production.

The gold chart highlights intellectual and spiritual achievements through questions about the people’s language for speaking and writing, the number system, art and music, religious beliefs literature, and sciences. This chart also explores holidays, rituals, and ceremonies, as well as how people decorate themselves and why.

The orange chart is centered on how humans live their daily lives, asking questions about the care and education of children, form(s) of government, social structures of groups, forms of trade, cultural games, the administration of justice, roles of family members, and care of the sick and poor.

The blue chart explores relationships within the group and with other groups, including interactions such as if groups engage in wars, travel, exploration, or migration, and how trade and interactions with others happened and with what outcomes.

Research Skills

There are multiple ways our learners can use charts to engage in research and deepen their understandings. They can focus on one or two questions or use a selection of questions drawn from a combination of charts. They could complete all of the questions on one or more of the charts.

The charts are sized so that children can compile their answers to the questions and then place their written notes on the blank spaces below each question. Imagine placing index cards under a question (outline heading). To scaffold this work, we can also provide pre-made color-coded cards with key answers to questions about a particular time and place (e.g., Ancient Egypt) so children can get a sense of the type of information they can glean through researching the questions. In this format, the questions are matched to the answer cards.

As children become more adept at taking notes from their research, the charts provide a way to organize the information into paragraphs and essays. Because the charts provide a visual form of organization, they help children experience a more concrete approach to constructing their written work. Through using the History Question Charts to compile and organize their research, children discover that they are capable of composing essays younger than in traditional classrooms.

Follow-Up Explorations

As children use the History Question Charts, their investigations inspire follow-up activities. Sometimes children extend their study of different civilizations or cultures by setting up a trip to a museum, trying out new recipes, or speaking with an expert. Children also love re-creating a culture’s art or representing aspects of what they’ve learned through displays. Sometimes children like to create a series of pictures with written captions that can be assembled into a booklet or presented in the form of a timeline. Those with a more dramatic bent may create short plays to perform for their peers.

Although the initial presentation of the History Question Charts is relatively brief, this material offers the potential for ongoing, in-depth work as children investigate different civilizations. We invite you to schedule a school tour by clicking this link to see how this material leads to a genuine appreciation of history! Current families can begin observations in October.

Go to our social media pages to see history research in action in our elementary classrooms.

A Healthy Relationship with Work

Mon, 19 Aug 2024 11:00:03 GMT

As humans, we need to work to thrive. We find a sense of purpose, meaning, and connection through work. However, as adults, our relationship with work is rather complicated. We pay others who have more expertise, more time, or more willingness to do work that we don’t know or want to do. We invent machines to work for us. We often aim for expediency and efficiency. We value our non-working time, like vacations, personal time, and leisure. We may even think about retiring early. It’s paradoxical that work does not need to be our passion to provide meaning, a greater good, and a connection to something bigger than ourselves.

We establish our identity through work and, in the process, contribute to a complex web of interdependent activities we share with others. We provide service to others, and this gives us a sense of belonging. What we do to accomplish our purposes in life is our work.

“Joy, feeling one's own value, being appreciated and loved by others, feeling useful and capable of production are all factors of enormous value for the human soul.” – Dr. Maria Montessori, From Childhood to Adolescence

Purposeful Work

Appreciating the varied types of work we do in our lives to care for ourselves, to care for others, and to care for our environment, is not something we are particularly practiced at doing in our culture. Yet in Montessori, we prioritize these three pillars: care of self, care of others, and care of our surroundings. We recognize that children gain deep satisfaction through work that has purpose. They want to feel and be useful!

Work that is purposeful or meaningful comes from an internal drive and also connects to the environment and to others. This leads to a sense of responsibility. For our youngest children, this can be as simple as noticing laundry needs to be folded or snack needs to be prepared and then wanting to play a role in getting that work done. Older children may feel compelled to share their research or discoveries with classmates. They also enjoy working to support a a good cause or need by organizing drives or fundraisers to better their community and our world. Our adolescents thrive when acquired skills allow them to care for their bees and chickens, their market meets societal expectations of production and exchange, and their meaningful collaborations serve the larger community.

Adult Work vs. Children’s Work

In her observations of children, Dr. Maria Montessori began to see how the work of adults differs from the work of children. While adults work to minimize effort and make our external environment better meet our needs, children work to use their environment to develop internal capacities. Because children’s work is their own development and self-construction, it doesn’t follow the same patterns, look the same, or have the same outward manifestations as adult work.

Sometimes adults do not recognize children’s work for what it is, which can result in a kind of conflict between adults and children. Often adults try to keep children away from any adult work because children can get in the way or because children should be playing.

The Importance of Self-Construction

By nature, children are compelled to do work that ensures their own development. Children’s work is the work of self-construction. Often this work even feels like play.

In Montessori, we recognize the fact that children are forming who they will become as adults. To fully support this work of self-construction, we offer children purposeful activities so they can learn how to contribute meaningfully to their communities. Our youngest children slice fruits and vegetables that are served for snack. They arrange flowers to make the classroom more beautiful. They sweep the floor and wipe the tables. As children get older they take on more responsibilities, from taking care of dishes to preparing meals, to running class meetings to organizing trips.

Beyond caring for themselves, each other, and the environment, we also help children develop a healthy relationship with intellectual challenges. Because the purpose is self-construction, rather than external rewards, children love to lean into learning. They see mistakes as opportunities for growth. They want to gain mastery. They delight in self-improvement.

Our former students have grown into adults who understand the value of work in its many forms. It is never too early to start planning for the next stage of education for your child. Schedule a school tour by clicking this link so you can observe the significance of these capstone years at Wheaton Montessori School.

Back to School in Five Steps

Mon, 12 Aug 2024 11:00:00 GMT

We hope you are enjoying this last stretch of summer! As the school year begins next week, we wanted to suggest ways you can help your child (and yourself!) prepare for the transition back to school.

Encourage Mealtime Independence

Food preparation and meals are important parts of our daily lives. At school, children will be involved with preparing food, setting the tables, pouring water, and cleaning up after themselves.

We recommend incorporating this at home. Children can be part of preparing the table and then clearing the dirty dishes after the meal. We recommend having a clear routine for cleaning up, which can include putting dirty dishes in the sink or dishwasher after eating. We also encourage the use of regular cups and glasses for meals and snacks. Younger children can be encouraged to use silverware to feed themselves. Model and practice good table manners by eating family style meals sitting at the table together.

Older children can be involved with setting the menu for meals and helping with grocery shopping. They can start to map out what they want to pack for lunch and be part of the process of getting their food ready in containers and everything into their lunch box. This also helps children have ownership and buy-in about what they are eating.

We also recommend that your child have food containers that are easy to open and close. Going to the store and having your child try opening different kinds of containers is a great way to find some that work well!

And those of you with children entering 7 ^th grade get ready to hear about the best meals ever instead of packing lunches because our 7 ^th -9 ^th grades meal plan, shop, prep, and cook their meals daily.

Think About What to Wear

Because younger children are becoming independent with their dressing and undressing, it helps for them to practice these skills at home. Even young toddlers are capable of doing quite a lot of taking off and putting on different items, and they love to do things for themselves. We recommend giving your child the time and encouragement to do things for themselves, including taking shoes off, pulling pants up, unzipping jackets, and so on. Choosing clothing and shoes that are easy for your child to put on and take off is a big help for the transition to school.

Older children can gather their belongings to make sure they have everything ready for the first day of school (and every subsequent day!). They can check the weather to determine appropriate outerwear and shoes, practice setting out their clothes the night before, and prep items needed for after-school activities.

Prepare a Goodbye Routine

To be ready for the first days of school, we recommend preparing your child (and yourself) for what drop-off will look and feel like. It can be helpful to drive by the school and casually notice with your child(ren) where drop-off will happen. As adults, the more clear we are about the routine, the more secure our children will feel. New parents, don’t worry, you’ll be given a few tips during your Meet-Your-
Teacher appointment.

Short and sweet transitions are key. The longer we linger the harder it is for our children to recalibrate and settle into the classroom. To that end, figure out your goodbye process ahead of time. Perhaps it is one hug plus a double wave goodbye. Whatever you decide, stick with it. Our children are hard-wired to test our limits and they will want to figure out if they can negotiate two hugs and a long squeeze goodbye then more hugs and kisses. Ms. Rivera and Ms. Lingo will be there to help at the main door!

To help ensure the goodbye plan is a success, practice! While at home and when everyone is in a great mood, suggest a game of pretending you are doing drop-off at school. Remember (or create) the goodbye routine and then act it out together! Take turns being the adult and the child (children love getting to be the adult). Playacting is a fun way to work through what can be a stressful few moments.

By establishing clear and firm routines, we help our children develop trust and confidence. If we feel hesitant or unsure, our children absorb those feelings. So we want to exude assuredness! Parents can call the office later to check in if necessary.

Adjust Schedules

If our children have been staying up later during the long days of summer, it helps to gradually shift bedtimes and establish a consistent routine. Rushed mornings tend to be more difficult, so putting additional effort into getting enough sleep can really help the transition back to school.

Although earlier mornings can be tough, children do so much better when they can get to school with enough time to settle in. Please avoid being even 5 minutes late. We recommend trying to come on the early side of the arrival window. Coming late can mean that they miss out on the social, emotional, and academic benefits of the day.

Check-In

As always, please let us know if you need anything or have any questions. It’s our teachers’ standard to prioritize your children’s day but they have time to get back to you after 3:00. After morning drop-off, you can call or email the office if you want to check-in. We are happy to help get your day off to a better start too!

If you are curious to see more about how we support, model, and guide children, schedule a visit! Prospective families can schedule tours. Current families can schedule observations beginning in October and we have parent nights too! We can’t wait to share what your children are doing here with you through our events and on social media.

Why Try? The Impact of Screen Time

Mon, 05 Aug 2024 11:00:03 GMT

Let’s face it. Parenting is hard. And frankly, things seem so much easier when our children are occupied with an iPad, phone, or similar device. Plus, they need skills for the digital world. And that’s how kids connect today, right?

So much pulls us toward more tech time for our children. But is this really the best for their development? A study from August 2023 found that screen time for one-year-olds leads to developmental delays in communication and problem-solving when the children are aged two and four.

The impact continues as our children get older. Jonathan Haidt explains the high costs of a phone-based childhood in his book The Anxious Generation—How The Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. The first section of the book outlines the decline in teen mental health and well-being since the smartphone took over our lives. Haidt argues that this new technology, along with parental overprotection, has shifted our children’s lives from play-based experiences to an unprecedented state of fragmentation, disconnection, and even deprivation.

It’s interesting to hear children’s thoughts on this topic, too. When asked, kids are pretty self-aware of the impact screen time has on their lives. They speak about how they can be disconnected from others when they are on their devices and how getting outside actually helps them feel better. Young people also recognize that screen time can lead to crankiness, headaches, and even not-great sleep. They can identify the “video game brain” and how hard it is to come out of that state. Young people are self-aware enough to notice how it’s easy to fall into an expectation that screen time will soothe a bad day but that in reality, it doesn’t and how taking a walk would be so much better.

Families whose children participated in Screen-Free Week from May 6 to 12 shared lovely results. During that week, their children were kinder, better able to regulate their emotions, and more present in what they were doing. Children reported reading more, spending more time with their family, and reveling in being outside.

So what do we do? Our lives are so intertwined with technology that breaking already established habits can seem insurmountable.

One first step is to be open with our children. For younger children, this can be as simple as setting limits and stating that things will be changing. Our little ones rely upon us to set the routine. They will test us, of course, because they need to know if we are going to hold true to a limit. But the process is pretty straightforward: decide to limit screen time and stick with the plan.

Our older children will appreciate some genuine conversation, which means also listening to their thoughts and concerns. When they feel heard and their opinions valued, young people can be pretty open to hearing adults’ perspectives. Through thoughtful conversation, we can explore options for reducing screen time. The next step is to try it out. Treat the process as a collaborative experiment, with the intent to come back together and discuss what worked and what was challenging.

If moving toward less screen time seems daunting, also remember that we can call upon our community! Make a commitment with other families and find ways to support each other. Publicly state your intent and goals. Share successes and challenges. Plan screen-free playdates and organize experience-based outings.

Our children deserve the best we can offer them during these crucial developmental periods of early childhood and adolescence. Yes, giving them an iPad or phone, letting them watch videos, or giving in to another online game can give us a little respite, but are these choices really serving our children well?

For additional support and resources, visit:

The Anxious Generation

Screen-Free Week

Screen Time Action Network

If you aren’t already enrolled schedule a school tour by clicking this link and see our screen-free early childhood classes and how we introduce technology much later. At our school, we prioritize developmentally appropriate and research-backed childhood for early preschool years through the freshman year of high school. We love to share what we do with visitors!

A Healthy Relationship with Feedback

Mon, 29 Jul 2024 11:00:02 GMT

At Wheaton Montessori School, we want children to embrace mistakes as opportunities to learn ways to improve. Our goal is for children to understand that feedback is important for knowing what needs to be done and what can be learned.

What does feedback look like on our campus?

We take care to cultivate a culture of feedback. Even at the early childhood level, we start this approach with a gentle noticing that allows children to develop some self-assessment.

For example, when we see that someone has left their chair out, rather than reminding and instructing by saying something like, “Push in your chair,” we offer an observation, “I see that your chair is out.” When we make neutral observations, we provide opportunities to notice and make choices. They can make their own realizations: “Oh, I forgot to push my chair in!” As a result, children have agency in the process.

In social situations, we can use similar reflections. When someone is unkind to a peer, we might say, “It looks like your friend/sibling/classmate is feeling hurt.” We can also wonder aloud: “I wonder what would help them feel better. Should we check?” Or “Would you like some help checking in with them?”

Ultimately, children want to do the right thing. But when we over-instruct, or always dictate what should happen, we deprive them of the opportunity to develop their own inner drive to make the right choice and follow through with action.

How does Montessori support self-assessment?

Many of the Montessori learning materials are “self-correcting,” or have a built-in “control of error,” which means children can tell if they have done an activity inaccurately and try again without an adult needing to intervene. In our primary classrooms the sensorial materials offer excellent examples of how materials help children assess their own mistakes. If the largest cube isn’t used at the base of the pink tower, and then the next largest is placed progressively after, the tower won’t be stable. If the last knobbed cylinder doesn’t fit in the last space in the cylinder block, it’s clear that the pieces need to be rearranged.

Because the materials are designed to give feedback, children begin to learn early on that they can recognize, understand, correct, and learn from mistakes. As materials get more advanced, children can use answer keys to check and correct their work. They can rely on control cards to see if they have used labels or identification markers accurately. Children can take control of their learning and not rely on adult correction or judgment. The result? Children are motivated to try new things and take risks in their learning.

How does this approach work with more advanced academics?

As children get older and need feedback on essays or other work, we are careful about how we frame our responses. We recognize that our responses can significantly impact motivation, self-esteem, and a love of learning. Therefore, rather than emphasizing failure with red marks and X’s, we emphasize areas for growth.

Focus on growth can start with noticing what is right. For example, perhaps an elementary-aged child is working through a series of geometry lessons and has tried to determine the area of different shapes. By noticing what has been mastered, we provide feedback about areas of strength: “Wow! You aced a number of questions about area. You must feel really confident with calculating the area of squares and rectangles!”

Recognizing what is going well sends a message that students’ efforts are valuable and that their hard work toward mastery has an impact. It’s important to note that this is slightly different than praise. Rather, we are highlighting success instead of focusing on failures. It’s a subtle shift but one that makes a huge difference.

In addition, we ensure that any feedback offers room for students to revise and improve their work. Whether children are working on honing an essay or mastering long division, we ensure that they have the chance to incorporate the information, repeat or revise their attempts, and move toward mastery.

In reality, children love checking and discussing their own answers! Their conversations about mistakes, corrections, and revisions are the place where fruitful learning often happens. Older children typically enjoy debating and discussing wrong answers with each other. In the process, Montessori students begin to understand mistakes as a place to explore and grow, which ultimately strengthens critical thinking skills.

Why is a healthy approach to feedback beneficial?

The authors of Thanks for the Feedback: The Science and Art of Receiving Feedback Well researched feedback and found that learning how to receive feedback effectively is key to healthy relationships and our professional lives. We want our students to develop a healthy and positive relationship with feedback so they understand that feedback is a gift that allows us to become better as people and at what we do.

Montessori children develop confidence and self-sufficiency through work with self-correcting materials, thoughtful space for revision and mastery, and intentional messaging from adults. They learn to appreciate opportunities for critical thinking and problem-solving.

We invite you to come see how children embrace opportunities for growth and mastery. Schedule a tour or observations today! We’d love to hear your feedback!

Slacking is a Thing

Mon, 22 Jul 2024 11:00:02 GMT

“Montessori students collaborate and work together in learning and on major projects. They strive for their personal best.” “Montessori 101: Some Basic Information that Every Montessori Parent Should Know” by Tim Seldin. “Tomorrow’s Child,” Volume 8, Number 5, 2000. Pg. 6.

We are frequently asked how our students perform when they graduate and contend with being graded, tests, and other formal “evaluations.”

Our alumni thrive. The responses that they’ve given to this question make us proud – and sometimes make us smile. One student said her struggle was more related to culture shock when she started at a local middle school. “I didn’t know that slacking was ‘a thing.’ You just always did your best.”

A persistent myth is that Montessori students are not evaluated because they don’t receive graded report cards. Rest assured--they are evaluated and assessed by highly trained teachers, by themselves, by their peers, and by the self-correcting materials. We have high expectations for our students, and our methods make it fun for them to aim high.

Please let me know how we can support you in understanding your child’s school experience beyond our scheduled conferences, parent nights, park meet-ups, and observations.

Is Your Child a Leader?

Mon, 15 Jul 2024 11:00:02 GMT

Wheaton Montessori School prides itself on leadership skills as one of many amazing outcomes.

Our students spend multiple years in the same class community of mixed-age children, preschool through kindergarten are together, while 1 ^st -3 ^rd , 4 ^th -6 ^th , and 7th-9th grades are grouped by design.

Children new to their classes are fortunate to be welcomed by helpful peer mentors. Children seek to learn from each other naturally. They have the gift of time to watch others enjoy advancing in knowledge and challenging themselves. Students are surrounded by others happily offering guidance. All students practice their leadership skills by supporting peers in lessons, helping clean up work, and comforting others in moments of disappointment.

Mentorship skills are similar at each level, while the activities increase in challenge based on age. Preschool students commonly assist others when aligning units and thousands in the correct order, sounding out words, and using scissors well. In elementary classrooms, peers write math equations, recommend book titles, and run scientific experiments. Our adolescent young people help each other accurately follow recipes, bravely tend bees, and logically explain their math approaches.

The best part is that your child will transition from observer to leader in their own time. It doesn’t happen for all children at the same time, nor does it need to. And when your child sees themselves as a leader, it is magical!

Our Montessori Bookshelf: Summer Adventure

Mon, 08 Jul 2024 11:00:06 GMT

Bring on the adventure! Navigate the neighborhood, traverse a local forest, or splash along a stream. More and more research shows the importance of unstructured time in nature. Today’s blog opens with a nature bucket list and follows with a book recommendation to inspire more excursions.

Let us know your favorites from the list below and suggest local spots you visit.

Climb a hill or a mountain.
Explore a new hiking trail.
Walk, bike, or skate along a bike path.
Canoe or raft on a local river.
Explore a nature area near your house.
Climb a tree.
Learn how to use a compass and map to find your way.
Learn how to pitch a tent.
Learn how to make a fire.
Cook breakfast outdoors.
Make sandcastles.
Make mud pies.
Search for invertebrates in rock pools or streams.
Build a fort or lean-to in the woods.
Spend some hours making dams and bridges on little streams.
Try catching frogs.
Try catching fireflies in a jar.
Identify constellations.
Find the North Star.
Learn where north, south, east, and west are concerning your home.
Watch the Perseid meteor shower (which peaks August 12, 2024).
Build a birdhouse.
Whittle a piece of wood.
Name local birds in your neighborhood (use binoculars, bird songs, etc.).
Identify the trees in your area.
Create a little museum (e.g. shells, rocks, feathers, etc.).
Keep a nature journal.
Dig for worms.
Go fishing.
Go for a night hike.
Pick fresh berries and bake a pie.

Teddy Keen, compiler and editor of The Lost Book of Adventure: from the Notebooks of the Unknown Adventurer , was on a trip in a remote part of the Amazon when he came upon an abandoned shelter. In it, he and his friends uncovered a rusty metal container. Inside the container was a slew of notebooks, journals, and sketchbooks – a compilation of some unknown person’s adventures, wonder, and knowledge from around the world with the message: “Be good, be adventurous, and look after your parents.”

After years of restoration, compiling, and editing, The Lost Book of Adventure shares this unknown explorer’s beautiful (digitally remastered) artwork and offers practical tips and invitations to launch adventures in your backyard.

Organized into thematic sections—camping, rafts and rafting, creating shelters, exploration, and general useful knowledge—the book is a kind of journey from cover to cover. It invites exploration of its pages. You want to discover the next illustration, caption, short narrative, or snippet of advice.

The book also serves as a reference guide. How do you go to the bathroom in the woods? How can you make a bedsheet hammock? How do you climb a mountain? You can flip to just the content you need.

The book balances an allure with enough practical, concrete tips, tools, and tricks to make it all seem possible. Check it out for your middle-grade readers or plan to read parts of it to your younger child.

Visit Wheaton Montessori School to observe your family’s school adventures. As of Summer 2024, we have extremely limited openings for children under four and a waitlist for kindergarten and Montessori transfer students. Our waitlist for 1 ^st -9 ^th grade is closed.

Here is a printable version of our adventure list.

Beyond What You See!

Mon, 01 Jul 2024 11:00:08 GMT

Do you remember your surprise when you saw our gym for the first time? Our buildings are bigger than they appear from Gary Avenue. It’s not only our main building that is surprising. Our whole campus is larger than it appears! Our campus includes a native rain garden and a 1-acre wetland.

Our wetland offers great opportunities for students to run experiments, have science lessons, identify native and invasive plant species, and discuss and observe wetland restoration. Students are always eager to find and study native amphibians (American toads, bullfrogs, leopard frogs, and the elusive tiger salamander).

We use our wetland to cultivate an awareness of and rethink our relationships within natural communities locally and beyond. We can investigate the history of human impact (settlement, development, etc.) on these environments, ecological succession, loss of biodiversity, and how they are being managed/restored today.

This environment has also been the focus of classroom work. Elementary students have headed to the wetlands to search for butterfly eggs and other insects, survey invasive plants, and help clean up litter and debris that lands in the environment. One adolescent student project this past year researched nature and its relationship to mental health. Whether it is academic or service-based in focus, our students always benefit (like all of us) from time spent outdoors observing and enjoying nature.

What does assessment look like in Montessori?

Mon, 24 Jun 2024 11:00:02 GMT

Often we are asked how our highly trained teachers assess children’s work and progress without relying on quizzes, tests, or grades. If we remember that Montessori is about learning for life, we can flip this question and ask, how does assessment work when we move outside school walls and step into the world of work? In our work environments, do we have tests and grades? If so, how do they help us grow and improve in what we do?

Interestingly, a 1999 document “An Employer's Guide to Good Practices” from the U.S. Department of Labor Employment and Training Administration, has a whole chapter on issues and concerns with assessment, including the “limitations of tests in providing a consistently accurate and complete picture of an individual's related qualifications and potential.”

Dr. Montessori designed assessments that provide an accurate reflection of thinking and problem-solving?

It’s worth thinking about what we want to assess. Do we want students to just acquire new content knowledge or be able to apply this knowledge to new or existing situations? Do we want to see if students can produce something that demonstrates their understanding of the content or skill? Do we want to assess their writing ability, speaking skills, creativity, collaborative process, or organization?

If we focus on authentic assessments, we are asking that students apply what they have learned to a new situation, or perhaps we are requiring them to use some judgment to think about what information and skills are relevant and how they can be used. Similar to how adults are “tested” in work or personal life, often authentic assessments are tied to a real-world or complex situation.

In addition, authentic assessments offer students the opportunity to rehearse, practice, consult resources, and get feedback to refine what they are doing. Students can be innovative in this process and as a result, are often extremely self-motivated.

In our elementary and adolescent communities, authentic assessments may take the form of:

Role-playing or performing a historical event and exploring what might have happened if things during that time had changed.
Drawing a diagram of how a process works and showing what happens if a variable changes.
Creating an advertisement or brochure to highlight qualities or review something learned.
Writing a diary entry for a real or fictional character.
Composing a poem, play, newspaper article, or persuasive letter to share important concepts.
Writing a letter to a friend explaining a problem or technique.
Insert your idea here.

Wheaton Montessori students love demonstrating what they have learned in creative, authentic ways. They present to their peers. They grapple with concepts. They even sometimes teach younger classmates.

But how do teachers keep track of this learning?

In addition to authentic assessment, our teachers are also using their extensive training in scientific observation techniques to understand students’ learning process, steps toward mastery, and needs for support. This is called formative assessment.

Formative assessment is a continuous, low-stakes, responsive process. This means that students are getting feedback and information while their learning is taking place. Through observation, the teacher is gauging students’ progress, determining what has been effective, and identifying what could be improved in the learning process. There are no grades involved, however the goal is mastery of the skill or content.

At all levels of Wheaton Montessori School’s classroom, formative assessment can look like:

The guide observes students during a lesson presentation and the student’s independent follow-up work.
Student reflection in work journals.
One-on-one conferencing with the guide and the student.
Discussion and review lesson of content or skills.
Students informally or formally present their work.
Student self-evaluations.
Students correct their mistakes and reflect on what they learned from those mistakes.
The teacher observes the student giving a lesson to another child.

Formative assessment doesn’t have to be teacher-driven. In fact, in Wheaton Montessori classrooms, students always get feedback and information about their learning from the classroom materials, many of which are designed to help children learn from their mistakes as they check their work. They don’t even have to be aware that they are learning through their mistakes.

Formative assessment is a collaborative process that happens “with” students rather than “to” students. Montessori students and teachers partner to get to know their strengths, interests, and needs. Because this is an ongoing, collaborative process, the teacher and students can make small, immediate, impactful decisions to support well-being, learning-goal achievement, and self-efficacy.

What are the results?

When students experience authentic and formative assessment as integral aspects of their education, they become self-directed learners because they are active agents in their learning process. This translates to agency in other environments and throughout life.

In Wheaton Montessori classrooms, we focus on getting an accurate and complete picture of children’s skills and potential. Contact the office to learn more about what this looks like in action!

If you have not toured yet, schedule soon. Spaces are limited for children who will be between 2.5 and 4 for summer and fall 2024 start dates. Prospective families can schedule a school tour by clicking on this link . This will be the perfect opportunity to explore our school, understand our curriculum and learning environment, and decide if it’s the right fit for your child.

Developing Body Awareness

Mon, 17 Jun 2024 11:00:02 GMT

We know that our youngest children are sensory-motor learners. They are learning constantly through their movement and sensory input. Think about babies and how fascinated they are with their own hands and feet – moving, touching, looking at them with wonder and delight. This experience gives them feedback about their body, so they can identify what makes up themselves and what is external in the world.

What is Body Schema?

Body schema is the internal awareness we have of our body and the relationship of our body parts with one another. It’s essentially a perception of where our body ends and the external environment begins.

Our senses and movements are key to this awareness. When newborns feel the sensations of clothes on their bodies or when something touches their skin, these experiences give an awareness of body boundaries.

Why is the Development of Body Schema Important?

The development of body schema helps build the idea of the essence of ourselves. To have a positive idea of who we are and what our essence is, we need to have positive experiences both physically and psychologically. When children get feedback from their environment, they develop their ideas of their body scheme and ultimately their self-image.

A healthy development of body schema and self-image leads to the unity of mind and body. When our children start any kind of movement, they need the coordination of their mind and body. And to achieve more deliberate and precise movements, they need clear awareness of all of their body parts.

How Does Body Schema Develop?

Body schema is developed through sensory experiences and movement and this begins in utero! By 12 weeks unborn babies can feel the amniotic fluid, umbilical cord, and their hands in their mouth. After birth, newborns’ body schema develops more intensely through ways that we feed, handle, hold, bathe, change, and massage them.

In their first year of life, children experience dramatic changes to their body schema as they move from lying down, slithering, crawling, standing, and then walking. We thus want to offer our infants lots of opportunities to freely explore so their body schema can adjust through new accomplishments.

As children move into toddlerhood, early childhood, and middle childhood, their body schema continues to develop, but much less rapidly. However, once our children reach adolescence, they experience dramatic body changes which lead to the development of a new body scheme. For this reason, adolescents benefit from various forms of exercise and physical expression so they can develop better awareness and control of their bodies.

How Can We Help?

We want to give children activities that encourage them to use their maximum effort. This begins with the motivation to slither and crawl, then progresses to carrying items while walking upright, pushing wagons, jumping, and so much more! When our little ones use their whole body in effortful ways, they are fully present and aware of their bodies and their movements.

We can also help by using correct language for body parts. When we are giving our babies and toddlers a bath, or supporting them with getting dressed, we can playfully and positively name each body part: I’m washing behind your knee. Push your heel down into your shoe. I’m pulling the sleeve over your elbow. As children grow older we can play games of imitation where they can mimic others’ body positions. Children love games like Simon Says which provide a playful way to hone in on body awareness. Obstacle courses are great for older children.

What Should We Avoid?

Children need so many opportunities for movement! However, we rely so much on car seats and other containers that we can inadvertently hinder our babies’ development of body schema by limiting their ability to move freely. We can take them out whenever possible and let them be on a blanket on the floor.

It’s also helpful to ensure children have clothing that promotes movement and allows children to use their hands and feet. In our worry about newborns scratching themselves, we cover their hands at a time when they most need to explore this amazing part of their body and develop an awareness of how their hands and fingers move in the space around them.

When babies have prolonged use of pacifiers, they can also begin to feel like the pacifier is part of their body, which leads to great upset when the pacifier isn’t available!

The key is to remember that children need sensory feedback to develop a healthy sense of where their body is in space and how they can move their various body parts in coordinated ways. This leads to a mind-body connection that builds a healthy self-image.

What is the Result?

When children have these formative sensory-motor experiences with their bodies, they develop a strong trust in the world and themselves. The self-confidence that emerges leads to a healthy integration of mind and body and an accurate and positive perception of body scheme and self-image. Ultimately this leads to a positive attitude towards life!

If you’d like to learn more about how we support this development, contact our office. We love sharing what we do!

Looking Deeper: Understanding Needs Behind Behaviors

Mon, 10 Jun 2024 11:00:01 GMT

As we transition into the summer months, it’s a good time to take stock of family dynamics. Usually when thinking about how things are going, we focus on children’s behaviors. Yet reflecting upon ourselves and our actions can also be a helpful first step.

First Look at Needs

Psychiatrist Rudolf Dreikurs has explored how human behavior has a purpose. Sometimes we are aware of the purpose and sometimes it is unconscious. Through his work with children, Dreikurs described how to understand behavior by first acknowledging the needs a person is trying to fulfill.

At the most basic level, we all need food, sleep, love, and protection. Certainly, if children (or adults) are starting to act out in some way, the first question to ask is if they are hungry, tired, or not feeling well. Once those basic needs are met, we can consider what else might be at play.

As humans, our need for belonging, connection, or significance is a strong force. If we don’t feel loved or accepted, we may do something (often unconsciously) to get affection or attention, maybe lash out to get even with whoever doesn't seem to be noticing these needs, or perhaps even retreat into a discouraged mode.

Understand Mistaken Goals

Dreikurs identified how many behaviors stem from four mistaken goals: the desire for attention, the need for power, the hunger for revenge, and the assumption of inadequacy. If our goal is attention, the coded message behind the behavior is "notice me" or "involve me usefully" If we need power, our behavior sends the message that we need meaningful ways to contribute. If we are trying to get revenge, we are communicating that we are hurting or need our feelings validated. When we assume inadequacy by giving up or wanting to be left alone, the message behind the behavior is that we need people to believe in us and show small steps toward success.

Practice Self-Acceptance

Children need the adults in their lives to peer behind their behavior, consider underlying causes, and provide empowering support. As adults, we often need to do this for ourselves first. At the heart of the process is self-acceptance. We need to love ourselves unconditionally and give ourselves the time and space to attend to our unconscious motivations.

One of the first acts of loving kindness we can do is take care of ourselves, notice our own needs, and patiently honor our efforts. When we are clear about our own needs, we can then be more effective in interpreting our children’s unmet or unspoken needs.

Examine the Clues

Once we have given ourselves grace, we pause and notice what might be behind our children’s behavior. Look at our emotions when our children act out in some way. The Positive Discipline approach, which is based on Dreikurs’ work, offers a helpful tool called the Mistaken Goal Chart .

When our children display some sort of bothersome or upsetting behavior, we can use this chart to hone in on three significant clues that let us know what our children need.

The first clue is found in recognizing what emotions our children’s behavior brings up for us. Do we feel annoyed and irritated, angry and challenged, hurt and disappointed, or hopeless and inadequate?

The next clue is how we react to the behavior. Do we coax? Give in? Fight back? Retaliate? Give up? Try to over-help?

The third clue is how our children respond to our reactions. Do they stop temporarily but then resume the behavior? Does the behavior intensify? Is there retaliation? Or just passivity?

Peel Back the Layers

By using the Mistaken Goal Chart, we begin to peel back the layers and start to understand what beliefs may be underlying children’s behaviors. This process helps us look at how we may be contributing to the behavior and what the coded messages mean. Once we understand those pieces, we can shift our responses to empower our children in proactive ways.

Rather than falling into unconscious patterns, let’s first consider and acknowledge our unspoken needs and proactive ways to take care of ourselves. Then, let’s take the same compassionate approach with our children. We all need to feel a sense of belonging, connection, and significance. Here’s to creating that together this summer!

As always, please also feel free to schedule a visit. We love connecting about all things children and child-rearing!

If you have not toured yet, schedule soon. Spaces are limited for children who will be between 2.5 and 4 for summer and fall 2024 start dates. Our waitlist is closed for children from Kindergarten through 9 ^th grade. Prospective families can schedule a school tour by clicking on this link .

Our Montessori Bookshelf: The Parent Corner

Mon, 03 Jun 2024 11:00:00 GMT

This summer is a great time to carve out a little adult time and disappear into some good books! While we certainly advocate for some mindless escape, we also recognize that all the extra time with family might mean you’d like some parenting resources, too!

With that in mind, we’re sharing a few of our recent favorite resources for parents and caregivers. While these aren’t specifically Montessori books, they are so aligned with what we do that we just had to share!

Hunt, Gather, Parent: What Ancient Cultures Can Teach Us About the Lost Art of Raising Happy, Helpful Little Humans

by Michaeleen Doucleff

While in the midst of parenting a feisty toddler, NPR correspondent, Michaeleen Doucleff was covering medical stories in remote areas of the world. An exhausted and slightly strung-out new mom, Doucleff noticed distinct differences in the parenting practices of cultures she visited and those she was trying to uphold in her home in San Francisco. So she shifted gears and immersed herself, with her two-year-old in tow, in three cultures — the Maya, the Hadzabe, and the Inuit, all of which excel in instilling confidence, kindness, and helpfulness in their children.

What Doucleff experienced and learned as she lived with families in these three cultures is quite simply profound. She saw firsthand how her host families interacted differently with her daughter, Rosy, who blossomed as a result. As Doucleff began to internalize different parenting practices, she also found that her relationship with Rosy transformed.

It’s worth noting that none of the cultures Doucleff experienced are frozen in time: the families have smartphones, children have plenty of screen time, junk food exists, and the kids still have to get out the door to get to school on time. However, a significant difference that Doucleff found is that the families’ parenting is grounded in thousands (perhaps tens of thousands) of years of tradition that support the gentle and kind growth of helpful, self-sufficient little humans.

One of the most endearing parts of the book is Doucleff’s vulnerability in sharing her parenting challenges. So often we want to keep those parenting fails tucked away within the confines of our home, and feel mortified when they rear their heads in the drop-off line or at a play date. Doucelff shares the messy details with honesty and in the process inspires a whole new level of compassion for what it means to parent in the Western world where we don’t necessarily have easy access to our extended families, a wide social safety net, and long-standing traditions that support our parenting journey.

With an engaging narrative flow, Hunt, Gather, Parent offers a clear organization of four core elements that comprise a common thread of what Doucleff calls a universal (non-Western) approach to parenting. Plus, in each section, she offers practical steps for trying out these different elements, including ways to “dip your toe” into the approach, as well as ways to “jump in.”

While Doucleff wrote the book to explore how to better connect with and support her toddler, the concepts and advice apply for all-aged children (and even work for teens and pre-teens!). The results are stunning. Even just dipping your toe into a few strategies is transformative.

If there is one book to make sure you read this summer, this is it!

13 Things Mentally Strong Parents Don't Do: Raising Self-Assured Children and Training Their Brains for a Life of Happiness, Meaning, and Success

by Amy Morin

So often we want to rescue our children, clear the path for their success, and ensure they are happy. But in the process, are we helping them develop the internal skills they will need throughout life?

After experiencing a series of personal tragedies, Amy Morin, a clinical social worker, psychotherapist, and foster parent, began thinking about what helps people be resilient. Ultimately this led to her book, 13 Things Mentally Strong People Don’t Do. As people read her book, she heard time and time again that readers wished they had learned the skills of mental strength and resilience from an early age. So she created this incredibly helpful guide for parents and caregivers.

Each chapter is devoted to what to avoid so that good, healthy habits can be cultivated. The 13 things mentally strong parents don’t do are:

They Don’t Condone a Victim Mentality
They Don’t Parent out of Guilt
They Don’t Make Their Child the Center of the Universe
They Don’t Allow Fear to Dictate Their Choices
They Don’t Give Their Child Power Over Them
They Don’t Expect Perfection
They Don’t Let Their Child Avoid Responsibility
They Don’t Shield Their Child from Pain
They Don’t Feel Responsible for Their Child’s Emotions
They Don’t Prevent Their Child from Making Mistakes
They Don’t Confuse Discipline with Punishment
They Don’t Take Shortcuts to Avoid Discomfort
They Don’t Lose Sight of Their Values

To make it manageable, Morin provides real-life examples and breaks them down to examine any underlying problems and key issues. She also provides a little self-reflective opportunity for readers to take a look at how these issues might come up in our personal and parenting lives, before then examining why we might be falling into some unhelpful patterns.

With a better grasp of what we are doing and why, Morin helps us look at how each approach can affect our children in the long run and what we can do instead. Every chapter is full of concrete techniques and steps, as well as troubleshooting guidelines and common traps. To drive the message home, Morin recaps each of the 13 points with what is and isn’t helpful.

If you need a straightforward, easy-to-digest guide to changing some parenting habits, this is the book for you!

No More Mean Girls: The Secret to Raising Strong, Confident, and Compassionate Girls

By Katie Hurley

Many of the books written to address the “mean girl” dynamic are geared toward pre-teens and teens. However, in her work, child and adolescent psychotherapist, Katie Hurley, observed more and more of this “mean girl” dynamic starting as early as age three. Even though they are in the midst of these interactions, our young girls don’t necessarily have the skills to cope with such sophisticated social challenges.

Recognizing that these difficult topics can also feel overwhelming for parents and caregivers, Hurley breaks down the components of how we can support our young girls in a variety of ways. In addition to digging into the bigger concepts – such as developing healthy friendships, distinguishing between likability and popularity, building an authentic self, having a voice and expressing yourself, and developing leadership skills and social responsibility – Hurley weaves in two key ways to practice concrete support through sections she calls “Parent-Teacher Conference” and “Girls Can!”

The Parent-Teacher Conference boxes offer key points to digest, look for, or try. They are incredibly helpful as touch-points throughout the book and offer an easy-to-access way to flip back and reconnect with essential elements of each chapter. The Girls Can! sections provide games and activities to try with the girls in your life, as well as ways to introduce concepts we might not be used to talking about.

While this is primarily a guide for parents of girls ages three to thirteen, so much also applies to our boys, especially those who are perhaps more sensitive. Incredibly practical and chock full of what to do, this is the type of book in which you’ll thoroughly dog-ear the pages!

We’d love to hear what you think of these books! Current families please reach out to schedule a visit and we can talk more about parenting challenges and how we can support you.

It’s not too late for current families to enroll for camps with us and for new families with children under 4 to join also. If you have not toured yet, schedule soon. Spaces are extrememly limited for children who will be between 2.5 and 4 for summer and fall 2024 start dates. Prospective families can schedule a school tour by clicking on this link .

An Expansive Experience: Music in Montessori

Mon, 27 May 2024 11:00:03 GMT

At Wheaton Montessori School, music is interwoven into the curriculum and it is its area of study. Like with the other subjects in Montessori, music begins sensorially, isolates difficulty through key lessons, and engages children in spontaneous forms of expression.

Sensorial & Connected Experiences

In primary classrooms at Wheaton Montessori School, we first offer sensorial experiences and impressions related to music. We encourage listening and awareness, perhaps hearing the snap of the snaps of the dressing frame or noticing the delicacy of the sound when placing a glass vase on a tray. The sound cylinders also help children distinguish fine gradations of softness and loudness.

Children are also able to link music and movement through the rhythm work in walking on the line activities, as well as simple activity rhymes, chants, and a wide repertoire of songs. We sing with the children every day because singing together is a powerful community builder!

We also offer children opportunities to listen to the music of various cultures. They love the challenge of identifying instruments by the sounds that they make, too.

Keys to Music

We use the bells in our primary programs, and the tone bars in our elementary classrooms, for music literacy (the reading, writing, and playing of music), as well as music theory, including notes, scales, chords, rhythm, melody, harmony, and form.

With the lovely Montessori bells, children begin to discriminate pitch by first playing individual bells, and then pairing and grading according to pitch. Next, they move on to naming the pitches and matching the pitches with their notes. Eventually, children learn the placement of the notes on the musical staff, as well as how scales and melodies can be written with notes on the staff.

In elementary classrooms, the work continues with the tone bars, as children learn about the degrees of the scale, intervals, the sequence of major scales with sharps and flats, key signatures, transposition, and the naming and notation of minor scales.

At Wheaton Montessori School, music is not a separate subject, only to be taught in a separate room by a specialist teacher. Music must be an integral part of daily life in the learning environment. As such, our music program provides keys to music that can be presented by any of our highly trained Montessori teachers regardless of musical background.

A Form of Language

Ultimately, music is a language of communication. Because music is a language, we think about music development as we do children’s language development and honor both the “spoken stage” and “written stage.”

Within the spoken stage, we may observe children picking away at bells or tone bars, striking notes without any apparent purpose. We treat this activity with respect as it represents the babbling stage of music.

The children eventually sing and play (on the Montessori’s bells and tone bar materials, as well as other instruments) and later they write and read music. Just like with the moveable alphabet for the language, children can use a moveable alphabet for music notation to be able to write their compositions. At this point, we often see some children explode into playing and notation, just as they explode into writing and reading.

While the bells and tone bars are used for many purposes, including work with music notation, they are first and foremost musical instruments and children love incorporating songs into classroom performances and sharing.

Expansive Program

In our primary and elementary communities, our music program is vast and includes music appreciation and history, singing, movement/dance, rhythm, pitch, intensity, timbre, form, style, listening, instrumental work, music theory, and the science behind the music.

By isolating difficulties and providing various preparation skills, even our young children come to extemporaneous and spontaneous composition.

Music is part of culture and thus we want to ensure that our children have contact with the world of music. The future musicians among them will connect to their life’s path and their life’s work at an early age! Even those who don’t go on to study music develop an appreciation for and understanding of this important part of human culture.

We’d love for you to hear this harmony for yourself! We are enrolling children who will be between 2.5 and 4 for summer and fall 2024 start dates. Prospective families can schedule a school tour by clicking on this link .

Potty Training

Wed, 22 May 2024 06:26:25 GMT

Rebecca Lingo, Co-Founder & Head of School at Wheaton Montessori School, shares her thoughts on potty-training requirements for preschool children.

P ott y-training requirements for preschool can be a huge disservice to children.

Children who excel in academic and social situations may be held back or excluded for not having this ONE skill mastered. At Wheaton Montessori School, learning to use the restroom is just one skill out of many that we help your child learn. It is not the determining factor for your child’s success in life.

Why I’m not worried about your child being potty-trained at Wheaton Montessori School

Recently, a local doctor told me how she and her husband stumbled upon a Montessori preschool program for their young son, nearly twenty years ago.

Their son was having trouble potty-training. He was bright, sociable, curious, happy, and clever. He just had trouble with toilet-training. And as a result, he was going to be excluded from the next year’s preschool class, a traditional classroom with a hard-line requirement on children being out of diapers and pull-ups. The parents, both doctors, were embarrassed. Why couldn’t they figure it out? Why couldn’t they get through to their son, who was so smart and clever? Was something wrong with their son?

Knowing he wouldn’t be allowed to advance to the next class level, they started looking for options outside of a traditional preschool environment. One option they found was a Montessori preschool. When they explained that they were calling because of their previous school’s hard-line potty-training requirement, they were told immediately, as we tell parents who call us with the same concern, “I am not worried at all about your son not being potty-trained.”

Potty-training is big work for a child.

Potty-training and learning proper bathroom behavior is huge work for a young child. Like reading, some children learn it early and easily. Others need more practice and time.

Excluding a child that’s ready for academic challenges, social stimulation, and experience outside the home because of potty-training only hurts the child. At Wheaton Montessori, we worry more that your child is provided with work that they’re capable of at the right time. We worry more that they’re enrolling at the age at which their curiosity is peaking. We worry more that they’re working on what they’re developmentally ready for and able to master.

Back to the doctor’s son: She reported that Montessori was a perfect fit for their family. Her son leads a successful life as an adult. She and her husband learned to accept him for who he is and what he’s capable of in each moment.

This is our goal in a Montessori environment: helping your child develop into highly capable adults prepared for the real world. Proper toileting behaviors, a big part of this, will happen in time. But that timing is different for each child.

Schedule Your School Tour

I invite you to come and learn more about our school and our developmentally designed education methods through a school tour.

Prospective families can schedule a school tour by clicking on this link .

Already a parent here? We would love to hear from you what you experienced around potty training or other skills leading to independence. Send us your stories to discover@wheatonmontessori.org .

Montessori Basics: The Planes of Development

Mon, 20 May 2024 11:00:00 GMT

Observing the growth and development of your children at Wheaton Montessori School, and home, can be better understood and articulated when viewed through the lens of Dr. Maria Montessori's concept of The Planes of Development. This concept offers a comprehensive framework that outlines the stages of a child's development from birth to adulthood. Each stage, or plane, is characterized by specific developmental traits and needs, providing parents with a roadmap of sorts to better navigate the journey of their child's growth.

Montessori Basics: The Planes of Development

Dr. Maria Montessori based her entire educational philosophy on the idea that children developed through a series of four planes. Each of these planes is easy to recognize and has clear, defining characteristics. If we study and understand these stages, we can approach our interactions with children with a new perspective.

Learning about the planes of development isn’t just for Montessori educators. Understanding your child’s development can help at home, too.

The First Plane: Birth-6 years

During this stage, children absorb everything like sponges. They are, indeed, excellent examples of what Montessori called ‘The Absorbent Mind.’ This is a time in which we can utilize what Montessori called sensitive periods of learning. While each child is different, there are typical patterns that emerge with brain development and general readiness to learn particular skills.

During the first three years of this plane, all learning is done outside of the child’s conscious mind. They learn by exploring their senses and interacting with their environment. During the second half of the plane, from about 3-6 years, children enter the conscious stage of learning. They learn using their hands, and specialized materials in the Montessori classroom were developed with this consideration.

During this time, children have a wonderful sense of order. They are methodical and can appreciate the many steps involved in practical life lessons in their classrooms. The organization of the works on their classroom shelves is intentional, which appeals again to this sense of order.

The first plane is a time in which children proclaim, “I can do it myself”; it is a time of physical independence.

The Second Plane: 6-12 years

During the elementary years, children begin to look outside themselves. They suddenly develop a strong desire to form peer groups. Previously, during the first plane, a child would be content to focus on their work while sitting near others. In the second plane, a child is compelled to work with their friends. It is during this time that children are ready to learn about collaboration.

During the second plane, there is a sudden and marked period of physical growth. This may be a contributing factor to the observation that many children of this age seem to lack an awareness of their bodies, often bumping into things and knocking things over. Children begin to lose their teeth around this time as well. Their sense of order and neatness tend to fade a bit during this plane.

Throughout the second plane, children’s imaginations are ignited. Since Montessori education is based on reality, we find ways to deliver real information to children through storytelling and other similar methods. For example, when teaching children about the beginnings of our universe, Montessori schools use what is called a Great Lesson. The first Great Lesson is a dramatic story, told to children with the use of props, experiments, and dramatics (think: a black balloon filled with glitter is popped to illustrate the Big Bang, with bits of paper in a dish of water used while talking about particles gathering together). This lesson is fascinating for children in the way it is presented but gives them basic information about the solar system, states of matter, and other important concepts.

Children in the second plane have a voracious appetite for information and are often drawn strongly to what we in Montessori call the cultural subjects: science, history, and geography. While we support their rapid language and mathematical growth during this time, we are also responsible for providing them with a variety of rich cultural lessons and experiences.

It is important to note that children develop a sense of moral justice at this time. They are very concerned with what is fair, and creating the rules for a new game is often as important (if not more so) as playing the actual game itself.

This is the time in which children are striving for intellectual independence.

The Third Plane: 12-18

The third plane of development encompasses the adolescent years. During the second plane, children become aware of social connections, but in the third plane, they are critical. During this time children rely heavily on their relationships with their peers. They feel a strong desire to remain independent from adults, although they are not quite ready to do this entirely. It is our job to find ways that allow them to experiment with independence while also providing a safe structure in which they may do so.

Children in the third plane tend to require more sleep, and they sleep later than when they were younger. They long for authentic learning experiences, and Dr. Montessori imagined just that. Her ideas of Erdkinder (children of the earth) led her to contemplate a school setting that would support children’s development during this time. She imagined a farm school, in which children would work to keep the farm operational, but also contribute to planning and decision-making while doing so.

During the third plane, children are refining their moral compass while developing a stronger sense of responsibility.

The Fourth Plane: 18-24

The final plane is a time in which young adults are striving for financial independence. They are often living away from home for the first time, and use this time to figure out where they fit into their society. Many make choices to further their education and/or explore career paths.

It is during the fourth plane that people begin to develop a truer sense of who they are as individuals.

Each plane of development should be mindfully nurtured. If a child can experience one developmental phase in a rich and carefully prepared environment, they are ready to fully take on the next phase when it is time.

We warmly welcome our current families to reach out to our office if they have any questions or would like to discuss their child's development stage. We're always here to help!

Schedule Your School Tour

We invite prospective families to witness and gain an understanding of the various planes of development at Wheaton Montessori School. You will see how developmental stages transpire across different age groups at our school. From the absorbent mind of early childhood to the reasoning and abstract thinking of adolescence, the planes of development are a fundamental part of our educational approach. By visiting us, you will have the chance to observe these developmental stages in real time, see our teaching methods in action, and get a glimpse of how we foster a nurturing environment for growth and learning.

We are enrolling children who will be between 2.5 and 4 for summer and fall 2024 start dates. Prospective families can schedule a school tour by clicking on this link .

The Power of Color

Mon, 13 May 2024 11:00:02 GMT

When you look inside our Wheaton Montessori School classrooms, you’ll notice the general attractiveness and warm quality of the room. As you peruse the environment, you may also notice the array of colorful materials on the shelves and how they stand out in contrast to some of the neutral feel of the rest of the room.

These colorful learning materials are designed for beauty so that our young children will be drawn to them. However, this isn’t the only reason Montessori materials have distinct colors. The color-coding also helps with organization and structure in the learning environment, and perhaps even more importantly, plays an important role in facilitating children’s cognitive development.

Creating External and Internal Order

In our toddler and primary classrooms, practical life—activities like scrubbing a table, cleaning a window, watering a plant, or creating a flower arrangement—are set up so that all of the objects for a particular activity are coordinated by color. This way young children can rely on visual cues to know what objects go together and to independently access supplies.

Sensorial materials often use color to help isolate a quality and help children develop their perception. For example, when discriminating dimensions with the pink tower, all of the cubes are the same shade of pink. Color coding is also used to help children pair two identical sets of materials, like when matching sounds with the sound cylinders.

These forms of color-coding help children with both the organizing of their surroundings and in constructing an internal sense of order.

Integrated Throughout

Color-coding gets even more interesting as children use academic subjects, like language, mathematics, and geography.

When our primary children begin to use puzzle maps, they start with the continent map, a two-dimensional representation of Earth, and the continent globe, which shows the planet as a sphere. The puzzle map and the globe show the continents, and each is painted a distinct color: North America is orange, South America is pink, Europe is red, Asia is yellow, Africa is green, Oceania is brown, and Antarctica is white. As children begin to learn the physical representation of each continent, they also associate a color with that continent. All other learning materials that involve the continents–such as picture packets, information cards, or booklets–maintain this color scheme.

In the math materials, children learn to associate a quantity with both the number of beads represented and the color of those beads. The beads are the same size but change only by the number on the bead bar and the color. So, a ten bar is always constructed of ten gold beads, a nine bar with nine dark blue beads, eight with brown, seven with white, six with light purple, five with light blue, four with yellow, three with pink, two with green, and one with red. This color scheme is consistent throughout all the math materials that use the bead bars, from the simplest lessons in the primary to advanced cubing and cube roots in the elementary and beyond.

Similarly, there is clear and consistent color coding in other materials and concepts, such as with the hierarchy of numbers to designate place value or the role of different parts of speech with the grammar materials.

Strengthening Neural Pathways

While this color coding does continue to help with organization and structure, the color also helps children with their cognition and memory. Color has long been used as an effective tool in marketing, through brand recognition, consumer attitude, and purchasing decisions.

How the brain processes color impacts our children’s attention, comprehension, and retention. Dr. Maria Montessori may not have had all the current-day studies at her disposal, but she did recognize the power of color in the learning process.

We now know that color connects neural pathways and integrates different forms of intelligence, which allows learners to construct more consolidated meaning and make deeper cognitive connections with content.

When learning the quantity of six, children count the six light purple beads on the bar to determine the quantity of six. At the same time, neurologically they are creating pathways in their brain for quick and easy recall when they see the light purple bead bar so they can immediately think “six” in the future rather than having to count the beads.

Later, when children start to use the bead bars for advanced work with compound multiplication, the distributive law, squaring, cubing, and so much more, the neural connections they have are strengthened by both a clear and concrete understanding of the quantity and the associated color.

Leading to Abstraction

The color-coding in math, language, and other subjects also helps children move from the very concrete to more abstract and symbolic representation.

Because they learn to associate nouns with black equilateral triangles and verbs with red circles, as children analyze sentence structure, they can begin to parse out the subject and predicate by using those two color-coded shaped symbols.

Our early math materials use color coding to assist pre-kindergarten students in using numbers into the thousands. We use colors to represent place value: colors–units are in green, tens are blue, and hundreds are red. Our kindergarten students can better conceptualize the pattern in the numerical hierarchies because unit thousands are also green, ten thousands are blue, hundred thousands are red, and then unit millions are green, and so on. We know it’s confusing to read. Ask your primary teacher to point this out when you observe.

This color-coding also helps when we move into operations with larger numbers and quantities. When children move from very tangible representations of a bar of ten beads to represent ten and a square of one hundred beads to represent a hundred, they use small, color-coded tiles with just the color and number. Thus, children can manipulate a blue tile with 10 printed on it and a red tile with 100 printed on it, and (thanks to the neural pathways established) fully understand what those tiles represent as they add, subtract, multiply, and divide.

A Powerful Aid

The power of color is fully integrated throughout classrooms at Wheaton Montessori School and provides an amazing aid to children’s cognitive development. In addition to helping memory and learning, the color brings beauty and appeal to our learning environments while also supporting children’s independence!

We recommend coming to see this for yourself. There are so many examples of how color brings learning to light.

We are enrolling children who will be between 2.5 and 4 for summer and fall 2024 start dates. Prospective families are invited to schedule a school tour by clicking on this link for a green tour button or the green Schedule a Tour button on the upper right-hand corner of this page.

Walking on the Line

Mon, 06 May 2024 11:00:02 GMT

Our young children are developing their body control, concentration, and equilibrium. So, at Wheaton Montessori School, we intentionally provide opportunities for them to practice these skills.

Dr. Maria Montessori was especially curious about helping children acquire equilibrium. She developed the “walking on the line” exercises after observing children's interest and delight in walking on curbs or along any line they could find. I bet you’ve seen this with your child too!

What is Walking on the Line?

We first start by creating a designated place for children to practice the balance, control, and focus needed to walk along a line. The “line” is in the shape of an ellipse in the classroom. The line is an enduring, electrical taped ellipse.

Walking on the line is a favorite activity and although it is mostly found in primary classrooms, elementary children also enjoy walking on the line challenges, too!

Preliminary Activities

The first activity on the line is simply walking on it with natural steps. That being said, we start with preliminary exercises to help children master small components to ensure success when multiple children are involved.

The first stage is learning how to come to the line. We introduce a signal (e.g. one drumbeat or special music) and show children how to put their toes on the line. Children learn how to make space so they can spread out on the line without touching their neighbors and learn how to turn to face the same direction. We often need to assist so children learn how facing the same way means looking at the back of their neighbor’s head (rather than at another student’s eyes).

Walking to a Beat

With these foundations in place, Wheaton Montessori School teachers introduce walking to a beat. Children know how to come to the line, space themselves out, and turn to face the same direction. Now they try to walk on the line with each step corresponding to the beat of the drum. When the beat stops, they stop. This is quite a challenge for our little ones, but also great fun.

As always, we make a game of the experience. We may offer little suggestions, or points of interest, to aid in their success. If we notice little feet moving off the line, we can suggest that children “follow the line” if. Or we may challenge them with different kinds of instructions: walk with your whole body, hold your chin up, relax your arms, or keep your body very still.

We also try to model a natural heartbeat rhythm for the children to walk to. When the beat stops, we teach the children to stop and turn to face the inside of the ellipse.

Walking with Changing Rhythms

When children are walking consistently to a beat, we let the children know we may change the beat and they can change their steps to follow the beat. We start with the natural beat, then introduce different modulations, from speeding up, coming back to a natural rhythm, slowing down, to coming back to the original beat. We always end with the natural rhythm, for it brings children back to a place of calm.

Equilibrium Exercises

With equilibrium exercises, we introduce challenges such as walking on the line heel to toe or carrying objects such as beads on a string, a container of water, an object on a tray, or a sphere on a spoon. Sometimes children try to walk carrying a bean bag on their head without the bean bag falling as they walk. As an added challenge, children can try turning their heads to the right and left.

We also introduce ways for children to adjust to a changed center of balance. In a “follow the leader” method, we start by walking with hands at our side, but then change and move them in the air, or on hips, or even hands-on shoulders. While these adjustments may seem simple for adults, continuing to walk heel to toe while making these movements can take a lot of concentration and balance for our young ones!

Rhythm Exercises

We may use the bells, or prerecorded music for children to walk on the line when they hear the music and stop when the music stops. We eventually introduce different types of music that inspire different types of movement, from walking to marching to galloping or skipping.

Alternating between the types of music helps children become attuned to how their movements change according to what they hear. We always end with a slow, sedate walk on the line to bring everyone’s heart rate and energy level down.

Movement as Expression

With all of the walking on the line activities, children begin to become more aware of what they can do with their bodies and as a result, develop more conscious control of their movement. Ultimately movement is an essential component of human expression.

To see more about how these kinds of movement activities help children’s development, current families are invited to schedule a classroom observation by using the green buttons below.

Materials Spotlight: The Timeline of Life

Mon, 29 Apr 2024 11:00:02 GMT

Nothing quite captures the imagination of elementary-aged children more than the Timeline of Life. At Wheaton Montessori School, developmentally our six- to twelve-year-olds can start creating temporal order, and timelines are a perfect way for them to visually explore and understand the passage of time.

We share timelines as a key part of the Montessori Education curriculum. Through timelines, we provide a holistic understanding of the universe, Earth's history, and humanity's place within it. The Timeline of Life is the first in a series of prepared timelines in Montessori elementary classrooms and it provides a series of engaging activities designed to help children grasp the vastness of time, the interdependency of all living things, and how human life is a continuation of much that has come before.

Presentation & Introduction

When we first present the Timeline of Life, we often share it in panoramic form, unrolling the timeline as we tell an overarching story. But one of the gifts of the timeline is that it can be used in multiple ways. We can also focus on one panel of the timeline and explore the pictures from a particular period or epoch, provide information about one specific organism across the timeline (e.g., the development and decline of the trilobites), delve into details about one picture on the timeline, or even just explore the various symbols, terms, and conventions used in the timeline.

Our presentation of the Timeline of Life can be a combination of a historical overview of the progression of life through the ages, an examination of the influence that life has had on the non-living parts of the world, and a corresponding examination of the influence that the non-living parts of the world have had on living organisms.

These presentations provide the children with the opportunity to sequence details of the story of life on Earth while also offering almost unlimited opportunities for more in-depth research throughout their years in the Wheaton Montessori School elementary classrooms.

Highlights & Possibilities

The timeline visually illustrates several major milestones of life on Earth, including:

life forms in the early oceans,
multi-cellular organisms,
creatures with a spinal column and backbone,
plants and animals on land,
land-based plants with roots and stems,
amphibians and reptiles,
flowering plants,
birds and mammals,
humans

After presenting Timeline of Life basics, we return to the material repeatedly to explore more details and offer new avenues of investigation. We might introduce more of the creatures on the timeline, the names of the eras and their etymology, the red lines showing linkages through the timeline, or the visual cues demonstrating the timing of the ice ages. We might explore the rising of mountain ranges, the deposition of salt and coal, the shapes of land masses throughout prehistory, the rise of flowering plants, and creatures (like the horseshoe crab) that appear now as they appeared in those ancient times. The Timeline of Life often inspires children to explore fossils and fossilization. It also includes aspects of organic chemistry. As children become more sophisticated in their thinking, we present new facets of the timeline.

Children also enjoy using a blank timeline to see if they can recreate the Timeline of Life by placing loose pictures held in a folder or container for each era. When all of the loose pictures are correctly placed, the result matches the Timeline of Life. As a result, children often use the blank timeline to test themselves on how much they remember.

Children are often inspired to set up little Going Out trips, such as to The Field Museum in Chicago, to learn more about something on the Timeline of Life or create scale drawings of the massive and minute creatures they learn about from the timeline. Children also love to share their discoveries through carts, dioramas, models, and booklets.

Awe & Wonder

Above all, the Timeline of Life helps children grasp the wonders of deep time and the complexity of life that surrounds us wherever we look. They are fascinated by how long the earth went with no life to just how long it has taken for life to develop from proto-organisms to complex mammals.

In Montessori elementary classrooms, the Timeline of Life is not merely a subject of study but a source of wonder and inspiration. As they use the timeline, children are immersed in the rich tapestry of life's history and as a result, develop a deep sense of connection to the natural world and a profound respect for all living beings.

We invite you to schedule a tour to see how children embark on a lifelong journey of learning and discovery through hands-on experiences with materials such as the Timeline of Life.

Current families are invited to schedule a classroom observation by clicking on the green buttons below.

We are enrolling children who will be between 2.5 and 4 for summer and fall 2024 start dates. Prospective families are invited to schedule a school tour by clicking on this link or the green Schedule a Tour button on the upper right-hand corner of this page.

Our Montessori Bookshelf: The Power of Plants

Mon, 22 Apr 2024 11:00:02 GMT

At Wheaton Montessori School, we want to ensure that children are immersed in the wonders of the natural world and biology is interwoven into daily life through experiences and more formal lessons.

Certain themes permeate our study of biology, one of which is the fact that all forms of life have needs, which must be satisfied if the organism is to be able to survive and reproduce. A top priority is the need for food. This is one way we distinguish plants from animals. Plants can make their food. They have to satisfy their needs wherever they grow.

Our presentations help children appreciate how alive plants are. We want to help children identify the miraculous powers of plants, which leads to explorations of plant anatomy and the functions of parts of plants. Often our students have been caring for and cultivating plants since they were toddlers in their classrooms.

Children are captured by the beauty and power of the plant world. Because they often love to pour through botany books, we’re sharing a few of our favorites. We hope these books inspire more investigation, exploration, and perhaps even some home-based growing and gardening!

Flowers are Calling

By Rita Grey, Illustrated by Kenard Pak

This book is an excellent introduction or companion to Montessori lessons on the story of the flowers, parts of the flower, and how flowers ensure pollination. Grey weaves together a lovely narrative of what creatures do or don’t respond to flowers’ calls. The simple rhyming storyline appeals to the youngest children, while specifics about adaptations of particular flowers and pollinators can spark the interest of older investigators. The end of the book offers an invitation to children to look again at the flowers before them and offers insights into what children may see–color, pattern, shape, smell, and time of opening–and what those means in terms of the types of pollinators the flowers are trying to attract.

From Seed to Plant

By Gail Gibbons

Although seemingly simple in its illustrations and text, this picture book provides an excellent overview of multiple botany lessons we explore in Montessori classrooms: from pollination to seed dispersal, parts of a flower to parts of a seed, and more! This is a handy reference book for young children and a perfect introduction to complex concepts. Plus, a seven-step “From Seed to Plant” project at the end of the book is a perfect activity for young botanists.

Gregor Mendel: The Friar Who Grew Peas

By Cheryl Bardot, Illustrated by Jos. A. Smith

Although in picture book form, this is an excellent introduction for more advanced thinkers and budding scientists who are curious about genetics and/or botany. The story follows the life of Gregor Mendel, a curious young boy who, despite great obstacles, was able to continue his studies and eventually conduct elaborate experiments to better understand how species pass on genetic traits to their offspring. This fascinating story of perseverance and exactitude also overlays nicely with a study of botany. The author’s note at the end is worth a read, too!

Harlem Grown: How One Big Idea Transformed a Neighborhood

By Tony Hillery, Illustrated by Jessie Hartland

This true story by the founder and director of Harlem Grown provides an inspiring reminder of the power of people coming together to create change. A trash-filled lot across from a school gets transformed into a community garden. Little details in the story, like the protagonist’s wilting plant, offer a reminder that it’s possible to try again, with bountiful results! Additional resources at the end of the book offer steps for starting a garden anywhere, as well as websites and additional books for both children and adults.

Jayden’s Impossible Garden

By Mélina Mangal, Illustrated by Ken Daley

Sometimes it is the power of many that makes a difference and sometimes it is the power of a few. This story is about one boy who believes that there is nature amidst his city streets, how he finds someone who feels the same way, and what they create together by paying attention to the little things that bring them joy. The result? They highlight the beauty around them and can show others the magic of nature, right in the middle of their city. For children inspired by this story, there are instructions at the end (which require a bit of adult support) for inviting nature into our lives through recycled crafts, such as a coffee container planter and milk jug bird feeder.

Living Sunlight: How Plants Bring the Earth to Life

By Molly Bang and Penny Chisholm, Illustrated by Molly Bang

With classic Molly Bang vibrant colors, this picture book brings the complexity of how photosynthesis connects the energy of the sun and all living things on Earth into a format that even young children can enjoy. The text provides a perfect balance of being accessible to all ages and yet rich enough with scientific concepts to appeal to elementary learners. For those especially keen on the science, the authors provide a complete breakdown of the concepts with each idea connected to thumbnail images from pages throughout the book. And if that weren’t enough, the book provides a meditative, heart-centered message that can help readers feel both grounded in themselves and connected to the universe.

Miss Rumphius

By Barbara Cooney

Although not specifically about botany, this inspiring tale is a must-have for any home library. A little girl shares the story of her great-aunt Alice (or Miss Rumphius), a story with an underlying message of how one person can make the world more beautiful. After many worldwide adventures, Miss Rumphius realizes she can help the wind and birds spread lupine seeds. So she does. One of the most beautiful aspects of this story is how it weaves together the cycles of life with how we can inspire the next generation to continue making the world more beautiful, in whatever ways we can.

Plants that Never Bloom

By Ruth Heller

An excellent follow-up to The Reason for a Flower, this book explores the magical world of fungi, ferns, algae, and more. It references the ancient nature of some of these non-flowering plants and also the peculiar exceptions, such as gymnosperms. This picture book provides a wonderful launching pad for further studies of the plant world!

The Reason for a Flower

By Ruth Heller

In her rhyming prose and vivid illustrations, Heller takes us on a lively journey through the purposes and practicalities of flowering plants. She artfully blends text and image, while ensuring the information is precise and accurate. The Reason for a Flower is a wonderful companion to any study of flowers and at the very end plants a seed (pun intended) for the companion book, Plants that Never Bloom.

Up in the Garden and Down in the Dirt

By Kate Messner, Illustrated by Christopher Silas Neal

From the creators of Over and Under the Snow, this picture book takes young readers on a seasonal journey through the seen and unseen of a backyard garden. While a child and her grandmother tend the soil, enjoy their harvest, and shift with the seasons, a whole host of organisms also do their work down in the dirt. This is a great way to introduce the interconnectedness of life and how humans are amongst many amazing creatures doing beautiful work. The end-of-book details about all the animals illustrated throughout the pages are an amazing bonus, too!

We hope these books inspire some outdoor exploration. You can download a printable list of these titles for your next visit to the bookstore or library. Also, if you’d like any inspiration for how to incorporate botany studies into your child’s life, come visit our school. We love to share more about what we do.

Current families are invited to schedule a classroom observation by clicking on the green buttons below.

We have li mited enrollment for children who will be between 2.5 and 4 years of age for summer and fall 2024 start dates. Prospective families are invited to schedule a school tour by clicking on this link or the green Schedule a Tour button on the upper right-hand corner of this page.

Let’s Go Outside: Benefits for Our Children (and Ourselves!)

Mon, 15 Apr 2024 11:00:02 GMT

“When the child goes out, it is the world itself that offers itself to him. Let us take the child out to show him real things instead of making objects which represent ideas and closing them in cupboards.”

– Dr. Maria Montessori.

Our world–and as a result our children’s world–is increasingly dominated by screens and schedules. As such, the importance of reconnecting with nature has become more important than ever.

Dr. Maria Montessori believed in providing children with an environment that encourages exploration, independence, and self-discovery. Central to Montessori philosophy is the concept of the prepared environment, where every element is thoughtfully designed to support a child's natural development. Nature, with its infinite wonders and stimuli, serves as the ultimate prepared environment, offering boundless opportunities for social interaction, emotional regulation, and self-awareness.

At Wheaton Montessori School, we place a strong emphasis on outdoor play as part of our educational philosophy. We recognize the numerous benefits that come with outdoor play, such as promoting physical health, fostering creativity, and enhancing social skills among peers. We encourage our students to engage in outdoor activities whenever the weather and circumstances permit. We believe that by blending classroom instruction with outdoor play and work, we are providing a well-rounded education that caters to the different interests and needs of our students. We are committed to fostering an environment that is conducive to academic learning and also encourages exploration, creativity, and physical health.

Social-Emotional Benefits of Outdoor Play

As humans, we are biologically designed to be outdoors. E.O. Wilson described this predisposition to connect to nature as the “biophilia hypothesis.” Numerous studies outline quantifiable benefits to being out of doors. Business Insider even offers “11 Scientifically Proven Reasons You Should Go Outside.”

For children, spending time outdoors promotes emotional well-being and resilience by providing opportunities for risk-taking and self-discovery. In nature, children appropriately push their boundaries, overcome obstacles, and learn from their mistakes.

Think about the very act of climbing a tree. In addition to practicing courage and perseverance, children have the chance to trust their instincts, assess risks, and develop confidence in their abilities. The result? Children develop a sense of agency and self-efficacy, laying the foundation for healthy emotional development and positive self-esteem.

Another profound social-emotional benefit of outdoor experiences is the opportunity for unstructured play and peer interaction. In the natural world, children are free to engage in imaginative play, negotiate conflicts, and develop essential social skills. Whether building forts, climbing trees, or playing games, outdoor play fosters cooperation, communication, and empathy as children navigate social dynamics and collaborate with peers.

Time in Nature Promotes Self-Regulation

Time in nature also helps us heal. The children’s book, When Sophie Gets Angry – Really, Really Angry by Molly Bang offers a reminder about the power of going outside when we need to find some inner peace. In the story, Sophie, a young child upset by a sibling interaction, runs outside. Dysregulated and angry she runs and runs until she can't run anymore. Then she cries. She climbs her favorite tree and the wide world comforts her.

When children hear this book, they hang onto every word, as if soaking up Sophie’s experience. Yet how often do we let our children slam the door, run outside, and seek solace in nature? How often do we, as adults, do this?

One reason why we can find solace in nature is due to being immersed in a unique sensory experience. From the soothing sound of rustling leaves to the calming sight of flowing water, the outdoors provides a multisensory environment that promotes relaxation, stress reduction, and emotional grounding.

Cultivating Inner Calm and Interconnectedness

By spending time in nature, children have an opportunity, like Sophie, to connect with their inner landscape while being immersed in an external landscape. This process cultivates a sense of belonging, purpose, and interconnectedness. As children explore natural ecosystems, observe wildlife, and experience the cycles of the seasons, they develop a profound appreciation for the beauty and complexity of the natural world. This sense of awe and wonder instills a deep sense of stewardship and environmental responsibility.

In Richard Louv’s book, Last Child in the Woods , he coins the phrase “nature-deficit disorder” to describe the costs of our alienation from nature. Think about your children. Do you see a difference after they’ve spent time outside? Maybe it’s the fresh air, or the room to run, or just the possibility they find in a corner of a grassy field. Think about yourself and the difference in your feelings when you take the time to be outdoors, even if only to take a stroll down the street as the day shifts to dusk.

In this age of trying to provide our children with the best opportunities, shouldn’t we be giving them more time outside? This spring is an excellent time to pay attention to those opportunities for children to connect to their place and just be outside. If you need fresh ideas for the children in your life, and even for yourself, Richard Louv’s recent book, T he Essential Guide to a Nature-Rich Life: 500 Ways to Enrich Your Family’s Health & Happiness , is an excellent resource.

A Collective Responsibility

We have a collective responsibility to ensure that our children have ample opportunities to explore, discover, and connect with the natural world around them. At Wheaton Montessori School as we prioritize outdoor experiences in education, we support children's social-emotional well-being, resilience, and sense of connection with nature and each other.

The Montessori approach to education emphasizes the vital role of the outdoors in children’s development. Wheaton Montessori School’s campus is fortunate to have a 1-acre wetland and multiple playing areas for grassy play, nature areas, and sports. We invite you to visit our campus to learn more about the symbiotic relationship between Montessori principles, time in nature, and the profound benefits of outdoor experiences.

Current families are invited to schedule a classroom observation by clicking on the green buttons below.

Setting up a Montessori-Based Space at Home

Mon, 08 Apr 2024 11:00:00 GMT

As parents, we want to nurture our young children's growth and independence. Because Montessori philosophy centers on supporting children’s natural development through a carefully prepared environment, we can turn to Montessori principles to help us create ideal home spaces for our toddlers.

Understanding the Montessori Philosophy

At the heart of Montessori is the understanding that children are active, self-directed learners. Dr. Maria Montessori observed how children thrive intellectually, emotionally, and socially when provided with a nurturing environment and the freedom to explore. A Montessori room embodies these principles by offering a space where our toddlers can engage in purposeful activities, make choices independently, and develop essential life skills.

Their Developing Personality

The interrelation between children and their environment is vital, as experiences in the environment help form our children’s personalities. During the first few years of life, children are forming an incredible number of neural connections and there is a continual feedback loop between a child’s genetic code and the environment.

A child’s genetic code determines how they interact with their environment, and then their interactions influence how the genetic code is expressed. As children interact with their environment, mental pathways form. Patterns in the brain are established and repeated experiences have a larger impact. Ideally, we want our children’s neural pathways to be healthy patterns of emotion and thought.

As such, our toddlers’ space should have both boundaries and opportunities that help them develop a healthy sense of security, order, and engagement.

Practical Tips for Creating a Montessori Room at Home

Choose the Right Furniture

We can begin by selecting furniture that aligns with our toddler's needs and capabilities. Opt for child-sized pieces such as low shelves, a small table and chair, and a low bed or mattress on the floor. These elements empower children to navigate their environment with ease, promoting a sense of autonomy and confidence.

Create Inviting Spaces

Designate distinct areas within the room to cater to various activities and interests. A cozy reading nook outfitted with books at eye level encourages literacy and quiet reflection, while open shelves with a few manipulative toys invite exploration. Be sure to also have ample space for movement. Try getting down to your child’s level to see how the space looks and feels from a child’s perspective.

Simplify and Declutter

Embrace minimalism in a toddler's room by paring down to the essentials. Make sure that each item has a designated place and that part of the routine is returning the item to where it goes. This cultivates your child’s sense of order. Over time, gradually rotate toys to help maintain interest and engagement.

Promote Independence

Foster your toddler's burgeoning independence by arranging the room to facilitate self-care and autonomy. Install a low mirror to aid in dressing and grooming activities. Provide accessible storage solutions for clothing and personal belongings. Incorporate a step stool in the bathroom to allow your child to practice handwashing, toothbrushing, and general self-care.

Include Natural Materials

Infuse the room with elements of nature by incorporating toys made from natural materials and limiting the amount of plastic and battery-operated items. Look for natural items that stimulate children’s senses and foster a deeper connection to the natural world. Opting for sustainable and eco-friendly options also promotes environmental stewardship.

Prioritize Safety

For your toddler to navigate space independently, you’ll want to feel assured that the room is meticulously childproofed to eliminate potential hazards. Anchor furniture to the wall to prevent tipping, secure cords out of reach, and regularly inspect the room for any safety concerns.

Follow Children's Lead

Above all, honor your toddler's unique interests, preferences, and developmental pace. Observe their interactions with their environment and adapt the room accordingly. If you see them wanting to climb on a table or shelf, offer safe alternative climbing options. By tailoring the space to their evolving needs and abilities, we support their developing curiosity and engagement. In this process, they develop a sense of agency and self-confidence that will serve them well throughout life.

Creating a Montessori-inspired room at home doesn’t have to be hard! Plus, by thoughtfully curating the environment to align with your toddler’s developmental needs and interests, you lay the foundation for a lifetime of joyful learning and exploration. Embrace simplicity, foster independence, and above all, cherish the wonder and curiosity that define childhood. In a safe, inviting space created especially for them, your toddler can thrive, flourish, and become the best version of themselves.

If you would like some inspiration, come visit Wheaton Montessori School to see how we create spaces for young children that cultivate curiosity, independence, and a love for learning.

Current families are invited to schedule a classroom observation by clicking on the green buttons below.

A Subtle Art: The Beauty of the Montessori Three-Period Lesson

Mon, 01 Apr 2024 11:00:03 GMT

At Wheaton Montessori School and in Montessori education all over the world, we have a subtle art for connecting children to new concepts, a technique we call the Three-Period Lesson. This structured approach is designed to introduce and reinforce new concepts in a way that works with children’s natural learning tendencies. It consists of three distinct phases, each serving a crucial purpose in the learning process.

The First Period: Naming

At Wheaton Montessori School, we focus on helping children create an association of the item or sensorial perception with its name in this part of the lesson. This is a statement of vocabulary, but its simplicity should not disguise the great importance of this period. Proper execution is vital to success and as such our teachers execute this part of the lesson with extreme exactitude. We take great care to avoid any peripheral information which would serve only to confuse. The emphasis here is on clear articulation and repetition, allowing children to absorb the information through auditory and visual cues.

If the lesson is focused on sensorial perception, we first help a child awaken that sense before giving any vocabulary. For example, if we are introducing a very young child to the vocabulary for temperature, we use a set of thermic bottles. We first isolate the hottest and coldest of the bottles. We feel the “hot” bottle, invite the child to feel it, and state: “This is hot.” Then we have the same procedure with the cold bottle, first feeling, then stating: “This is cold.” If necessary, we may repeat the experience, associating the bottle with its attribute: “Hot…. Cold.” We take great care in pronouncing the vocabulary or attributes clearly and distinctly so that children can easily absorb the vocabulary. We also make sure to avoid any additional descriptions or explanations.

The purpose of the first period is to help children connect the sensory data stored in the right hemisphere of the brain with its precise language, stored in the left hemisphere of the brain. This neural connection fixes the perception in children’s minds and provides an index to the sensorial impression, making it accessible to the conscious mind.

The Second Period: Association

In this phase, we focus on having children recognize the object in correspondence to the language. It is a way for us to see if a child has been successful in the association of the perception with its name as presented in the first period. In the second period, we use the vocabulary in a series of lively and fun declarative commands that encourage repetition.

For example, if presenting large and small with a cylinder block, we might ask: “Which one is large?” “Which one is small?” “Put the large one here.” “Put the small one here.” “Show me the large one.” “Point to the small one.” This activity has a game-like feel and offers children the chance to repeatedly hear the vocabulary and associate it with the corresponding attribute or object.

During this period, we do not ask children to recall the vocabulary. Because there is active participation that reinforces the association between the name and the object or concept, this period is about reinforcement. It is the longest of the three periods and is the most important one in terms of serving as an aid to children’s memory. Every time a child hears the vocabulary and associates it with the corresponding attribute/object, it activates the necessary synaptic connections in the brain and strengthens neural pathways.

If a child is not successful in the second stage, we have two choices: return to the first period or gracefully end the lesson and offer it again another day. It might be that a child just needs more time to work with the materials sensorially. Regardless, if the child isn’t experiencing success at this stage, we recognize that we need to

reassociate the sensory impression with the name. We don’t point out the error to a child, though, because that only serves to embarrass the child or cause them to feel defeated. Nor is it helpful to continue with the lesson, for if the associations are not happening, more repetition would only serve to cause further confusion.

The Third Period: Recall

This last part of the lesson is just a quick test and serves as a verification that a child has successfully retained the association given in the first period. For the first time, we no longer provide the vocabulary, and instead, the child must produce it from their memory. We simply ask: “What is this?” If the child can successfully answer a series of times, then we can verify that the association has been created. If the child is not successful, we repeat the first or second period. This is not done as a means of correction, but to ensure the child leaves the material with an accurate impression.

Once the Three Period Lesson is over, we allow children to continue working with the material. Often, we see that they have renewed enthusiasm for the material after making these new mental associations.

A Powerful Approach

By following this structured approach at Wheaton Montessori School, we provide children with multiple opportunities to engage with new information and reinforce their learning through repetition and active participation. This approach is powerful and effective for three main reasons:

Respect for the Child's Learning Pace

The three-period lesson respects the individual pace of each child's learning journey. By breaking down new concepts into manageable steps, we cater to the diverse needs, abilities, and learning speed of each child.

Promotion of Active Engagement

Through interactive questioning and hands-on activities, the Three-Period Lesson encourages active engagement and participation. Children are not passive recipients of information but rather active participants in their learning process, leading to deeper understanding and retention.

Facilitation of Meaningful Connections

By associating new concepts with real-life objects or experiences, the Three-Period Lesson helps children make meaningful connections between abstract ideas and concrete examples. This approach fosters holistic understanding and lays the groundwork for future learning.

Above all, the beauty of the Three-Period Lesson lies in its simplicity and effectiveness. The technique is subtle yet consistent, the lessons are brief yet powerful, and the language is precise yet expansive. Ultimately, the Three-Period Lesson empowers children to become active learners, capable of exploring the world with curiosity and confidence.

We invite you to come see this technique in action. Current families can schedule a classroom observation by using the green buttons below.

Why Do Our Children Do What They Do?

Mon, 25 Mar 2024 12:00:02 GMT

The scene may feel familiar, jumping on furniture or sitting down for a family dinner where our youngest starts tapping their spoon against a bowl, fascinated by the sound it makes. Our middle child begins asking a series of questions: “What does it mean to get an education? Why do people go to school? Why was Malala shot? Why are there wars?” Our oldest starts getting frustrated with the other two, wanting them to follow directions and have their dinner places in order.

In that chaotic moment before dinner, it’s easy for exasperation to take over. As adults, we might sometimes wonder what in the world propels our children. Really, what are they thinking when they try making holes by poking the table with a fork?

Innate Human Tendencies

We are born with innate human characteristics. We are hard-wired to explore, work, connect, and communicate. We crave order in our surroundings. We imagine possibilities. We create. We need to orient to what is around us, move our bodies, and wonder about the how and why. These human tendencies are unconscious, universal drives and they are at play our whole lives.

The newborn has familiar landmarks when hearing their mother’s heartbeat. When allowed to be on the floor, the infant rotates their body and moves in amazing ways. This drive to move propels babies into scooting, crawling, and eventually coming to that upright position that frees them to use their hands to explore the environment.

We recognize these needs in our infants, yet that vital life force is powerful for older children, too. When our children are exploring the noise of the spoon against the bowl, they aren’t trying to aggravate us. They are just exploring cause and effect and delighting in the auditory result. When your teenager wants to stay in their bedrooms, they aren’t rejecting family, but fulfilling a desire for mental solitude.

Awareness of Internal Drives

Knowing that children are compelled by basic human tendencies, let’s explore these tendencies and help our children become their best selves.

Your home and Wheaton Montessori School provide children with a sense of order. Knowing where one’s things go and how to help contribute to a task provides children with a sense of security and belonging. Just think about the feeling of uncertainty you can get when you visit someone’s home and don’t know whether to take off your shoes, where to hang your coat, or even how to be useful. By making sure our children feel welcome and purposeful and providing consistent routines, we help children develop an orientation to the world that they carry into all future settings.

You and your teachers prepare children for routines and offer accessible spaces that allow them to participate in the functioning of the day. They can help set the table, feed the cats, gather the laundry, prepare their lunches, and so much more. By participating in a meaningful way, they feel significant and ultimately more confident.

Our children’s constant questioning merely comes from a need for intellectual exploration. These big questions speak to their newfound mental ability to ponder expansive ideas about the world. As our children venture into new territory, either physically or intellectually, they benefit from opportunities to test their ideas and make connections to what they already know.

As social beings, we have to learn ways to collaborate effectively. The earliest humans had to cooperate to survive. An older child trying to force cooperation may just need some light support to find a way to communicate and connect with younger peers or siblings, rather than lapsing into exasperation.

Supporting Development

Human tendencies are unconscious, universal drives that support our adaptation to our particular time and place. We are hard-wired to adapt to our environment! The human tendencies – to orient, explore, order, abstract, imagine, calculate, work, be exact, perfect oneself, and communicate and associate with others – help aid this adaptation. They provide the internal drive to become our best selves.

Have you heard the phrase “Follow the child”? At Wheaton Montessori School, our classrooms and curriculum are designed with these human tendencies in mind, with particular attention to how these innate drives manifest themselves at different stages of development. Constructing curricula and classrooms around students' developmental needs and stages is exactly what Dr. Maria Montessori purposely designed and the benefits of these approaches supported.

Thanks to our Montessori training and commitment, we recognize, honor, and support innate characteristics in children so we aren’t obstructing their important development. Our children reach amazing heights with Montessori support. Please contact us to observe classrooms or tour the campus.

Six Steps to Problem Solving

Mon, 18 Mar 2024 12:00:02 GMT

So often when we are bumping up against frustrating behavior from our children, we forget that one very effective way to work through the challenge is to include our children in the process.

Step 1: Identify the Issue

The best way to approach this is to first identify the challenge. Perhaps your child is having a hard time getting ready in the morning. Or maybe you are experiencing bedtime struggles. It might be as seemingly small as cooperation with brushing teeth. Or the issue may revolve around food: packing foods your child will eat, being willing to engage during dinner time, or eating a hearty breakfast before heading to school.

Whatever the problem, first identify it in one simple sentence. Hone in on exactly the challenge or conflict, so it’s easy to state clearly.

Step 2: Ask For Time to Talk

Then you’ll want to find a time when everyone is in a mellow mood, perhaps feeling particularly happy, or even just well-fed and rested. At this point, it’s important to check in with your child by asking something like: “Is now a good time for us to talk?” Or “I’d like to brainstorm with you. Is now a good time?”

It’s best to be at your child’s eye level and/or get together in a comfortable place that encourages connection. Then state the problem as simply and clearly as possible. It is especially important to avoid guilt, blame, shame, and exaggerations. One way to frame the conversation is to start with something like: “I have a situation that I want your help with.”

For example, if your child has been struggling with leaving the house on time in the mornings, you might try stating: “I’ve noticed that our mornings have felt stressful and rushed.”

You can then share the impact or how you feel: “As a result of rushing, I feel anxious and then start to get impatient and a little grumpy.” Followed by what you want: “I’m hoping we can figure out a new routine for our mornings so we can leave the house on time.”

Step 3: Listen to Your Child’s Perspective

After stating your take on things, it’s important to allow your child the space to share how they feel and what they want. Let’s open up space and listen to what might be going on for them.

By sharing your perspective without accusation or insistence, and then asking for their feedback and needs, you are demonstrating that you are committed to a collaborative approach. After your child has shared what is happening for them and what they need, you can explore if brainstorming possible solutions could help.

Step 4: Brainstorm Together

If brainstorming seems helpful, get a piece of paper, and create a list of ideas or solutions. If your child is younger, you can do the recording. The child can draw the ideas. Regardless, free up each other’s thinking by not criticizing or rejecting any ideas during this brainstorming process. Let your imagination run free. If possible, try to model some “out of the box” thinking and make the process as fun as possible. It’s even okay to get a little silly: “I know! We could invent a robot that puts on your coat and gloves for you!” Offering encouragement can help, too. “That’s a great idea. I never thought of that.” Or “Oh, that gives me another idea!”

It’s important to not go into this process with a hidden agenda. Children are attuned to when we just want things to go our way. In the process of being open to ideas, you’ll likely find some unexpected solutions. Whenever possible, it’s also helpful to generate ideas in which both parties can win.

Step 5: Cross Items off the List

Once you’ve generated a list of possible solutions, go through the list together. Give your child the opportunity to first cross out any ideas that won’t work for them, and you can do the same. In this process, you can both talk about why particular ideas will or won’t work from your particular perspectives. After crossing out ideas, you’ll be left with some options. Together you can pick one of the suggestions, or a combination of ideas, as a solution to try.

Step 6: Test it Out

Emphasize that you can both agree to try the idea and then come back together in about a week to see if it is still working. You can write the agreement on a fresh sheet of paper and, if appropriate, both sign the paper to show a commitment to trying this new idea. Be sure to also thank your child for their cooperation! Be sure to also follow through with checking in with each other after trying out the solution for a week. If it isn’t working, review the list together and see if there is another idea worth trying.

Creating an agreement ahead of time model’s respect. The result? Our children feel more willing to cooperate because the process has been collaborative.

Curious to learn more about how to include children in a problem-solving process? Schedule a time to come in to observe, talk more, or tour our school campus .

Current families are invited to schedule a classroom observation using the green buttons below.

Navigating Sibling Dynamics

Mon, 11 Mar 2024 12:00:00 GMT

As parents, we want our kids to get along. Yet sibling dynamics can vex even the best of us. We cringe at how much our children can hurt each other, then melt when we see them treating each other with kindness. Their fights can drive us crazy, causing us to worry about whether they will like each other as adults.

Fortunately, we can implement strategies to prevent problems between siblings, set the stage for healthy interactions, and practice techniques for managing conflict at the moment.

One of the first steps is taking time to understand our children, ourselves, and the situation. Without taking time to assess these three aspects, we often end up interfering in sibling conflict, which may stop the fight in the moment but that may also inadvertently increase competition and misunderstanding.

Check-In with Ourselves

When conflicts arise, it helps to first check in with our feelings. Having awareness of our mental and physical responses allows us to practice self-regulation. We can breathe in deeply through our nose and our mouth. We can pause before responding. We can express our emotions: “I’m realizing that I’m not feeling very calm right now. Because I’m starting to feel upset, I’m going to take a minute to try to regain some control.” Our children don’t need us to get on the roller coaster!

Describe and Empathize

Another technique to help at the moment is to describe what we see and to empathize. When we describe what we see in a non-judgmental way, we help our children become aware of what they are doing. This allows them the opportunity to choose if they want to continue. The real key is to do this neutrally: “I’m noticing that both of you seem to want to sit on the bean bag chair. Sometimes it can be hard to both want the same thing.”

Examine the Hidden Beliefs

When children exhibit behaviors, they have unspoken beliefs behind that behavior. To better understand our children and these beliefs, start to reflect on any hidden messages. Some questions to consider include: Do our children feel like they need to win, be first, have an item, etc. to be significant? Are they trying to determine their place in the family? Do they feel wronged in some way and want to cause hurt back to others? Do they feel they are being treated unfairly? Are they trying to fight back to have a sense of justice? Is fighting a way to assert power in the situation? Do they want others to feel as uncomfortable as they do when they are frustrated?

We don’t need to have answers to the questions but rather recognize that our children might be operating based on some mistaken beliefs. It’s important to remember that what happens to us isn’t as important as the beliefs we hold about what happens to us. Our children want to belong and feel significant and might need some support in developing new beliefs to feel accepted and important.

Shift the Beliefs

One way to shift their thinking is to practice putting children in the same boat. When we take sides in an argument or conflict (for example, by reminding an older child to be kind to their younger sibling or assuming wrongdoing in some way), we reinforce competition or hard feelings between siblings. Instead, we can give our children a choice or hold both responsible. If something has been broken, both can be involved in making repairs or amends. If they are fighting in the car, we can pull over and explain that we’ll be happy to get going again when they have resolved their conflict or have decided to stop arguing. If tattling is a regular occurrence, we can empathize and wonder how they will solve the problem together. We can also make sure we aren’t setting up situations that cultivate jealousy or competition by forcing sharing or putting one child’s needs before another’s.

Provide Special Time

Another way to help our children feel belonging and significant is to schedule special times. Our children need our undivided attention, yet so often as parents, we are pulled in so many directions. One way to address this is to commit to having five to ten minutes of one-on-one time with your child. Let your children know that this is the time that you will be with them 100% and that they get to choose what you both do together during that time. Even if it is that activity that you just can’t stand, remember it is only for a short duration! Use a timer and stay committed to having the time each day. This undivided attention helps children feel secure and connected. The result? They are more cooperative with us and each other. This special time is offered by the adult. The adult determines the length of time offered without phone or other interruptions and the child chooses the activity, within reason, to play.

New Skills

Ultimately helping our children navigate sibling dynamics involves teaching new skills. We can help our children learn how to express themselves kindly and firmly, perhaps even practicing how to share concerns during family meetings. We can involve our children in finding solutions through problem-solving strategies. We can emphasize the value of different perspectives and needs by appreciating each child’s unique qualities and building gratitude into our routines.

What we model and promote in our families helps set the stage for how our children navigate not only family relationships but also their interactions in the world. If you’d like to learn more about how we cultivate respectful, cooperative relationships and help children learn how to resolve differences with respect and kindness, come visit our school by scheduling a tour . Current families are invited to schedule their classroom observation using the green links below.

The Impact of Grace and Courtesy

Mon, 04 Mar 2024 12:00:02 GMT

At Wheaton Montessori School, we emphasize two words on a regular basis: grace and courtesy. But what does grace and courtesy mean? How are they an essential part of Montessori classrooms, specifically at Wheaton Montessori School? And what role do they play in supporting the development of social relationships and confident humans?

What is Grace? What is Courtesy?

Let’s first isolate each word. Google’s Oxford Languages defines “grace" in two parts: 1. simple elegance or refinement of movement, and 2. courteous goodwill. Courtesy is defined simply as the showing of politeness in one’s attitude and behavior toward others. Stated another way, grace and courtesy comprise how we move through the space around us showing respect for ourselves and others.

Grace and courtesy are fundamental aspects of Montessori education and are taught and expected to be demonstrated in different ways across various age groups, specifically in the preschool and kindergarten, elementary, and adolescent stages.

Grace & Courtesy Lessons at Wheaton Montessori School

Preschool and Kindergarten

In our preschool and kindergarten communities, grace and courtesy are considered to be part of practical life learning and we devote significant time to grace and courtesy lessons. For example, the adults give explicit instructions on how to walk around someone’s work on the rug, how to wait your turn, how to offer help, how to tuck a chair under the table, or how to introduce oneself. These lessons are offered one-on-one or in small groups and we role play to discover new skills.

We are very careful about how we introduce grace and courtesy to children. If we see something that needs to be addressed, we try to avoid confronting the child in the moment and we never offer grace and courtesy lessons as a form of punishment or correction. We are careful about this because children are often embarrassed when corrected by adults on the spot. When this happens, they can feel disrespected and not safe, and thus much less likely to perform the act on their own accord.

Elementary Program

As children enter their elementary years, our approach shifts slightly. Elementary-age children are more focused on their social interactions and are learning how to navigate the ups and downs of friendships and are continuously learning and experiencing how to handle different situations within their social circles. As such, much of the grace and courtesy work at this level provides children with tools for communicating directly and respectfully, sharing perspectives thoughtfully, and even being discreet about something potentially embarrassing. In addition, they are learning how to interact with the broader community as they arrange visits or interviews, conduct themselves according to the norms of different communities, and explore how to be a host or a guest. They foster a sense of responsibility and respect towards others and the environment.

Adolescent Community

When it comes to adolescents, grace and courtesy are further expanded and refined. Teens are expected to have mastered the basics and are now taught how these concepts apply on a broader scale. They learn about ethical behavior, critical thinking, and decision-making. They experience and explor how to navigate complex social situations, respect all, communicate effectively, and collaborate with others. They are encouraged, supported, modeled, and taught to demonstrate these behaviors in real-world situations, helping them prepare for adulthood.

In summary, grace and courtesy are integral parts of the educational journey at Wheaton Montessori School. They evolve and differ in complexity depending on the age group, starting with basic manners in preschool and kindergarten, progressing to more complex social interactions in elementary, and culminating with ethical behavior and decision-making in adolescence.

The Goal

At Wheaton Montessori School these acts of grace and courtesy aren’t rigid demands. For example, we do not like insisting that children say please and thank you. We want students to voluntarily use these niceties because it’s part of living together, they are surrounded by courtesies, and they recognize the relationships. They become part of how children want to be and interact. The expectations are modeled, taught, encouraged, and supported. Dr. Montessori is quoted as saying: “…the essential thing is that [the child] should know how to perform these actions of courtesy when his little heart prompts him to do so, as part of a social life which develops naturally from moment to moment.”

Like all academic, practical, and social activities within our classroom communities, we offer opportunities to regularly practice and repeat grace and courtesy skills. Because these experiences are part of the normal functioning of the day, they provide a respectful way for young people to learn expectations and for adults to inspire, model, scaffold, and assist social skill development.

The Results

As we offer these grace and courtesy opportunities and give children a safe place to practice, our young people eventually perform these skills independently.

Upon your initial visit to Wheaton Montessori School, you probably encountered an incredibly focused, purposeful, and joyful environment in all of our programs. You might have observed two young kids seated together, with one patiently assisting the other in putting on their shoes. There could also have been a student waiting calmly to share a story with the teacher. Your children bring a sad classmate a tissue or rush to assist when someone has a spill. They tuck their chairs under tables. They carefully place a tray on a table. They greet each other and adults in the hallways. They hold the door open when they see someone coming in their way.

In summary, in each of our programs, students are always encouraged and guided to work with grace and courtesy. Interactions at Wheaton Montessori School are done in a manner that is peaceful, respectful, and cooperative and are marked by mutual understanding and a sense of unity. Students share their spaces, resources, and time in a way that promotes harmony and fosters a sense of community. This harmonious coexistence among children is a testament to their innate ability to learn together peacefully and treat each other with grace and courtesy.

Your children as part of Wheaton Montessori School students and as future alumni move beyond the basic niceties and think deeply about their impact on those around them. We’d love to show you this in action. We invite current families to schedule classroom observation and prospective families to schedule a school tour to see the ways that grace and courtesy help children recognize themselves as caring, competent, and cooperative individuals within a community together.

Materials Spotlight: The Geometry Cabinet

Mon, 26 Feb 2024 12:00:01 GMT

Nestled on a shelf in our preschool and kindergarten classrooms (and elementary shelves) you’ll find a small wooden cabinet with six slim drawers. It may not look like much from the outside. Even when you slide out one of the drawers, you’ll see six square wooden divisions each with a blue wooden inset with a small knob in the center. As you continue to pull out the different drawers, you’ll discover that each wooden inset is a series of geometric shapes: circles that vary in diameter, rectangles with the same height but varying in width up to the square, different triangles, regular polygons, quadrilaterals, and curved figures.

This is the Geometry Cabinet, an important and well-used material in Montessori primary (and elementary) classrooms. With a multitude of uses, this material serves to help children not only enhance their visual and muscular memory but also provide a foundation for advanced geometry work and preparation for handwriting.

The Foundation for Geometry

First and foremost, the geometry cabinet introduces plane geometry. Often, the initial lesson will be the equilateral triangle, square, and circle. These first shapes form a foundation in geometry: the circle calculates angles, the triangle constructs, and the square measures area.

Another fun and detailed way to think about these three shapes is in terms of polygons. The equilateral triangle is the polygon with the least possible number of sides. The circle can be thought of as a polygon with infinite sides. The square represents the rest of the polygons. Of course, these facts are explored in our elementary communities. In the primary classroom, we use these distinct forms to provide children with the first impression of the three fundamental shapes in geometry and to introduce how to use the entire geometry cabinet. Imagine all of the built-in choices children have to follow up on. Wheaton Montessori students move quickly beyond the three introductory shapes.

A Tactile Experience

One of the first things we do with the geometry cabinet is demonstrate how to use the knob to pick up the shape with the non-dominant hand and then trace the whole perimeter of the shape with the index and middle fingertips of the dominant hand. We also show how to trace the outline of the aperture that the shape fits into. This careful, meditative action is designed to both give children a tactile impression of the shape and to help them develop the fine motor control necessary for writing.

Once children have this experience with a few shapes, they move on to tracing and matching the shapes from a whole drawer and then even mixing up the shapes from multiple drawers to trace and match into their aperture. When children get good at this process, we introduce taking away the visual sense by wearing a blindfold!

One of our Preschool and Kindergarten teachers, Ms. Chiste said “ The student’s favorite thing to do is paint each of the shapes them”.

From Concrete Objects to Abstract Symbols

We also introduce sets of cards for each geometric shape. In the first set, the figure is filled in completely. In the second set, each figure has a one-centimeter-wide outline. In the third set, each figure has a one-millimeter-wide outline. Children select an inset shape and go through the stack of the first set of cards until they find the one that matches the shape. Then they place the inset exactly onto its matching card.

By placing the inset shapes onto the cards with thick to thin outlines, children are learning how an abstract symbol represents a concrete object. This is preparation for reading! If children can recognize and distinguish between a trapezoid and a parallelogram, they will be more likely to be able to distinguish two other shapes like a cursive b and a cursive z. When children have a lot of experience recognizing shapes, they will be more able to recognize the shapes they encounter in letters because symbols are shapes defined by lines. Think about the progression of abstraction from a filled-in trapezoid to the outline of a trapezoid, to the letter A.

Rich Language

As children are working with these shapes, our Preschool and Kindergarten teachers, Ms. Carr, Mrs. Berdick, Ms. Chiste, and Mrs. Rogers introduce vocabulary. Our young classrooms are alive with the rich vocabulary of quadrilaterals (rectangle, square, rhombus, parallelogram, isosceles trapezoid, right-angled trapezoid), curved figures (circle, oval, ellipse, quatrefoil), triangles (equilateral triangle, right-angled isosceles triangle, acute-angled isosceles triangle, obtuse-angled isosceles triangle, right-angled scalene triangle, acute-angled scalene triangle, obtuse-angled scalene triangle), and polygons (pentagon, hexagon, heptagon, octagon, nonagon, decagon). We offer them the exact names while our youngest learners absorb language effortlessly. For example, we say an acute-angled scalene triangle.

Memory Games

We also use the Geometry Cabinet to play a series of sensorial games that help children perfect their perceptions and make their mental classifications conscious. You saw similar games demonstrated during our Parent Discovery night in January.

In the first memory game, the geometry shapes and their apertures are mixed up between two locations in the room, far enough apart to allow more time for children to hold the memory of the shape as they move through various potential distractions to find the match. The second game is a little harder because the shapes are placed in scattered locations around the room. When children go to find a specific shape, they must retain the impression in their memory for a much longer time and not be distracted by the other images they are receiving. In this process, children are exercising their skills of memory and recognition.

The third memory game is one in which children try to find an object in the room that has the exact match of the shape. This experience allows children to move from working with the geometric qualities in their isolated form in the material to helping discover the qualities of the shapes in the world around them. They love getting a bowl as they look for circles or a hexagonal box to match with the hexagonal inset. Try this game together at home!

Learning through Mistakes

One of the aspects of authentic Montessori that I love is built-in controls for error. If a child tries to correspond a pentagon inset to a decagon card, there is immediate feedback, and the child can try again and again to find the match. The learner will explore the mistakes and corrections independently. Teachers will always observe when to step in if a key piece of information is necessary, but often experience is the best teacher

Multiple Benefits

While the main purpose of the Geometry Cabinet is to help children develop the visual discrimination of shapes (an important skill used in learning, especially reading), there are so many other benefits. The activity of tracing their fingers along the edges of the shapes and frames helps prepare children for using a pencil to make the shapes that form letters. Grasping the knobs helps them refine their pincer grasp. They learn important vocabulary. Because young children love shapes, they are driven to repeat this work which increases their concentration and focus.

A simple material with so many benefits, the Geometry Cabinet is a material worth coming to see. Schedule your school tour by clicking this link and see children interact with this foundational geometry material. We are currently enrolling children under four years of age for summer and next fall of 2024.

Current families are invited to observe in our preschool, elementary, and adolescent communities. You can schedule your classroom observation by clicking the green buttons below.

Serving as Guides

Mon, 19 Feb 2024 12:00:03 GMT

As adults, we often step into particular kinds of roles with children. We can be parents, aunts, uncles. We can be coaches, mentors, teachers. Each role has a set of expectations, often with an unspoken rule that the adult knows best and that children will learn from us.

The roles adults play in children’s lives are much more nuanced. We facilitate, suggest, model, and observe. The world can teach, and adults can serve as guides in the process of learning and discovery.

Be Curious

One way adults guide growth and learning is by asking “curiosity questions.” Genuinely curious questions may begin with a script and then become authentic. Try asking questions like:

How do you feel about what happened?
What were you trying to accomplish?
What did you learn?
How do you think you might use what you learned?
What ideas do you have for solutions?

Avoiding the question “Why?” is also important as it can sound accusatory and can lead to a child feeling defensive.

Sometimes a young person in our life is struggling. We can shift our approach to ask what ideas they can share with us based on their needs and our needs. We can be curious about what they want or need in the interaction. For example, sometimes when a young person is struggling, we want to know how we can help that person feel better. When that is the case, ask: “What can I do to help you have a better day?” Maybe the response will be within our powers and if not, we can acknowledge the idea and offer two manageable options.

Shift to Support

When we shift our roles and think about how to learn more about what our children are feeling, thinking, and exploring, we become meaningful guides. Rather than providing information, we can help children make discoveries. This is an essential part of what Montessori teachers do each day in our learning communities. The process of adults serving as guides during learning and discovery starts as young as when children are in Preschool and continues through our Adolescent Community at Wheaton Montessori School.

Preschool students are carefully guided to take ownership of their learning. One of the instances when these young students are directed to assume responsibility for their learning is when they are working with the movable alphabet. Very young students can pull together experiences with letter recognition, letter sounds, and story-telling experiences while working with the moveable alphabet. Their fine motor skills may not permit them the coordination to write on paper, but they have the preformed letters to build words, phrases, and stories.

Our elementary-aged children, 1 ^st -6 ^th graders, make amazing connections during their learning journeys. An elementary student can be ecstatic over a discovery about the periodic table, as recently happened with a young learner: “Look!” she exclaimed. “Gold has the symbol Au because the Latin name for gold is aurum. Au for aurum!” Because this young person had discovered this connection on her own, the knowledge was so much more invigorating and inspiring than had an adult instructed her about etymology and periodic table symbols. This student took ownership of the information that had been led through multiple indirect lessons.

Adolescents Community students work side by side with their teachers Mrs. Kelly Jonelis and Mrs. Lauren Vincenti daily planning the weekly lunch plan, budgeting, shopping for ingredients, cooking, serving, and enjoying lunch as a class. These students are gaining practical life skills while adults are there to guide them and offer support when needed. Experiences are gained and immediate peer feedback is available in an inclusive and supportive environment. For example, while prepping carrots for a meal according to the instructions in a recipe, they have the freedom to cut these carrots in another style where they gain experience and are open to receiving peer feedback in an inclusive and supportive environment. These adolescents are guided by adults to learn about responsibility and the outcomes of their actions in a suitable and organized setting.

Guiding students of any age is often a fine line between freedom and structure. Setting up as much underlying structure as possible will increase the amount of self-discipline that develops. As they can handle more responsibility, they are permitted greater independence to learn through their experiences.

Honor the Process

In How Children Learn, John Holt describes children’s process of learning: “The child is curious. He wants to make sense of things, find out how things work, gain competence and control over himself and his environment, and do what he can see other people doing. He is open, perceptive, and experimental. He does not merely observe the world around him. He does not shut himself off from the strange, complicated world around him, but tastes it, touches it, hefts it, bends it, breaks it. To find out how reality works, he works on it. He is bold. He is not afraid of making mistakes. And he is patient. He can tolerate an extraordinary amount of uncertainty, confusion, ignorance, and suspense.”

Mrs. Tracy Fortun spoke about this last month at our Better Together Get-Together event. If your schedule doesn’t allow you to attend, she recommends observing when a child is experiencing frustration without jumping in. Ask yourself, “What am I tempted to do or to “fix” it for them? Are they capable of taking care of it themselves? What would my normal response be, and how might that steal their opportunity to learn to cope with frustration”. Children should be provided with an opportunity to learn how to cope with frustration, thus increasing their tolerance level when faced with uncertain situations. Through this guidance, adults are permitting frustration tolerance which leads to emotional maturity.

Children naturally want to figure out the world and themselves. we can be thoughtful guides through this remarkable world of ours. We can entice. We can inspire. We can show possible paths.

At Wheaton Montessori School, we recognize the incredible power in the children’s process of experimenting, observing, making mistakes, learning from them, and discovering the world around them. Rather than serve as the experts dispensing knowledge, Wheaton Montessori School teachers act as guides to expose, curate, structure, and provide experiences to children in scientifically proven ways.

We invite interested parents of young children wanting to join Wheaton Montessori School to schedule a tour to see how we support our students from preschool through high school freshman year in nuanced ways. Schedule your school tour by clicking this link and see our teachers serving as guides and how our children take responsibility and ownership during this learning process.

Current families are invited to schedule their classroom observation by clicking the green buttons below. During your classroom visit, you will notice the guidance provided by our teachers as mentors and see the responsibility and drive displayed by our students during their learning process.

Our Montessori Bookshelf: Cultivating Emotional Intelligence this Valentine’s Day

Mon, 12 Feb 2024 12:00:04 GMT

Books are a safe space to process difficult conversations, and emotions, and begin big conversations!

— Emily Searcy, Wheaton Montessori School upper elementary teacher

This must-read list post highlights social-emotional skills. Our list starts with empathy. Showing care and compassion is critical in relationship-building and forming strong connections. The cornerstones of empathy are being able to understand and appreciate others’ perspectives and having a shared emotional response.

Books are a tremendous tool for helping our young people develop social-emotional skills. One analogy for why this is the case is how books can be mirrors, windows, and sliding glass doors. When we see our lives reflected in the pages of a book, the book is like a mirror of our experience. When we view lives and stories that are different from our own, books are like windows that allow us to see new vistas. When we feel transported into the story and feel empathy for the characters, books become sliding glass doors that allow us to step into new worlds of understanding.

To lean into more uncomfortable feelings, we are sharing some of our favorite books that cultivate emotional intelligence. We hope you share them with your children and explore these more emotions through the neutrality of characters and plot!

Anh’s Anger

By Gail Silver, Illustrated by Christiane Krömer

Big emotional reactions can be hard to understand. This story helps illustrate how anger is just one part of us. If we can give that part the attention it needs, we can take care of the feeling rather than letting it control us. This story also shows the power of adults staying calm and controlled in the face of big feelings. Illustrated with handmade collages, the images create a textured representation of Anh’s experience. Note: Due to having anger characterized as an external monster, this book is most appropriate for children aged five and up.

A Book of Feelings: Starring Sam, Kate, and Fuzzy Bean

By Amanda McCardie, Illustrated by Salvatore Rubbino

This story starts with two children, their dog, the love in their family, and the emotion of feeling happy. Then through the ups and downs of changes, arguments, loss, and more, we travel through a variety of emotions that emerge in children’s lives. Although the text and images are simple, the content moves into the complexity of what we can feel in our lives. The author shares some helpful questions to explore at the end of the book and an index identifies which pages highlight the different emotions: angry, cross, embarrassed, frightened, grumpy, happy, hurt, jealous, loved, loving, nervous, sad, shy, and upset. This is a book that can be revisited many times as children grapple with different feelings.

Because Brian Hugged His Mother

By David L. Rice, Illustrated by K. Dibble Thompson

With one act of kindness at the beginning of the day, Brian initiates a domino effect of good feelings and actions. Each act leads to different kinds of positivity which then leads to more kind actions! This is a great book to share to counteract when children get caught up in a cycle of negative feelings and actions. The best part is how all the goodness returns (like good karma!) to Brian at the end of the day. And because Brian goes to sleep feeling loved, he wakes up feeling great, which sets up the day to start with another lovely act of kindness!

Bravo Anjali!

By Sheetal Sheth, Illustrated by Lucia Soto

All too often girls are navigating how to balance doing something well with being liked. In this story, Anjali is shining in a traditionally male space, which brings taunts and disdain from her closest friend. Fortunately, an older girl reminds Anjali to never dim her light which helps Anjali stay true to her passion. In the process, she inspires a younger girl to see what is possible. This story is also an excellent one to share to help children understand what can be behind unkind behaviors and how it is possible to make amends after not-so-great choices.

A Friend Like You

By Frank Murphy and Charnaie Gordon, Illustrated by Kayla Harren

This celebration of friendships highlights the multifaceted nature of connecting with people and how we gain so much in the process. If you have young people in your life who are discovering what it means to make friends and, perhaps even more importantly, what it means to be a friend, this is a must-read. The vivid, diverse, and inspiring illustrations bring this book to life and also offer a vision of what is possible in this world!

Jabari Jumps

By Gaia Cornwall

With sweetness and simplicity, this book follows a young boy’s excitement and nervousness about jumping off a diving board. With support from his dad, Jabari works through some helpful tools for managing his feelings. The reassurance that it is okay to feel a little scared (plus ideas for how to help that feeling shift into something positive) is helpful for our little ones (and even for us as adults!).

Listening with my Heart: A Story of Kindness and Self-Compassion

By Gabi Garcia, Illustrated by Ying Hui Tan

So often children’s books focus on everything going right. Yet how we handle ourselves, including our self-talk, in the face of disappointments and mistakes is important for emotional regulation. This is a story of Esperanza’s day: from her excitement about her part in the play, to her awareness of spreading love and kindness, to her heartbreak when she feels like she’s ruined the play, to her realization that we also need to be loving and kind to ourselves. This story can be read again and again, during good days and days that stink. The resources at the end of the book are also incredibly valuable for helping our children develop self-compassion and positive self-talk.

The Many Colors of Harpreet Singh

By Supriya Kelkar, Illustrated by Alea Marley

Change is hard for children. When Harpreet Singh’s family moves, he has to leave the place he knows. As a result, the colors he uses to express himself fade into a white, colorless, shy need to not be seen. However, one small connection to a classmate changes everything for Harpreet. This story is an excellent reminder of the power of friendship and the importance of small acts of connection. The author’s note at the end also provides a window into why Harpreet’s patka (a specific style of turban for young boys) represents important values of equality.

My Cold Plum Lemon Pie Bluesy Mood

By Tameka Fryer Brown, Illustrated by Shane W. Evans

Navigating the ups and downs of family life can bring up all sorts of feelings. The shifting colors of one boy’s mood come to life in the jazzy prose of this book: from a gloomy gray when brothers get pushy, to gentle green from a little sister’s smile, to racing red to get home before dark. Despite the challenges, everything comes full circle as the family comes together. A bonus to this book is that the author is a Montessori mom!

Ruby Finds a Worry

By Tom Percival

This is a helpful picture book for young children who are struggling with any kind of worry or anxiety. The concept of a “worry” is materialized as a little fuzzy blob that grows over time and becomes ever-present for Ruby as she goes about her days. And the more Ruby worries about her worry, the larger it grows. Finally, Ruby encounters a boy sitting alone with his own worry. As Ruby and the boy express and share their worries, they realize that their worries shrink to the point of non-existence! Note: Due to having the “worry” externalized in a fantasy-based way, this book is best for children aged five and up.

Sometimes I Feel Like a Mouse: A Book About Feelings

By Jeanne Modest, Illustrated by Robin Spowart

Simple and straightforward, this picture book demonstrates feelings through similes. The text is large and clear with the emotion words highlighted in colors that coordinate with the feelings. This is a great introductory book for our younger children and helps set the stage for identifying and naming how we feel at different times.

When Sophie Gets Angry–Really, Really Angry…

By Molly Bang

This Caldecott Honor Book is a must-have. Molly Bang uses color and image to show the shift into surprise, hurt, and then intense anger at the unfairness of an interaction with a sibling. A volcano ready to explode, Sophie slams the door and runs straight into nature. It is here that cool colors begin to ease and soothe. She finds a place of calm that allows her to reenter her home with love.

We hope these books offer you and your children new ways to explore the many aspects of our emotional lives. You can click here to download a printable booklist . We also invite you to schedule a tour to see how social-emotional learning is woven into the fabric of Montessori classrooms.

The Capstone Years

Mon, 05 Feb 2024 12:00:00 GMT

There are key times in children’s lives when they can consolidate emerging parts of themselves before moving into a new area of growth and change. Three significant times of change for young people are around age six, around age twelve, and around age fifteen, the Kindergarten, 6th-grade, and high school freshman years. Both biology and Montessori theory offer insight into why these are significant times in children’s lives.

Montessori’s Planes of Development

Dr. Maria Montessori believed that children’s work is to construct the adults they will become. This is really important work! Adults can support children’s self-construction, but not do it for them. Children can accomplish self-construction through their activities and interactions with the environment.

Dr. Montessori’s observations of this self-construction led her to develop a theory of four planes of development. When looking at children’s development from a scientist’s point of view, Dr. Montessori found that development did not occur steadily but rather occurred in phases or planes. Dr. Montessori considered that the change in children, as they moved from one plane to another, was so profound that it resembled a rebirth.

Each plane or phase of development lasts for approximately six years: infancy (0 to 6), childhood (6 to 12), adolescence (12 to 18), and adulthood (18 to 24). The turning point around age six is when children move from infancy into childhood, around age twelve they move from childhood into adolescence, and around fifteen young adults feel more settled, stable, and confident in themselves.

Biological Changes

Biologically, considerable hormonal changes are happening during these two transition times in children’s lives. While our society generally recognizes the biological shifts as young people move into adolescence, we are less well-versed about what happens in our six-year-olds.

It doesn’t take much, though, to realize change is afoot! Think about what we see in terms of dramatic physical changes around age six: their teeth start to fall out, their hair gets coarser, they lose that baby-soft skin, and they become leaner and lanky. Similarly, our twelve-year-olds are on the brink of adolescence, another period of dramatic physical growth and change. Our fifteen-year-olds are learning who they are as individuals and crave social independence.

However, there can be a gap between these physical signs of maturity and the cognitive and emotional development happening for our six-year-olds and twelve-year-olds. Often children at these ages are moved too quickly into an environment that doesn’t meet their needs and doesn’t honor the internal growth that still needs to occur. When this happens, they lose the environmental stability that allows them to develop a deeper sense of self-confidence and to truly consolidate the intellectual and emotional skills they have been developing over the previous years.

Capstone Years at Wheaton Montessori School

We recognize the importance of these transitional years and intentionally design our classrooms to support our students during this time. The six-year-olds and twelve-year-olds are the oldest in our Primary (Preschool and Kindergarten) classroom and Upper Elementary classroom respectively and fifteen-year-old freshmen are the oldest, by design, in our Adolescent Community. They know the routines and expectations, they have secure relationships, and they get to help others who are newer to the classroom communities.

Because they aren’t trying to assimilate into a new environment, our six-, twelve-, and fifteen-year-olds can serve as leaders for their mixed-age classrooms. They can focus on challenging work and big personal achievements. By being with their younger classmates, they can see where they have grown up and how they got to where they are now.

These are the capstone years, the final piece to complete the critical building-up that has been happening during the previous formative years. The level of mastery allows our six-year-old, twelve-year-old, and fifteen-year-old leaders to integrate their social, emotional, and intellectual selves.

During these capstone years, children gain a sense of self-confidence and self-satisfaction from successfully navigating the bigger projects and bigger conversations. The younger learners in the classroom communities are working toward these capstone capabilities and admire the oldests’ social, emotional, and academic strengths. All of these realizations are within a community of adults and peers who have shared their learning experiences over several years.

By having the opportunity to integrate their learning in a safe, stable, and secure environment, our young learners can do their important work of self-construction.

Wheaton Montessori School’s carefully designed programs meet each child’s age-specific needs and follow the stages of development identified by Dr. Maria Montessori which research keeps confirming. Completing each program’s cycle is ideal for the development of the person.

It is never too early to start planning for the next stage of education for your family. Schedule a school tour by clicking this lin k so you can observe the significance of these capstone years at Wheaton Montessori School.

Current families are invited to schedule their classroom observation by clicking the green buttons below. See how these capstone years are displayed among our students and you are always welcome to level up!

Montessori: An Intentional Approach

Mon, 29 Jan 2024 21:17:50 GMT

We focus on supporting children’s intellectual, emotional, social, and academic growth at Wheaton Montessori School. Dr. Maria Montessori was a scientist first and foremost who was interested in creating optimal learning environments so that young humans could reach their potential with as few adult-created obstacles as possible.

Because of this goal, we think differently about the role of teachers and the use of learning materials. One of the adults’ roles is to put children in touch with activities so children learn through doing. With this experiential approach, children use their hands, engage through movement, and even discover mistakes to correct. Adults are not the dispenser of information. They are not the provider of the right answers. Rather, we help children learn how to learn, which includes understanding themselves as learners, figuring out how to use failure as a starting place for growth, and exploring the process as much as coming to an end product.

To achieve this, the Montessori method has a very intricate approach that relies on providing children with building blocks throughout their educational journey. Montessori teachers engage in an individualized, long-term process of introducing children to a series of skills and information. Children experience ah-ha moments. We know that when children discover something for themselves, they own that information deeply. Frequently we see children feel like they are the first discoverers of a new piece of knowledge, a linguistic tool, or a mathematical trick.

For example, when children are learning the process of a compound or long multiplication, we move them through a series of activities that connect their prior knowledge of place value, patterning they have experienced for years through different Montessori materials and a color-coded system for quantities. As they work through steps that show how compound multiplication works, children often realize that they can take shortcuts rather than putting out and exchanging various colored bead bars on materials like the checkerboard. Once they start taking these “shortcuts” they are demonstrating that they have internalized the steps for multiplying multi-digit numbers. Children feel like they are discovering a fabulous secret or have invented a new mathematical method. We know that they are taking the necessary steps to abstractly compute the answer in a compound multiplication problem.

One of the gifts of our education is that children can discover so much in their own way and own their own time, regardless of the rest of the class’s schedule. Rather than rote memorization, children explore connections and make discoveries. Through multiple learning experiences, these connections create complex neural pathways that will be helpful later in life. There is a reason why a Wall Street Journal piece coined the term “Montessori Mafia” to refer to former Montessori students who have gone on to become tech titans and engaged innovators.

What about if my child only wants to work on their favorite subject? If this process of discovery across the curriculum needs additional support for any reason, our highly trained teachers provide scaffolding so that children can still build upon prior knowledge and make progress toward mastery. Wheaton Montessori teachers believe wholeheartedly in surpassing traditional benchmarks and communicating with parents when areas are being carefully watched. Sometimes extra support is needed and when this is the case, our teachers coordinate with additional professionals.

What about when well-intentioned parents want to show their children a mathematical shortcut, or highly advanced concept, or introduce some outside-of-school practice? We encourage you to hold off until your children show you. What a gift you will be giving them. They could be at the culmination of years of carefully designed preparation. They might be just about to make an important connection or realize a significant insight. And when someone is on the edge of understanding, it is a tremendous gift to allow them to have their moment! We hope that they share their “discoveries” with you especially when it aligns with your passions.

We thank you in advance for appreciating the intricacy of our approach and for connecting directly with us if you want to explore how to support your child(ren)’s learning. And of course, if you are interested in experiencing children discovering the process for themselves, we’d love to show you!

Come see how your children own their knowledge in powerful and profound ways! Current families can schedule a classroom observation by clicking on the green buttons below.

We are enrolling children who will be between 2.5 and 4 for the summer and fall of 2024 and we will hold a space for enrolled students who have not quite reached 2.5. If interested in enrolling, "Schedule a Tour" by clicking on this link or the green button located in the upper right-hand corner of our website.

In Support of Spoken Language

Mon, 22 Jan 2024 11:00:03 GMT

Our children’s early years are essential for developing strong language skills. At Wheaton Montessori School, we pay particular attention to how we support young children’s receptive and expressive language development.

The exercises we use to enhance children’s spoken language development are often games and conversations. Our highly trained professionals integrate these activities as a prominent part of children’s day. This blog shares conversational games you can play at home and explains our favorite spoken language games based on your questions from Parent Discovery Night.

The Purpose

Young children are expanding their vocabulary at an astonishing rate: from recognition of about 50 words at age one to 1,000 words by age three, to at least 10,000 words by age five! We know that children absorb language effortlessly, so, at Wheaton Montessori School, we provide children with expansive vocabulary enrichment through a series of intentional language exercises.

We also recognize that adults are the most important language material in the classroom, so we use precise language whenever we are communicating with children. We offer rich, full, and beautiful language because we know we are providing an essential foundation for children.

Our Favorite Activities

We keep oral language alive and lively through a variety of purposeful activities.

Classified Picture Books

We choose wordless picture books that focus on a theme that is familiar to children or that are classified around a sequence (e.g., Amanda’s Day). In the classroom, we sit down with one child and take a “picture walk” through the book to help the child interpret the picture clues. The adult asks the child about what they see. This process not only helps children develop their expressive language skills but also sets the stage for future reading and story interpretation.

True Stories

When we tell true stories, we invite a group of three to five children to join us. Sometimes we use little cultural artifacts or objects as we share stories about everyday life, or we offer little snippets about geography, art, music, biology, and geometry. The key to these stories is that they are based on reality. In sharing these stories, we offer children interesting and rich language, as well as spark their interest and imagination!

The Question Game

For this activity, we gather a small group of children who have common experiences and then ask a series of questions about that event. Being mindful to solicit answers from a variety of children, we focus on asking questions that can form a sequence and illuminate details. We then summarize the story based on the children’s responses.

Because children live in the moment and often don’t remember what happened yesterday, we try to do this activity near when the experience occurs. In addition to modeling how to tell a story and how to create complete sentences from one-word answers, we are also providing preparation for creative writing by taking an event, structuring it sequentially, and highlighting details.

Conversation at a Picture

To engage children in this activity, we invite a small group to a piece of artwork on display and start a conversation about what the children observe in the picture. We focus on using “w” questions such as: What do you see? Where do you think they are? Why do you think…etc. We keep eliciting conversation by asking more questions: Do you see anything else in this area? Do you notice anything else about this scene? When the conversation begins to fade, we summarize the observations in a small narrative or story.

Reading Literature

We work to read quality children’s literature every day! When we do so, we highlight the book’s title, the author, and the illustrator. Under the age of six, children live in the present and are trying to adapt to the world around them.

Reciting Poetry

When reciting poetry, we do so from memory. We recite poems over a series of days and, just like with singing, children learn the poems by themselves and love to recite them. Children also absorb phonetic skills from any onset rhyme. Popular nursery rhymes support children’s process of learning to read!

Objects in the Environment

This activity is a series of games that follow a “listen and do” type format. After gathering a group of children, we explain that will say something to do and when a child hears their name, they get to do that action. We start with simple, one-step commands: Touch a shelf. Stand by a window. Walk around a table. We then progress both in complexity in terms of the types and categories of objects as well as by offering double commands: Find a friend and shake hands. Choose a book and place it on a table. Play a bell and hum a tune. While quite fun, these games also have the bonus of helping children develop their auditory memory.

Classified Pictures

For this work, we have collections of pictures representing categories of objects (types of transportation, furnishings, appliances, playground equipment, etc.), as well as cards with illustrations of geographical, geometrical, biological, and scientific terms (parts of a flower, land, and water forms, polygons, etc.). When doing this activity with a child, we first name the classification (“These are all fruits.”) to help establish mental order. Then we played a little game to teach the vocabulary for the items pictured on the cards.

The Sound Game

The sound game helps children become aware of the phonemes in our language. We collect ten known objects on a tray and play an I Spy type game that isolates the beginning sounds of the objects, then later the ending sounds, and eventually the sounds in the middle of the words. The whole purpose of this game is to help children become aware of the sounds that make up words.

Family Mealtime

Making family mealtimes a priority is crucial for building strong bonds and relationships. Social gatherings often revolve around food, as food brings people together. Prioritizing family mealtimes will not only provide an environment for you to bond with your family now, but it will also set a firm foundation for building positive relationships with your children as they grow to be adolescents. Our adolescent community makes meals from scratch and eats lunch together every day. While teens may not express their love for this shared experience, there are long-term benefits. If you have schedule conflicts for having dinner together, consider having weekend breakfasts or evening teatime instead. Even better, get your kids involved in meal preparation and use the opportunity to have fun conversations. Asking them about their favorite recipes will get them even more involved and proud to be part of this process.

Conclusion

Spoken language activities are the foundation for children’s receptive and expressive vocabularies. In addition to enhancing their vocabulary and providing an overarching structure for future work in writing and reading, engaging children in language games also helps increase their listening and comprehension skills. Above all, we take the time to listen to children’s spontaneous efforts to express themselves, so that they gain confidence in speaking and feel that their thoughts have meaning.

Come see (and hear!) all this spoken language work by scheduling your school tour or current parents can schedule a classroom observation. We would love to share with you what we do at Wheaton Montessori School.

Current families are invited to schedule their classroom observation by clicking the green buttons below.

If interested in enrolling in our school, "Schedule a Tour" by clicking on this link or the green button located in the upper right-hand corner of our website. We are enrolling children who will be between 2.5 and 4 for the summer and fall of 2024 and we will hold a space for enrolled students who have not quite reached 2.5.

Our Montessori Bookshelf: In Honor of MLK Day

Mon, 15 Jan 2024 11:00:01 GMT

Happy Martin Luther King Jr. Day! We work to uphold the values of Dr. King at Wheaton Montessori School. Both humanitarians, Dr. Martin Luther King Jr., and Dr. Maria Montessori, upheld a dream for humanity and believed reverently that peace could be realized.

In his Nobel Peace Prize acceptance speech in 1964, Dr. King asserts: “Nonviolence is the answer to the crucial political and moral questions of our time; the need for mankind to overcome oppression and violence without resorting to oppression and violence. Mankind must evolve for all human conflict a method that rejects revenge, aggression, and retaliation. The foundation of such a method is love.”

In Education and Peace , Dr. Montessori states: “An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.”

Both Dr. King and Dr. Montessori recognized the profound personal shift required to support a societal shift toward peace and equity. To support this work, we offer some of our favorite books that highlight the legacy and vision of Dr. King. Don’t stop with our list. Also, ask your librarians for more biographies about great people and cultures who have contributed to our current. Their everyday lives and childhoods are especially interesting and make the historical figures accessible.

Child of the Civil Rights Movement

By Paula Young Shelton, Illustrated by Raul Colón

The author, the daughter of civil rights leader Andrew Young, shares a simple yet profound view of what it was like to live through the household experience of organizing, marching, and forming a community. From the child-like “ah ha” moment of realizing Jim Crow wasn’t a bird to overhearing dining room conversation among some of the great civil rights leaders, this story brings the movement home to children. The “More About the People in This Book” section at the end is a helpful reference, too!

I Have a Dream: Dr. Martin Luther King, Jr.

Forward by Coretta Scott King

This presentation of Dr. King’s inspired speech from August 28, 1963, is all the more stunning with an overlay of paintings by fifteen Coretta Scott King Award or Honored artists. In addition to a short biography of Dr. King, the book also includes the African-American artists’ statements about their pieces. This is a perfect book to both read aloud and use to explore how art tells a story. Please share with us which piece of art resonates with you!

Let the Children March

By Monica Clark-Robinson, Illustrated by Frank Morrison

Told from the perspective of a young girl in Birmingham, Alabama in 1963, the poetic verse of this story begins with Dr. King's call to action. Inspired and determined, the girl and her brother realize the children can march even if their parents can’t. The book is filled with hope, as well as images that don’t shy away from the pain and horror of the police response to the march. Moving and powerful, this story is one to share. The Afterword and Artist’s Statement at the end are also helpful for older readers, as well as the creative timeline of events that spans the endpapers.

Martin Rising: Requiem for a King

By Andrea Davis Pinkney, Paintings by Brian Pinkney

A powerful collection of what the author calls “docu-poems” accompanied by rich sensorial images provides a narrative of the days and events leading up to Dr. Martin Luther King, Jr.’s death. Older children who have a bit of knowledge of Dr. King’s life and legacy and who have perhaps begun exploring poetry will no doubt appreciate the artistry of Martin Rising . The author and artist's reflections at the end provide additional options to explore – performing the narratives aloud, searching for repeated visual symbols, and creating a play.

Martin’s Big Words: The Life of Dr. Martin Luther King, Jr.

By Doreen Rappaport, Illustrated by Bryan Collier

Collage illustrations combined with actual quotes from Dr. King carry the reader (or listener) through the rhythms of Dr. Martin Luther King, Jr.’s life. From his early childhood days to his ministering to the long years of protest, this picture book flows powerfully through the arc of Dr. King’s “big words.” A perfect introduction to Dr. King for young children, the book’s simplicity makes the messages all the more resonant.

Memphis, Martin, and the Mountaintop: The Sanitation Strike of 1968

By Alice Faye Duncan, Illustrated by R. Gregory Christie

Nine-year-old Lorraine Jackson’s story of the Sanitation Strike in 1968 is both moving and informative. The book merges both the appeal of a picture book, the organization of a short chapter book, and the beauty of short poetic verse, and the level of detail is most suited for elementary ages. Dr. King’s profound influence is woven throughout the story, including the impact of his assassination and the reminder that “freedom is never free.”

My Brother Martin: A Sister Remembers Growing up with the Rev. Dr. Martin Luther King Jr.

By Christine King Farris, Illustrated by Chris Soentpiet

Dr. King’s sister shares the story of their childhood, including the silly and the serious. Her firsthand account captures not only the joy of siblings growing up together but also how formative experiences can set the stage for our future. This is a beautiful account to share with children of all ages and a powerful reminder of the potential each of us has to do something great in the world.

My Dream of Martin Luther King

By Faith Ringold

Artist, Faith Ringold*, weaves together art and story as she recounts a dream she had of Dr. Martin Luther King, Jr. While not a precise historical sharing, the story does provide plenty of opportunities for conversation about the Civil Rights Movement. For reference, there is also a timeline of Dr. King’s life at the end of the book, as well as suggestions for activities to help children explore and reflect.

Pies from Nowhere: How Georgia Gilmore Sustained the Montgomery Bus Boycott

By Dee Romito, Illustrated by Laura Freeman

This true story is a perfect illustration of how one person leaning into their strengths can have a big behind-the-scenes impact. Georgia Gilmore, a cook, heard about Rosa Parks’ arrest and the Montgomery Bus Boycott. She heard Dr. King speak and she decided she could “help the best way she knew how.” She made food and lots of pies and used the money to secretly support the bus boycott. The story continues with challenge and progress (and even Dr. King’s encouragement!). There is even a bonus recipe at the end for Georgia Gilmore’s Homemade Pound Cake!

We hope these books inspire you and your children as they have inspired us. We especially love how many of the books illustrate how meaningful change happens when many people are working together. You can click here to download a printable booklist. As you explore these books with your children, let us know what you think! We hope to see your family on Sunday, January 21, 2024, at the Museum of Contemporary Art Chicago at the Faith Ringgold Exhibit ion .

“Our goal is to create a beloved community and this will require a qualitative

change in our souls as well as a quantitative change in our lives.”

–Dr. Martin Luther King, Jr.

*All School Get-Together on Sunday, January 21, 2024, at the Museum of Contemporary Art Chicago for the Faith Ringgold Exhibit ion . Please email the school office at discover@wheatonmontessori.org for additional information. We’d love to enjoy art with you.

Social Benefits: The Elementary Years

Mon, 08 Jan 2024 11:15:00 GMT

It is easy to focus on the academic benefits of Montessori education. An August 2023 meta-analysis of 32 studies highlights how students in Montessori programs, in comparison to students in traditional schools, show higher performance in language, math, general academic ability, and executive functioning. The Montessori method has a powerful impact on student performance. Academic vigor, though, isn’t the only thing that matters in our children’s lives.

The social-emotional benefits of a Montessori education are also incredibly significant. This is especially apparent at the elementary level at Wheaton Montessori School as children are figuring out who they are as social beings. The near-peer learning in our mixed-aged communities helps our young people develop their collaboration strategies, problem-solving skills, and conflict-resolution techniques. Plus, Montessori environments are purposefully designed to support our children developmentally. We are working with human nature, rather than against the strong forces that drive our young people.

Collaboration

At the elementary age, it is all about the “we” because children of this age have a strong gregarious nature. They want to do things together and thus group work is an integral part of our elementary classrooms. In the process of working together on projects, elementary students practice important communication skills and learn how to lift each other in their group work. We want elementary children to know that collaboration will take us further, so we help children learn how to support each other.

As they develop these collaborative skills, each individual comes to recognize not only the power of the group but also what it means to belong to a group in a meaningful way. As children experience themselves as part of a community, they are constructing their social selves.

Practice Society

This social construction can be seen as the way that elementary-age children begin to practice what it means to create societal structures. In Montessori, we sometimes think about elementary communities as “practice societies”.

It is “practice” because children are engaging in something they haven’t already mastered, which means they aren’t going to be good at it at first! We recognize that children need to work at creating their “practice society” and there will be gradual improvement. This also means that there will be mistakes, including conflict and hurt feelings. In Montessori communities, we have the time and space to support children as they work through this process. We value the importance of this social development! We model, support, practice, and role-play the necessary skills and support each individual as needed.

The word “society” comes from the Latin root for companion. Thus, being in society implies having friendly associations with others. We want elementary children to find joy in associating with each other. Which also takes practice. During the elementary years, children benefit from real jobs that contribute to their community and begin to appreciate how to make sure everyone gets their needs met collaboratively. We support children in this work of forming a society based on joint cooperative work in a positive, productive environment.

Hero Worship

Elementary children look up to power, strength, and beauty in whatever form that occurs. Because they look toward heroes, we use the elementary years to introduce a variety of different types of heroes (even non-human ones!).

In looking toward heroes, children are thinking about how to actualize their potential. They become very observant of others. They love to research and look into the histories and stories of people and cultures, known and unknown. They begin to recognize individual strengths and apply those to their own practice society, community, and family. They invite each other to work based on their strengths. As a result, individual children begin to feel truly seen. Eventually, they even begin to recognize that the strength of the group is their strength. Hero worship drives all kinds of prosocial development.

Part of hero worship also involves stepping into leadership roles in the community, which means both learning how to lead and learning how to follow. Rather than just acquiesce, Montessori students develop joyful cooperation. They find joy in belonging to the group that brings out their best selves and being part of something together.

Building & Solidifying Skills

In the process of working with peers of varying ages, children make connections with different types of people and realize that learning occurs with those who are both older and younger! Through connection and conversation, children practice their patience, listening skills, and communication strategies. As classmates engage collaboratively on both projects and classroom responsibilities, they learn how to work toward one goal, lean into each other’s strengths, prioritize tasks, and organize their time. Because their social and academic lessons are individualized, they have space and time to develop their skills, collaborate based on interests, practice what they have recently mastered, and share their strengths with others.

We see much of this social and emotional growth in how our students interact with people both in school and out in the broader community. Because they have had the experience of adults as partners and allies, we see that our alumni know how to seek help, ask questions, and generally converse with people of all ages.

But don’t just take our word for it! Our school values the importance of developing social-emotional skills in our students to shape them into capable individuals who can flourish in society. If you would like to know more, we encourage you to speak with your child's teacher and learn about our approach to this critical aspect of development.

Current families are invited to schedule their classroom observation by clicking the green buttons below.

We believe that seeing our students' development firsthand is the best way to understand the impact of our programs and the value of social-emotional learning. "Schedule a Tour" by clicking on this link or the green button located in the upper right-hand corner of our website. and discover how our students engage in various activities and interact with their peers and teachers in a supportive and inclusive environment. We are enrolling children who will be between 2.5 and 4 for the summer and fall of 2024 and we will hold a space for enrolled students who have not quite reached 2.5.

Why Intrinsic Motivation Matters

Mon, 01 Jan 2024 13:00:01 GMT

Think of a time when you did an activity because you wanted to do it–maybe weeding your garden, reading a book, taking a walk, or rearranging your bedroom. Your motivations arose entirely from within you. You likely felt pure joy or satisfaction in the very act of what you were doing. In these activities, you may have also felt a sense of meaning or purpose. Or maybe you felt like you were accomplishing something positive. This is the experience of intrinsic motivation. Stated another way, intrinsic motivation is when we engage in a behavior because it is personally rewarding rather than for an external reward or to avoid punishment.

Now contrast that experience with when you feel like have to do something. Let’s imagine the same activities, but the impetus for doing them was different: weeding because you were stressed about the neighborhood association expectations, reading an assigned book because you got roped into a book club, taking a walk to keep up with a workplace exercise challenge, or rearranging furniture to make your house more attractive to a potential buyer. When you are motivated by extrinsic factors, rather than those from within, the experience is different.

Why Intrinsic Motivation Matters

At Wheaton Montessori School, we work to help children develop their intrinsic motivation. Read on to understand why we care so much about intrinsic motivation.

There are three main elements of intrinsic motivation: being able to act independently, feeling that one’s efforts matter, and developing satisfaction from the experience of mastery. We want our children to have these three experiences as they move through learning and life. When we are intrinsically motivated, we think and act with a sense of our growth potential and how we can have a positive impact on the world.

In our classrooms, rather than handing out punishments and rewards, we encourage children to find and connect to internal motivations. In doing so, children develop a sense of autonomy, purpose, and mastery, all skills that contribute to high emotional intelligence.

In addition, intrinsic motivation is connected to having a growth mindset. When children have a growth mindset, they understand that they can learn from mistakes and that their abilities can evolve and grow. This leads to a willingness to embrace challenges and to see failure as an opportunity to learn. Some describe this as having cognitive hardiness, which is when we are motivated to work hard, try again, and incorporate new learning when facing challenges.

Extrinsic Motivators are Everywhere

All too often, children are bombarded with extrinsic motivators in their lives: from the seemingly positive external incentives like verbal praise (“good job!”), sticker charts, and grades, to more negative methods like punishments, time outs, and verbal reprimands.

Alfie Kohn, author of Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes, explains how incentives seem to work in the short run, but that the strategy ultimately fails and can even cause lasting negative impacts.

Research shows that extrinsic motivators work for the short term but that they don’t produce long-term change. For example, Mary Budd Rowe, from the University of Florida, found that students who were generously praised by their teachers responded to questions in an unsure voice, backed off from an idea as soon as an adult disagreed, were less likely to persevere with difficult tasks, and didn’t regularly share ideas with peers. Joan Grusec, from the University of Toronto, discovered that young children who received frequent praise for displays of generosity tended to be slightly less generous on an everyday basis than other children were.

Likely this backsliding happens because every time children hear “good sharing” or “good job” the actions they were doing become less important in their own right. Rather their actions become a means to an end: getting praise. The actual value of the action becomes usurped by the adult response. In addition to creating praise junkies, we can rob children of the opportunity to have satisfaction and meaning because of what they have done. When we doll out external motivators, we encourage children to look to adults for approval or attention.

Lifelong Benefits

When children are intrinsically motivated, they want to do well because it’s the right thing to do or feel personally satisfied. They develop a sense of pride in their accomplishments. Furthermore, when facing bad days or setbacks, intrinsically motivated children persevere. They get back up when they feel knocked down. With this kind of cognitive hardiness, children believe in themselves. They are confident in their abilities. These skills last a lifetime and help our children find true success in the world.

Curious about what this looks like amongst our community of learners? Current families are invited to schedule their classroom observation by clicking the green buttons below.

"Schedule a Tour" by clicking on this link or the green button located in the upper right-hand corner of our website and see how Montessori children use their intrinsic motivation in powerful ways! We are enrolling children who will be between 2.5 and 4 for the summer and fall of 2024 and we will hold a space for enrolled students who have not quite reached 2.5.

Creating Family Rituals

Wed, 27 Dec 2023 11:00:01 GMT

During this time of togetherness, we have an opportunity to create family and holiday rituals with our children. In his book, Ritual: How Seemingly Senseless Acts Make Life Worth Living, anthropologist Dimitris Xygalatas explains how rituals provide balm for our anxieties, encourage our connections with each other, and help us find meaning in our lives.

Our children depend upon rituals, too. In fact, rituals provide our family members with an awareness of family identity and positive experiences that help them cope with stress. When we have special memories in our lives, we can draw upon the connective times and rely upon an internal sense of having a web of support rather than feeling alone.

Rituals also help our children develop a growing sense of themselves as a member of a greater whole which promotes positive developmental outcomes. Plus, traditions are fun!

In this blog, we thought we would share a few ideas of customs and practices.

Craft (or Re-Craft) Cards Together

Repurposing holiday cards is a fun way to go back through the greetings your family received and extend the spirit of the season. Children can cut out pictures from the cards, or even cut off the half without writing. These pieces can be pasted onto a blank piece of paper or card stock to create a collage or new card. The half-cards can also be used as post-cards with a brief note or thank you jotted on the undecorated site.

This low-cost activity not only offers children a way to creatively express themselves, but it also can provide practice with several fine motor skills. If your child is not yet writing, they can dictate their message. Children can learn how to make a homemade envelope and even practice writing the mailing and return address.

If your children are really enjoying this process, they can also send homemade greetings to the nonprofit Cards for Hospitalized Kids for distribution (just be sure to check the site for guidelines, especially regarding glitter!).

Sing Together

Music is a powerful way to cultivate togetherness and belonging. When we sing (and dance!) together we build trust and empathy, while also alleviating stress. The holidays offer so many opportunities for creating music. If you aren’t keen on traditional carols or songs of the season, another fun option is to gather different music-making tools, like different-sized bells or even glasses with different amounts of water in them. Experiment with gently shaking the bells or tapping glasses with a pen or similar item to create a little melody. If everyone likes the tune, play around with adding some words to describe a funny part of the day, tell a story of the holiday, or share about a favorite food! Does your family have a favorite playlist? Now is a great time to create a list of songs to listen to with each other. Ask Kelly and Lauren, our adolescent teachers, about their playlists and about the students’ reactions to singing Over the River and Through the Woods annually!

Cook & Bake Together

Time in the kitchen is always a wonderful way to create special memories. With extra time during days off, you can revel in the experience of gathering ingredients, measuring, mixing, decorating, and even getting sudsy during the clean-up.

Young children might enjoy dipping pretzels, fruit, or peppermint sticks in melted chocolate and then (before the chocolate hardens) twirling them in sprinkles. Or if you have a favorite cookie recipe for the holidays, your children can help make a batch and then package the cookies with a fancy bow to deliver to neighbors or to those working over holidays (like firefighters, hospital staff, and service industries).

Listen to or Share Stories Together

Storytelling captures our imaginations and transports us to other times and places. We create special moments when we come together and share stories, memories of past years or stories from our own childhoods. Invite children to share their stories, too! This kind of story time could be an opportunity to read treasured picture books aloud. Even older children will delight in the opportunity to revisit old favorites.

We can also create a scene like that of the days when families would gather to listen to a radio drama. Make it cozy and special with pillows, soft blankets, and special snacks. Read aloud or listen to an audio story. Every library has free apps for audio books and an audio book section to borrow through. Sites like Story Nory or Light Up Your Brain offer short pieces (roughly 5 to 10 minutes long) if you want to warm up to the story-listening experience!

Pro-tip: Did you know that children with ADHD tend to love audiobooks? Read https://www.wheatonmontessori.org/listening-is-reading-too for our endorsement of listening to books.

Become a Tourist in Your Town

Tour holiday lights. Have everyone get into pajamas, take a thermos or to-go cups of hot chocolate, and take a neighborhood driving tour with plenty of stops for sipping cocoa. For some added fun, you can rate favorite front-yard displays, create a scavenger hunt, or try to fill out homemade bingo cards . Play holiday music also helps set the mood. Pro-tip: You can do this for Halloween decorations too! St. Charles Park District publishes a map annually.

Rituals are a significant part of our human experience and offer us ways to ground ourselves and form connections. Let’s use these days together to connect with our family and create new memories. Please share your favorite rituals with us in pictures or comments. We love to hear from you!

Fun Winter Break Activities

Wed, 20 Dec 2023 16:30:44 GMT

What can we do to keep our children busy over the two-week winter break?

Ms. Christine Carr, one of our highly trained and experienced internationally certified Preschool and Kindergarten teachers, and her assistant Ms. Amie Randall, team up every day to create a safe and nurturing classroom environment where students can explore, learn, and grow. With the understanding that each child is unique and has their own sets of strengths and challenges, they tailor their teaching methods to meet the individual needs of each child. Christine and Amie are passionate about helping children develop the skills they need to become confident, independent, and successful learners. They take pride in their work and are committed to making a positive difference in the lives of the children they teach.

In addition to building community, Ms. Carr has fun activity suggestions outside of the classroom for families to keep busy and enjoy the two-week winter break. Not only are they fun, but they are free too!

Ms. Carr’s suggestions are as follows:

When my children were little, they enjoyed being involved with art projects and practical life activities at home (cooking, baking, cleaning, folding), but we also enjoyed planning to go out into the community. I was always on the lookout for free or low-cost nature-based, screen-free places to take my children. So, with that in mind, here are some wonderful local places to visit with your children that my children enjoyed.

Red Oak Nature Center (free)
Little Red School House Nature Center (free)
Lincoln Marsh (free)
Fullersburg Woods Nature Center (free)
Graue Mill (free)
Cosley Zoo (free in December)
Willowbrook Wildlife Center (free)
Lincoln Park Zoo (free)
Lincoln Park Conservatory (free)
Garfield Park Conservatory (free)
Oak Park Conservatory (free)
Phillips Park Zoo (free)
Danada Horse Farm (free)
DuPage Historical Society Museum (free- model train display in the basement )
Lizzadro Museum of Lapidary Art (free for children)
Elmhurst Art Museum (free most days)
Art Institute of Chicago (free for all children 14 and under)
Cantigny Park
The Morton Arboretum
Museum of Science and Industry
Field Museum
Shedd Aquarium
Brookfield Zoo
Libraries*
Parks**

*Frequently visit your local library for free winter break programs or just go to choose books and relax with your child.

**Your local parks are great year-round! Of course, just bundle everyone up!

Happy planning!

In partnership,

Christine

The Mixed-Age Classroom

Mon, 18 Dec 2023 11:00:03 GMT

There are many elements that make Montessori education stand apart from more conventional methods. One of the most obvious is our mixed-age classrooms at all grade levels, even high school. Rather than grouping people by a single chronological age, our classroom environments are composed of people spanning across several ages.

You’ll find this method to be a huge benefit to your family.

But...why?

There are so many perks to having mixed-age classrooms. Some of the key points include:

Models and leaders

By having people of different ages together in one room, the younger people enter the environment with a variety of older people that serve as models. It is often the case that people learn best from one another, and when a 6-year-old watches an 8-year-old work, they quickly understand what is expected and what kind of work lies ahead in their future. When an older student chooses, preps, and cooks advanced meals like keema and naan, the 12 year old is inspired to challenge themselves to make Turkish pizza. Students have many opportunities to serve in leadership roles, cultivating skills that are critical as they become independent members of their communities. These older role models get to continue working at their advanced level, meeting their appropriate challenges, and reinforcing their knowledge by sharing it with others.

Skill progression fluidity

Learning is not linear, for any of us. There are periods of rapid growth, periods of steady progress, and times spent in plateau. This is normal and will vary across subject areas for individual people. This is why we don’t believe it makes sense to deliver a prescribed curriculum to all students at the same time, ultimately leaving some people bored and others struggling. Classroom work should not be dictated by a calendar and set curriculum. In our classrooms, students work and progress at their own rates and are supported to reach benchmarks and advance beyond grade level expectations based on their individual abilities.

Strong relationships

When a student is in a class for three (sometimes four for preschoolers) years, it allows the teachers to really get to know them not just as a learner, but as a person. Rather than starting from scratch each September, the student-teacher-parent team is already established and can work together on a deeper level and with greater understanding of strengths and goals than they would be able to otherwise. Consider how important this relationship is during the physical and emotional transformations of the adolescent years.

Enhanced social opportunities

Diversity is important on all levels, and that includes spending time with people of different ages, different skill types, varying abilities, a kaleidoscope of personalities, and beyond. We have so much to learn from each other, and people gain all sorts of skills from their interactions in a mixed-age classroom, like empathy, patience, and open-mindedness. The multi-age groupings at Wheaton Montessori School are determined by the developmental milestones and characteristics of childhood through young adulthood.

Reflection of real life

We would be hard-pressed to find an example outside of conventional schools in which people are sorted into one-year age groups and spend most of their day within such groups. People ultimately need to coexist with others older and younger than themselves within families, work settings, park visits, and social gatherings. Doing so makes for a more enriching environment, replete with a variety of ideas and skills. Multi-age classrooms are a much better approximation of what life is really like, and people are the beneficiaries.

What did Dr. Montessori have to say about it?

Maria Montessori had a way with words. While she was a woman of science who relied heavily on her observations, her descriptions and explanations often captured the heart of her audience. Her discussion of the multi-age classroom:

“Our schools have shown how people of different ages help one another. The younger ones watch what the older ones are doing and ask all kinds of questions, and the older ones explain. This is really useful teaching, for the way that a five-year-old interprets and explains things is so much nearer than ours to the mind of a child of three that the little one learns easily, whereas we would scarcely be able to get through to him. There is harmony and communication between them that is not possible between an adult and such a young child. There is a natural mental osmosis between them. A child of three is also quite capable of taking an interest in the work of a five-year-old, because in fact the difference in their abilities is not that great.

People are concerned about whether a child of five who is always helping other people will make sufficient progress himself…he doesn’t spend his whole time teaching, but has his own freedom and knows how to use it. Secondly, teaching really allows him to consolidate and strengthen his own knowledge, which he must analyze and use anew each time, so that he comes to see everything with greater clarity. The older child also gains from this exchange.”

How we break it down

Obviously, a Montessori school doesn’t place a 3-year-old in the same classroom as a twelve-year-old (although we do love to find opportunities for people to serve together from different periods of growth and development!). Generally speaking, the classrooms take on three-year age spans that roughly correspond with the planes of development.

Adolescent – Our young adults are together in one community of students in 7 ^th grade through the end of 9 ^th grade. They earn their freshman year credits from Wheaton Montessori School.

Elementary – We have two lower (ages 6-9) and one upper (ages 9-12) elementary environments.

Primary/Early Childhood/Preschool & Kindergarten - We combine what others call preschool and kindergarten so that children ages 2.5-6 work and play alongside one another.

We’d love to answer your questions. Contact me, Rebecca Lingo, and if I can’t provide an answer about your specific situation, I’ll have your teacher follow up. We would love to chat with you about how Montessori serves people in a wide variety of ways.

Materials Spotlight: The Interdependencies Cards

Mon, 11 Dec 2023 11:00:02 GMT

We experience a lot of independence at Wheaton Montessori School. Interdependence is another vital aspect of our humanity and a key part of each of our learning communities.

All of us at Wheaton Montessori School and beyond depend on the help of other people. We are social beings and we evolved to be interdependent with our fellow human beings. None of us exist in isolation and together our children create communities in which each member thrives.

Interdependence is woven into how our classrooms operate and at the early elementary level we also have a material that provides children with a window into how humans depend upon each other.

The Interdependencies Cards

To introduce this material, Suzanna Mayhugh and Tracy Fortun start by gathering a small group of children and asking about a recent meal or their favorite foods. When someone mentions bread, or that they ate toast that morning, we ask where the bread came from. Together the group follows the trail of origin of the food, exploring questions like: And where did the supermarket get the bread? Who baked the bread? From where did the baker get the flour? Finally, the trail leads back to the farmer.

As a group, we marvel at how many people it takes to bring bread to us. If the children are interested, we continue with other food or breakfast items, always arriving at the beginning when the farmer has planted the seeds.

At this point, our elementary students and teachers often go to the shelf and get the first set of Interdependencies cards.

Where do we get our food from?

These cards provide a physical representation of the group’s discussion of the origin of our food. Because someone bought their bread at the supermarket, we place the “shopkeeper” card. We continue explaining how the shopkeeper bought the bread from the baker, placing the “baker” card to the left of the shopkeeper card. We continue the process until the array is complete: the farmer - the miller - the baker - the shopkeeper.

We comment on how many people are involved in the process before asking another question: How does the miller get wheat from the farmer?

The children discuss and then we explore how the farmer needs some way to get the wheat to the miller. Perhaps a truck is used, or maybe a train, but some form of transport is needed. We then place the cards to represent that transportation and repeat for other producers.

Then we suggest thinking about the baker a little more. We explore if the baker needs help and can discuss adding a dough maker, oven tender, and packager around the baker card.

If the baker needs help, then likely the miller, farmer, and even the transporters need help, too! All these people work together to bring us our bread. What would it be like if we had to do it all for ourselves?

These interdependency exercises bring awareness to children in a developmentally appropriate way. Though the materials are intentionally quite simple, the children feel great satisfaction from using their reasoning minds to make the chain of production and human work apparent. The cards also help the children order the sequences we discuss.

Production & Exchange

In additional lessons, we use other sets of cards to explore what farmers produce, who depends upon the farmer, and who the farmer needs. When children have worked with these different sets of cards and explored the interconnections, we can use the cards to introduce how goods are exchanged among people and how the medium of exchange today is money.

We introduce this concept by thinking about how people generally can’t just trade what they produce. The baker, for example, won’t want shoes every day that the shoemaker needs bread! Thus, people invented money, which is exchanged instead. So, when the shoemaker needs bread, she gives the baker some money, and receives bread in return!

We continue in this manner, discussing various exchanges and visually representing the connections by drawing colored lines between the different producers to show how there is a complicated network of goods flowing from person to person and of money flowing in exchange.

Additional Services

Once children appreciate this initial introduction to economic exchange, we explore how each of the people on the cards also needs services like police, roads, water supply, garbage collection, libraries, and health services.

We talk about how people got together and decided to 'chip in' to pay for these services. Then in the center of the array of cards, we place a card showing a red bowl. We draw a green line to the bowl card and talk about how each person pays some money to a central collection agency. This money is called 'taxes', and the government uses tax money to provide services.

Young elementary students are often fascinated by this work and like to lay out the cards to show different models. Even older elementary students have ah-ha moments as they begin to understand economic concepts and the idea of what taxes represent. Sometimes children even want to make a set of interdependencies cards of their own for some product they choose. At other times children extend the work by organizing Going Out trips to a bakery or a farm. Our students usually want to make their own interdependency diagrams.

Our 4-6 ^th grade students often use this as a jumping off point to investigate taxes. Who determines how and why tax money is spent? Ultimately, these lessons are one way that students will be lead to investigate local, state, and federal government.

Although the material we use to highlight interdependencies is relatively simple and seemingly unsophisticated, it is quite important. Plus, elementary children find the work intriguing and love the message the material conveys. Isn’t’ it amazing the way Dr. Maria Montessori planned to incrementally lead students to make discoveries? They learn academic information while they are reinforcing values of gratitude and appreciation.

Wheaton Montessori School’s community is dependent on its families, teachers, and donors. Our world will benefit when more young people are directly taught how humans are interconnected. Please come deepen your knowledge of Montessori elementary classrooms and share your experiences with others. Your Montessori experiences, monte-stories, will help change the future.

We love to share what we do through observations and tours:

Adolescent Seminar Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’ Primary Classroom Observation

Schedule a tour by clicking this link to come visit our classrooms and see this and more skillfully designed activities in action. We are enrolling children who will be between 2.5 and 4 for summer and fall start dates and we will hold a space for enrolled students who have not quite reached 2.5.

Family-School Partnership

Mon, 04 Dec 2023 11:00:02 GMT

Our children really thrive when home and school environments work cooperatively, communicate well, and share similar educational values and expectations. We are so grateful that you devote sincere effort to learning about Montessori principles and how to reinforce these at home. We see these positive effects. We want to partner with you in support of your child!

What does a home-school partnership look like in action?

In order to reinforce and extend your child’s experience at school, we recommend exploring how to support your child’s independence and problem-solving, staying up to date with school-home communication, and learning about positive-based discipline. And we appreciate that you do!

Supporting Independence

To support independence, it’s important to remember that even the youngest child can engage in real-life activities around the house. They can help set the table, fold the laundry, feed any pets, and tidy a room. Older children can contribute to home life by participating in household chores such as loading and emptying the dishwasher, putting away groceries, gathering trash/recycling, preparing simple meals, and more elaborate pet care.

In this process, we want to provide children practice with self-care skills. This can range from putting on their own shoes, to picking out their clothes for the next day, to planning and packing their lunches. Providing children with these opportunities builds independence, confidence, and life skills. Even with very young children, the Montessori approach is “help me to do it myself.”

We also want to give our children the opportunity to overcome challenges. They might struggle to get their shoes on at first. Rather than swoop and just quickly do it for them, we can break down the steps and offer some simple verbal guidance: open the velcro first, pull here, open the straps, slide your toes into the shoe, push down, etc. With older children, this scaffolding may take the form of brainstorming how to communicate with friends about a social misunderstanding, or offering to draft an email together to the teacher to share what has been upsetting your child. When we provide support for problem-solving rather than “fixing” a problem, we help our children build self-esteem, their sense of purpose, and the determination to master life skills.

Pro-Tip: If your child can’t find something, ask them where they have looked and see if that doesn’t reinvigorate their independent search.

Communication is Key

Although staying up to date with communication seems like a simple step to staying in partnership, lives get so busy! To prioritize our children’s educational experience, we can take some simple steps to make sure we are in alignment and not working at cross purposes.

At the core, we want to maintain respectful, direct, and active communication with each other. This can be as simple as communicating with your child’s teacher(s) in a timely manner about significant changes or events in your child’s life. Life outside of school has an impact on your child’s classroom experience, and communicating with your child’s teacher will allow them to better support your child during times of transition or challenge.

Although conferences offer a lovely opportunity to collaborate, please remember that you don’t have to wait until regularly scheduled conferences! Please share observations and concerns about your child or their classroom experience directly with the child’s lead teacher. Doing so allows the adults at school to be more responsive to your child’s needs in a timely manner. We want to know your thoughts and feelings sooner than later!

Another good step is to familiarize yourself with the handbook each year. It’s easy to think it only requires one read, but it’s worth revisiting the handbook annually to review school policies and remember important procedures and expectations. Similarly, reading communications from the us is an effective way to stay current about any updates or changes and to deepen a trusting partnership with your child’s classroom teacher.

We want to hear and understand your perspective. We also want to share how we work to uphold the mission and vision of Wheaton Montessori School and Montessori pedagogy in a way that balances individual needs with community needs.

Thank you for being willing to understand and support school’s policies, stay in communication, support independence, and serve as a role model for all children. We appreciate that you are continually learning about and trusting us. This awareness helps us work together to collaboratively support children’s development most effectively.

One of the best ways to learn more is to observe in older classrooms and your current classroom.

Adolescent Seminar Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’ Primary Classroom Observation

Not yet enrolled? Schedule your tour. We are enrolling children who will be between 2.5 and 4 for summer and fall start dates and we will hold a space for enrolled students who have not quite reached 2.5. Schedule a tour by clicking this link to come visit our classrooms.

Our Gifts to Children

Mon, 27 Nov 2023 11:00:01 GMT

In order to understand how we can be truly present with and for our children, we have to recognize how children perceive and process our actions and their environment.

The brains of young children through adolescence work differently than our adult brains. Sensorial experiences shape young children’s brains, forming neurological webs that last throughout their life. During adolescence, the brain is still developing. The prefrontal cortex, the part of the brain behind the forehead, is one of the last parts to mature. This area which guides these young adults in making plans and decisions is under construction.

Understanding the structure of interactions, the process of acquiring new skills, need for organized spaces, and importance of self-care can serve as a guide for us in taking mindful parenting approaches.

Interactions

The fact that our interactions with young people help shape their future selves opens up an incredible opportunity. Each experience is a gift. Often the simplest moments can carry the most meaning.

By being open to the wonder and delight our children experience, we gain new perspectives while also giving the best gift of all: our attention while we spend time with them.

This may mean taking a deep breath and momentarily turning off the chatter of the to-do list, squatting down to a small child’s eye level, smiling, and just listening or seeing what they want to share. A helpful mantra might be: Talk less. Listen more. For parents of adolescence, we want to be ready when they initiate conversation.

New Skills

In addition to giving our full attention, whether for 20 seconds or 20 minutes, we can also offer to share a young person a new skill. The key to these teaching moments is to focus on each distinct step so the skill is simple and attainable. Very young children can be involved with tasks like setting the table, wrapping gifts, and tending to simple household maintenance whereas adolescents are involved in activities such as planning, shopping, and preparing meals at school. Our children appreciate being involved with their age-appropriate activities and they want to contribute in a meaningful way.

Getting the attention of the adolescent may be challenging, and at times, the parent may feel pushed away. An adolescent approaches a parent when they need their attention and if they feel we are too busy for that, it may spark regretful feelings on their part such as they shouldn’t have come to you. Adolescents approaching their parents feel vulnerable. Adolescents seek full attention when needed, expect you to be their sounding board and want to be taken seriously.

Dr. Jane Healy, author of numerous books, including Your Child’s Growing Mind, reminds us that children need the opportunity to repeatedly practice activities that seem second nature to adults: “Self-help skills and household jobs are very important for the child to master–help your child, but encourage him to do it himself even if the job isn’t done exactly your way!”

When encouraging or supporting a child in trying a new skill or participating in a new task, be sure to take your child’s perspective into account. Showing how to do something is often the most effective and verbalized instructions can be kept to a minimum. In fact, for young children, it is best to not talk while showing something and to not show something while talking! This allows the child to focus and keep the information clear in their mind. Adolescents consider themselves involved while they are acquiring new skills or participating in a new task. They evaluate how they can be of value and the impact it will have. Understanding their view and expectations will provide you with an opportunity to work side by side with your teenager.

These kinds of ordered and clear experiences are key to a child’s development. “Impressions do not merely enter his mind; they form it,” explained Dr. Maria Montessori a physician turned educator who spent intensive time observing children, making scientific notes, and thus coming to an enlightened understanding of childhood development.

Organized Spaces

Dr. Montessori observed how children respond positively to organization, both in terms of expected routines and physical space. Current research, such as that comparing the HOME inventory (Home Observation for Measurement of the Environment) to longitudinal information collected in the Bayley Mental Development Inventory, shows that organized environments lead to higher intelligence scores.

When life gets busier as it does for all, young children benefit greatly from adults in their lives maintaining a calm sense of order during this busy time. As adolescents try to look trendy and create schedules to help them feel sure of themselves, they are in search of equilibrium until they eventually attain success. A consistent routine can help maintain balance as hormones and emotions are fluctuating and bodies are developing.

Self Care

In order to create a calm, ordered environment, we ourselves need to have balance and clarity in our own lives. Staying present in the moment, breathing deeply, and ultimately taking care of our own needs allows us to offer our best selves to the children around us.

What we offer to our children, in terms of our presence, special activities, or toys, can provide opportunities to aid their development. We can provide objects that have an intelligent purpose and help children contribute in a meaningful way to the order around them. Correctly sized, yet real, items are particularly valuable: cooking tools, building tools, yard tools, and even mops and brooms.

Children don’t stay young for long, and the early years are extremely formative. In her book, Understanding the Human Being: The Importance of the First Three Years of Life, Silvana Quattrocchi Montanaro explains the significance of a young child’s experiences: “Everything that comes from the environment is received, processed and stored in the brain cells with no effort using a form of unconscious absorption. This intense mental activity is always going on, even in prenatal life, and it characterizes ‘the absorbent mind’.”

Knowing that the young children around us are absorbing everything about their surroundings, let’s give them our attention, meaningful ways to contribute to daily tasks,

and a calm, ordered environment. As a result, we will be helping some remarkable young people as they develop into capable, caring young adults.

Schedule a school tour by clicking this link to learn more about the accommodating environments we provide for these “absorbent minds,”. During your visit, we can provide more guidance about setting up home environments that best support child development and show how our learning environments are specifically designed for neurological growth.

Current parents please use these links to sign up for your classroom observation:

Adolescent Seminar Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’ Primary Classroom Observation

1 For more information on this research, check out the book, Montessori: The Science Behind the Genius by Angeline Stoll Lillard.New Paragraph

2 For Small Hands, www.forsmallhands.com/scp/121628 , is a great resource to purchase unique and educational holiday gifts for your own children, friends, and/or relatives while supporting our school! This program allows our school to earn credit to use to purchase classroom materials to enhance your child's learning experience.

Gratitude is a Feeling

Mon, 20 Nov 2023 11:00:01 GMT

This post is from Dr. Becky at https://www.instagram.com/drbeckyatgoodinside/

The most meaningful moments in my house with my kids are marked by more questions than answers. More wondering than deciding. More not knowing than knowing.

When we are willing to explore tricky topics with our kids, we stimulate a thought process inside our children, and there’s nothing that teaches children how to reflect and be thoughtful as effectively as the experience of reflecting and being thoughtful.

Gratitude relies on reflection.

To have space for feelings of gratitude, we have to slow down and notice how we feel, notice things in our environment, notice the context of the world around us. This doesn’t happen overnight for our kids - but also, it won’t happen at all if we don’t create an environment for this type of mindfulness.

How can we get better at slowing down and noticing? It starts by being willing to ask more questions than deliver truths. To wonder about things. To be curious and then pause, not conclude.

Questions help us look more deeply into ourselves. Good questions (example: “What does ’enough; mean? Such an interesting idea, right? “) stimulate gratitude more than any declaration or behavior (“Let’s take a moment to feel grateful for each other” or “Say thank you to Grandma! “).

I’d love your feedback - I’d love to know what you think of these sets of questions and how, if you use any of these prompts, how these moments feel in your house. And feel free to use the more complex ones for yourself, for an interesting conversation with a family member or spouse.

Remember, the exact content of the conversation that transpires is less important than the process of thinking and wondering.

Meet your child’s thoughts with lots of responses like “Huh, tell me more” and “So interesting” and “I’m so glad you’re sharing that with me, keep going...” This helps us teach kids how to think, which is always more impactful in the long run than teaching kids what to think.

Gratitude is a feeling not a behavior. To cultivate gratitude in our kids, we must ask kids the right questions, not have kids perform the right behaviors.

“I’m noticing that you’re playing with your dinosaurs. When I realize I’m doing something I love, I have a warm feeling in my body. That warm feeling…it’s kind of like an “Ah, I love this, I appreciate it!” feeling, for me. Do you ever have that?”

How do we get the things we have? It’s interesting right? We have books…and toys…you got a new jacket this year…how does that happen, you think?”

Here’s something trick…If we have enough money to buy something, does that mean we should buy it? It’s interesting, right? If I had enough money to buy myself a new t-shirt every day…, should I? How do you think adults decide what to buy and what not to buy, for themselves and for their kids?”

Have you ever heard of the idea of “taking things for granted”? It’s when you get used to having something instead of appreciating having that thing. I often take for granted that we have food on our table every day. Today I’m going to be more aware, I’m going to really notice the food we have. Anything you sometimes take for granted?”

Here’s an interesting word: enough. What does that mean, you think? How do we know when we have enough? What is enough screentime? Sweatshirts? What is enough money? When you get more of something, does your “enough” stay the same or change? What does it feel like to have enough? What does it feel like to not have enough? What does it feel like to have more than enough?”

Schedule a school tour by clicking this link to visit our classrooms. Let’s partner together to raise your thoughtful and thankful children!

Current parents please use these links to sign up for your classroom observation:

Adolescent Seminar Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’ Primary Classroom Observation

Elementary Going Out

Mon, 13 Nov 2023 11:00:00 GMT

– Dr. Maria Montessori.

Going Out is an essential part of the Montessori Elementary curriculum. It is a trip initiated and organized by a small group of children - usually two to four, according to the project of interest they are working on. It differs from a field trip, generally arranged with a larger group of children, and run by an adult. These trips include visits to the museums, parks, libraries, pet and grocery stores, to name a few.

Maria Montessori states when the child enters the elementary class, we must “...give him a vision of the whole universe”. The six-to-twelve-year-old child has a voracious appetite for learning and a vast imagination, and the bulk of the knowledge they gain for life is acquired during their elementary years. They want to know, they want to work, they are always inquiring, and the Going Out program helps to feed and reinforce their creative imagination.

The elementary classroom extends beyond the prepared classroom by design as the child needs more experiences outside the prepared classroom to explore and gain real experiences and gather additional information to support what is available in the classroom. They are drawn to using their active imagination and will always choose to investigate all existing avenues for learning inside and outside the elementary classroom environment.

Going Out must be timely to fulfil the child’s need for knowledge acquisition so their learning is seamless. Recently, for example, two upper elementary students’ interest in rocks and gems led them to visit the Lizzadro Museum. Upon their return, they were happy to share experiences with their peers and conduct additional research to complete their project.

Another group that has done extensive research on foxes has scheduled a visit to Cosley Zoo. Their feedback and excitement upon completing that trip will undoubtedly create a buzz and encourage their younger peers to plan big projects.

Going Out trips teach the six-to-twelve-year-old child to:

Improve social and communication skills.
Maintain decorum in public spaces, cooperate with and respect all people and shared equipment.
Learn to navigate external educational resources, search for relevant and factual content, make enquiries and ask for assistance from other adults.
Become proficient in planning and scheduling, calculating costs, reading maps, prioritizing needs, and time management; necessary skills for visiting a place like the Field Museum.
Develop a sense of purpose, responsibility, and accountability (especially for outings related to purchasing material for projects, the environment and pet care).
Develop empathy, a culture of giving and a sense of gratitude.
Grow independent and confident.
Prepare towards adolescence.

At Wheaton Montessori School, it is a joy to watch the camaraderie between 1st-6th grade children as they experience and navigate social norms together, form tighter bonds with chaperones, other adults, and people they meet, and embark on exciting adventures and projects both inside and outside our elementary classrooms, under the guidance of their able, trustworthy, and dedicated teachers and the teacher’s assistants.

Going Out facilitates the elementary child’s complete education. They acquire a moral and social construct, gather the tools they need to find their unique place in this world, and ultimately fulfill their cosmic task.

Current families can schedule an elementary tour by clicking this link. Get further information on our elementary program and see work in progress in our beautifully designed classrooms.

Current parents please use these links to sign up for your classroom observation:

Adolescent Seminar Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’ Primary Classroom Observation

Upper Elementary Classroom (4th-6th Grade) October Accomplishments

Fri, 10 Nov 2023 20:57:57 GMT

Enjoy these scenes from the end of October of our happily engaged Upper Elementary community! A beautiful ofrenda and gorgeous kites inspired by a Maya festival filled our classroom with love and color. Our new parakeet Uncle Feather had a visit to the vet, a group worked to create a Sierpinski pyramid, and students dove into reading, writing, and research.

We are all spreading love and friendship through these magical moments in our Upper Elementary classroom.

Happy Diwali!

Fri, 10 Nov 2023 20:42:05 GMT

Diwali

Happy Diwali!

Our preschool and kindergarten classrooms are enjoying Diwali celebrations. Wheaton Montessori School began celebrating Diwali a few years after the school was founded in 2000 because of our beloved former teacher Ms. Dipika.* That year, we had sweets, stories, and diyas. This year we have enlisted all of our youngest students to help in the preparations. They each made diyas to bring home. Their handcrafted votive lights will continue to help celebrate the triumph of light over darkness.

Thank you to Anaav Patel’s family (and alumni Aarna) for the beautiful rangoli’s at the main entrance this morning. Your children were adorable enjoying the handwork made of sand. We also learned that the national bird of India is a peacock! What a nice piece of information to add on to our knowledge of India. I searched this website to learn more about peacocks .

Below we share resources to learn more about India's biggest holiday of the year, Diwali, Festival of Lights, which is celebrated across many countries and enjoyed among many religions:

- National Geographic Kids website : A resource for you to be ready to hold a dialogue with your children.

- Gathered arts and craft site : Continue creating decorations at home with this inspiring site.

- Chicago Public Library : Contains list of recommendations to light up your story time! Wheaton Montessori School teachers always rely on books to participate in celebrations. You know how we love to share what is on our bookshelves and we refer to booklists for new favorites.

Celebrating light and goodness reminds me that we are all interconnected. Using symbols of light and greeting each other with wishes for happiness are two ways that we honor our similarities while we respect each other’s differences.

We wish you all a Happy Diwali and may your heart glow as bright as the diya lights of this Diwali.

*Ms. Dipika Lakhani moved back to London to become a Montessori teacher trainer. She was spearheading the Association Montessori International’s humanitarian project “Corner of Hope” as of our last major update.

Collaborative Problem Solving

Mon, 06 Nov 2023 11:00:01 GMT

Dr. Ross Greene, a clinical psychologist and author of Raising Human Beings , among other publications, makes an impassioned plea on his website, Lives in the Balance , asking adults to recast how we think about challenging behavior. When children are behaving in challenging ways, Dr. Greene explains, it is "because they're lacking the skills not to be challenging. If they had the skills, they wouldn't be challenging.”

Dr. Greene also emphasizes two vital themes to better support our children. "Kids do well if they can," he states, and, "Doing well is always preferable to not doing well.”

If we wholeheartedly embrace the fact that our children want to do well if they can, we can take what Dr. Greene calls a “dramatic departure from the view of challenging kids as attention-seeking, manipulative, coercive, limit-testing, and poorly motivated. It’s a completely different set of lenses, supported by research in the neurosciences over the past 30 to 40 years, and it has dramatic implications for how caregivers go about helping such kids.”

How can we help?

It's worth noting that all children at some point demonstrate challenging behaviors. So how do we, as adults and caregivers, help children with these challenges?

The first step is to think about what difficulty a child is facing. The challenging behavior arises because of a difficulty. Listing specific difficulties helps us shift our thinking away from the behaviors that can cause us frustration.

Next, at a time when the behavior isn’t happening, we can find a time to connect and make sure it's a good time to talk. At that point, we can state what we've observed: "I've noticed it's been difficult for you to finish breakfast before we need to leave for school.”

The Empathy Step

Then (and this is key) we ask, “What’s up?” or “What’s going on?”

This statement of a non-judgmental observation, and then an invitation to share, initiates what Dr. Greene calls the Empathy Step. The Empathy Step is an information-gathering process in which we really try to understand the child's perspective and experience. We listen without reacting and ask questions or reflect back answers in order to peel back the layers of what is really going on for the child in those moments of challenge.

During this time of reflective listening and questioning, it's essential that our child is heard, really heard. All too often, we try to jump in too quickly with advice or solutions, without giving enough time and space for our young person to share valuable perspectives and insights. Just this process of listening can be incredibly healing. If a child isn't used to us really listening, or we aren't used to asking questions rather than offering solutions, check out this cheat sheet for how to get to the heart of the matter.

Assuming our child has been able to share what's really going on in those moments of challenge, we summarize what is distressing to them and share our own concern. For example, "I understand, and my concern is that I feel stressed and anxious when we are rushing to get out the door in the morning." We then invite our child to work together with us to find a solution that can meet everyone's needs.

Schedule a tour by clicking this link to come visit our school and see how collaborative problem-solving works with children. We’ve found that it can also be helpful in our interactions with adults, too!

Current parents please use these links to sign up for your classroom observation:

Adolescent Seminar Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’ Primary Classroom Observation

Halloween, Montessori-Style

Thu, 26 Oct 2023 11:00:01 GMT

Whether we are excited about the delights of Halloween or reluctant to face the excess of sweets, the holiday is upon us! At Wheaton Montessori, we approach holidays as an opportunity to learn more about culture in age appropriate styles. This includes talking about the history as well as related traditions. As with other aspects of culture, we also think about how to give and show respect in a way that is developmentally appropriate. Above all, we keep in mind what makes sense for each child.

Teach the History

How did Halloween begin? This is an excellent time to explore the origin of Halloween with your elementary child. Young children appreciate a very simple explanation that is linked to the rhythm of the year. For example: “Around this time, when the nights are getting longer and darker, different cultures have different ways of marking this shift from summer into winter. In our culture, one way people have celebrated the change of seasons is by dressing up and visiting neighbors.”

With elementary children, it’s fun to do a little research together into Halloween’s ancient Celtic origins. Telling a little teaser story can spark some interest in learning more. For example: “Did you know that Halloween began over 2,000 years ago? It wasn’t called Halloween then, though. Its name was Samhain (pronounced ‘sow-in’), which means ‘summer’s end.’ Back then winter was a dangerous time, so people got together to face some of the superstitions and fears, and also to play games and eat together before winter began. Let’s see what else we can discover about this celebration and traditions over time!”

Visit your library and check out books on Halloween by Gail Gibbons. She has one on the history and one on pumpkins. (While you are there, check out more Gail Gibbons books too! She offers something to adults, preschoolers, and young elementary readers.)

If you are interested in learning more, here are some helpful links for collaborative research:

The Origins of Halloween Traditions

This History of Halloween for Kids

Halloween History for Kids: Six Facts They Should Know

Practice Grace & Courtesy

It’s not often that we march up to multiple houses and demand treats! As such, we want to be thoughtful about how we introduce the practice of trick-or-treating to our children, uphold our family values, and model showing manners while having fun.

Young children will likely benefit from some demonstration before they jump into the experience. Role-playing with a family member, friend, or neighbor can set children up for success before they are in the awkward situation of standing before a neighbor uncertain about what to do (or not do).

With older children (and their friends if they are trick-or-treating as a group), it’s also helpful to collaboratively review expectations such as walking on people’s sidewalks rather than marching through yards, only approaching houses with porch lights on, the protocol for knocking and/or ringing the doorbell, how to politely respond or engage when someone comes to the door, and what to say as you leave (e.g. “thank you” or “Happy Halloween!”). In addition, Halloween is an excellent time to review road safety around crossing the street and checking for cars.

Remember Developmental Appropriateness

Our young children are still distinguishing between what is real and what isn’t. As such, Halloween can be an exciting and yet sometimes disorienting time. Our language can help. Just like with toddlers when we say, “This is a picture of a giraffe” rather than “This is a giraffe” when we present a language card with a giraffe image, during Halloween festivities, we can be specific about how we talk about people in costumes or even decorations. For example, we might say, “Oh look, there is a person dressed up in a witch costume!” rather than “There is a witch!” Or we might offer some explanation if our children are hesitant, “Those bat and spider figurines hanging on the porch look so real, but when I look more closely, I see how they are made of plastic. Can you see that, too?”

If fears do arise, acknowledge your child’s feelings, let them know it’s okay to feel scared, and make sure they feel heard and supported. They can be brave at the houses that are very familiar. Be ready to make modifications to the Halloween plans. Ultimately, we want to make sure the festivities are fun for our children. This might mean considering other options, like decorating pumpkins versus dressing up like zombies. Low-key or autumn-themed activities might be best if children are feeling anxious or fearful.

Our Wheaton Montessori team loves that our adolescent students participate in dressing up, collecting candy, and celebrating childhood on this day. Most of you have probably read social media posts about treating everyone who comes to your door even if they look “too old” to trick or treat. If you’ve missed that beautifully written sentiment, let me know and I’ll share it. These moments of youth are worth awknowledging.

However your family chooses to celebrate the season, remember we have an opportunity to model respect and thoughtfulness while having some fun! Let us know what you love to do this time of year. We would love to hear about your family’s favorite autumn traditions!

We look forward to hosting you for our Halloween Parade tradition and would love to have you observe on typical school days too. Current parents please use these links to sign up for your classroom observation:

Adolescent Seminar Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’ Primary Classroom Observation

Looking ahead for preschool? Parents of children under 4 years interested in touring Wheaton Montessori School, please use the green Schedule a Tour button located on the upper right-hand corner of our web site. Enrollment is open for January, summer, and next fall.

Materials Spotlight: The Color Tablets

Mon, 23 Oct 2023 11:00:00 GMT

Young children are constantly absorbing information about the world around them! Some of it is very concrete and other concepts are abstract.

Color as an Abstraction

Think about the color red. Red is an idea that is formed by the comparison of red with other colors. Red can describe physical things, but you can’t bring “red” to another person. We can find a red apple, a red street sign, a red flower, but we can’t find just red. Red is an abstraction.

At Wheaton Montessori School, we are mindful of how we introduce young children to abstract concepts. We represent the intangible concept in a physical form in isolation. Our students can really focus on the quality and the language connected to that attribute. Every variable is held constant except for the one characteristic to experience, compare, and explore. We do this to give children the clearest, most precise idea we can.

The materials that we use to introduce the abstract concept of color are called color tablets. Each color is represented on a tablet. The tablet with red looks exactly like every other tablet in our color box except for its color. Each tablet has the same size, weight, and shape. The only variation is the color. This materialized abstraction allows us to put “red” in the child’s hands to experience and explore. The Montessori color tablets are organized into three boxes.

First Color Tablet Box

The first color tablet box is composed of three pairs of color tablets: red, blue, and yellow. These primary colors represent the extremes of color. With this first box we awaken children’s sensory awareness by introducing how to pair the matching color tablets. There are two of each variable and children find the mates. Cognitively it is easier for children to notice sameness than difference.

In this first stage, we also demonstrate how to handle the material and how to experience the sense. If a child can’t distinguish the extremes of the set, we get important information about their sensorial perception. Sometimes the child isn’t successful at this first stage because they aren’t yet comprehending the concept of sameness. Thus, we must be very careful to let children know how we are pairing the items by finding the tablet that looks exactly like the one we have selected first. This isn’t just random pairing. It is based upon a specific perception. Often children don’t spend too long with this first box of color tablets and sometimes young children are drawn to the simple beauty of the three primary colors.

Second Color Tablet Box

With color box two, the focus is still on finding similarities, however, there are more variables. For example, color box two has primary colors and secondary colors, as well as brown, grey, black, and white. This adds more variables for children to search through to find the match and requires them to use a finer level of discrimination. When we add more variables, the differences between them become smaller and not as extreme. This challenges children’s exactness and precision.

Third Color Tablet Box

The third box of color tablets is divided into seven or eight compartments each with a gradation of one color from dark to light. Children begin using this box when they have been successful pairing with more variables because grading by shade requires a higher level of discriminating difference. Children’s attention has to be focused on a slight unit of difference. Is the blue just lighter than the last shade of blue? This is cognitively much harder!

Just these three steps are not enough to ensure the maximum amount of depth of experience with the materials. Thus, we extend work with the color boxes by offering language and memory games.

Language Extensions

After children have some experience with the material and we observe that they are successful in consistently pairing two colors together, we offer children language to accompany the abstract concept. Language fixes the sensorial quality in their minds and aids memory and recall. We don’t want to give language to images that are not clear, because that confuses children. When children are successful pairing colors, we offer the names of the colors. Then when children are successful in grading the shades of a color, we offer the comparative terms (darker than, lighter than) and superlative expressions (darkest red, lightest red).

Memory Games

Memory games help children discover sensorial qualities in the world around them. In the first memory game, children put one set of the paired color tablets in one location and the second set in random order somewhere else in the room. The trick is to have the second location be just far enough away so as to allow enough time for children to retain a memory of the color. To play the game, children place a “memory marker” next to one of the color tablets lined up in the first location. They then hold that color, such as “red”, in mind and walk to the second location. There they find the red tablet and bring it back to place it by its identical match. Children then move the memory marker to another color tablet and continue.

When children are successful with this, they can try a harder variation of this game in which they use a tray to place the second set of color tablets in scattered locations around the room. When children go to find the matching color tablet, they must retain the impression in their memory for a longer time and not be distracted by the other things they see as they walk around the room.

Children can also play a game of matching each color tablet to a material in the classroom. For this game, children use the memory marker to indicate which color tablet they are using. They then study the color tablet, leave it on the rug, and then search the environment for objects that have the same exact shade of the color. They bring items back and make a collection beside the selected color tablet before returning everything to its place. When children collect red items, they can carry a 100 stamp, a one chain, a bucket, a fraction, a colored pencil a flower, and so on.

Keys to the World

If we think about the world of color, we realize there are an infinite number of colors, shades, etc. We don’t give children every color of the world. We give the keys: the primary colors, then the secondary colors, then black and white, and a few other colors. Every other color is made from those keys!

The color tablets are one of many lovely and inviting materials we use in the primary classrooms.

Come visit our school and see how young children internalize these kinds of abstract concepts and, in the process, develop a refined sensorial ability so that they understand their world to the fullest.

Interested parents are encouraged to schedule a tour using the button on this page. Current families please use these links to sign up for your observation times.

Adolescent Seminar Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’ Primary Classroom Observation

Our Montessori Bookshelf: Captivating Chemistry

Mon, 16 Oct 2023 11:00:00 GMT

Cameron Chiste, a Wheaton Montessori School Alumni, is an AP physics teacher in Iowa. She shared her thoughts with us.

One of the most important things parents can do for their children is reinforce their innate curiosity in how the world works. By reading books about scientists (both real and fictional), children can be inspired to explore scientific ideas. Ada Twist, Scientist by Andrea Beaty, for example, shows children that anyone can be a scientist, which is wonderful for getting more students to pursue science later in life. Reading about science is a great start, but what makes a larger difference is engaging with science with your children. These books give you the opportunity to learn and explore alongside your child and show them that science is an active process, something you do rather than just something you know.

-Cameron Chiste

Cameron, like all our Wheaton Montessori’s elementary students current and past, studied every fascinating thing under the sun (and beyond!). Our children are exploring the world, not the inside of a textbook. Mrs. Fortun, Mrs. Mayhugh, and Ms. Searcy each follow a structured approach and structured environment which provides the room for young people to explore threads and interconnections as they consume everything they can about the universe. In this quest to understand the physical world (past and present), children find themselves in the realms of astronomy, physics, meteorology, geology, and chemistry.

We thought we’d share some of our favorite books that support children’s fascination with the chemical world. While most of these books are most appropriate for elementary ages and up, younger children might also enjoy a few of them.

Chemistry for Curious Kids: An Illustrated Introduction to Atoms, Elements, Chemical Reactions, and More!

By Lynn Huggins-Cooper, Illustrated by Alex Foster

This is a helpful reference book for children who are just starting their foray into chemistry, as well as those who are further along in their understanding. Although the book is organized into chapters –States of Matter, Chemical Building Blocks, The Chemistry of Life, the Periodic Table, In the Lab, and Chemicals All Around Us– it’s quite easy to flip to different pages and peruse what draws your interest. The pages are chock-full of beautiful, colorful illustrations that draw attention to key concepts and the easy-to-access texts makes even dense information understandable.

Every Day, Chemistry

By Julia Sooy, Illustrated by Bonnie Pang

This picture book takes us on a little journey through a child’s day and how chemistry is part of just about everything we do. Younger children will enjoy this book’s engaging illustrations, while also taking in foundational information that will inform their elementary years. Older children can benefit from the big picture context of how chemistry doesn’t just happen in a laboratory and is rather an essential aspect of life. The last few pages of the book provide some easy to access explanations about the difference between chemical reactions and physical changes.

The Illustrated Encyclopedia of the Elements: The Powers, Uses, and Histories of Every Atom in the Universe

By Lisa Congdon

After some introductory pages, this book dives into a visually appealing investigation into each element on the periodic table. The simple yet powerful illustrations accompany fascinating descriptions for hydrogen through fermium. Accentuated with little standout tidbits–like the element category, year discovered, who discovered by, and fun facts–the information is clear and easy-to-read and includes amazing historical details. Young researchers will love this book!

The Kitchen Pantry Scientist: Chemistry for Kids: Homemade Science Experiments and Activities Inspired by Awesome Chemists, Past and Present

By Liz Lee Heinecke

More than just a random collection of science experiments, this book offers a thoughtful expedition through time, highlighting 25 chemists from ancient history through today. Moving in historical order, each overview of a chemist is accompanied by a lush illustration and fascinating facts, as well as a step-by-step way to have a hands-on experience with the concept or their work. This book is a must have for kids who both love history and science!

The Usborne Illustrated Dictionary of Chemistry

By Jane Wertheim

This reference book is jam-packed with information and illustrations. For those who want to keep digging into the details, the bottom of each page references which pages to go to for more details about a term or concept. This higher-level reference book will definitely appeal to visual learners and provides excellent review or jumping off points for further research.

Women in Chemistry

By Mary Wissinger, Illustrated by Danielle Pioli

We want our children to ask questions about this world, and this book encourages just that! A girl’s question, “What is the world made of?” takes us along a path of inquiry that artfully weaves in women’s contributions to chemistry, foundational information about matter to ribosomes, and ultimately the power of curiosity. This book not only serves as an excellent introduction to chemistry, but also way to center female scientists!

You can booklist. When you explore these books with your children, let us know what you think!

We also invite you to observe how children at Wheaton Montessori learn about advanced concepts in a way that appeals to their interests and curiosity. Observe in your child’s classroom and then ask to peak in at older communities too.

Current parents please use these links to sign up for your classroom observation:

Adolescent Seminar Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’ Primary Classroom Observation

Parents of children under 4 years interested in touring Wheaton Montessori School, please use the green Schedule a Tour button located on the upper right-hand corner of our web site.

Honoring Indigenous Peoples’ Day

Mon, 09 Oct 2023 15:00:00 GMT

Too often our children have unconsciously absorbed harmful stereotypes about Indigenous Peoples or that Native Americans only existed in our country’s past. Today, we hope to be very intentional about providing current, accurate, and respectful information about Indigenous Peoples’ Day and throughout the year. This blog shares recipes, an interactive map, local events, and book recommendations.

Experience

A fantastic way to immerse ourselves in a Native Culture is to share food. Here are two recipes based on Native American’s companion planting of maize, squash, and beans. The Three Sisters is a vegetable medley of corn, squash and beans that are planted together so each plant can support and nourish each other.

Focus on Your Community

We can also accompany our children on a journey of learning about the original people who lived in this area. This investigation is most suitable for children as they enter their elementary years, as it means digging into history. In this process, we can help our children appreciate how there are multitudes of Native American nations and that each has their own language, culture, history, and traditions. As we learn about the Native Peoples of our place, we can then be more specific as we talk about native culture. For example, “This book is about the Mohican people.”

An amazing interactive resource that can help children also appreciate geography through a cultural lens is the Native Land Digital map: https://native-land.ca/ . Because the map does not show political boundaries, children can visually discover some of the fluidity of native territories and languages. The site also provides links to local Native American nations for more information. Find our school, locate your home address, and keep exploring.

We all agree that names are important. The Land You Live On provides three suggestions to learn how to pronounce a nation’s name correctly. Three options listed in are:

Respectfully ask someone from the nation.
Check the nation’s website for a phonetic pronunciation on their “About” page, an audio recording of their name, or videos that include people saying the nation’s name.
Call the nation after hours and listen to their voicemail recording.

Celebrate

As we learn more about and honor our Native Peoples, it’s important that we and our children are also aware of indigenous struggles, resilience, and victories. We can also find local events that feature Native Peoples and then ideally support those events that give back to the Indigenous community. Chicagoland fortunately has a wide range of cultural destinations. The Mitchell Museum of the American Indian in Evanston has an event today:

We also have the Trickster Cultural Center in Schaumburg which focuses on contemporary art to educate beyond the romanticized nostalgia and acknowledge the “state of Native America today as a living, breathing culture”. Visit their website for information about their exhibits and events.

Show Representation

Mainstream culture often presents native peoples as fierce, war-like, and to be feared, or sometimes in a more romanticized, puristic way. Children absorb these kinds of stereotypes through sports mascots, books, movies, and even place names. Non-native authors sometimes also unintentionally reinforce stereotypes or conflate different tribes’ cultures and histories.

An easy way to begin is through books that show native people living in our current time period. Young children cannot distinguish between the past and the present and showing Native Peoples in current day settings disrupts the false narrative that Native Americans are a “people of the past.” One of the best sources we’ve found is Rebekah Gienapp’s list of indigenous children’s books.

In addition to reading stories and sharing books with more accurate representation, we can also incorporate books, art, and music created by American Indians. If you’d like some sources to help begin this journey, check out:

Native American Musicians We Should Know

Embracing Contemporary Native American Art as Contemporary Art

Why Study Native American Literature

Project 562: A multi-year national photography project dedicated to photographing over 562 federally recognized Tribes, urban Native communities, Tribes fighting for federal recognition, and Indigenous role models

Meet Indigenous Speakers and Learn How They’re Keeping Their Languages Alive

Through their own words, music, performance, and advocacy, Native American and Indigenous artists share important insights into their hopes, fears, traditions, and stories. In the process of taking in more respectful representation, our young people can offer more acceptance and experience more genuine appreciation.

On this Indigenous Peoples’ Day and every day let’s take time to continue to learn from, with, and about others. In this way, we can help our young people feel seen, known, and empowered for who they are.

The Power of Three

Mon, 02 Oct 2023 11:00:02 GMT

In authentic and high-fidelity Montessori school, the number three shows up a lot! We have the three-hour work cycle, three-year age spans, the three-period lesson, and the three-stage learning cycle. While there is considerable spiritual significance to the number three throughout human history, in a Montessori context, the importance of these threes is grounded in scientific observation of human development, characteristics and needs during different stages of growth, and how our brains synthesize information.

If you are curious about the three-hour work cycle and three-year age spans, check out some of our past blog posts.

This time we are going to focus on the learning process and how the three-period lesson and three-stage learning cycle meet young people’s needs for internalizing and synthesizing new information.

Three-Period Lesson

The three-period lesson model came from Édouard Séguin (1812-1880), a physician and educator known for his work with children who had disabilities. Séguin used the three-period lesson to help children make an association between an object and its corresponding term.

The three-period lesson captivates young children and rouses interest. Dr. Maria Montessori began to use three-period lessons to help young children connect language to the perception of an idea and ultimately create a permanent acquisition in their memory. There are three discrete stages to this approach.

The First Period: Naming

This first stage of the lesson is when we introduce vocabulary and help children make the connection between their experience and the language. In this first stage, we want to isolate both children’s impressions and the matching word.

With young children, we use categorized objects, small replicas, and pictures. We pick up one object and name it. We then allow a child to have a turn feeling the object and having their own sensorial experience of the item. In the process, the child brings together the name and their sensorial experience. We continue this with each object, saying the name multiple times. For example, “This is the _____. You can feel the _____. You can place the ____ here.”

We also use a similar process for introducing vocabulary through language cards which have a picture of one isolated object on the card.

As children get a little older, we start introducing language for more abstract concepts. For example, if we are introducing tactile experiences, we offer children two different tablets that are identical except for one feature: one has rough sandpaper on it and the other has smooth paper. We feel the rough tablet and say: “It is rough.” Then the child feels the rough tablet. We repeat the same process for the smooth tablet.

The Second Period: Recognizing

This is the longest part of the lesson because we want children to have many experiences with the object or quality and its name. We rearrange the objects or cards and then ask children to place them in different locations or to point to a particular one. We might ask, “Which is rough?” Or say, “Place the _____ on my hand. Place the ______ here.”

We approach this second stage in a playful, game-like way although the goal is to cement the concept in children’s memory. If children make a mistake, we know that we have moved to quickly and reinforce the correct vocabulary: “You handed me the picture of the cheetah.”

The Third Period: Remembering or Recall

We ask children aged three and older to recall the name that corresponds to the object by isolating the object or image and asking for its name: “What is this?" If children aren’t able to remember, we just try the three-period lesson again at the same sitting and revisit it another day with reminders ahead of time.

We use this third stage with younger children when they can produce proximal sounds and are not in a defiant toddler stage. (Spoiler alert, this is an important part of everyone’s development.)

The Elementary Years

Elementary-aged children engage with new material in a similar, yet more sophisticated way. The learning process echoes the three-period lesson but isn’t exactly the same.

The first period involves a presentation by the adult, which can include the great stories, impressionistic charts, materials, experiments, and demonstrations. The focus is on introducing specific concepts, activating student interest, and providing a big-picture view before going into specific details. Rather than being vocabulary-based as with younger children, these lessons are intended to introduce elementary students to the wonder of the universe. In this first period, the adult gives only what is absolutely necessary for the lesson, so the students can move into their own exploration.

The second period is the longest part of the learning activity and is an exploratory phase of learning when students freely choose follow-up work. We want to see how far children can go with what they have learned, so the second period offers repetition with variation and encourages extension and elaboration of original concepts. Once they have done extensive work, students have reached the third period.

During the third period, the adults are discreetly and indirectly assessing children’s learning. Through conversation and observation, adults can see if the students can recognize the concept and perhaps apply it to a novel situation. There is an expectation for students to perform and produce evidence of the key concepts. The elementary age students’ work (game boards, posters, plays, books, timelines, dioramas, papers, etc.) can take many formats, but it is held to the expectation to meet or exceed essential benchmarks.

In Adolescence

A parallel learning cycle also exists in our adolescent community as a way to support learning, development, and valorization for 7th-9th graders.

Similar to what happens in our younger, authentic Montessori classrooms, the first stage is a lesson or experience offered by Kelly or Lauren. It is an invitation to work and contribute to the community's needs by addressing a specific, concrete issue. In the first stage, the adolescent guides actively engage students by seeking their input, inviting them to engagement, and soliciting methods to connect.

During the second stage, students actively engage in work they choose, either driven by their interests or a recognition of community needs. The adults are there for guidance, scaffolding, and mentoring as adolescents work with skills and ideas and begin to consolidate them. This stage can include research, experimentation, inquiry, data collection, discussions to enhance collective understanding, physical and practical work to accomplish a task, and consultation with experts. During the second stage, the guides observe what motivates students to begin tasks, what sustains their effort, and what inspires them to actively contribute, think critically, and ask questions.

In the third stage, adolescents offer what they learned by giving back to their community. Classroom teachers expect that the adolescents produce a product at the end of their work to present. This sharing of knowledge and understanding is both a means of consolidating concepts and skills and a way to acknowledge that the work is embedded within the community's context. Products of the third stage can include a demonstration, publication, or implementation.

While these three stages take on slightly different forms from infancy through adolescence, the goal is the same: to effectively support young people as they integrate their learning. Come visit your children at Wheaton Montessori to see the power three. Observations open soon for current parents. Current parents please use these links to sign up for your classroom observation:

Adolescent Seminar Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Ms. Carr’s Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’ Primary Classroom Observation

Interested in enrolling? Parents of children under 4 years interested in touring Wheaton Montessori School, please use the green Schedule a Tour button located on the upper right-hand corner of our web site.

The Absorbent Mind

Mon, 25 Sep 2023 11:00:02 GMT

Unlike other species that are born with a predetermined set of behaviors, human babies are born with a set of potentials. When a child is born, we have no idea if they will be a master musician or a creative chef. It’s pretty amazing when we think about it! Children are constantly creating the skills they need to become contributing adults.

Dr. Maria Montessori observed children from a scientific lens and over time she concluded that this kind of creative work could only happen with a mind that was different from the conscious adult mind. She realized that children’s minds operate in a fundamentally different way. In The Absorbent Mind , Dr. Montessori states:

“The child has other powers than ours, and the creation he achieves is no small one; it is everything. Not only does he create his language, but he shapes the organs that enable him to frame the words. He has to make the physical basis of every moment, all the elements of our intellect, everything the human being is blessed with. This wonderful work is not the product of conscious intention.”

Well before brain scans, Dr. Montessori discovered so much about how children’s brains function and she termed this special mental functioning, the absorbent mind. Her book, The Absorbent Mind , was one of the last books she compiled.

The words Dr. Montessori used to describe the child’s absorbent mind were chosen deliberately. The word absorbent implies “taking in” and integrating into the whole. What is absorbed becomes a part of what is doing the absorbing. Children take in their experiences and impressions which become part of the structure and content of their brains.

“Impressions do not merely enter his mind; they form it. They incarnate themselves in him. The child creates his own ‘mental muscles,’ using for this what he finds in the world about him. We have named this type of mentality, The Absorbent Mind.”

The absorbent mind is a superpower of children from birth to around age six.

Because children under six are absorbing everything in their environment, our actions need to reflect what we expect. If we want children to sit at the table to eat, we need to sit at the table to eat. If we want children to talk with quiet, calm voices, we need to talk with quiet, calm voices. If we want children to carry one item at a time, using both hands, we need to do so, too. The key is to model this behavior at all times. Children are absorbing indiscriminately. We may not think they are looking, but they are taking it all in!

We can share an example of this from a Montessori classroom. Once upon a time, a tall toddler teacher would always squat down in front of the low shelves to select a material to show a child. After squatting down, she would pick up the item she wanted to show. Although all the toddlers were at the right height to easily take the item, the teacher noticed that they would walk to a shelf, squat down, and then pick up the material. Even though this movement was much more difficult for the toddlers, they had unconsciously absorbed the steps the teacher had demonstrated: walk to the shelf, squat down, and pick up what you want.

So in our Montessori environments, we are very careful with how we move and what we do. When the adults want a snack, we follow the same procedure as the children. We wash our hands, use a plate, and sit at the snack table. Doing what we expect the children to do also gives us a wonderful opportunity to see how the process can be improved. By having snack and cleaning up after ourselves, we can experience the process. Are the dustpans easy to access and in a place that makes sense? Do the spray bottles work well for spraying and wiping the table? What parts of the process feel cumbersome? What flows well?

We can also look at our school and home environments from our children’s perspective. Sometimes it helps to even kneel or sit on the floor and look at a room from a child’s height. What do they see? What stands out from their vantage point? Is the space welcoming and beautiful? What attracts attention?

Our young children’s brains are hardwired to effortlessly absorb what is around them. Because our children are full of potential, we want to provide them with the best! Let’s start by taking a look at ourselves and our children’s surroundings. As we think about our children’s absorbent minds, we can work to provide them with clear, consistent images as we move through our days.

If you would like to learn more, please schedule a tour . We love to share how we support children as they are discovering what is possible!

Moving Away from How Was Your Day?

Mon, 18 Sep 2023 11:00:02 GMT

When we pick up our children from school, it can be so tempting to ask, “How was your day?” Often the responses are pretty lackluster.

As adults, we can likely relate. If a partner or friend asks about our day, our responses may be along the lines of fine, good, tiring, okay. Sometimes we just don’t feel like rehashing the day!

For children, there can also be an element of not always having the language to explain what they did or experienced. In Montessori environments, this can be even more challenging. How can a young child describe the sensorial experience of carrying each block of the pink tower to a rug and creating a geometric tower of cubes based on the decimal system? Or convey their emerging conversation with a friend during community lunch? Or relate their delight in discovering that ten 10s create a hundred square?

As children get a little older, they are also starting to grapple with figuring out their relationships with peers, which involves so many social nuances. Younger elementary-aged children are still seeing these relationships in black and white. So their descriptions of the day may be pretty two-dimensional: someone was mean or nice, the day was good or bad (usually based on an interaction with a friend), etc.

It can be hard for children to talk about their experiences at school. However, if we shift our approach, we can often get more insight into our children’s experiences.

Ideally, we focus on connection first. When we see our children at the end of the school day, we can greet them in a way that conveys how happy we are to see them. They may be tired, need to fall apart a little, have a snack, or just have a little time for rejuvenation. Allow a little loving space. Each child has a different way they feel fueled, loved, seen, and held. That first moment isn’t an ideal time to ask about the day because our children are transitioning into being back in our care. Plus, there is a lot going on during that transition!

Later, when our children have settled into being with us or at home, and hopefully have had a snack or a little time to decompress, we have a chance to connect about the day. However, a word of caution: questions like, “How was your day?” or “What did you do today?” are so open-ended, they can also feel overwhelming to children.

Instead, when we focus on starting a conversation rather than digging for information, our children are more likely to open up. They also need to feel that we are completely present for their responses, which means putting down our phones, not focusing on getting everyone into or out of the car, or not being involved in something like preparing dinner. It helps when we can show with our body language that we are really listening.

In those times when you are ready to explore a conversation, we recommend trying some other kinds of questions. Here are 40 of our favorites. The first five work best for younger children.

What made you feel happy today?
Who did you play with today? What did you do together?
Who did you sit with at snack/lunch today?
What made you feel sad today?
What was your favorite activity today?
Did everyone have someone to play with today? Who played together?
Who brought delicious food in their lunch today? What was it?
What was your favorite thing in your lunch box?
What games did you play at recess?
What is the most popular activity at recess? Is it something you like to do? Why or why not?
Did someone get in trouble at school today? How did they handle it?
What did you notice today that other people probably didn’t see or pay attention to?
What is something you did today that you’d love to do every day?
How did someone fill your bucket today? Whose bucket did you fill?
What made you feel worried today?
What made your teacher smile? Did anything make your teacher frown?
What were you grateful for today?
If one of your classmates could be the teacher for a day, who would you want it to be? Why?
What is your class or teacher’s most important rule?
Who do you want to make friends with but haven’t yet? Why?
What did you learn about a friend today?
If aliens came to school and beamed up three kids, who do you wish they would take? Why?
What did you do today that was helpful?
When did you feel most proud of yourself today?
What rule was the hardest to follow today?
Which person in your class is your exact opposite?
Who is friendly in your class? What do they do to be friendly?
What did you do today that was creative?
Did your teacher read to the class today? If so, what was the story or book about?
What was the high point of your day? What was the low point?
Was anyone in your class absent today? Do you know why they weren’t there?
What is something you heard that surprised you?
What is something that challenged you?
What is something that you were super good at today?
What compliments did you give or receive today?
How were you brave today?
How was your day different than yesterday?
What superpower would have come in handy today?
What are you looking forward to tomorrow?

After a snack, over dinner, on a walk, or before bed, try starting conversations with these kinds of questions. Notice that most of them can’t be answered with one word.

In addition, we can also provide our own responses, which provides a model for our children and gives them some scaffolding as they are thinking about how to answer. For example, “At lunch today I sat with someone who just started working with me. We talked a lot about going hiking and I shared some of my favorite hikes.” Or “When I was about your age, we loved playing capture the flag. One of my favorite memories of this game was when…” Sharing parts of our day or some of our own school memories not only shows that we are interested in conversation, but it also gives our children a guide for how to begin.

Let us know how it goes to first connect and later start conversations with open-ended questions. If you have any conversation starters that you and your children especially love, please share them! You can also download this printable of our favorite 40 questions to keep handy for those opportune moments.

Su gibi git, su gibi gel

Wed, 13 Sep 2023 17:00:17 GMT

Su gibi git, su gibi gel

Go like water, come like water

Pouring water behind a person leaving and wishing for their happy return is one of the many Turkish phrases that has become a tradition in Turkey. It is commonly practiced, still to date, by many. When someone you love leaves for a trip, regardless of the time they will be away, a family member or another person who wishes them well pours a pitcher of water on the street behind the vehicle as it is leaving to take them on this journey. The belief behind this practice is that you are wishing for a journey that is as smooth as the flow of water. In essence, you are wishing them a smooth, happy, and healthy trip, going as smooth as the flow of water, and coming back as smooth as the flow of water.

This morning, we were pouring water behind the vans of the Adolescence Community traveling for their camping trip. We wish them all a smooth, wonderful, happy, and healthy trip and look forward to seeing them back soon.

Watch our social media for photos and updates on their trip. Those of you with children growing up at Wheaton Montessori School, please join us for Parent Discovery Nights and seminar (classroom) observations to learn more about this unique program for 7th-9th grade students.

We would love to expand our knowledge about any common cultural practices you may want to share with us. Send our office an email discover@wheatmontessori.org . We love to keep learning, just like our students.

Mexico's Independence Day

Wed, 13 Sep 2023 16:25:36 GMT

We celebrate the many rich histories of our school family, here are two Mexican Independence Day local events:

· Sept. 16-17, 2023 Festival presented by The Mexican Cultural Center DuPage. Gigantic Pinata, music, children’s activities, and food vendors will all be on hand to celebrate. For more information click here .

· Sept. 16, 2023 Little Village Mexican Independence Day Parade. Viva Mexico! This parade crosses 26 ^th St. and Albany Ave. and begins at noon. Click more info for the event site .

Family Challenge: Support Young Lunch Packers!

Mon, 11 Sep 2023 11:00:02 GMT

At the start of this new school year, we’ve been thinking about how to offer ideas for integrating Montessori learning at home. With this in mind, we'd like to present you with a family challenge. You can think of this challenge as your homework. Even though we don’t really assign homework in Montessori, we do like to collaborate to help children develop their skills and confidence!

Children in Montessori settings do a lot of food preparation. Food preparation is a big part of their practical life experience at school and a big part of becoming functionally independent in the world. So, our challenge is this: Rather than taking on the sole responsibility of preparing lunches for our children, let's make a commitment to move toward helping our children become their own lunch packers!

Seems Daunting?

Maybe you already have a quick and easy routine for packing lunches. Or maybe it feels a little bit like a drag you stumble through every day. Regardless, preparing lunch is a part of our daily lives. Many of us try to fine-tune lunch packing to make it as efficient and painless as possible. The thought of including our children in that process may at first seem completely overwhelming and impossible.

We recognize the challenge may feel uncomfortable, but bear with us! Not only does helping our children learn how to pack their own lunches help prepare them for important life skills, it also supports their Montessori experience in a pretty significant way. Plus, all too often we see children open up their lunch at school and complain that the food is something they don’t like or want. The side benefit of having children be part of the process is that they have some responsibility and accountability for what they bring. If it's food they helped choose, prepare, and/or pack, they know what they have!

Let’s break down the steps for supporting children as they learn how to prepare their food, pack their lunch, or even just be part of even putting items in their lunch bag or box. Keep in mind that this family “homework” challenge can even start with toddlers!

Shop Together

A wonderful way to enlist children’s involvement is by including them in some part of the shopping experience. Young children can be part of selecting certain food options off the shelf and putting them in the cart. Older children can help make a grocery list, figure out the cost of different items, and keep track of what is needed while in the store. Even a little bit of involvement in picking out lunch food options helps children have a sense of ownership and control.

Choice within Limits

In order to have a balance between wants and needs, it’s worth also weaving in some conversation about balancing different food groups and having plenty of healthy options. Some families have success with collaboratively creating a list of different choices within each food group. Decide as a family what you prioritize then list various options from food groups (e.g. grains, vegetables, fruit, dairy, and protein). It can help to create a visual guide so even young children can see what their choices are when thinking about what to plan for and purchase.

Accessibility

After coming home from the grocery store, children can be part of putting away the items they will be using to prepare and pack their lunches. Accessibility is key. Having a designated spot for lunch foods helps with the packing process. Low cabinet shelves or even low drawers work well. If possible, also find an easy-to-reach space in the refrigerator for perishable items.

It can help to have clear containers so children can easily see their options. For example, after purchasing grapes, children can help wash them, remove the grapes from their stems, and then place the ready-to-eat grapes in a glass or plastic container to store in the refrigerator. Similarly, carrots can be washed, cut, and stored in water in a see-through container. If this system works for your family, even non-perishable items, like crackers, can be removed from their packaging and placed in a clear storage container with other accessible lunch foods.

Easy to Make & Easy to Eat

Young children tend to love having small portions with lots of variety. So when preparing food, think about how children can help with this step. They might like to help cut a sandwich into mini-sandwiches, peel and section a clementine, or slice some cucumbers. With a variety of different choices, children can try combining foods in different ways. They might like to sample a piece of cheese with their apple slice or see how cream cheese tastes on a cracker. Older children can create their own wraps, roll-ups, or sandwiches or choose some dinner leftovers to put into containers for the next day’s lunch.

When children are part of preparing food, there can be some mess involved. It’s good to allow a little time and space for spills to happen. We can show children how to clean up after themselves, while also remembering that the youngest children won’t necessarily be able to clean it all up themselves. When we collaborate in the process, we are helping our children learn how to do it themselves. Whatever path makes sense for your family, just remember that when children are part of the preparation process, they are more invested in trying and eating a variety of foods.

Plan Ahead

Because mornings can be rushed, it often helps to do a little planning ahead of time. Some families like to use the weekend to map out a lunch menu with their children. This can be posted in an easy-to-reference place in the kitchen. When it’s time to get the foods ready or put them in lunch containers, children can just look at the lunch plan for that day. Some families go as far as collaborating with their children to get as many lunch foods as possible ready over the weekend so that their kids can just put that day’s items into their lunch bag or box each morning. Other families might set up a routine so that children are part of emptying and washing their lunch containers when they get home from school and then can use that time to get their lunch set up for the following day. Children may even like to get their lunch packed the night before, store the whole lunch bag in the refrigerator, and then just grab the lunch and go in the morning.

Your kids are more capable than it may seem! Although the process may feel overwhelming at first, remember that you are helping your child learn valuable life skills and reinforcing their Montessori education. If you’d like to come visit the school to see children’s food preparation in action, schedule a tour . We would love to support you with this Montessori challenge!

The Significance of Being on Time

Mon, 04 Sep 2023 11:00:02 GMT

As we start the school year, we want to connect about a really crucial part of Montessori learning environments and how it affects your child, as well as the community as a whole.

First, it helps to remember that we are constantly working to ensure the Montessori learning environment is supporting your child’s development. To do this most effectively, we observe. In our observations, we are looking at what is working for children (and what isn’t).

These observations may lead to some changes. For example, we might adjust the arrangement of the furniture so that there is a better flow of activity in the room. Or we might recognize how an individual child needs a little extra time to watch friends before starting any activity. Sometimes we might realize that, as adults, we are walking around too much and distracting the children, so we slow down and take a few moments to sit calmly.

While much of the Montessori learning environment depends upon observing so we can make modifications to what we do, there is one aspect that is really sacrosanct: the three-hour work cycle.

Three-Hour Work Cycles & the “Flow State”

Dr. Montessori was a scientist and the Montessori method of education was born from her observations of children and how to support their optimum development. She even graphed patterns of activity for individual children and classroom communities. In her scientific study, Dr. Montessori found that children need a block of uninterrupted time in order to go through a rhythm of focus and consolidation. Children two and a half and older need at least three hours to move through these cycles of concentration. Often children’s most growth and meaningful work happens toward the end of a three-hour block of time.

We can think about this in relation to our current-day understanding of what it means to get into a flow state. Sometimes people describe a flow state as “being in the zone.” It’s when we are so immersed in and focused on what we are doing that a sense of time and our surroundings disappear. This concept of flow has been most clearly articulated by Mihaly Csikszentmihalyi. Csikszentmihalyi was a psychologist whose studies of happiness and creativity led to his articulation of flow – a highly focused mental state that is conducive to creativity and productivity. Interestingly enough, when Csikszentmihalyi’s grandchildren started going to a Montessori school, he saw how Montessori learning environments allowed young children to achieve this state of flow.

Why is this significant?

In order to get into their own state of flow, children in our learning communities need a three-hour chunk of time. We have designed our morning arrivals and routines so that children can benefit from an interrupted morning work cycle.

Part of the morning schedule involves children having enough time to greet their peers and go through their routines without being rushed before they enter the classroom environment. When children are ready and in the classroom, the guides can begin focusing on giving lesson presentations and generally supporting children as they start their day.

However, if children routinely arrive late at the beginning of the morning, the adults’ attention needs to be split between greeting those who arrive late and attending to the children who have started their important work of the day.

This is also hard on the children who arrive after their peers have settled into their morning. When children enter a space where everyone is already connected and engaged in work, it is hard for them to connect with classmates and even know where to begin. This is especially challenging for those who really need to establish a social connection at the beginning of their day. It’s a little like awkwardly coming late to a party and finding everyone else in already established social circles!

In addition, late arrivals can be challenging for the community as a whole. The children who were on time and working often find it distracting when friends and classmates arrive. They might even lose focus on what they were leaning because they feel compelled to greet their friends. However, once everyone has arrived, the community is really able to settle. The adults aren’t trying to help children transition into the classroom and friends aren’t getting distracted by who is coming through the door. After arrivals are over, a gentle hum often comes over the room.

A World of Difference

Children need time to transition. Some children are relatively quick, while others take over 15 minutes to get their items put away, shoes changed, and so forth.

It makes a world of difference when our community members arrive on the early side, so that transitions can happen when a guide is able to be present to greet children and so that we can have everyone in the classroom at the start of the day.

We know that mornings can be hard. Believe us, we know. If we were able to just extend the morning if people arrive late, we would! However, children get hungry for lunch, we want to have plenty of time outdoors, and we also need to leave time for children who need to rest. Thus, we rely upon on-time arrivals for the very important three-hour work cycle. Having that uninterrupted block of time is vital to a well-functioning classroom and to individual children’s development.

Thank You!

Thank you so much for being attentive to on-time arrivals, understanding why having the three-hour work cycle is so important, and considering how you can help. If you would like to meet and brainstorm about routines that can support on-time arrivals, we would be honored to get to strategize with you. When we can meet one-on-one with families to support morning routines, we often find some really creative, healthy, win-win options! It can take time to figure out what is most effective for each child and family. It’s a constantly evolving opportunity and we look forward to the collaboration. Please schedule a time to come in and connect.

Culturally Responsive Practices: An Interview

Mon, 28 Aug 2023 11:00:05 GMT

As Ms. Chiste believes, “We all have something to learn and we all have strengths to offer.” Amy Chiste shares this excellent interview. Read on to learn about Allison Jones’s journey towards culturally responsive Montessori education.

To support our children most effectively, it seems like we, as parents and caregivers, need to make our own cultural lens visible. How do you recommend starting this process?

Making our cultural lens visible is actually the first step for everyone, no matter our background. One of my favorite authors in the education space is Zaretta Hammond who wrote Culturally Responsive Teaching and the Brain . She says that culture is the way the brain makes sense of the world. We all come from a cultural background. We all come from families who told us things about the world.

One of the things my mom did when I was a child was to always tell me that brown was her favorite color. She would call it beautiful, warm brown. As an adult, I realized she was actually purposefully counteracting the messages I was getting from the rest of the world. So that is a piece of cultural messaging from my mom that I really, really appreciate and stand behind as an adult.

On the other hand, my mother would always say “put your knees together and sit like a lady.” As an adult, I can question what sitting has to do with gender and also what sort of expectations are we reinforcing. My thinking brain knows that, but every time I sit down and my knees are spread, my mother’s voice still comes into my head. Sometimes I listen to it and sometimes I don’t, but it is something that is so deeply ingrained in me.

Our cultural lens and cultural background are like that. They are all these tiny things engrained into us: how close we stand to someone, what voice to use in different settings, and how much time to leave until someone else is finished talking. Many of these are harmless or cause mini-misunderstandings. But others can be actively harmful depending upon what your family or society has told you about what makes people intelligent or the characteristics of people of different races and genders.

Some frameworks present this cultural awareness as an iceberg. There is the tip of the iceberg above the water, like the language we speak and the music we listen to. Then there is the part below the surface of the water, which is largely unconscious.

This is the unconscious basis upon which we make decisions. It is the work of a lifetime to uncover those many unconscious factors.

When we realize those unconscious assumptions that are part of our own cultural lens and cultural background, it allows us to judge situations with more clarity and to allow for different perspectives. For teachers, families, and all humans in the world, we can’t necessarily do this work by ourselves. We can do a lot of reflection by ourselves, but we need a coach or outside view to help us see those unconscious aspects.

You have done a lot to support culturally responsive practices. What led you to this work?

Part of this is based on my identity characteristics. The other is that my journey in Montessori was a little different from what other folks have experienced.

I started as a Montessori child at a school in Metro Detroit that was about 80% Southeast Asian and South Asian, with a smattering of white kids, a smattering of black kids, and some Middle Eastern kids. It was very diverse and I was a minority, but in a different way than has been true for the rest of my life.

As an adult, I took Montessori primary training in France where we had a very international cohort of folks. Then I worked with a woman from Côte D’Ivoire to open a school in Senegal. It wasn’t until I came back and did my elementary training at the Washington Montessori Institute [in Maryland], and heard other people talking about their Montessori experiences, that I realized how different my experience had been.

As a black queer woman within the Montessori space who had a childhood Montessori background where I was both represented and not, it was always sort of immediately obvious to me that children need to feel socially and psychologically safe and see themselves represented in environments, in order to learn and grow.

Although Maria Montessori originally founded this pedagogy in a homogenous society in Italy in the 1900s, I believe that the philosophy itself is meant to be adapted to and reflect the identities of the children, families, and community in which it is seated. So I feel it is really important that we actually do that, which is adult work.

Will you share a little more about how this is adult work?

It is really fascinating that the education world is so focused on children and what children do. Are they doing enough? Are they learning enough? Are they doing the right things?

As Montessorians, we know the prepared environment and prepared adult are the foundation of children’s experience. If something isn’t going right, we first look to the environment and then we look to ourselves. We also need to take an additional step back and look at who we are and what we are bringing into the environment.

When we are talking about making sure classrooms are culturally responsive and reflect the experiences of the children who are in them, it is easy to talk about this as window dressing. Are your books diverse? Is your art diverse? Those things are important. Yet it’s really about having a strengths-based lens, examining our own biases, and understanding that in order for children to grow we need to be really individualized when understanding their strengths and building their abilities.

This is work that adults need to do on themselves. It isn’t about what the children do or how the children learn. It is about the adult figuring out where they are seeing clearly and where they aren’t, what knowledge they have and what knowledge they don’t have.

We need to be okay with being in that growing and learning space, which can be hard because it requires dismantling a lot of unconscious beliefs that everyone holds.

Do you have recommendations for how adults can start some of that work, for ourselves and with our schools?

For adults, this work starts with reaching out and doing research. We, as human beings, tend to be afraid of what we don’t understand. Researchers say that this is biologically programmed into us as a defense mechanism. So part of it is just figuring out what are the facts and learning what is true. There are a lot of organizations that lead folks in this work and help bring information into your environment that actually widens your perspective.

This answer is also different for folks who are and aren’t in the global majority. For folks of the global majority, especially in the United States, often perspectives that are outside of our own are just part of life all the time. It’s not something we can avoid. Whereas if you are white or have other majority identities, you need to actually take steps outside of the world where most of the folks around you share your identities. Find out about considerations that are super present for other folks but not for you.

To partner with schools, be an advocate, but also understand that everyone is on a different part of their journey, including schools. A lot of schools are trying to figure out how to best support all the children in their care, which goes beyond race and includes gender, sexual orientation, different types of families, ability status, and citizenship status. There is a lot of work that needs to be done.

While the onus shouldn’t be on the person or family experiencing discrimination or not getting an equal experience, it is also important to be an advocate for your child. I see a lot of families, especially families who are multilingual, or who are from under-resourced communities, be less vocal when things go wrong. So I would say advocate.

There are folks out there that provide support. There is a great resource from Learning for Justice called Speak Up at School . They have a whole packet with four strategies for how to respond when you see injustice. It also talks about the difference between calling folks in and calling folks out, and when you make a decision to do each.

The other thing I would recommend to families is to spend time with teachers and spend time in the classrooms. Also, know that Montessori is a hard way to teach. It is a lot easier to have all the children doing the same thing at the same time. Teaching in a methodology that focuses on individual work, builds up children’s intrinsic motivations, where every child in the classroom might be working on something different and at different levels and at all kinds of different places, and where we are trying to build children’s ability to interact with a minimal amount of adult support in like a microcosm of society – that is not small work! So Montessorians are often hesitant to include other adults in that practice.

That being said, I believe that Montessorians need to do a better job of explaining to families the why of what is going on and providing deep and thoughtful opportunities for families to engage with their children’s learning and with the co-creation of curriculum.

There are some parts of the Montessori curriculum in which families can have a huge contribution. One example in the primary classroom is practical life. The practical life curriculum is meant to reflect children’s activities in their own homes. So a way families can engage is to offer classroom experiences, like providing small group cooking or showing how to do different activities from home. For example, some cultures use upright mops while some use floor cloths. Sharing some of those activities with the classroom allows both your child’s identity to be reflected and other people’s eyes to be opened and perspectives broadened. So that is one clear opportunity where families can interact to co-create the [practical life] curriculum.

In elementary, another place for collaboration is the history curriculum where children are learning about how people satisfy their fundamental needs. Families do this in different ways. This is a great opportunity for families to be interviewed, explain ways they do things at home, talk to children about what they celebrate and why, and share their traditions. This helps children learn about different customs.

When it comes to children and their identities and feeling comfortable, unfortunately, it often falls on families to get ahead of that in some environments. For example, family members might come in to read a book about adoption or work with the teacher to coach their child about talking about adoption. We can help children who have started gender transitions to lay the groundwork for that awareness or support children on the autism spectrum who at some point want to explain to friends how their brains work. Families can lean in to help educators grow and to make sure their children have a safe space in school.

Knowing there is work that needs to be done collectively, what resources would you share to help folks along their journey?

That depends on how you learn! For some, reading is the first step. There are book lists out there and some have little workbooks. One wonderful resource is Collectively Renewing Montessori: An Invitation .

For some, watching or listening is the first step. There are podcasts, Instagram reels, and YouTube videos to watch.

For some, conversations are the first step. What I would not do is go up to your nearest person of the global majority or non-binary person, and say, “Hey, can you tell me about your experience?” That is a little tiring for them.

Find places where folks are already having these conversations. There are free groups in many cities and online where folks get together for discussions and to do social justice work. Embedding yourself in those communities widens your lens. There are also actual classes and organizations, like Embracing Equity or Crossroads , that support folks in this work.

Those are first steps, yet this is work that takes a lifetime. There are a lot of facets to it. Talking the talk and walking the walk are different. This isn’t about learning and saying the right things. It is about developing our lens for analysis. We are all continually learning. Have the willingness to do your own work and examination. Continue to reach out with a lens of curiosity and inquiry.

Allison Jones is a primary- and elementary-trained Montessorian with 20 years of experience, including teaching, coaching, special education, school administration, bilingual Montessori, and DEI in school settings. She holds an M.Ed. from Loyola University. Her passion is ensuring that Montessori is implemented in a way that serves all children and is rooted in each child's identity and community. Allison recently shared a bit about her journey to culturally responsive teaching in a Montessori context.

Participation in Practical Matters

Mon, 21 Aug 2023 11:00:00 GMT

In our daily lives, we do so much to take maintain our surroundings, as well as care for ourselves and others. As adults, we take these activities for granted. Young children, however, yearn to participate in practical matters.

Everything we do to care for the environment, ourselves, and others make up what can be called "practical life" activities. In a Montessori home or school environment, practical life activities help children learn about cultural norms, while also helping them develop internal motivation, intellect, and body coordination.

Purposes of Practical Life

With this in mind, we can really think about how practical life activities have two purposes: one is external and one is internal. The first purpose is to help children engage in something meaningful and real. For example, washing a table leads to a clean table. The second aim is to help children develop their internal worth and sense of competency.

Practical life activities help children become psychologically and physically independent. By the time 24-year-olds begin life on their own, they should be able to provide for themselves, be responsible for their actions, plan for their future, and perhaps even help support others. The little things we do early in children’s lives set them up for later success.

As children engage in purposeful work, they develop a sense of being an important part of the family or community. By beginning to help take care of their personal needs, they also develop a sense of accomplishment.

In a Montessori environment, children have a place where practical life activities are carefully prepared and presented to support emerging independence. The sink is at children’s height. The faucet is easy to turn on and off. The soap container holds just enough soap to wash hands. Children can perform activities that were perhaps previously done for them.

Practicing Self-Care

The practice of self-care can begin early in children’s lives by approaching tasks with an attitude of collaboration. Even if a baby can’t do an action, they can have a sense of participating. We can invite this participation by saying things like, “I’m going to put on your shirt. Let’s put your arm through the sleeve.” As we allow for more and more collaboration, children’s active participation gradually increases. Opportunities for collaboration can be as simple as offering something in front of a child rather than actually putting it into their hands.

Caring for Surroundings

In addition to self-care, every Montessori environment provides numerous ways for children to care for their surroundings. In order for children to be successful in this process of caring for their surroundings, we intentionally prepare for it. Child-sized materials give children an opportunity to participate successfully. Their work must be real work, rather than activities to just keep them busy. Plus, the impact on the environment needs to be clear. If the plants need water, then children can water the plants. If the floor is wet, children can mop the floor. If a table is dirty, children can wash the table. Through real and meaningful activities, children develop a strong sense of belonging within their family, class, and school community.

Supporting Practical Life at Home

Parents often ask how to support their children’s work at home. One easy and meaningful strategy is to create routines that help children care for their surroundings. They can clean up toys at the end of the day, set the table for dinner, or put dirty clothes in the laundry basket. The preparation for these kinds of activities isn’t elaborate and merely requires carefully selected items or furniture: a basket in the laundry room for dirty clothes, a shelf for toys, or a low drawer in the kitchen prepared with items for setting the table.

When thinking about how to create practical life activities, consider the following:

Will the activity help develop independence and coordination of movement?
Can it be done independently?
What skills are needed?
Will this activity allow repetition?
Is it culturally appropriate and necessary?
Is it beautiful?
Is the material child-sized?
Is it logical?
Is it safe?

With these guiding questions in mind, we can create simple and purposeful ways for our children to learn how to care for themselves, those around them, and their surroundings. In the process, children observe what is essential and then make the activities their own. Plus, as they internalize the procedure, children start to realize how capable they are! They put their whole focus into their work and experience great satisfaction in completing the activity. Meaningful engagement in practical life activities allows children to develop a strong sense of belonging and ultimately flourish into their fullest selves.

This fall, take a look at where your children might be able to contribute to the daily rhythms of the household, or even take more ownership of their own routines for self-care. Children will begin to imitate their adults, which leads to them performing tasks in their own unique ways.

Keep in mind that this process is not completely linear, as some days children need more support than on other days. At this point, we can offer loving assistance while still upholding a sense of their involvement: “I see your clothes are still on the floor. Let’s pick them up together.” We all can use a little help sometimes!

From infants to adolescents, our young people are quite capable and benefit greatly from participating in practical life activities. If you would like some inspiration for how children are involved in caring for themselves, their surroundings, and others at Wheaton Montessori School please schedule your visit:

Current parents, classroom observations are open between October and April annually.

Families who are not yet enrolled with infants and toddlers please schedule your preschool tour here . New Paragraph

Parent Bravely

Mon, 14 Aug 2023 19:47:50 GMT

Parent Bravely through Transitions

Parenting during transitions requires bravery! Are you worried that your child will cry at drop off, make friends, like their teacher? The start of the school year is a big time of change for families. As parents we question ourselves, our child, our decisions, and everyone’s readiness. Frequently, we look to our community for support. This blog is exactly that. Our aim is to share how we think about guiding children and young adults through transitions. Let us know what you find supportive.

The link below has suggested questions and words to use for change and transitions such as: Have you ever wondered aloud what the first day of school would be like and how you will feel? Follow the link for more: https://www.instagram.com/p/CgwjDSruURU/?utm_source=ig_web_copy_link

This amazing link below has info about normalizing feelings about change. It gets a bit dramatic by claiming you can avoid a first day meltdown, but follow the link so you can take actions so your heart won’t hurt as much.
https://www.instagram.com/reel/ChAAo1EArvD/?utm_source=ig_web_copy_link

"Resistance as part of the path to separation." This is mind-blowing information and a great way to lean into a child’s resistance instead of battling with our children about getting them to school. With this help, you can validate your child’s feelings and recognize the bigger picture of their developmental path: https://www.tiktok.com/@drbeckyatgoodinside/video/7130245793058934058?lang=en

This help for handling the first day of school has been shared by our teachers in our parent group as help for starting anything new: https://www.facebook.com/reel/982851989653039

Lean on us when we can help. Often parenting is a struggle that just requires reminding yourself that you are not alone.

In partnership,

Rebecca Lingo

Head of School and Co-Founder

Supporting Independent Sleep

Mon, 14 Aug 2023 11:00:02 GMT

At Wheaton Montessori, we talk a lot about independence because we want to help children in their process of becoming capable young people! For our youngest children, this means supporting them in mastery of basic functions such as eating, toileting, and sleeping. (For our adolescent students this means eating and sleeping too. Guess, what adults! It’s important for you also. But I digress.) Supporting independent skills for young children in these three areas is significant because these are parts of life where children ultimately have complete control over what does or doesn’t happen. It makes sense for us to avoid setting up obstacles in these areas and help children develop skills that will build up their confidence. Wheaton Montessori teachers are ready to support your children at all ages develop to their fullest.

Our Language Matters

The language we use is indicative of our goals. For example, when children are learning to use the toilet, we make sure our language reflects that process. We aren’t “training” children like we might train a pet. We are helping them learn life skills so they can be well-functioning humans who understand cultural norms. In fact, we even call what we do “toilet learning” because children are learning how to take care of their bodily needs by using the toilet.

Similarly, when thinking about children and their sleep, we are not “sleep training” like we might crate train a new puppy. Rather, we are supporting children’s natural process of learning how to settle themselves, self-soothe, and eventually fall asleep independently.

Importance of Sleep

With more and more research about the role sleep plays in brain development, growth, and learning, we have a responsibility to educate ourselves about how best to promote healthy sleep hygiene. A 2007 study states “that the most fundamental requirements for healthy growth and development in young children include a) loving support and protection by parents/caretakers, b) adequate nutrition, and c) adequate sleep.” A 2020 review of sleep and early brain development details how “sleep plays a critical role in learning and memory, emotional regulation, and related brain structure development.” Establishing healthy sleep practices in the early years is critical for our children’s development. So how can we best do this?

Focus on Four Factors

In order to help our children have trust in us and strengthen a secure attachment, we need to provide safe boundaries. This includes helping them learn what is acceptable and what isn’t in regard to sleep. Just like we hold boundaries for dental hygiene, we can uphold healthy sleep habits, too!

To promote healthy sleep hygiene, we can focus on four factors:

establishing an environment that is conducive to sleep,
maintaining regular routines,
providing suitable associations for the onset of sleep, and
upholding limits while making adjustments throughout childhood.

Sleep Environment

To create a place that is conducive to sleep, it can be helpful to think about our own sleep needs. Are we more likely to fall asleep in a bright, noisy, active environment, or in one that is dark, quiet, and calm? The same applies to our children. A comfortable sleep environment should be dark because sleep hormones are triggered by darkness. Plus, natural and blue-based artificial light stimulates alertness. Black-out blinds or curtains (as well as aluminum foil over the windows in a pinch) help immensely. The designated sleep space, whether a bedroom or other area, should also be calm, quiet, and free of distractions like toys or other interest-provoking items. Finally, it’s best if the room temperature is slightly cooler.

Regular Routines

Our children depend upon us to establish healthy and consistent routines, including times for rest. When children stay up past their nap or bedtime, they can enter into an overtired zone. At this point, they experience a stress response, which leads to the release of adrenaline and cortisol. This influx of chemicals causes a “second wind” and children can become even more energized and awake, despite their intense need for sleep.

To avoid this vicious cycle, it’s important to learn our children’s sleep window, which is the time it is easiest for the brain to switch to sleep. Children actually give us cues as to when they are in a window for sleep. They might begin to have some difficulty listening, lose focus, or become a little more irritable. Some children may rub their eyes, go for a comfort object, or seek contact with a caregiver.

Every child is a little different, but when they start to indicate they are in a sleep window, it is time to wrap up the routine. The process should be very simple, for example, pajamas, toileting, teeth, one story, a hug, and a kiss. It’s better for extensive reading and a long bath to happen before the sleep window because these activities can very easily push children past the window of opportunity and lead to them entering the overtired zone. A predictable, simple pre-sleep routine allows children to unwind and feel secure in knowing that sleep is happening next.

Sleep Onset Associations

When children fall asleep, they form associations with the conditions that are present at the time when they actually drift off. If we rock our children, read to them, or even snuggle in their bed next to them until they fall asleep, our children learn that they need that condition to be present in order to fall asleep. This also means that as children awake slightly during normal sleep cycles, they look for the same conditions they had when they first fell asleep. If children can’t recreate those on their own, they become dependent upon adult intervention, which can then can lead to more frequent night wakings.

We need our children to go to bed when they are drowsy but still awake, so they can develop appropriate sleep onset associations. We can sing a song, read a book, or rub their back. However, we need to end any of these activities before our children actually fall asleep. We need to leave them while they are heavy-eyed but not yet asleep! Transition objects can help children, too. Some might like a special blanket, doll, or stuffed animal, which they can use to self-soothe as they drift off to sleep.

Limits & Adjustments

Sleep patterns change throughout early childhood and beyond. While children need us to be consistent, they also need us to understand developmental changes. It can help to use resources like the Sleep Foundation to check on recommended hours of sleep for different developmental stages.

As children get older, they also get more sophisticated in trying to prolong the bedtime routine or keep us engaged when actually we should be stepping out of the process to allow them to fall asleep on their own. Work collaboratively with your child to establish or re-establish the routine (and the limits). Write down and draw pictures to create a visual story or poster of the routine and revisit it. Stay calm and consistent.

Children are hard-wired to test the boundaries and are just checking to make sure we are going to stay true to the agreement. If you feel like you are going to break down and not be able to uphold the agreement, find someone who can be your backup or reinforcement and acknowledge this. If you are doing bedtime alone, find a friend who you can text or call and who will remind you about staying true to what was established.

Above all, make sure you are taking care of yourself! If you are sleep-deprived it is much harder to hold limits or think clearly about the long-term goal of helping children become independent and capable young humans. Of course, there will be periods in your life that you aren’t sleeping ideally like when you have a new born, looming deadline, and other life stressors but take time to reset afterwards and prioritize sleep as a means to reach all of your life dreams. If you ever want to talk or need support with your children’s schedules, we are happy to help. We love to share resources and support you. You are important to us!

Making Amends

Mon, 07 Aug 2023 11:00:01 GMT

Mistakes are a part of life. We all make them. Hopefully, we even learn from them!

Intellectually we probably understand that mistakes are part of our children’s process of learning and growing. Yet as parents and caregivers, it can be hard to know how to handle situations when our children don’t do the right thing.

Think about those times when your child is rude, breaks something, or hits a playmate. In those moments, we all too often want our children to immediately apologize. However, apologies can quickly become an easy and surface-level response. Plus, our children might not (yet) feel sorry for what they did.

Although apologies can be a good first step, they are just that…a first step. It is the process of making amends that is the most meaningful.

Making Amends

How do we support children who have made a mistake and aren't sure about how to make amends? Genuine apologies certainly aren't easy, but it's a lot easier to apologize for a mistake than it is to fix it. Diane Gossen's book, Restitution: Restructuring School Discipline , provides a framework for helping young people learn from their mistakes and hopefully make the right choices in the future.

The definition of restitution revolves around the restoration of something damaged, lost, or stolen, which basically means restoring what was affected to its original state. When we make mistakes, it can feel like squeezing too much toothpaste out of the tube. Getting the excess back in can feel impossible. The process of cleaning up and restoring what we can is how we make things right again.

Recipe for Restitution

Gossen's recipe for restitution is designed to help the mistake-maker experience a healing process, which can be considered self-restoration. According to Gossen, the process of making things right again should include the following components:

The person(s) affected by the mistake will feel that the restitution is acceptable and appropriate.
The restitution will require effort.
By making amends, the mistake-maker will be discouraged or at least not encouraged to repeat the mistake.

For the process to be really exceptional, three other characteristics may be involved:

The restitution will be logically connected to the mistake.
The process will connect to a deeper understanding of the big picture of how people treat each other.
The experience will actually strengthen the mistake-maker.

In supporting the process of making amends, we must be very careful to refrain from criticizing, inducing guilt, or expressing anger. Also, we must not feel like we are overextending ourselves. The person trying to fix the mistake must own the process.

Opportunities

If we are attentive to opportunities for our children to make things right, we can approach mistakes differently. For example, if your child has been rude to someone, take some time after the fact to hear what your child was feeling at that moment. Perhaps they were upset about something that happened prior. Or maybe they were just hungry. The key is to let your child know that you are genuinely curious about what they were feeling. In the process, you can acknowledge and affirm those feelings. Likely your child already feels remorse for how they behaved. The next step is to brainstorm ways to make amends for those actions. Often children want to start with an apology, so it’s worth exploring if they want to apologize with words or with actions. From the apology, you can start to dig into how to make things right. For example, think together about how the relationship can be repaired so that the other person feels secure and safe, rather than uncertain or hurt.

Perhaps your child, in a fit of frustration, ends up dropping a plate on the floor. When it shatters, the trick is to not react. Rather, let your child feel the intensity of the moment. Take some deep breaths. Offer to help and yet be clear that all the broken pieces need to be cleaned up so they don’t cut anyone’s feet. The process may be long and effortful. Your child’s care of the broken plate is part of the experience of making amends. Later, you can acknowledge how hard your child worked to fix the mistake.

A similar process applies if your child hits a playmate. Staying non-reactive is especially important in these moments, as we are modeling how to stay in control when emotions get heightened. Check-in with the hurt child to make sure they are okay. Then wonder about and acknowledge your child’s feelings. “You seemed really frustrated and then you hit. It can be hard when we have big feelings. It’s also not okay to hit.” There is no shaming or forced apology. Just a clear translation of what happened. When your child feels calm and grounded, you can offer some ways to make amends. “I wonder how we can show your friend some kindness.”

Younger children need our support in working through these steps. They often will need some modeling or suggestions for restoring the relationship or repairing the damage. As our children mature and internalize the restitution process, they will need less guidance and perhaps only a bit of gentle support.

If you are curious about how all of this works amongst a community of children, please schedule a tour of our school. Wheaton Montessori teachers are experienced in modeling, guiding, and supporting relationships. We would love to share how we help children embrace mistakes as part of their learning!

Prospective parents who are not yet enrolled, please schedule your preschool tour here . Current parents, observations in your child’s communities open in October each year. Current parents who are interested in learning more about our elementary program please start attending Parent Discovery Nights with the elementary team.

A Letter to Elementary Parents

Mon, 31 Jul 2023 11:00:01 GMT

Soon our early elementary classrooms will be filling once. Among the happy faces will be those of the youngest children, those who are making the leap into the second plane of development and experiencing for the elementary community that Wheaton Montessori teachers have so meticulously prepared for them. In all the anticipation of welcoming the children, we also want to acknowledge parents.

Below – a letter that says eloquently what we would like elementary parents to know, especially parents of 6-8 year olds.

An Open Letter to Elementary Parents

Reprinted with permission by John Snyder , who dedicated his life’s work to Montessori primarily at Austin Montessori School in TX.

Dear Parents,

Welcome to our elementary community and to your new role as the parent of an elementary-age child. You did it! You successfully nurtured your child through the crucial first six years of life, giving them a solid Montessori foundation on which they will now begin to build a healthy childhood as the foundation for a healthy adolescence. It wasn’t easy at times, and there was so much to learn about your child and yourself as a parent, so many surprises, so much to think about.

Much of what you now know about parenting will continue to stand you in good stead, but it is also important to acknowledge that you are now the parent of a new child. Those sweet, transparent, cuddly little ones that you have so loved and enjoyed will quickly be leaving their infant selves behind to stretch and strengthen themselves to leave the nest and begin to venture out into the larger world. The environments and the relationships we and you so carefully prepared at school and at home to support the developmental needs of the young child no longer fit this new child. New preparations are in order! Not to recognize this and change our ways of working with the child would be like forcing a frog to continue living underwater as though it were still a tadpole.

Your child will very likely find their new elementary classroom to have much that is familiar to them from their previous school experience. They will see some of the same materials on the shelf. They will see children working by choice and with the grace and courtesy characteristic of the Montessori community. They will find that their new guide has the same respect for and commitment to children that their old guide had.

All the same, your new elementary child will need some time to grow into the new classroom environment. The elementary environment is full of freedom, friends, group work, and unstructured blocks of time, for these are some of the elements that elementary children need to reach their full intellectual and social/emotional potential. To a newcomer, however, it may seem like a never-ending party! Don’t be too surprised if your little Primary worker bee is initially a bit disoriented and drunk on freedom. The guide and the community of older children will bring them around in due time and show them what it means to work productively in the collaborative environment of the Montessori elementary. The elementary is largely about learning to balance freedom and responsibility, and this is the work of years, not days or weeks.

Don’t worry if your child is not yet reading or doing arithmetic. The elementary guide [Tracy Fortun or Suzanna Mayhugh] will know how to meet them wherever they are and keep them moving forward. From the first day of school, there will be work for them to do as they pick up the thread from last year. The beauty of Montessori education, and the reason it is still flourishing around the world in scores of countries, cultures, and conditions, is that it is organized to support the natural development of each child according to their individual developmental timetable. Save yourself and your child the anxiety created by comparing them to other children and to students in curriculum-driven lock-step traditional programs.

As a new member of the elementary community, you can expect the guide to provide extra support for you as well as your child. The guide will be working diligently to create a solid partnership with you on behalf of your child. They will also be working to help you and your child find your respective places in the community of parents and children. They will be getting to know your child and connecting them to meaningful work. They, with the help of the older children, will be acquainting your child with the culture and customs of their new community. Later, sometimes as late as the second year, they will be introducing your child to Work Journals or other tools that will allow your child to gradually take more and more responsibility for their own education.

It goes without saying that your child’s guide is there to help them develop academically and intellectually, but the bigger and even more important work they will be undertaking is the creation of a classroom culture that supports the development of character, positive habits of mind, and the social skills needed to be a happy contributing member of our work culture based on collaboration, mutual help, and mutual care. This greater focus on the social nature of work parallels the elementary child’s psychological needs and natural interests. While the guide will continue to work with each child as they have need, they will work more often with the whole community. In a very real sense, the elementary child has two guides – the adult and the community of their peers – and a skilled guide will understand that they always have that other partner in the room to consider and support.

The stimulation and intensity of the well-functioning Montessori elementary classroom can be physically and emotionally exhausting for the new children who are still in transition. There’s so much to take in, so much to think about, so much to learn! Plan now to offer them extra support at home by seeing that they have the very best nutrition and 9-11 hours of sleep each night. Renew your commitment to protecting them from daily exposure to television, computer games, and video games. Give them lots of “down time” and time outdoors in nature. This is not the time to load up their schedules with private lessons and extracurricular activities! Read aloud to them daily from books recommended by your school or your child’s guide. Have a family meal at least several times a week to practice the art of conversation about topics your child will be encountering in school. Practice giving your elementary child room to talk, to speculate, to question, to imagine aloud. Speak less and listen more.

Ask your guide to recommend good parenting resources for parents with elementary-age children. Be sure one of the books you read soon is How to Talk So Kids Will Listen, How to Listen So Kids Will Talk by Faber and Mazlish. Check out Sandy Blackard’s book and online course at languageoflistening.com. [Use Good Inside through podcasts, the book, or social media.] And stay in touch with your guide [teacher] as you have questions and concerns.

Above all, enjoy getting to know this new child of yours, as they come to know themselves. The elementary years will be rich, challenging, and full of new experiences and vivid memories. Grow joyfully along with your Montessori elementary child these next six years! Never again will you have such an opportunity for self-improvement and personal growth. This is the gift of your new child to you if you will only accept it.

Sincerely,
John Snyder

Participate in our get togethers, parent nights, and social activities to connect with Wheaton Montessori parents who have been in your shoes already. This is one of the best ways to feel more confident as a parent. See you soon for 1 ^st grade Meet Your Teacher Orientations and we look forward your visit to our elementary classrooms to experience Wheaton Montessori.

In Honor of Grandparents

Mon, 24 Jul 2023 11:00:02 GMT

Wheaton Montessori’s community extends beyond the children we have in our classrooms. We are fortunate to have many families who have grandparents actively involved with caring for their grandchildren, some help cover tuition costs, many babysit on no school days, and a large percentage of grandparents help with transportation to and from school. We are grateful for grandparents and special friends who fill this role.

Aleta Ledendecker was a Montessori teacher for nearly 40 years. She started her own Montessori school and taught early childhood through adolescents. Aleta was also a Montessori teacher trainer. She is now retired and has three grandchildren. In honor of Grandparents’ Day on July 26, Aleta shared some thoughts about Montessori and grandparenting.

As a former Montessori teacher, how has Montessori shaped the way you grandparent?

A new world of love and support revealed itself to me with the birth of my grandchildren. Being a grandparent is so different from parenting. Parenting is hard, so of course, when my grandchildren were born, I had the desire to help out in any way that could ease the burden.

As a Montessorian, I also know the importance of those first years. We are the grandparents who give the developmentally appropriate “toys” and art materials. We read to the grandchildren when we are visiting. And I tell them stories about when I was a little girl. I knew how much my Montessori students enjoyed those stories from “long ago” and, with my grandchildren, they take on new meaning as a way to share a tangible piece of the past with the future.

What do you consider to be the role of a grandparent?

I see grandparenting from an alternative view. I often see grandparents using grandparenting as a chance to utterly spoil the children. I never really thought about grandparenting that way. I see being a grandparent as being an additional resource, an additional trusted adult, in the lives of my grandchildren. In that way, I want to support their passions and help them develop as best they can at every stage of their lives.

With all of this in mind, what does that look like when you are with your grandchildren? What do you do?

I think about what they enjoy, what their passions are, what they want to do, and what they want to become. I don’t always know what that is, but sometimes I get glimpses. So I like to be there to support their interests, whether that is learning to play the drums or how to invest. I want to be the kind of grandparent my grandkids feel comfortable saying, “Can you help me with this?”

With parents, this kind of help can be very direct. As a grandparent, how do you offer support, especially if you are grandparenting from a distance?

It’s really, really hard to grandparent from a distance. Sometimes I feel like I don’t know my grandchildren as well as I wish. But in my role as a grandparent, I try to listen as hard as I can to what it is they are saying and what it is they are not saying. I try to look at what it is their parents want from them. I think deeply about what their lives might be like in the future and what I can do to help them become the best people that they want to be.

When you are with your grandchildren, what do you prioritize?

One of the things I think is really important is that grandchildren see their grandparents as whole people, not just the veneer of being a grandparent. I like to show them that I have a life too, that there are interests and passions of mine. Because I think if they see that, they get a better sense of how to rely on me as a real person and not just a figure or role. They can see me as a real, whole personality. If they know what I like and what I’ve done in my life, it can give them an idea of how they can better use me as a resource. One of the things I really like to help do is share experiences with them. They get to know me and their grandfather as being people they can experience things with and not just get stuff from.

Is there anything else you would like to share?

I want to say to other grandparents, especially those who have grandchildren in Montessori, that this system of education may look very different from what they are familiar with. It may seem foreign. But it really is a wonderful experience for children and will help them grow into wonderful adults.

We wish you a wonderful Grandparents’ Day! And hope that your schedule permits you to attend our celebration each year on the Tuesday before Thanksgiving. This fall, we celebrate grandparents and special “just like” grandparents on Tuesday, November 21, 2023.

Grandparents are also welcome to observe during the school year on typical days, tour with parents while choosing schools for the first time or to continue to re-enroll, and for holiday celebrations like our Halloween parade.

The Epoch of the Child Article Recommendation

Mon, 17 Jul 2023 11:00:01 GMT

Today I’m sharing an article written by one of our very own community members, Catherine Penney. Catherine is a long time parent from Mrs. Berdick's, Mrs. Fortun's, and Ms. Searcy’s classrooms. She also served as an amazing and talented lower elementary assistant before her own children were old enough to be in our elementary classrooms. Catherine researched and wrote “The Epoch of the Child” for The Long Now Foundation under the name Catherine Hervey.

I’m recommending everyone read this article as a lovely introduction to Montessori’s perspective on respecting youth. Catherine “translates” Montessori education and thoughtfully urges us to care for children and their education with patience and trust. Reading this piece renewed my pride for my profession, my colleagues, and your families for choosing Wheaton Montessori. And if you know me at all, you know I love my work. Join me in celebrating Catherine’s work by reading a few highlights and following the link for the entire article:

Below are a few of my favorite quotes by Catherine Hervey @cfhervey

The teaching methods of Maria Montessori offer a unique approach to educating young minds about the vastness of geologic time, fostering an understanding of interconnectedness and a sense of responsibility for our shared world…

What strikes me most is the faith these teachers seem to have in their students. To wait on children in this way requires immense trust, especially in the high-stakes years of a child’s education. It’s an attitude that stands in sharp contrast to the anxious system I remember growing up, a system constantly requiring evidence that children are indeed learning everything they must know. The question, I suppose, is what we consider most essential in preparing children for the world we are going to hand them…

One of the reasons Montessori education is worth our advocacy, according to Suchman, is that it is the model that best takes into account both the present and the future. “Kids are human beings right now, in this moment, and they need a positive experience right now…but they also need to be prepared. A lot of other methodologies will do one or the other, but Montessori does them together…

Maria Montessori believed that she was working at the end of the Adult Epoch, and that what was coming was the Epoch of the Child. It’s unclear precisely what she had in mind with that terminology, but it seems to speak of a time when children who are treated with sufficient respect and given sufficient time and resources become adults and alter, on a large scale, the way we carry out our lives. Crucially, however, nothing new like this can be ushered in without decisions made now, by those of us who are not yet citizens of any of these new possibilities. A cosmic task for us, perhaps.

Please enjoy the full article here: https://longnow.org/ideas/montessori-deep-time-education/ . Schedule your visit to come and be inspired by who children are and the confidence that the Wheaton Montessori community places in them.

Montessori & Stage Theory

Mon, 10 Jul 2023 11:00:00 GMT

Trees start out small and then generally keep their form as they get progressively bigger and stronger. Children, however, change so much as they develop. Think about the transformations that happen from a newborn baby to a running toddler to a nine-year-old playing soccer to an adolescent driving a car. They almost don’t even seem like the same being as when they began!

Prior to the mid-1800s, people considered human development to be linear. A child was considered to be like a young adult who just got older and bigger, like a tree. However, the study of psychology changed the way we look at human development. Psychologists began to realize that humans pass through a sequence of different stages at different ages. This understanding of development as a progression was termed Stage Theory.

Origins of Stage Theory

Stage theories were popular during the time that Dr. Maria Montessori was developing her pedagogy. Stage theories take development and break it down into characteristically distinct stages assigned to specific ages. The theory assumes that certain characteristics are going to be developed during each stage. Stage theory also postulates that because certain aspects of development are supposed to happen during a particular stage, there are some innate powers available to individuals during that time. Those innate powers help individuals acquire the developmental progress for that stage. Stage theories also imply that there is also going to be a sequence to development and that stages can’t be skipped. The outcomes of one stage become the foundation for the following stage.

A number of Dr. Montessori’s predecessors, contemporaries, and students were likely influencing her work, and likely she was influencing theirs. Some key individuals include: Jean-Jacque Rousseau, Sigmund Freud, Erik Erikson, Jean Piaget, Lawrence Kohlberg, and Gail Sheehy.

Montessori’s Model: Planes of Development

Dr. Montessori didn’t develop stage theory but used this construct to help her better understand human development. What is different about Montessori’s stage theory is that it doesn’t focus on a particular aspect of development. Rather her framework is holistic and incorporates physical, social, emotional, and intellectual development.

Dr. Montessori called her holistic stage theory the “ planes of development .” Each plane is a distinct psychological learning period that spans about six years: birth to six, six to twelve, twelve to eighteen, and eighteen to twenty-four. Each plane is characterized by the physical and psychological changes that take place, as well as the environmental needs of each plane.

Dr. Montessori observed how the differences between each plane were so dramatic that the shift from one stage of development to the next was metamorphic. The same individual emerges from each plane, unrecognizable from the individual they were when they entered the previous plane.

Characteristics of the Planes of Development

Dr. Montessori passionately describes how education needs to follow these periods of development, to be sensitive to the rebirth that is happening for each individual.

“The child does not grow in a uniform way day by day, at the same rate. In growth there are crises, somewhat like the metamorphosis of the insects….In fact, it is the child himself who will be the guide of education.” – Dr. Maria Montessori, The Four Planes of Education

The metamorphosis that happens in different periods of growth demonstrates the unique needs, behaviors, and characteristics of children at different ages.

Since each developmental plane is distinct, it follows that the needs of individuals will also be distinct. Plus, at each stage children require different things from their environment. Furthermore, the successful completion of one phase sets individuals up for successful development in the next stage.

Dr. Montessori was an optimist and didn’t see this need for successful completion of each stage as being fatalistic. She thought that missed opportunities within a plane of development could be overcome with conscious effort and work. Granted, this development wouldn’t happen as easily as if happened at the right time, but Dr. Montessori thought that if individuals applied themselves and worked, they could overcome some of these obstacles. The work accomplished outside of an intended plane, however, would never be as fully integrated as if it had happened during its intended time.

Montessori’s Unique Approach

When Dr. Montessori developed her theory on the planes of development, she didn’t describe development in a culturally specific context or time. She described universal aspects of human development in all cultures.

Two other aspects set Montessori’s work apart from stage theory. One was that she focused on what is normal development for children rather than what is abnormal. She focused on the positive strengths instead of deficiencies. She demonstrated that highlighting strengths is not to the detriment of the areas that need support. Also, she articulated her theory of the planes of development and went a step further to develop an educational approach that supports it.

At Wheaton Montessori School and in Montessori schools all over the world, everything we do for children–all of our methods, materials, and environments–is reflective of our understanding of the planes of development. We understand the needs of children in the different stages of their development and know we have a profound responsibility to support those needs.

Schedule a tour to see how Wheaton Montessori School creates environments for the specific needs of children at each stage of their development from preschool through freshman year of high school.

Ideas for Summer by Amy Chiste

Mon, 03 Jul 2023 11:00:00 GMT

I [Amy Chiste] have been receiving requests for ideas for summer activities from parents lately. Please keep in mind that this is not a "must do" list. These are merely suggestions. Some of them are “academic-ish,” but most are not. As I balance summer for my students in camp, I think about academic development (because learning and growing doesn’t take a break), time outdoors in nature, and special summer activities. This list is full of things to do whether you are in camp with me or not and a few may have an educational bent to them. So without further ado, here it goes...

1. Read to your child. Make trips to the library. Explore poetry, picture books, fiction and non-fiction. Find out how to sign up for a library card and join the summer reading program. The librarians have a wealth of knowledge and can offer you suggestions for titles based on interest or reading level. There are always adult programs too!

2. Go on a scavenger hunt. In the primary classroom, we make collections. For example, the children find things in the environment that match the color tablets in color box 2. Eventually, someone wants to bring only materials that are blue to the rug, and they have made a collection of blue things. At home, you can make a list (or your child can help you make the list, or write the list him/herself) of ten things to find on a walk, at the park, in the grocery store, in the living room, etc.

3. Plant something. “Plant all the things!” It doesn't have to be a major undertaking. Container gardens are an easy way to start. Buy plants or seeds and start small. Children can weed, water and cut flowers for arrangements.

4. Get outside. Bubbles, sidewalk chalk, painting with water, take an easel outside, etc.

5. Visit the website for a local zoo and pick an animal to learn more about. Do some research at the library and then plan a trip to the zoo!

6. Count together. Count the number of steps to the car, the number of crackers on your plate, the number of ladybugs at the park. The list is endless.

7. Cook something. Even the youngest child can contribute to a family meal. Your child has probably had a lesson on preparing a carrot, an apple, and a hard-boiled egg and is able to stir,

tear lettuce or set the table. You can find child-friendly cookbooks and recipes at your local library.

8. Write a letter or send a picture to someone. Who doesn’t love getting a surprise in their mailbox?

9. Plan a trip to the beach. Trust me, it will be worth the drive.

10. Make lists. Grocery lists, what you are going to do that day, things to pack on a trip, etc. If your child isn’t writing yet, have them dictate to you.

11. Make your own play dough, paint, bubble juice, slime, etc. You can find recipes online or craft books for kids at the library.

12. Camp out in your back yard. Catch fireflies together.

13. Have a picnic. Make all the food together.

14. Learn how to play a new game. Your local library may have games or puzzles available.

15. Build something. Use Legos, cardboard boxes, couch cushions, get creative!

16. Make your own popsicles or ice cream.

17. Start a lemonade stand.

18. Play mini golf.

19. Make one day a “craft day.”

20. Have an indoor cook out on a rainy day. I call them “cook ins!” kind of like a sleep under.

Visit Wheaton Montessori School to see all ages involved and engaged socially and academically. You will leave with ideas to implement at home!

Adolescence: Time of Transformation

Mon, 26 Jun 2023 11:00:01 GMT

Adolescents are powerful and full of potential. They can achieve so much when they have a supportive space that helps them develop their incredible abilities and ultimately realize their possibilities.

The book, The Teenage Brain: A Neuroscientist’s Survival Guide to Raising Adolescents and Young Adults , shares a helpful analogy for understanding adolescence: “...the teenage brain is almost like a brand-new Ferrari: it’s primed and pumped, but it hasn’t been road tested yet. In other words, it’s all revved up but doesn’t quite know where to go.” Here I am thinking, how can a brand new Ferrari never have been tested. Likewise, how can everything this young person has been capable of for 13 years, not be obvious.

To best support adolescents who are all primed to go but don’t yet know where, let’s use our understanding of developmental characteristics and needs to establish a framework.

Time of Transformation

Montessori teachers often compare adolescents who are 12-15 to babies and toddlers. Consider the physical and cognitive transformation that happens from zero to three. Adolescents are forming themselves, physically and psychologically, into the adults they will become.

This is a transition from childhood into adulthood, evidenced by dramatic bodily changes. The relative calm and stability of the previous years shifts to a more tumultuous time. During this period of intense change, adolescents’ health becomes more fragile. They require more sleep and are more prone to health issues such as depression, bulimia, anorexia, mono, acne, etc. As Frances E. Jenson, MD, and Amy Ellis Nutt explain in The Teenage Brain: A Neuroscientist’s Survival Guide to Raising Adolescents and Young Adults: “Adolescence is a time of increased response to stress, which may in part be why anxiety disorders, including panic disorder, typically arise during puberty. Teens simply don’t have the same tolerance for stress that we see in adults. Teens are much more likely to exhibit stress-induced illnesses and physical problems, such as colds, headaches, and upset stomachs. There is also an epidemic of symptoms ranging from nail biting to eating disorders that are commonplace in today’s teens.”

Adolescents need a special kind of care and protection during this time of transformation. Like caterpillars that need a chrysalis in order to metamorphose into a butterfly, adolescents need a protective space for reconstruction.

Neural Changes and Emotional Needs

The adolescent brain is also undergoing dramatic changes, from neural pruning when unneeded neural synapses are removed, to an increase in myelination which allows for faster neural transmission.

Due to these dramatic physical and cognitive changes taking place, adolescents can have difficulty concentrating and staying focused. This also leads to a decrease in their organizational skills and judgment, as well as a reduction in their executive functioning abilities like working memory, flexible thinking, and self-control. Because of this diminished executive functioning ability, adolescents often make decisions based on emotion. Their brains are relying upon the limbic system rather than their developing prefrontal cortex.

Thus, adolescents can experience strong and tumultuous emotions and it can be a struggle for them to gain mastery over these emotions. As such, adolescents need time for personal self-reflection, and yet this need exists in the midst of an intense desire to be within and accepted by a group.

Rational and logical expression can be challenging during this time, thus adolescents also need creative outlets for releasing and exploring emotions, thoughts, and any conflicting experiences. Creative outlets can include dance, writing, art, music, sports, etc. In addition to providing an expressive outlet, physical activities also release endorphins and help regulate hormonal balance.

Finding Equilibrium

Because adolescents are working to integrate their new physical and emotional selves, they need as many opportunities as possible to integrate manual work (work of the hand) and academic work (work of the head). In addition to experiencing an equilibrium in mental and physical activities, adolescents need opportunities to explore their personal identity in the context of their social identity.

Like younger children, adolescents are somewhat ego-centric. After leaving the elementary years of calm and confidence, early teens become self-conscious and are highly sensitive to peer acceptance. This results in a sensitivity to the looks, comments, or actions of others, which is further complicated by adolescents having difficulty reading facial expressions. It’s no surprise, then, that our teens often imagine that someone is upset with them or thinking negatively of them. Close relationships and feeling accepted by their peer group become extremely important to balance these feelings.

Being Valued

Because this is a time of extreme vulnerability, adolescents need to be treated with understanding and respect. They want to know their value, their role, their contributions, and their worth. Adolescents benefit greatly from opportunities to contribute to their community in meaningful ways. This is best achieved through adult-level work. When this contribution is acknowledged by their peers, adolescents feel valorized, or recognized, which leads to a bolstering of their self-confidence.

Having choices is also a vital component of adolescents’ work. This opportunity to make a choice about what to do and when to do it provides teens with a strong sense of empowerment and allows them to practice making constructive choices.

Role of Adults

Adolescents need the guidance and support of adults. They also rely upon and appreciate the opportunity for side-by-side work. We can shift into more of a supportive, coaching role with our adolescents, which can more easily be achieved when we are working alongside each other. Adolescents relish this opportunity to collaborate in what it means to be an adult by engaging in adult-level work.

This side-by-side work also offers us, as adults, the opportunity to respectfully share information and teach skills, without risking offending our adolescents. In “Three Ways to Change Your Parenting in the Teenage Years,” Christine Carter explains: “When we give our adolescents a lot of information, especially when it is information that they don’t really want or that they think they already have, it can feel infantilizing to them. Even if we deliver the information as we would to another adult, teenagers will often feel disrespected by the mere fact of our instruction.”

Respectful treatment connects to adolescents’ need to feel a sense of justice and personal dignity. While elementary-aged children focus on distributive justice (e.g. fairness), adolescence is a time when young people begin to grapple with and understand restorative justice, social justice, and economic justice.

Adolescence is a period of dramatic growth and change. Although the dramatic physical changes that accompany the onset of puberty can rock the stable foundation of elementary years, if we understand adolescents’ needs, we can help our teenagers emerge as empowered and full of creative energies.

A Supportive and Fun Summer

Mon, 19 Jun 2023 11:00:00 GMT

The summer months can sometimes feel like a long stretch, especially when we are trying to figure out how to keep our children engaged, or at least entertained. However, if we think about the big picture of what children really need, it can be easier to think about activities that will satisfy those needs and support natural development.

What Do Our Children Really Need?

When Dr. Maria Montessori first began working with children, she approached her work with a scientific mindset. She observed tendencies, needs, and behaviors of children the way a scientist might observe animals in the wild. In this way, Dr. Montessori was able to identify inclinations young humans have toward particular behaviors or characteristics. Some of the tendencies Dr. Montessori observed include to:

Explore
Orient
Have or create order
Work
Strive toward self-perfection

Wheaton Montessori School summer camps are designed to meet the needs of children as Dr. Montessori has defined. Our summer camps offer children to:

Explore

Learn through lessons and school material
Observe by spending time in nature
Discover after lessons by playing outside in the school backyard
Identify a variety of methods to create social interactions
Expand knowledge with field trips to e.g. a museum, park, or zoo for elementary students

Orient

Work with familiar materials while continuing to engage in new experiences
Practice and get comfortable with new opportunities
Adapt to summer play routines that can be done outdoors in the school backyard

Order

Continue with routines done during the school year (e.g. wake up same hour, get ready for school)
Maintain a schedule of learning and playing
Play with friends that children have gotten to know during school year
Receive stability and comfort during the longer days of summer

Work

Continue to have the sense of purpose and mental effort offered during the school year
Enjoy their summertime as they continue to be driven by purpose and are challenged intellectually and physically
Do work outdoors in the school backyard with fun ways of learning (e.g. planting seeds)

Self-perfection

Focus on gross motor activities while playing in the school backyard
Become more proficient in their language skills
Practice their social skills with their peers
Repeat, practice, and perfect all their skills appropriate to their stage of development

Let’s review the details of the human tendencies that Dr. Maria Montessori has observed.

Exploration

Humans have a need to explore. Early humans needed to explore their environment to discover where and what to eat, to find shelter, etc. Our infants, babies, toddlers, and young children explore in order to adapt to their environment and learn about the world. From our infants’ early days when they explore using their senses (smelling, tasting, hearing, and then tracking with their eyes) to when our babies grasp, slither, scoot, crawl, stand, and walk, children under the age of six are sensorimotor learners. They have to explore using movement and their senses to make sense of their boundaries of self.

Exploration may be one of the easiest parts of summer. With the warm weather and long days, there is ample opportunity to find new parks, traverse new trails, or even just see what happens when you wander down the sidewalk with your child. The key is to focus more on the process than the destination. A simple nature walk may be long in duration but short in distance. For example, young children will appreciate the time and space to stop and explore what is happening with the busy ants in the sidewalk cracks.

Incorporating different senses and movements makes exploration most meaningful for children. Get creative! After a trip to the farmer’s market, collaborate with your child to create a colorful array of foods to sample together. Pick a few places outside where you can lie down with your child, listen, and gather sounds. Share what you heard. Draw pictures of what you think made the sounds. Or maybe go on a scent journey around your yard or neighborhood. See what smells you can find!

Orientation

Orientation is needed to find our way. In order to be able to explore, humans have needed to be able to orient themselves. We need to put ourselves in relation to our surroundings in order to find our way around in a new environment. Disorientation comes from not being secure in our surroundings. The process of orientation is a process of creating relationships: where or what am I in relation to this place?

Young children have a need to orient themselves to culture (through customs, food, language, etc.), as well as routines and places. They need to know what life is like so they can adapt accordingly. We can support this orientation by introducing our children to the routines, customs, and expectations of the summer months.

If regular library visits will become part of the summer routine, take time to visit the library space and orient to different components of the building (the bathroom, the checkout counter, the reading nook, etc.), as well as norms of behavior within the library walls. If you’ll be outdoors picnicking or connecting with friends for lunch, taking a few moments to make sure your child knows what to expect can make all the difference.

Order

We rely upon order in our environment, from segmenting 24 hours of a day to having laws that lend order to our communities. Order helps us have a sense of safety, control, and stability. For children, order is essential. They need constant points of reference to be able to orient themselves to the world. Children need to be able to anticipate the day. If we change the order of events, that can throw our children off balance. In fact, it’s not uncommon to see some regression in our children when change happens.

How do we create order during the summer, a time when schedules can be less constant? Building a little time into the morning routine to go over the plan for the day is one easy way to help children feel secure about what to expect. While slightly older children can grasp an overview of the week, especially if presented in visual form, younger children live more in the moment. They depend upon a regular rhythm. So even if summer schedules shift, it’s best to try to keep some regular touch points to ground the day. Even if the time gets adjusted slightly, keeping true to things like rest time after lunch or bath before bedtime, helps young children feel like the day has a predictable order.

Work

All of us have a natural tendency toward activity. Work is the way we achieve a purpose or result through mental or physical effort. Our children want to contribute in meaningful ways to the work of our lives. This is most successful when we can build in time for our children to accompany us with household chores or general maintenance.

During the summer months, much of this kind of work can happen outdoors–washing the car together, watering the garden, cleaning outdoor furniture, or sweeping the patio. Whatever you decide to offer, make sure you’ve tested out the tools to make sure they work. For example, can your child squeeze the sponge and reach down into the bucket of soapy water? Can your child carry the watering can? How much water comes through the hose when it is turned on? By paying attention to a few details, we help our children experience successful work and contribution.

Self-Perfection & Repetition

Mastery is achieved through bringing our work to completion and often this requires a great deal of repetition. This tendency for perfection is what has allowed for the advancement of human civilization. Becoming more proficient requires repetition, exactness, and a quest for self-perfection. We can see children perfect their skills as they learn to walk and talk. They keep trying until they achieve mastery.

To help our children master what they set out to do and then be able to advance, we can be sensitive to how our young children are observing movements around them and perfecting the movements they see through repetition and precision.

Summer is a fabulous time to focus on large gross motor activities that perhaps couldn’t happen as easily during the colder months. Find a space outdoors for your child to practice walking along a line or a board lying flat on the ground. Or create little obstacle courses for your child. This can be as simple as creating chalk circles to hop in, then crawling under something, before finally tossing a bean bag into a bucket. Or you can blow bubbles that your child can chase and try to catch (or pop!). Follow your child’s lead in terms of what is engaging and allow them plenty of time for repetition.

As we move into the summer months, keeping these tendencies in mind can help us provide satisfying experiences and opportunities for our children. Contact us and see how your children can have a fun learning time at our summer camps.

Age Appropriate Chores for Children

Fri, 16 Jun 2023 13:51:02 GMT

Summer is the perfect time to review which chores your child is ready for!

Your children are participating in the work of caring for their school environment by cleaning, doing laundry, and looking after pets and plants. Not only are they capable of having similar responsibilities at home, but being involved in the care of their home environment is an important means of developing independence, confidence, and healthy family relationships. And just ask any WMS teacher how having chores at home supports academic learning and social skills! Here is a list we like with some basic age appropriate tasks that your children can and SHOULD be using to help take care of the home environment. Summer is the perfect time to re-assess which skills your child is ready for at this age!

Equity Q&A with Britt Hawthorne

Mon, 12 Jun 2023 11:00:00 GMT

Britt Hawthorne is an antiracist educator, teacher, speaker, visionary, and advocate. She is committed to raising a generation of antiracist children by centering families of the global majority and fostering equitable learning environments for students and children of all ages and backgrounds. We recently had a little Q&A with Britt and we are delighted to share this with you!

Britt is the author of the New York Times Bestseller, Raising Antiracist Children: A Practical Parenting Guide. The book is an interactive guide for strategically incorporating the tools of inclusivity into everyday life and parenting. Wheaton Montessori lead teachers have been reading and discussing this book and are excited by her accessible suggestions and recommendations.

Your book, Raising Antiracist Children, is subtitled: A Practical Parenting Guide. Practicality seems so important for busy families. With this in mind, what do you see as important priorities? Where do you suggest families begin?

Begin by fostering brave spaces at home. Brave spaces are intentional spaces focused on coming together with a new understanding. For example, I grew up with narrow racial and cultural representation. Many books in my childhood home featured white or Black main characters. Hardly ever did the books in my home represent Latino, Native Hawaiian, Native American, South Asian, or Hispanic characters.

I know our commitments live in our actions. So, I shared my concern with my partner and we discussed how this lack of representation caused misconceptions to persist. We could then prepare a home environment that shows we value diversity. Because we’re fostering brave spaces, together we can reflect, discuss, and choose what we want for our children.

What are some priorities or practices that you uphold in your family?

I lay out five parenting principles in Raising Antiracist Children: A Practical Parenting Guide . One of the parenting principles is that we believe children have the desire to learn. Learning means we welcome questions, mistakes, and new understandings.

Therefore, we create curious moments with our children by asking questions.

“I wonder if there are more white people in the world or people of color?”
“Have you ever wondered why Europe and Asia are considered separate continents?”
“Do you hear people talking about race? What do you hear?”

We also respond with curiosity rather than fear, silence, or frustration. Here are some examples:

“That’s a curious question. I wonder where we could find the answer together. I bet a book from the library could tell us more about it.”
“Oh, you’re noticing that you have larger eyes than she does. I wonder if she has eyes like her mom, like you?”
“Thanks for asking me. I don’t know the answer, so I’m just as curious as you. I can do some digging to figure it out. I’ll let you know what I find over dinner.”

When you think about this ongoing work, how do you see it connected to Montessori philosophy and/or practice?

The Montessori philosophy has everything it needs to serve every child, regardless of background. Amelia A. Sherwood said it best, “Montessori education has the ability to liberate the child!” As Montessorians, we deliberately practice this cycle of spiritual preparation: take care of ourselves, take care of others, and take care of the environment. Those three commitments are the same commitments antiracists and liberation workers use to guide their work.

And it’s not just about wondering how we can care for ourselves, others, and the environment. It’s creating the time and offering the resources to be culturally affirming, intentional, and purposeful in our work. That’s why you can go into almost any Montessori environment and witness practical life, grace and courtesy, and community care happening. While we might use different words, we describe very similar practices.

What are some resources you recommend for families and educators?

For parents and grownups, I recommend Raising Antiracist Children: A Practical Parenting Guide by Britt Hawthorne (me!) with Natasha Yglesias.

Here is a list of books for learners:

Bodies Are Cool by Tyler Feder
My Face Book by Star Bright Books
Together: A First Conversation about Love by Megan Madison, Jessica Ralli, et al.
You Hold Me Up by Monique Gray Smith
The Antiracist Kid: A Book about Identity, Justice, and Activism by Tiffany Jewell
Eyes That Kiss in the Corners by Joanna Ho
Flying Lessons & Other Stories edited by Ellen Oh
The Assignment by Liza Wiemer

We hope you’ve gathered some helpful insight from Britt about how we can collaborate to move the idea of educational equity from goal to reality. Britt partners with action-orientated educators to create classroom environments that are inclusive and equitable for all learners. And most importantly, she’s rooting for you!

To learn more please visit britthawthorne.com

Materials Spotlight: The Puzzle Maps

Thu, 08 Jun 2023 19:53:55 GMT

In this second installment of our new materials spotlight series, we celebrate and explain the Montessori puzzle maps. Beautifully and colorfully painted and carefully crafted out of wood, they can be found in both primary and lower elementary classrooms. While they are used differently in the two environments, educators take a developmentally appropriate approach to utilizing this beautiful geography material.

The Material

In a Montessori classroom, one will find a wooden rack that contains a series of puzzle maps. They are arranged intentionally, starting with the top shelf and working downward:

1. The planisphere: two blue circles with removable colored continents

2. A map of the child’s continent: puzzle pieces indicate countries

3. A map of the child’s country: puzzle pieces indicate states or provinces

4. Maps of the other continents of the world: pieces indicating countries

There is typically also a set of control maps, or corresponding laminated paper maps that have the pieces drawn to scale and labeled. Children may use these as reference depending upon the activity.

An Introduction

Of course, we begin with the top map of the world. Previously, the child will have worked with the Montessori globes, so they will have some idea about the world, the continents, and the oceans. Using the three-period lesson format, the guide introduces (or reviews) the names of the continents. The guide will demonstrate how to properly retrieve the puzzle, lay it out on a work mat, remove each piece carefully and replace them while naming them. Some classes may have laminated paper labels the child can lay on top of the pieces while they work.

A critical part of the introductory lesson is showing the child how to properly put the puzzle back together and return it to the correct shelf in the rack. Our guides take great care in making sure lessons are not just about the academic skills, but also about how to respect the materials, ensuring they will be in good working order for the next child.

The Work

Once the child has been given the introductory lesson, they may return to this work whenever they like. As with everything else in the Montessori environment, if the child continues to feel drawn to a material, they are still getting something out of the experience. This may appear overly repetitive to our adult eyes, but it’s important that we suspend those judgments and allow the child to trust their instincts.

Once the child has tired of the world map, they are welcome to proceed downward through the others. Their teacher does not necessarily need to give a lesson for each one (although they may, for various reasons); once a child understands how to use the puzzle maps they are free to explore them all.

During the elementary years, we encourage children to use an atlas alongside them while they work. While control maps are useful and serve their purpose, it’s important that they begin to develop their proficiency with a variety of reference tools. When using an atlas, they often need to refer to the table of contents, find the correct page, and look carefully for labels that don’t correspond exactly with the colors and fonts they are used to seeing on the Montessori control maps. This is just one of the many ways we gently guide children toward being able to find answers for themselves.

The puzzle maps are such a popular material among children, that it’s only natural we should offer extension work to create more learning experiences for those who are ready and eager.

Just a small sampling of the possibilities:

Pin punching: In the primary classroom, children may trace continent pieces onto construction paper and use the pin punching tool to perforate each one. They may then adhere them to perforated blue spheres, thereby recreating the map so that they may have a copy to keep.
Map making: Giving children large pieces of white paper, they may carefully trace, label, and color each individual piece.
Embark on research projects: Children who have enjoyed and mastered the puzzle maps may then choose to read and write about various continents or countries.
Continent studies: Some teachers choose one continent each semester to focus on in depth. While the puzzle maps serve as a focal starting point, the study will include exploration of biomes, animals, culture, and more.

What’s Next?

Kids love the puzzle maps, so they often spend years absorbing everything they can from them. Eventually, however, they are ready for more. At some point during the elementary years we introduce the pin maps. These are smaller wooden boards with maps drawn on them, and with three tiny holes drilled into each country: one for the country’s name, flag, and capital city. Corresponding metal pins with labels are available for the child to use as they learn to identify each. Control maps are available for the child’s reference.

As with many other materials, the pin maps are introduced in steps. First, the child will just focus on learning to label each country. Once they have mastered that skill, they will move on to flags, and eventually, the capital cities.

Want to learn more? Interested in observing as children engage with these fascinating geography materials? Let us know!

Childhood to Adolescence: Journey to Conquest of Independence

Mon, 05 Jun 2023 11:00:02 GMT

BIRTH TO 1 YEAR:

As caregivers and parents, we have a bittersweet role. While we want to keep our children close, we ultimately need to support their path toward independence. We plan to do everything for our babies, but our newborns have already begun moving towards independence at birth. They start breathing on their own and with the cutting of the umbilical cord (our expression “It’s time to cut the cord” indicates the shift to increased independence) gain nutrition as they begin latching on or suckling.

Children in this age group:

Increase movements from one place to another by using arms and legs, sitting up and crawling
Begin to feed themselves with foods and tools they can use independently (e.g., a tiny glass for water, toddler sized utensils, finger foods, etc.)
Practice using child-sized and functional utensils
Experience healthy separation from their caregiver(s) for time without adult engagement
Utilize methods to communicate with others such as crying, cooing, smiling, etc.
Develop ability to use language to communicate their needs around the end of their first year

1-3 YEARS:

As children get older, they need opportunities to develop their self-confidence. Thus, during this stage of independence, it is important that children can make choices, act for themselves, and exercise their will.

Children in this age group:

Walk, run and climb with confidence
Begin the process of becoming independent in toileting
Become more independent with the use of their hands, which become tools for exploration
Express themselves with language use
Begin to dress themselves
Start using simple tools (crayons, sticks, cups, utensils, etc.).
Become more capable of caring for their own personal hygiene (brushing their teeth, washing their face, brushing their hair, etc.).
Get more proficient with and capable of carrying their own items
Have the capacity to clean up after themselves (put away belongings, fold clothing, wipe spills, sweep crumbs, etc.)

3-4.5 YEARS: PRESCHOOL

During this phase of childhood, children realize they can trust others, which is a significant step in their independence. Children experience separation from family (e.g., going to school). For children who haven’t been able to experience this separation yet may encounter this as a somewhat difficult process.

Children in this age group:

Develop a wider range of social skills.
Acquire more developed and refined motor and visual skills
Engage in more games (e.g. catching and throwing a ball).
Have finer manual dexterity (using individual fingers) as well as refined fine motor skills (when all fingers are working in unison)
Begin to develop the ability to use language to express their emotions with a multitude of words
Use utensils and tools to prepare their own food (This ideally happens prior to age three. Research shows that children involved in preparing their own food are more likely to try diverse foods.)
Learn to self-care by mastering fasteners (zippers, buckles, bows, etc.) for dressing and undressing
Contribute and care for their community and their environment through simple responsibilities like setting the table, folding towels, etc.
Become more independent in taking care of their own hygiene needs
Expand on their vocabulary and better express their thoughts

4.5-6 YEARS: KINDERGARTEN

The conquests of independence children go through are ultimately about becoming functionally independent. Young children are in a process of mastering different aspects of their lives, and they need and search for us, their caregivers, to support them in this process.

Children in this age group:

Have more social independence and help others
Become more independent in their social skills to internalize and apply the social norms of their community (e.g. pushing in chairs, greeting visitors, communicating that they need space, etc.).
Grow to be more proficient in dressing themselves and help younger peers with the jacket zippers and tying others’ shoes
Acquire the capacity to have empathy and compassion
Have a basic understanding of quantities and how they are represented, instead of just mimicking or rote counting
Begin to recognize and use the symbols of our language (e.g. expressing themselves through writing or interpreting the thoughts of others through reading).

6-12 YEARS: ELEMENTARY

During this phase of education, Montessori misconceptions often include the idea that children get to do whatever they want. In an authentic Montessori classroom, everyone is given an amount of freedom within structures that is appropriate. Depending on the individual child, some children may have a limit of 2-3 appropriate choices while others may have a wide range of desirable options.

In addition to gaining self-confidence, freedom, and responsibility by choosing their own work, these students get to experience even more of these by reaching new independence levels. In an authentic Montessori school like Wheaton Montessori, elementary age students have a unique variety of field trips. We call them going outs and they are related to students’ work. Only the 2-3 students investigating the subject matter make a request and are approved to “go out” and do further research on their subject.

This age group also listens to stories about the contributions that individuals and cultures have made to our daily lives. Their interest in role models is rooted in their desire to imagine how they will better society.

Elementary students:

Enjoy being busy and involved in activities.
Have more coordinated and graceful physical movements
Like competitions, clubs, and board games
Dress and groom themselves
Flourish in marking time, left and right identification, reading, writing, math, and science
Gain intellectual freedom
Like and respect parental figures
Value friends and peers
Have occasional temper tantrums
Dress and groom themselves
Become modest about their bodies
Experience anxiety about growing up

12-15 YEARS: ADOLESCENSE

Dr. Maria Montessori’s vision for adolescence lays the path of a continuous quest for more responsibility and control. These young adults are motivated to define and establish their position in their social world while gaining more independence and in the meantime put their social skills into practice by collaborating as a team member working on projects with others.

Gaining responsibility and self-control is also displayed by these students as they plan for their weekly lunch meals, shop, and cook daily from scratch. Their amazing desserts are delicious and incorporate health benefits! Their desserts are required to be made with recipes that either include a fruit or a vegetable such as fruit fillings with reduced sugar or avocado as a fat replacement. Some delicious examples are avocado chocolate chip cookies, fruit pies and zucchini banana bread, having the best of two worlds in one!

By learning and practicing the concepts of microeconomy, Wheaton Montessori adolescents feel the entrepreneurial spirit and can create a vision in their minds of how they can gain economic independence and a more sustainable independent life for their future, thus becoming leaders of what they want to be. Activities such as planning, sourcing, how pricing is affected by demand and supply, product management and marketing, and after sales service create a picture for them of how the business world operates. These students, in essence, are running their small businesses making soap, taking care of chickens, and selling their eggs, and nurturing beehives that lead to healthy and happy bees who produce honey that they sell. All their actions and decision-making processes lead them to enjoy the profits they make by applying them towards payments for outings, for instance ice skating, entrance fees to museums and events, and camping trips.

Adolescence students:

Find their place and connections beyond the school community
Make positive contributions to their communities outside of school (e.g. feeding a community of their choice with a variety of meals ranging from crepes, sushi to pasta)
Criticize parental figures and their home
Adopt extremes in clothing, speech, handwriting, and mannerisms
Acquire interest in politics, philosophy, and social issues
Benefit from consistent and loving guidance
Flourish when provided freedoms within structured limits
Search for finding ways to spend time with others
Accept taking on new challenges.
Feel honored when their self-worth is recognized

Our children have the desire and potential to increase their independence and thus become the leaders of themselves and their communities. We invite you to sign up for a school tour and watch how Wheaton Montessori’s community values and practices enable children to gain their independence. Schedule a tour!

4 Montessori Quotes That Give Us Perspective

Thu, 01 Jun 2023 19:54:26 GMT

Dr. Maria Montessori was a scientist and physician, first and foremost. She stumbled her way into education when she observed the mistreatment of children put into her care. She recognized that adults (especially at the time) did not give children the credit and respect they deserved, and this launched her work that eventually became Montessori education.

Dr. Montessori was all those things, but she was also a prolific writer and speaker. Her words have been translated into countless languages around the world and have been reread by innumerable people since they were written. A century later, the language can sometimes show its age, but it’s often beautiful, poetic, and inspiring. And that’s not to mention the brilliant ideas behind the words.

People love to quote Montessori, and for good reason. Here we share four excerpts from Dr. Montessori’s writing that we find particularly interesting, and thought you might, too!

“This is education, understood as a help to life; an education from birth, which feeds a peaceful revolution and unites all in a common aim, attracting them as to a single centre. Mothers, fathers, politicians: all must combine in their respect and help for this delicate work of formation, which the little child carries on in the depth of a profound psychological mystery, under the tutelage of an inner guide. This is the bright new hope for mankind.” -Dr. Maria Montessori, The Absorbent Mind

Education is a profoundly important venture, on behalf of the individual as well as society as a whole. The way we choose to educate our children is perhaps the single greatest action we can take to pave the way for a better future for humanity.

And we can’t do it alone.

Education is a partnership. It takes well-trained instructors, inspirational leaders, participatory family members, and engaged communities to work alongside one another in support of the children. To know that all these parties can join together and work toward the common good is a pretty amazing concept, and incredibly powerful to see in action.

“An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.” -Dr. Maria Montessori, Education and Peace

Individuality and flexibility are two critical components of any successful education. Human beings are not photocopies and we cannot treat them as such. To develop a curriculum that is delivered unwaveringly to a diverse group of children without any deviation from the predetermined path does not serve the child.

To employ an educational process that supports the individual development of the child not only honors their own unique path, but it stands to be timeless. Human development, with all its variations, remains fairly similar throughout the generations. Even as the world changes around us, and we look toward an unpredictable future, Montessori education prepares children for what lies ahead.

We teach children to ask their own questions and seek their own answers. We guide children to listen to their inner passions. We explicitly show them how to interact with other people around them so that they may honor their individuality while working cooperatively. To do these things is to prepare them for anything.

"The mind takes some time to develop interest, to be set in motion, to get warmed up into a subject, to attain a state of profitable work. If at this time there is interruption, not only is a period of profitable work lost, but the interruption, produces an unpleasant sensation which is identical to fatigue.

Fatigue also is caused by work unsuitable to the individual. Suitable work reduces fatigue on account of the pleasure derived from the work itself. Thus the two causes of fatigue are unsuitable work and premature interruption of work." -Dr. Maria Montessori, What You Should Know About Your Child

Adults traditionally have a habit of inserting themselves too frequently into the work of the child. We feel duty-bound to teach and to guide, when in reality it’s our job to clear the path and stand back while they take the journey themselves. Getting in the way is rarely done with ill intent; it’s simply what we learned when we were children. We want to be helpful. And it can take a lot of unlearning to allow our children to truly learn for themselves.

There is a very delicate balance, and it takes a lot of observation to get things right. We learn to sit back, notice what the child is doing, take a pause, and notice some more. We fight the urge to jump in and correct things for them, for those are precisely the moments when learning happens. If a child is allowed to make mistakes and then to fix those mistakes, they gain not only skill knowledge, but the confidence to repeat the process in the future.

That’s not to say we should never step in. The careful observation we mentioned also helps adults ensure that a child is not faced with a challenge they are not yet prepared to face alone. The key is to understand basic child development while simultaneously paying close attention to the individual’s needs.

“To let the child do as he likes when he has not yet developed any powers of control, is to betray the idea of freedom ... Real freedom, instead, is a consequence of development; it is the development of latent guides, aided by education.” -Dr. Maria Montessori, The Absorbent Mind

Taking the last point a step further, Montessori educators and parents need to understand what freedom with limits really means.

Should a child be permitted to eat candy for breakfast every day? Should they be expected to eat every meal that is placed before them without opinion? No, on both counts. What lies in the middle can vary from time to time, but perhaps the child is allowed to serve themselves an amount they know they can eat, or perhaps they get to have a say in what they would like to eat some of the time. The same principle can (and should) be applied to almost everything.

We must give children limited, developmentally appropriate choices.

As they gain new skills, we give new choices. It’s an ever-evolving dance between choice and structure, but it’s one of the most important things we can do for our children.

Hopefully we’ve sent a little inspiration your way. Want to read more? Let us know and we can recommend (and maybe even lend) some great books.

Summer Reading

Thu, 01 Jun 2023 13:45:00 GMT

New Title

What's on your families' summer reading list? Wheaton Montessori teachers look to several websites for inspirations and today we share them with you:

1. https://www.pragmaticmom.com/2018/11/my-list-of-lists/

2. https://www.embracerace.org/resources/20-picture-books-for-2020

3. https://www.whatdowedoallday.com/books-for-kids/

And don't forget to ask your librarians for suggestons. Let us know what you find.

Supporting Our Adolescents

Mon, 29 May 2023 11:00:00 GMT

Tanesia R. Hale-Jones is a Montessorian, educator, social activist, poet, artist, and parent, who believes deeply in the importance of community engagement and teaching young people to be global citizens. Tanesia serves as Jr. High Level Director and Adolescent Guide at Escuela del Sol Montessori, where she guides students and oversees a team of teachers and community partners. Tanesia lives and works on Tiwa Territory in Albuquerque, New Mexico, with her 18-year-old, two cats, and many house plants. She recently shared some of her insights from her many years of working with adolescents.

As a Montessori adolescent guide (and a parent of an adolescent), how do you see the role of adults needing to shift for teens? What is your advice for caregivers of adolescents?

It’s important to remember that our children aren’t living their parents’ adolescence. I talk to so many adults who had a traumatic or really emotional adolescence. Think back to being an adolescent and that moment of recognizing being connected to something bigger than ourselves. This is both really inviting and also pretty terrifying because it means leaving something behind. Adolescence is marked with a kind of grief of separating from family and yet wanting to separate. It isn’t as dramatic as people or movies sometimes make it out to be, but there is a separation that happens and a yearning for something bigger. I always reminded parents that this experience is really normal and healthy. Our job is to hold space for it to happen.

Also, watching someone going through their adolescence brings up a lot for parents, including our own feelings or insecurities. There’s an invitation to do our own work. There is a healing process to go through–either by yourself or with partners, friends, or whomever you have in your adult community–that can allow you to be really present for the young people in your life.

There is also value in meeting it all with humor. That doesn’t mean laughing at our adolescents, but rather being able to recognize that you don’t have to get on the roller coaster with them. You can respond, acknowledge, and listen well. This means asking curiosity questions and pulling away from the need to fix it for them, which is hard because we don’t want them to be in pain. We love them so much. We long for them to be safe and whole. Yet we need to hold a space for curiosity.

My own adolescent is leaving their adolescence at the age of 18. They have been a beautiful reminder that I can be in the presence of someone else’s growth and that I don’t have to do anything about it. I can witness it and support it. Supporting that growth is the gift I can give.

How can we, as caregivers, support our adolescents while also giving them the space they need? Do we hold space or give space?

I think it is both. So many parents talk about how their adolescents just want to be in their rooms. Parents of one of my students told me how they were going to be away and realized their adolescent was old enough to be home alone. The parents checked in and found out their child was so excited about having the day to themselves. Their adolescent had a day of feeling respected and trusted. They had that space.

We can also hold space because when our adolescents do emerge, they often want cuddles and tenderness. Often we can be surprised by that need. But we can just be really present with and accept what they need right now. It might be something very different in the next moment! So just hold it now. It is precious. These moments are like building blocks for the emergence of their adult self.

With this awareness of how teens are building their adult selves, what is your take on how important electronics and social media are for our adolescents? How do we stay aware and sensitive to teens’ need to connect through social media platforms while also being aware of the challenges of social media channels?

A lot of adolescents have grown up in this [high-tech] world and there is a learning curve for adults and parents. I think about how to stay interested in what adolescents are interested in. What are they listening to? What are they watching? In some ways, it’s about getting ahead of it all. For example, so many songs are sampled, so I often go back and ask if they know who wrote the original song.

With social media, it’s so tricky. I talk with parents about this all the time. I think a lot of it is about really being honest about who social media was designed for and the repercussions of it for adults and young people. We can help our adolescents examine the content they look at and help them build a critical lens. Building critical awareness and visual acuity about who is being represented leads to great conversations about equity, race, and gender roles and appeals to an adolescent's desire for justice and personal dignity. We can engage in conversations about what they are getting out of the content and what it says to other people.

This process isn’t about changing their minds. That’s not really the point. The point is that we are teaching our adolescents to be critical thinkers about what they are consuming and why they are consuming it. We can ask, how does it make you feel? We can explore other moments when they felt that way and how to amplify those moments as well. Do you feel connected? Great! Are there other experiences or activities that make you feel just as connected? It is about teaching discernment, critical analysis on multiple levels, and visual acuity.

In some ways, it is also about rooting back to the values you hold as a family and maybe even helping your adolescent to develop their own personal values. This can be hard, especially if our adolescent’s values start to become different from our family’s values.

How do you approach these kinds of difficult conversations with adolescents in a way that is respectful of adolescents’ emerging adulthood?

It goes back to what I said earlier: you have to do your own work. Difficult conversations can be tricky even when we are communicating adult to adult. When confronted with difficulty or tension, what do we do? I have been practicing stepping toward the conflict or conversation, not with an “I’m going to win” approach, but rather with curiosity. I can explore what is going on for me in that difficult moment. When I am shutting down, how can I turn toward that experience with curiosity? What is getting activated in me when my adolescent says something triggering?

We can respond by asking questions: What does this mean to you? What do you mean by that? For example, there are many young folks who are pushing the rigid boundaries of gender and trying on new pronouns. This is both identity formation and also discarding, putting on, and taking off. We can just ask questions and then not get too precious about the answers. If we can tell they are trying something on, we can explore how to be less attached to their process of experimentation. For me, it is always about coming from a place of curiosity and entering from a place of wonder. This is different than getting stuck in a place of thinking that what our adolescent does or says means I have failed as a parent.

We want what is best for our children and want them to be successful. Sometimes that means looking at what we think success is. What does the world need from our adolescents? What is the world asking of them? These two things can be really different. So that means looking at the reality that young people are met with and then being willing to be open.

I have students who range from having no phones to having TikTok accounts and starting YouTube channels so they can be YouTube stars. As their teacher, I can feel myself getting preoccupied about it and wanting them to be something like an inventor to heal technology! But really, social media can be fun and silly. So I ask questions about it. Which ones do you like? What do you like about them? Oh, that little sample of a song came from a whole song. We could listen to the whole song together!

My kid loves memes, which can be so snarky. But there is something really cool about memes and the way they have distilled culture and humor. I think about how there is something clever here. I see the process as my kid understands their own humor better and is able to critique society in a way that is pithy and ridiculous.

Both as a parent and a teacher, I’ve tried to step into adolescents’ world. I often say, “I love that for you .” I don’t have to like it, but I can start to get why they like it.

Sometimes adolescence hits and it takes everybody by surprise. With that in mind, do you have any recommendations for entry points or resources for families and caregivers?

There is so much written about adolescent brain development, which has been helpful. The work of Sarah-Jayne Blakemore is really powerful. She has a great TED talk and short articles, as well as her book, Inventing Ourselves: The Secret Life of the Teenage Brain .

Britt Hawthorne’s book, Raising Antiracist Children: A Practical Parenting Guide , is really, really great and she posts nice videos that are short and to the point.

I do think there is something valuable to articles that Montessori adolescent practitioners have published through the years. They are really powerful tools. I will often choose one or two to send to my families during the school year. It’s about rooting back to who these young people really are. This helps me to remember where they are and what they need. Then I can reflect more accurately on who I need to be for them.

I think being outside and doing projects is important. Resources for this can range from engaging with local and national parks or restoration projects–things that inspire them to connect with the land– to going to farmers' markets. Adolescents need things that make them feel a little adult and also are opportunities for them to be independent.

There is something really great about connecting adolescents to support groups if they need that. For example, where I live we have a transgender resource center that is gender-affirming. There are also resources like GLSEN [Gay, Lesbian and Straight Education Network] and GSA s [Genders & Sexualities Alliances], depending on what kids need. I also think therapy is great for adolescents! Especially when you can find people who are good at working with adolescents. It can be nice to have another person to talk to who isn’t your family.

Any other last thoughts?

Adolescence brings up a lot for the adults who are offering love and care. But it is a magical time to witness. It’s really fun to watch. There is a tenderness of exploring what the end of something means and how young people are beginning something that they don’t have any clue of how to begin. It is such a liminal space. As adults, we are very much in our thinking brains and can’t really imagine hanging out in a liminal space. However, think about being in the presence of something that is yet to be! That is the invitation that Montessori gives.

Adolescence is very internal time. Sometimes adolescents externalize their experience, but often it is very internal. We realize that there is so much happening. Accept the invitation of being curious, playful, and joyful with our young people. Enjoy it and remember what a gift it is to be witness to this process.

At Wheaton Montessori we are fortunate to have amazing resources in Kelly Jonelis and Lauren Vincenti. They are both willing to give their time and expertise to partner with families. In addition to these two full time adolescent specialists, we have multiple teachers who teach full time with younger communities who have completed an extensive orientation to Montessori Adolescents. Please reach out if you would like to learn more about your future teenager and continuing their education in a high-fidelity adolescent program like ours.

Parsing Sentences the Montessori Way

Thu, 25 May 2023 19:54:52 GMT

Do you remember sitting in your Elementary classroom with your grammar textbook, diagramming and analyzing someone else's sentences?

It looks quite a bit different in a Montessori classroom. In the picture above, we see the following sentences:

"Archeologists uncover people-made objects and learn about the growth of various civilizations."

"The United States government has three branches that have different responsibilities."
"Farmers shear the sheep and sell the warm wool to spinners and weavers."

"Blacksmiths heat metal in a forge and hammer it... into shape."

Now look closely at the colored shapes above the word in the sentences. Do you notice a pattern? Do all of the verbs have the same symbol above them? How about nouns? Adjectives?

Grammar is taught early and in what we call a spiraling curriculum; that is, we circle back on the same content as the child gets older, building on previous knowledge and giving more depth to their understanding. Parts of speech are taught in a very specific order, and each one has a corresponding symbol that children use in many activities.

Beginning in the final year of primary, children typically learn about nouns, articles, and verbs, as well as their corresponding symbols. This helps them to understand the core parts of our sentences and gives them an introduction to grammar in a way that appeals to them.

Sometime during that final year in primary or the first year of lower elementary, children are introduced to grammar through what we call the function of words. Traditionally, a model of a farm, complete with animals, is used to guide children through the process. Again, they begin by learning that nouns are naming words, and they name each animal and feature of the farm. They then go on to learn the corresponding articles, followed by all other parts of speech, including adjectives, verbs, adverbs, pronouns, conjunctions, prepositions, and interjections.

Once a child has learned the functions of words, they will move on to the Montessori grammar command cards. Knowing that children learn by doing, these cards give children specific directions to physically follow so that they may experience the words for themselves.

Another classic Montessori activity involves the use of colored wooden grammar boxes. Children use cards to recreate sentences, word by word, and sort the words by various parts of speech.

There are many extensions to grammar work that Montessori children enjoy. Some will write their own sentences and use colored pencils to label each word with its corresponding grammar symbol. Others enjoy using grammar strips: a material that shows a series of grammar symbols which students must use a guide to write a sentence with that particular pattern.

Going beyond grammar, elementary-aged children learn to analyze sentences. This begins simply with subjects, verbs, direct, and indirect objects. As children get older and have a better grasp on language, the work extends considerably.

Children in upper elementary classes learn about complex sentence structures. This includes structures like predicate adjectives and nominatives, attributive adjectives, various types of phrases and clauses, and many more.

See below for a few of the symbols used - or better yet, write your own sentences and grab some colored pencils!

A Big THANK YOU!

Wed, 24 May 2023 15:21:59 GMT

Grateful with a Thankful Heart

Dear Families,

There are times when words can't express how thankful we are for something. This is one of those moments for us when we can't say thank you enough for all that you do for our children.

We strive everyday to provide the best education for our children with compassion, empathy, and love. These children grow into being independent, competent and courageous individuals who have the passion to flourish further. Every decision we make has a direct impact on them. Your generous donations to our school at the Annual Gala and Silent Auction held on May 13 demonstrates a great example of your direct impact on our children and more donations have been pledged. Thank you.

We are all very grateful and thankful for all of you and for all that you do for our children.

From all of the children and teachers at Wheaton Montessori School, we would like to say THANK YOU with lots of love!

Yours respectfully,

Rebecca

Listening is Reading, Too!

Wed, 24 May 2023 12:00:00 GMT

I will confess, I am one of those people who does not enjoy listening to audiobooks. I find that my mind

wanders and I miss things, and I loathe the process of rewinding and finding the spot where I left off. I

did have a very pleasurable experience listening to Andy Weir’s The Martian as an audiobook, but only

because I was alone on a very long car trip and could listen uninterrupted for hours at a time. (And also

because that is a CRAZY good book and you should definitely read or listen to it if you haven’t already!)

Still, I have encouraged my own children and my students to include listening to books as well as reading

them from very early on.

There are practical advantages to listening to stories – some children don’t like to read simply because it

involves sitting still. But if they can busy themselves with Legos, or sketch while listening, they will

engage with a story for hours. Children who experience challenges in learning to read especially benefit

by being able to listen to a story that is at their age/developmental level, but which they may not yet be

able to read on their own.

Listening to audiobooks is not just beneficial to struggling readers. All developing readers can benefit

from listening to stories. Reading involves so much more than looking at groups of letters and sounding

them out. Here are just some of the important benefits of reading that are enhanced by listening to

audiobooks:

1. Listening to audio books builds listening skills, attention span and capacity to focus. Parents tell

us that 'Listening to audiobooks has made my child more inclined to listen in general.' What we are

really seeing is the development of concentration. Engagement with a good story that makes you want

to hang on to find out what happens next is a great way to build attention and focus. Once a child has

associated listening with “something really good” happening, it is easier to get them to listen at other

times!

2. Listening develops comprehension and critical thinking skills. The listener has the advantage of

being able to visualize as they listen. Their understanding is also helped by the tone of voice, accent,

emphasis and timing given to the text by the professional reader. This listener is taking in not only the

strict meaning, but the depth and breadth of understanding. The child begins to identify clues that

indicate the intent of the author, whether opinion or fact is being stated, and whether the author is

trying to convince the listener or perhaps trick them. The stories become opportunities to practice

being an active listener and making judgements about what is being said.

3. Listening increases exposure to new vocabulary. Audiobooks can be a way of introducing books

above your child's current reading level, so that more complex stories and vocabulary can be

understood and enjoyed. It takes multiple exposure to a new word in a variety of contexts for your

child to make that word part of his/her usable vocabulary. Listening allows all students, regardless of

reading ability, to acquire a working vocabulary that meets their intellectual capacity. In turn, this

vocabulary acquisition supports their written work to develop. Additionally, listening to an audiobook

has the advantage over regular reading in that the child is hearing the word correctly pronounced.

(Preventing the problem of a certain adult I know who got well into adulthood before realizing that

when you were proud of a task well done, the word you said was not pronounced ‘viola!’.)

4. Listening to stories ignites children's imaginations. Audiobooks allow the listener to visualize what

is happening, developing the imagination as well as absorbing the structure and conventions of

storytelling. Exposure to human (not digital) narrators shows how a story-teller brings a story to life

with voice inflections, humor, mystery, and varied cadence. This allows students greater confidence in

communicating both orally and on paper, and in making their writing (both fiction and non-fiction)

interesting to their reader.

If a student is reading daily and has access to a wide variety of material including non-fiction, fiction

from a variety of genres, biographies and autobiographies and poetry of all sorts, then each of these

elements are also developed by simply reading. But let’s face it – there are so many other activities that

stand in direct competition with reading these days. I know too well that as a parent it is hard to fit in

enough time for reading around school, sports, church, family outings, etc.

This is where audiobooks can find a place in your life. Digital access to books today is easy and can be

very inexpensive or even free. Your local library almost certainly has a program through which you can

“check out” and download books to listen to on a phone or tablet. Listening to a book all together in the

car on the way to activities is a way to pass the time, keep folks in the car from squabbling, and enjoy a

story together. If the story isn’t appropriate for everyone, then headphones save the day.

I hope I’ve dispelled any concerns that listening to an audiobook doesn’t count as “real reading”. It can

and SHOULD be a part of your child’s reading life. I always advocate a steady rotation of reading to

oneself, being read to, and listening to audiobooks with professional (human, rather than a digital

“voice”) narration. If you can do one of these things each day, you will be giving your student the very

best foundation for academic success! (And you will probably discover some pretty awesome children’s

books along the way).

The Shocking Truth about Montessori Teachers

Thu, 18 May 2023 18:55:15 GMT

We have several “types” of calls from prospective parents:

New parents, just starting to look for a school for their child;
Parents who know they want a Montessori education for their child; or
Parents who’ve enrolled at another school and it’s been a bad experience.

This first two of these groups are truly fun to have visit. The third group can be heart-breaking. The story is always very similar: A parent chooses a preschool program – Montessori or otherwise – and the child begins instruction. Things start out fine but slowly the parent realizes that her child is not learning, not growing, not thriving in this environment.

Don’t think that it can’t happen to you. Poof! Just like that, your child’s first educational experience goes down the tubes.

Rest assured, however – it doesn’t have to be this way!

The One Factor That Makes All the Difference

It’s the teacher.

Next to you , your child’s first teacher will have the greatest impact on his overall development. Nine times out of ten, the reason a child has a negative experience in preschool is directly related to the teacher’s talent, education and experience.

A good teacher will inspire him to explore, challenge him when needed, and instill a love for learning. She will compliment the work that you do at home as a parent.

Why Finding a Good Teacher is Hard

Unfortunately, most early childhood programs lack an experienced and highly educated teaching staff. For example, the only educational requirement to be a preschool teacher in the state of California is 12 Early Childhood Education units – just 4 classes at a community college.

In addition, many preschool teachers don’t stay on the job for very long. The minimal educational requirements and low salaries often lead to high turnover. Well-intentioned people with potential to be great teachers often use the job as a temporary position while they work towards something more permanent.

And don’t let the name “Montessori” fool you, either. It isn’t a trademarked term, so anyone can open up a program and claim to be a Montessori school. Most Montessori schools don’t have teachers who are any more qualified that the average preschool. (If you’re not in our area and are interested in a Montessori education for your child, AMI-USA can provide a list of authentic and certified Montessori schools in your area.)

How Wheaton Montessori School Teachers Are Different

When we opened Wheaton Montessori School, we knew that the school would only survive if we hired and retained EXCELLENT teachers. We needed to support teachers who believed in authentic Montessori education and were committed to providing this type of education to children. Wheaton Montessori School is rare in that not only are our teachers AMI-certified, but our Head of School is as well. We’ve cultivated a community that is passionate about practicing authentic Montessori.

At Wheaton Montessori School, we believe we have the most talented early childhood staff in the region. They share a passion for Montessori education. They share a passion for childhood development and education. And they are dedicated to your children.

The teachers we hire share the same characteristics:

– They are experts – bona fide experts – in child development. Every one of our classroom teachers has at least a Master’s level of education. Additionally, our teachers are all AMI-USA certified. AMI training is a one- year rigorous training that is demanding and intense. Teachers in training attend lectures and practice teaching sessions 7 hours a day, 5 days a week for 9 months. They are then examined by an international group of teacher-trainers before being granted a diploma.

– They respect your child’s individuality: In Montessori teaching, the teacher is seen as a guide. She is trained to observe your child and introduce her to developmentally appropriate materials. She knows the scope and breadth of the Montessori curriculum and presents the right lessons to your child at the right time. She will not move your child on to the next concept until she is ready to move on.

– They are patient: They do not praise, reward, punish or point out mistakes. Rather, mistakes are viewed as “learning opportunities”. If your child continues to make errors, she will re-present that lesson with a special emphasis on the parts he doesn’t understand.

– They create inspiring classroom environments: Our teachers ensure the full complement of Montessori materials in the classroom supports the diverse learning going on in the class.

The materials must be spotlessly clean and in good repair. That means pencils are sharpened, no pieces to an activity are missing, sponges are softened and paper is present to accompany a particular activity. It means that fresh flowers are available for arranging and that all of the decimal math materials are where they need to be.

The Montessori environment must be attractive and prepared for use so that your child has everything he needs when he is ready to learn.

What This Means for Your Child

What I do know is that the most important factor in your child’s success – his teacher – will be one of the best you can imagine if you chose our school. Your child will have a patient, prepared, highly trained, and passionate teacher guiding him or her through her early childhood education.

A Montessori Dictionary: Elementary & Adolescent Terms

Mon, 15 May 2023 11:00:00 GMT

As is often the case, specialties or practices have their particular “lingo”. See what I did there? Montessori is no different. In this Montessori Dictionary post, we’re focusing on a few terms (some familiar, some far from familiar) that apply to the elementary and adolescent years. When possible, we’ve included some quotes from Dr. Maria Montessori. We encourage folks to take a look at her work. Dr. Montessori was a woman well before her time and her methods continue to be supported by the latest research. Her books continue to be a source of inspiration!

Cosmic Education-Elementary Education

“Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe.” –Dr. Maria Montessori, To Educate the Human Potential

Wheaton Montessori tends to use “elementary” education instead of referencing Dr. Montessori’s term “cosmic’ because of the many misconceptions that “cosmic” can invoke. Dr. Montessori used Cosmic Education as a term to an educational approach for children in their elementary years.

Dr. Montessori’s approach is based on the needs, tendencies, and characteristics of children ages six to twelve, and provides an awareness of the interconnectedness of all things, as well as a sense that the universe is ordered, governed by rules, and is inspiring. Cosmic Education also provides an understanding that all we know and learn is built upon the great work of those that came before us in the whole of human history.

“If the idea of the universe be presented to the child in the right way, it will do more for him than just arose his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying….his intelligence becomes whole and complete because of the vision of the whole that has been presented to him, and his interest spreads to all, for all are linked and have their place in the universe on which his mind is centered.” –Dr. Maria Montessori, To Educate the Human Potential

Erdkinder- Adolescent Land-Based Education

Dr. Montessori’s vision for adolescence was to have a land-based program where adolescents can engage in meaningful work that balances intellectual and physical pursuits. This program is originally a residential farm school in a country setting where adolescents can pursue the real work of the farm and create a community separate from their families. This kind of work allows adolescents to cultivate social and economic independence through valuable experiences in social organization, economic vitality, and intellectual pursuits. Today, there are best practices to utilize all of Montessori’s expertise within suburban settings as well.

“This means that there is an opportunity to learn both academically and through actual experience what are the elements of social life….We have called these children the ‘Erdkinder’ because they are learning about civilization through its origin in agriculture. They are the ‘land children’.” –Dr. Maria Montessori, From Childhood to Adolescence

Imagination

Imagination allows us, as humans, to understand and shape the world in significant ways. Dr. Montessori emphasized that children have great imaginative power that is essential to their self-construction and human development. Imagination is what has allowed humanity to make advances, create, invent, and work through problems that have not yet been solved.

Imagination is the superpower of elementary-age children. They have built up their sensorial experiences and impressions during their early years and are now able to use this foundation to imagine through time and space. A great deal of the elementary curriculum appeals to the imaginative ability of children ages six to twelve.

Occupations-Production and Exchange

Occupations or Production and Exchange are opportunities for adolescents to try on adult-level activities and work that integrates the mind and the body. These experiences are focused and purposeful and allow adolescents to experience how they can contribute to their society. Often adolescents will ask, “What will I use this for?” They deeply want and need to use their knowledge to make an impact in the world. Occupations can range from beekeeping to bookkeeping. They are practical experiences and do not always scream of academic pursuits.

At Wheaton Montessori, our production and exchange occupations include soap making, beekeeping, chicken tending, coffee selling, and Lego League leading. Our students have ownership over these aspects and are responsible for the success and learning opportunities which occupations afford them.

Plan of Study and Work

“…the aim should be to widen education instead of restricting it.” –Dr. Maria Montessori, From Childhood to Adolescence

At the adolescent level, Montessori education is based on a general, holistic program of study that integrates with work on the land, production and exchange, and support for the developmental needs of adolescents. This general plan includes:

the moral and physical program that emphasizes how adolescents should be treated as vulnerable growing young humans;
a syllabus and methods for education, which includes activities and methods for self-expression, cognitive and intellectual development, and preparation for adult life; and
practical considerations for prepared environments, ways for adolescents to be involved in economies, and varied and supportive adult involvement.

Psycho-Discipline (This term should have been our attention grabbing headline, right?!)

To understand the term psycho-discipline, it can be helpful to look at the two parts of the word. The prefix, psycho, means relating to the mind or psychology, and comes from the Greek for “breath, soul, and mind.” Discipline is a branch of knowledge. Thus psycho-discipline is the knowledge that is presented according to the psychological development of the learner.

At Wheaton Montessori, we focus first on the whole young person and figure out how to support the characteristics and needs of that individual and where they are in the stages of development. As such, the learner connects to what they are learning because they are naturally engaged with, and own, their process of learning. The learning process ultimately helps the individual’s process of self-construction.

“Education should not limit itself to seeking new methods for a mostly arid transmission of knowledge: its aim must be to give the necessary aid to human development.” –Dr. Maria Montessori, From Childhood to Adolescence

If education in the “disciplines” is to aid human development, the focus becomes on the individual and their holistic growth, rather than solely on the content.

Please be sure to schedule a tour of Wheaton Montessori so you can see how Montessori education aids human development, inspires the imagination, and gives a vision of the whole universe!

5 Ways Montessori Appeals to the Senses

Thu, 11 May 2023 19:55:44 GMT

Learning with all our senses involved allows us to have a fuller, richer experience. Montessori classrooms strive to provide multi-layered sensory opportunities for children. The result? Children who have a strong ability to distinguish the variances in the environments around them.

1. Montessori digs deeper than the classic five senses.

Growing up, you undoubtedly learned about sight, hearing, taste, touch, and smell. Of course, these are the five basic senses we tend to think about, but Montessori education has a more extensively defined list all its own:

Visual – our ability to differentiate objects by form, color, and size
Tactile – just another name for the sense of touch, or how something feels on our body
Baric – differentiation based on weight and/or pressure
Thermic – the ability to sense various temperatures
Auditory – another name to describe the sense of sound
Olfactory – our sense of smell
Gustatory – the sense of taste
Stereognostic – a muscular sense, or the ability to distinguish an object without seeing it, hearing it, or smelling it, but relying of touch and muscle memory alone

2. Montessori developed materials to help children refine their senses.

Using what she knew about the above senses, Dr. Montessori developed a series of sensorial materials to be used in the classrooms of young children. These materials were designed to isolate one skill and to be self-correcting. This allows the child to concentrate their efforts and to be independent in their learning. Just a small selection of the more famous sensorial materials include:

Knobbed Cylinders – small wooden cylinders with knobs that are to be inserted into holes of the corresponding size
Pink Tower – a series of pink wooden cubes ranging in size from 10 cm cubed to 1 cm cubed are meant to be stacked in decreasing succession
Brown Stair – ten brown, wooden rectangular prisms in a range of sizes are meant to be arranged in order
Color Tablets – a material that allows children to differentiate not just by color, but by shades of colors
Mystery Bag – children are meant to reach their hand inside the bag without looking to determine the contents

Geometric Solids – a physical representation of an often abstractly-taught concept, these solids allow children to identify their attributes

3. Food is prepared and celebrated regularly in Montessori classrooms.

Beginning when they are just toddlers, Montessori children are directly involved in the preparation and purposeful enjoyment of food. Toddler classrooms have regular tastings, in which they try new and interesting foods. Guides will offer a wide variety of textures, colors, smells, and tastes for the children to explore. These little ones help set the table and learn grace and courtesy through table manners.

During the primary grades (ages 3-5), children participate in food preparation. They are given lessons and chances to practice slicing, spreading, mixing, blending, and multi-step food preparation. Sometimes they enjoy their work as a snack for themselves; other times they prepare food to serve to others.

Guides in older levels find ways to continue this important work. Food preparation may be connected to a cultural study, birthday celebration, or school lunch program. In the above picture, our Elementary students enjoy breakfast together on their annual camping trip. Students make shopping lists, purchase groceries, and help with meal times during overnight trips, each classmate working to help the time away go smoothly.

As they get older, children are able to complete more complex and interesting recipes. Below, students in our Elementary classroom prepare meals for “Feed My Starving Children,” combining a community service project and preparing meals for people in need.

4. The classroom environment keeps a focus on the natural world.

Montessori guides are taught to make nature an integral part of the classroom environment, and this often means lots of beautiful indoor plants. Studies have shown that proximity to plants benefits us a variety of ways. They are visually beautiful, but did you know that scientists believe that houseplants can improve our attention? They may also be helpful in reducing sick days and keeping us more productive overall. *See links at the end for more information.

Aside from having live plants in our classrooms, Montessori schools favor natural materials over synthetic. This means that whenever possible, we choose wood, glass, and natural baskets over plastic. We believe that the color and texture of natural materials is more appealing and calming to our senses. While many conventional classrooms favor bright colors, we opt for more muted, natural ones. This allows children to feel calm, safe, and able to focus on their work.

Whenever possible, Montessori schools believe in the importance of taking children into nature on a regular basis. Whether to a local pond, for a walk in the woods, or even a nearby city park, being in green spaces is an important part of learning and growing.

5. Montessori honors children’s developing vestibular and proprioceptive systems.

A couple quick definitions-

The vestibular system is responsible for balance and is closely connected to the inner ear.

The proprioceptive system is important when having awareness of where one’s body parts are in relation to the rest of one’s body and the space/objects around it.

These systems typically develop early in childhood. It’s our job as adults to make sure children have opportunities to refine them. It is especially important that we provide opportunities to children with sensory related disorders.

Although many schools around the country are decreasing or doing away with recess altogether, Montessori schools hold that time in high regard. All the climbing, swinging, spinning, and other types of play are natural ways for children to develop their vestibular and proprioceptive systems.

There are activities built into Montessori classrooms that assist this work as well. Carrying heavier materials, painting, and using playdough are connected to the proprioceptive system. The traditional ‘walking the line’ in Montessori primary classrooms provides excellent vestibular input; children must slowly walk while staying on a taped or painted line. Extensions include walking with a bell in hand and trying not to ring it or balancing something on top of their head.

Interested in seeing the sensory classroom in action? Whether you are a current or prospective parent, we encourage you to give us a call and set up a time to observe.

Sources:

Benefits of Indoor Plants… https://www.sciencedirect.com/science/article/abs/pii/S0272494410001027?via%3Dihub

Psychological Benefits of Indoor Plants…

http://hortsci.ashspublications.org/content/42/3/581.full

Our Montessori Bookshelf: Wordless Picture Books

Mon, 08 May 2023 11:00:21 GMT

Even though they don’t have a written narrative, wordless picture books can be an essential part of young children’s language development. These books have pictures but no text and are often classified around a theme or sequence that is familiar to children. In our classrooms, we rotate all styles of books throughout the year. Because young children are still distinguishing between what is real and what is of the imagination, we also make sure that most of the books are plausible. Really, we just take care to choose books that highlight the wonderful world as it really is.

As our students get older (even into the elementary years), we use wordless picture books to help with storytelling, sequencing, and making predictions. Taking a “picture walk” through the story helps children interpret visual clues and helps lay the foundation for becoming better readers.

After children have had time to explore a wordless picture book, we may ask them to share their interpretation of what is happening in the story. Children love dictating the story for an older peer or adult to scribe, creating speech bubbles, or even writing their own narration to accompany each page.

When “reading” a wordless picture book with your child or children, you can describe the illustrations, ask questions about what they see, and even encourage narration of a story to accompany the pictures.

Anno’s Journey

by Mitsumasa Anno

https://www.goodreads.com/en/book/show/1076038

This classic book with its full-page, detailed illustration shows the progression of one person’s exploration across a European countryside. The discerning eyes of children find all sorts of delights and connections across the pages. In addition, Anno has woven in treasures for more advanced searching, such as scenes from famous stories and paintings, as well as numerous cultural references. This is a wordless picture book that children can easily lose themselves in for an extended period of time.

A Boy, a Dog, and a Frog

by Mercer Mayer

https://www.goodreads.com/en/book/show/654093

This book is part of a collection of perfectly sized books for little hands. Each title ( Frog on His Own, Frog Goes to Dinner, One Frog Too Many, and A Bog, A Dog, A Frog, and a Friend ) provides an illustrative journey of all sorts of backyard adventures, often spurred on by the frog who hops into a heap of trouble (or fun, depending upon one’s perspective!). Particularly pleasing is the ease and comfort of the boy in his outdoor ramblings.

Here I Am

story by Patti Kim, pictures by Sonia Sánchez

https://www.goodreads.com/en/book/show/17658592

With its more complex story line, this wordless picture book is probably best suited for slightly older children, although the vivid and textured illustrations appeal to any age. The story follows a child immigrating from one country to another and portrays the emotional journey of what it means to move from loss into a feeling of belonging. After your child consumes this lovely tale of connection, be sure to take a peek at the author’s moving letter at the end at the end of the book.

I Walk with Vanessa: A Story About a Simple Act of Kindness

by Kerascoët

https://www.goodreads.com/en/book/show/35758098

The story begins with images of a young girl, Vanessa, moving and starting at a new school. The other children go about their day not really noticing her. But then the pictures zoom in to a scene as they all leave school, when a child is scary and mean to Vanessa. Another child notices, though, and eventually realizes she can take the initiative and walk with Vanessa to school. This one small act changes everything for Vanessa (and maybe even the boy who was being unkind). The author also shares some resources to help children and adults when confronted by bullying behavior.

In the Pond

by Ermanno Cristini and Luigi Puricelli

https://www.goodreads.com/book/show/2114487.In_the_Pond

In the Pond is a must have book for those young nature lovers who can’t get enough of seeing ecosystems in action. Each page highlights a section of the pond and provides an elegant piece of the puzzle of life moving through the water, hovering at the edge, and slipping into the scene. At the end of the book, we get to see the whole array of pages put together, complete with a key identifying each of the 33 organisms represented.

Inside Outside

by Lizi Boyd

https://www.goodreads.com/en/book/show/15015619

The pages of this book take us on a seasonal journey moving back and forth from inside a child’s home and the backyard. This delightful book features small windows that show the dynamic link between these two spaces, while also providing a new view or focus on particular details that might at first be easy to miss. The clever illustrations highlight a child’s experience in all its glory and, although the pictures are simple, they provide enough richness for multiple trips, back and forth and back again.

One Little Bag: An Amazing Journey

by Henry Cole

https://www.goodreads.com/fr/book/show/44575061

The book begins with a picture prelude of a tree being harvested, transported to a paper mill, and transformed into a paper bag. This bag becomes part of a child’s experience of growing up, sharing love, and creating family. This love story of sorts is also a moving reminder of the importance of conserving the resources of our precious planet. And the author’s note at the end isn’t to be missed!

Pancakes for Breakfast

by Tomie DePaola

https://www.goodreads.com/en/book/show/309554

This simple story line shows a woman waking up to the thought of enjoying pancakes. The pages follow her process of checking the recipe, preparing the ingredients, and bumping up against the challenge of missing key elements from the recipe. This requires her to gather eggs, milk the cow, churn the butter, and even go to a neighbor who has tapped some maple syrup. With all of these obstacles almost overcome, she encounters one more big one. But that doesn’t stop her from enjoying some pancakes! One of the delights of this book is how it incorporates words as part of life: from the recipe book, to labels on the dishes or containers, to the final picture hanging on the wall at the end.

Sidewalk Flowers

by Jon Arno Lawson and illustrated by Sydney Smith

https://www.goodreads.com/book/show/25928556-sidewalk-flowers

One girl’s walk home with her busy (and slightly preoccupied) dad becomes a tribute to how even the smallest of acts can bring kindness and color into others’ lives. In the process of noticing small details, the girl collects sidewalk flowers and shares the beauty with those she passes who most need a little love and care.

Wave

by Suzy Lee

https://www.goodreads.com/book/show/3171606-wave

The line drawings and blues of the ocean perfectly capture the childhood experience of running to the beach and dancing with the ebbs and flows of the water. Seagulls stand by while a girl goes through a series of interactions with the waves. From initial stand offishness to full-fledged immersion, the girl and the wave (and even the seagulls) go through a kind of transformation, which is enhanced by the blues that begin to wash across each page as the story unfolds.

Window

by Jeannie Baker

https://www.goodreads.com/en/book/show/1401164

Through one window, we witness a story of change. What begins as a lush, tropical backyard eventually becomes a bustling neighborhood. Within this story is also the transition from babyhood to childhood to adulthood and even parenthood. From the items on the windowsill to the various kinds of interactions outside the window, Baker’s collage constructions provide not only a textured story, but also host of fascinating details.

Additonal books we’ve enjoyed:

Good Dog, Carl

By Alexandra Day

La La La: A Story of Hope

By Kate DiCamillo

The Lion and the Mouse

By Jerry Pinkney

Check out everything by Jerry Pinkney for the artwork alone!

Tuesday

By David Wiesner

David Wiesner has are large collection of wordless books that work well elementary story tellers!

Flora and the Flamingo

By Molly Idle

Download a PDF of this booklist! We hope you and your children enjoy these books as much as we do!

Be Confident Saving Lives

Fri, 05 May 2023 19:21:34 GMT

New Title

Wheaton Montessori's entire staff renews First Aid and CPR certifications annually. Join our instructors for this course so you feel confident if the need arises with your friends and family. Ivania Rivera says "This was an engaging course that required a great deal of practice during the workshop. We left feeling prepared!" Wheaton Montessori has partnered with LifeSafety365 to bring every family the same level of confidence. Open to school families and the general public. Book online at www.lifesafety365.com/book-online .

Book List: Math Books for Children of All Ages!

Thu, 04 May 2023 19:56:02 GMT

In Montessori schools, children tend to really love math. It’s no wonder, with gorgeous materials created to appeal to their senses and developmental stages. While work with the materials is best left in the classroom, one fun way parents can support their children’s love of math is by reading to them about it. This month we have curated a list of books that will appeal to children of all ages, whether they are learning to count or discovering the magic of Pi. Check out these titles and let us know what you think!

Numbers by John J. Reiss

There are some iconic early counting books out there, but if you’re looking for something fresh to inspire a love of numbers, check out this beautiful little book. With bold illustrations and sturdy pages, children can learn to count to ten and beyond (there’s even a page for 1000!).

How Much Is a Million? by David M. Schwartz, illustrated by Steven Kellogg

Is your child ready to expand their understanding of place value? Are you looking for a way to help them conceptualize larger numbers? This charming book is both fun and educational, giving kids concrete ways to visualize one million. How tall are a million children? How long does it take to count to a million? How much water would a million goldfish need? Find the answers to these questions and more!

The Grapes of Math by Greg Tang, illustrated by Harry Briggs

Adding, subtracting, multiplying, and dividing are important skills for all young children to learn. Finding different ways to look at groups of numbers can make operations work a breeze. The Grapes of Math uses clear illustrations and catchy rhymes to challenge children to find new ways to count larger numbers. Your child is sure to have fun figuring out these math riddles with you.

One Hundred Hungry Ants by Elinor J. Pinczes, illustrated by Bonnie MacKlain

Everyone loves a picnic, including ants! In an attempt to get to the food as soon as possible, the ants keep rearranging themselves into different groups. Two lines of 50 is surely faster than one line of 100, right? What about five lines of 20?

Measuring Penny by Loreen Leedy

Lisa’s teacher asks the class to go home and measure something. What could be more fun than measuring your pet dog? This book discusses multiple standard units, nonstandard units, comparisons, and a myriad of ways to measure. Lisa and Penny have fun at the park, where there are plenty of other dogs to measure, too!

The Lion’s Share: A Tale of Halving Cake and Eating It Too by Matthew McElligott

An ant attends the Lion’s annual fancy dinner, along with a number of other animals. The sweet ant is shocked by the terrible behavior of the other guests. Beyond their awful table manners, they divide a cake with no regard for fairness (although they do give readers a great lesson about fractions along the way!). When the ant offers to bake the king a cake, the other animals try to outdo her, with each doubling the offer of cakes. Kids will be amazed and amused!

Math Curse by Jon Sciezka, illustrated by Lane Smith

What would you do if your math teacher told you that basically everything in life could be a math problem? If you’re the main character in this book, you might feel like you have a math curse. When life is suddenly numbers, fractions, and word problems, how can you possibly think about anything else? When even the character’s dreams become math problems, they realize they have to find a solution.

Sir Cumference and the Dragon of Pi by Cindy Neuschwander, illustrated by Wayne Geehan

When Sir Cumference has a stomach ache, his son Radius runs off to find some medicine. He accidentally turns his father into a dragon, and finds a mysterious mathematical poem to help him undo the magic. While searching for answers, Radius sees circles everywhere, but he needs to figure out how to measure circumference in order to save his dad. He does, of course, and what better way to celebrate than with some pie?

The Boy Who Loved Math: The Improbable Life of Paul Erdos by Deborah Heiligman, illustrated by LeUyen Pham

Young Paul did not live his life like most people. He struggled with seemingly simple tasks, yet he was always thinking about math. As a four-year-old, he enjoyed mentally calculating how many seconds old people were. This story highlights the fact that there is a place in this world for all of us. The genius of this one boy was realized as he traveled the world collaborating with other mathematicians.

What’s Your Angle, Pythagoras? by Julie Ellis, illustrated by Phyllis Hornung

While we don’t actually know anything about the childhood of the famed Pythagoras, Ellis imagines the types of mischief (and learning!) he may have gotten up to. Curiosity can lead us in many different directions, and Pythagoras goes on a voyage with his merchant father. His passion for buildings leads him to learn about angles, and how a knotted rope helped early builders calculate precise measurements. He explores some more, and uses patterned tiles to discover the concept of squaring.

We All Need a Helping Hand

Mon, 01 May 2023 11:00:15 GMT

While there has been a certain amount of awareness of how COVID has impacted young children, we thought it would be helpful to shift our attention toward those in their elementary and adolescent years. While the impacts may manifest differently, those in the middle of their school years also experienced considerable disruptions from COVID. From increased anxiety and physicality to challenges in social interactions and work engagement, elementary-aged children and adolescents are facing their own share of struggles.

Social Development

Those who experienced the start of the pandemic during their elementary and early adolescent years were at home during a time when developmentally they needed to connect with peers and figure out their social identity. It’s during this time that our kids develop their own sense of individuality within the context of community. This interplay amongst peers allows older children to both develop their ability to communicate with others while processing how their individual actions impact those around them. The result? Our young people begin to learn how to practice empathy for others while also advocating for themselves.

During the lock-downs and distancing from COVID, many children missed out on key formative experiences, like how to join a group, how to invite others into a group, and even how to have positive conversations. Wheaton Montessori School is here to help students navigate these tricky interactions. Our teachers model how to practice these in short acting lessons. Some students watch, some jump in to lead roles, and all benefit from being part of the conversations. Often students need repeat opportunities and real life experience to incorporate these skills into their day to day. In addition to our teachers modeling best practices, our multi-age learning environment provides an opportunity for our younger children to model older students’ respectful behavior as well. This is where high fidelity Montessori classrooms excel. The delicate balance of freedom and responsibility that teachers and our classrooms hold creates natural interactions, real world socializing and accountability.

Children’s awareness of others’ physical space has been impacted, perhaps due to maintaining six feet of distance or even having more time in close proximity to screens. As children have been able to be together again, the boundary line of what is too close or what is too physical is something they are having to rediscover with the guidance of our teachers. These interactions are a daily part of our classrooms.

Direct instructions and guidance enables children to further develop their social skills as well as creativity. Elementary-age children love to role-play. Acting out different scenarios allows them to build on their creativity and expansive thinking. Conversations with your children and teens about the qualities of a good friend and how to be a good friend to others is another aspect you can help with at home to foster developing friendships and healthy peer interactions.

Our adolescents’ need for social interactions faced a major setback during the pandemic. While wearing masks and socially distancing was beneficial for community health, our students needed extra support to navigate a typical challenge for teens which is to read facial expressions, body language, and tone. Fortunately, for Montessori teachers, social and emotional lessons are one of the underpinnings of our work. Today, we continue emphasizing listening to others’ spoken words and nonverbal communications.

Regulating Emotions & Managing Anxiety

During the elementary age, our children are developing their emotional skills, which provide an important base before young people enter their more tumultuous adolescent years. Major emotional skills mastered during this stage include how to adjust to different rules and social norms for behavior, understand others’ feelings, practice more control and management of emotions, and develop strategies for patience and general adaptability.

In addition to not having as much opportunity to flex these social-emotional muscles, so much was outside of our children’s control during the early COVID years. As a result, more young people have developed increased anxiety, which can manifest in a multitude of ways.

For some children, just the transition into the school building and away from parents or caregivers can cause anxiety to flare up. For others, trying to figure out how to interact with peers in-person can be anxiety-provoking.

To help, we focus on communication and collaboration. This can range from recognizing and discussing emotions when children are calm, to remaining open and empathetic when strong emotions surface. It’s essential that, as adults, we model emotional regulation so our young people can see how we use coping strategies, like taking deep breaths or stepping away from a situation, rather than just reacting.

We make sure to address our kids’ behavior rather than their emotions. This helps young people understand the distinction between their feelings and their actions. For example, if someone feels angry, that is just a feeling, which is neither good nor bad. However, if someone were to act on that feeling by hitting another person, the behavior of hitting is unacceptable. When we handle disciplinary situations, our responses can help our kids begin to internalize that it is okay to experience a range of emotions and that they have choices and limits in terms of how they behave.

Involving our children in the conversation is essential. They might need help voicing or expressing their emotions and anxieties so worries don’t stay hidden inside where they can easily proliferate. Most importantly, we need to help ensure that children don’t keep avoiding whatever is causing them stress or anxiety. Our teachers believe that students benefit from feeling AND doing. We love to see students accomplish activities within an encouraging community where each student is recognized for their strengths.

Getting Back Into the Rhythm

Healthy routines are important for older children and teens, who need structure and predictability to offset the stress associated with the changes they begin to experience in their social lives, their bodies, and even their emotional experiences. With all the disruptions of the pandemic, we need to be especially sensitive to the importance of following through and following up. Our children need us, as adults, to hold consistent, firm, and kind boundaries, so that they can feel secure and settled.

From regular sleep and predictable mornings to completing chores and finishing assignments, routines can be the guide. With older children and teens, we also need to engage in respectful, curious conversations about what causes them to feel stressed, tired, or overwhelmed. Ideally, we are encouraging our young people to take an active role in planning routines that will help them manage themselves better. If we brainstorm with our kids and write down the plan together, we can more easily revisit what is going well and what might need to be modified. Also be sure to celebrate the wins and compassionately communicate if something isn’t working well.

Above all, our young people need our patience and understanding. This requires us, as adults, to remain present and supportive. If concerns arise, we can work in harmony to compassionately identify possible problems and strategize practical solutions.

We all need a helping hand.

To see how we support students' emotional regulation, social development, and intellectual engagement, come visit our school . We love to share what we do!

Montessori Basics: Geometry from the Start

Thu, 27 Apr 2023 19:56:20 GMT

Perhaps it happens one day when your four-year-old comes home from school one day, excited to show you their work for the day. They proudly show you a perfectly-traced pentagon with elaborate, colorful patterns inside that they have created.

Maybe it’s when your eight-year-old casually references acute-angled scalene triangles.

Regardless of when it happens, as Montessori parents, there comes a moment when we become acutely -aware (pun intended) of our children’s interesting knowledge of geometry. We recall our own study of the subject beginning much later – likely sometime during our high school years. We notice that our children seem to be really ready for the information, which can feel surprising. Not only are they ready, but the work seems to fill them with joy and satisfaction.

What, exactly, is going on?

As with so many things, Montessori discovered that young children are fully capable, and in fact developmentally-primed, to learn about subjects that have traditionally been reserved for much older children. Geometry is a perfect example. Read on to discover what this portion of a Montessori education can offer your child.

The Primary Years

From ages 3-6 much of children’s geometry instruction in Montessori classrooms is indirect. That is to say that while they are practicing crucial developmental skills, they are often doing so through the lens of geometry preparation. One obvious example, as mentioned above, is with the metal insets. Children trace a variety of geometric figures including squares, triangles, circles, curvilinear triangles, and quatrefoils, among others. The main objective of this work is to prepare the child’s muscles for proper pencil grasp and handwriting. When they have mastered tracing, they work to create intricate designs within the figure.

Primary students are also given a number of simple geometry lessons that allow them to begin naming figures and exploring shapes. Wooden geometric solids are held and named by the children (cube, sphere, square-based pyramid, etc.). The geometry cabinet is composed of drawers of related figures; small wooden insets are organized into a polygon drawer, curvilinear figure drawer, triangle drawer, and so on. Children also use constructive triangle boxes to manipulate triangles in order to form larger triangles and other geometric figures. The key during these early years is to give children some early exposure to geometry and allow them to use their hands to explore these concepts.

The Elementary Years

During the elementary years the Montessori geometry curriculum expands significantly. Teachers often begin by reviewing content taught during the primary years, but 6-year-olds are ready and eager for more. This begins with a detailed study of nomenclature.

Using a series of cards and booklets that correspond with lessons given by the teacher, children explore and can create their own nomenclature sets. Topics include basic concepts such as point, line, surface, and solid, but go on to teach more in-depth studies of lines, angles, plane figures, triangles, quadrilaterals, regular polygons, and circles. For example, when children learn about lines they begin by differentiating between straight and curved lines, but go on to learn concepts such as rays and line segments, positions (horizontal and vertical), relational positions of lines (parallel, divergent, perpendicular, etc.)

Throughout the second plane of development (ages 6-12) the study of geometry continues to spiral and go into more and more depth. Children as young as seven learn about types of angles and how to measure them. Eight year olds explore regular and irregular polygons, as well as congruency, similarity, and equivalency. In lower elementary children begin learning about perimeter, area, and volume.

In upper elementary, children begin to learn about the connections between the visual aspects of geometry and numerical expressions. They apply what they’ve learned about perimeter, area, and volume to measuring real-life objects – including Montessori materials they’ve seen in their classrooms since they were three years old. They learn about things like Fibonacci numbers, which combine their sense of number order with the appeal of geometric patterns.

Now, when your child comes home with surprising knowledge about geometry content, we hope you have a better idea of where they’re coming from. If you have any questions or would like to see this type of work in action, please give us a call.

Memory, Learning, and Montessori

Mon, 24 Apr 2023 14:14:38 GMT

Memory is such a critical component of learning. We perhaps take this for granted without fully understanding how memory works and how to support our children in the process of creating and retrieving memories.

What is memory?

Memory is essential to being human. Our brains have evolved to remember what is most meaningful. That being said, we also tend to forget things! Interestingly enough, not remembering is often just a case of not giving our brains enough input to support the creation and retrieval of the memory.

How are memories created?

We take in a great deal of information through our senses. This perception includes the

sensory, emotional, and factual components of experiences. In order for any of that information to become a memory, our brains have to create and connect all those bits of information into a pattern of neural activity. That pattern persists in a structural change that is created in our neurons. This pattern can later be re-experienced (or remembered) by reactivating the neural circuit.

There are four steps to this process of creating a memory:

Encoding
Consolidation
Storage
Retrieval

Encoding is basically just the process of capturing information through sights, sounds, emotions, the meaning of what we perceive, and what we pay attention to in the moment. This information is changed into a neurological language.

Consolidation is the brain’s process of linking activity into a single pattern of connections and associations. Consolidation is a time-dependent process and it can be disrupted or impaired. If a new memory is in the process of consolidation and something interferes, then the memory can be lost or degraded.

Storage is a pattern of activity that is maintained over time through chemical changes in neurons and create physical/structural changes in the brain. Then through retrieval, we reactivate the same connections so we can revisit, recall, or recognize what we learned or experienced previously

All four of these steps have to happen to create a long-term memory that can be consciously retrieved.

Why is this significant?

If we want to remember something, we need to notice what is happening. This requires perception and attention. We might perceive something, but if we don’t actively give it attention, the neurons activated during perception won’t be linked and a memory won’t be formed. In other words, memory is not like a video camera. Our memory can only capture and retain what we give our attention to.

When children (and adults, too!) forget things it is because they didn’t give it attention in the first place. It’s worth noting that paying attention isn’t always easy for the brain. We pay attention to things that are interesting, new, emotional, or important to us in some way. Those are the details our brain captures. The rest we ignore and forget. Paying attention requires a conscious effort. We have to wake up the brain and become consciously aware to remember something.

Memory & Montessori

With all this in mind, we can see how learning is going to be most effective when our children have a connection to the content. Basically, it’s easier for children to learn things that they are interested in. In our classrooms, children have the freedom and opportunity to focus on learning information and skills that are personally exciting and inspiring. As a result, the process feels less like school and more like play at Wheaton Montessori School .

Also, remember how the formation of memories depends upon the process of consolidation (something you read just a few paragraphs before)? Well, because consolidation can be disrupted by any interference, it’s important for children to have uninterrupted time to engage in their learning. They need to be able to focus without having to regularly shift gears. In high fidelity Montessori schools, a three-hour work cycle allows children to settle into their learning and fully consolidate the information they are encountering. They have the time and space to allow their brains to link their activities into a pattern of connections and associations.

Focusing on the Positive

If you’ve ever heard the reminder to water the flowers rather than the weeds, you’ll appreciate the power of paying attention to positive experiences. There is a neurological reason why this matters. If we invest our attention toward positive things, those are the experiences that we will consolidate into memories. If we pay attention to the negative, that is what we will synthesize and store. We find what we are looking for because that is what we paid attention to in the first place!

Again, this is applicable to our education where we focus on what children are doing right. Plus, we use opportunities to reteach skills so children can be successful and experience a positive feedback loop. As a result, children can enjoy learning, which then becomes self-perpetuating as they find engaging activities, interesting information, and meaningful accomplishments throughout their lives.

If you are interested in learning more about memory, be sure to read Remember: The Science of Memory and the Art of Forgetting by Lisa Genova.

Next fall when observations open again for your children’s classrooms, consider all of the opportunities for “play” that your children have no matter what grade they are in at Wheaton Montessori School. If you are not enrolled yet, please be sure to schedule a tour to see the school in action over the summer.

Observation to Instruction

Mon, 24 Apr 2023 11:00:21 GMT

Do you see your child throwing their clothes on the floor in a heap? Maybe leaving things out on the kitchen table? Interrupting during mealtime?

It’s so tempting in these moments to jump in, perhaps correcting or reminding (often for what seems like the umpteenth time).

One of the keys to a Montessori approach is taking the time to observe what is happening, noting what you see, and waiting for an opportune time to teach what to do rather than what not to do.

Supporting Undeveloped Skills

For example, a Montessori teacher saw that a child new to the classroom was regularly cutting to the front of the line as children prepared to wash their hands. Other children were getting quite upset with this young friend’s tactics to get to the front of the line.

Instead of reprimanding the child, the Montessori teacher observed that he wasn’t acting maliciously. He just seemed to not yet have or know the skills to line up successfully. At a quiet moment, the teacher connected with the young boy and let him know that when there is a line, we just go to the end of where the line is forming. Grateful for this information on social graces, the child then happily started going to the end of the lines. It turns out the child just didn’t know the expectations!

It can be so tempting to jump in when we see something happening that we don’t like. Yet as long as children aren’t hurting others, their surroundings, or themself, we practice observing and determining what children still need to learn to be successful.

Observation is Key

The heart of the Montessori method is learning how to observe children in an objective and meaningful way. Adults learn how to look rather than merely see . In order to look without judgment, expectation, or preference, adults work on developing a deep inner awareness. This requires that we observe to understand rather than see something and jump to conclusions.

Thus Montessori education is focused on the natural emergence of young humans at their own pace. The role of adults is to prepare the environment and support children in their optimal development. In order to do this, we have to become constructive observers. We focus on waiting and observing, rather than intervening right away.

How This Can Work at Home

This is something that we can try at home, too. Perhaps your child is throwing their clothes on the floor in a heap. Rather than scold or lecture in the moment, try taking a deep breath and making yourself a little note to remember to circle back to the undeveloped skill. Later, when everyone is relaxed and content, take the time to connect with your child. Let them know you want to show them how to either put their clothes in the laundry basket or fold and store them for later use. Practice these options together. Finally, thank your child for taking the time with you to learn this skill.

Or perhaps you can go over the steps to loading dishes in the dishwasher. Or how to wait for a pause in the conversation. The trick is to observe for the need and wait to give instructions. Children want to do well. Often they just need us to observe, pause, and later take the time to show them how to be successful.

This doesn’t mean that our children will always remember how to do what we’ve shown. Sometimes they’ll need a smile and a gentle reminder. Sometimes they’ll need us to cycle back and demonstrate something again. The key is remembering to observe, rather than reacting in the moment.

The Montessori Approach

Through observation, Dr. Maria Montessori discovered how children’s character is formed through experiences in the environment, how children adapt to their culture, and how children have sensitive periods for acquiring all sorts of important skills.

Observation allows us to provide children with opportunities to become competent and capable. Come observe this for yourself! Schedule a tour today!

The Goals of a Montessori Teacher

Thu, 20 Apr 2023 19:56:39 GMT

From “Tomorrow’s Child”:

“Montessori Guides Have Five Basic Goals:

To awaken the child’s spirit and imagination;

To encourage his normal desire for independence and high sense of self-esteem;

To help him develop the kindness, courtesy, and self-discipline that will allow him to become a full member of society;

To help children learn how to observe, question, and explore ideas independently;

And, having created a spirit of joyful learning, to help the child to master the skills and knowledge of their society.”

“Tomorrow’s Child,” Volume 8, Number 5, 2000. Pg. 17.

Raising Anti-Racist Kids: An Interview with Rebekah Gienapp

Mon, 17 Apr 2023 11:00:26 GMT

With a social justice and community organizing background, Rebekah Gienapp knew that she wasn't the only parent out there who didn't want to wait until her child was an adult to talk to him about the things that mattered most. As a result, Rebekah started a business focused on nurturing brave kids who seek justice and also wrote a book Raising Antiracist Kids: An Age-By-Age Guide for Parents of White Children . Her youngest son went to a Montessori school and she recently shared some insights about how she has made anti-racist parenting a priority.

Conversations with our children about difficult subjects like race and racism can sometimes feel insurmountable. How do you recommend tackling topics that might feel weighty to us as adults but that are important to have with children?

The important thing is to begin with more straightforward subjects, especially with our youngest children. We can name skin tone and help kids correlate those skin tone words with the words our society uses for race. This can be really confusing for children. I call myself white but I’m not white like a piece of copier paper. You may have a friend who calls themself black, but their skin is some shade of brown. Talking about things like where our skin color comes from–that it comes from melanin–and where our ancestors are from. That’s where children’s natural curiosity starts. And I think this is more accessible for adults. We aren’t yet talking about the more complicated levels of social injustice and racism. So I would say start with the simpler, less charged topics.

Another thing I always encourage, especially for white families, is to make sure you have lots of positive representations of people of color in your child’s books, the media they watch, the toys they play with, and hopefully in your social circle. Do this before you get into talking about prejudice. Around the time my son was about four or five, I started looking more closely at our children’s books. I realized that almost every book we had with a black character was about social injustice and I was sending him a message that being black is mostly about experiencing oppression. So make sure you are laying the groundwork by providing stories and experiences about children playing and doing normal kid stuff.

Once you lay that foundation, the next step is talking about prejudice that children might be observing in their everyday world, like personal prejudice between children or that they see in adults. For example, microaggressions are things that kids commit without realizing it. One example I saw is when a new Asian co-teacher came into a preschool room, one of the kids said, “Oh, your English is so good.” The teacher had a method in place: her students knew that if she said “ouch” they would come back to that moment because something hurtful had been said. When it was circle time, they could address the “ouch” and talk more about why a comment was hurtful. So that is the next level, those interpersonal relationships.

Then I would bring in some examples of systemic racism that kids can wrap their heads around. With three to six-year-olds, I suggest talking about children’s books. Most Montessori children are in a literacy-rich environment. At your own home, in a library, or a bookstore, take a look at the covers of the books and who the characters are. Likely what you are going to find is that there aren’t many books starring kids of color. This is an example of injustice, but it doesn't have to do with violence and is a little more accessible. Plus, young children are used to thinking about books.

With older children, one example is explaining that there are schools that have dress code policies. Sometimes these dress code policies will specify what kind of hair style people can wear, which can be discriminatory against traditional black hair styles. So I would suggest starting with these kinds of topics and laying the foundation before talking about something like police brutality.

But obviously, if your child has heard about something, especially something that has happened in your community, you might not be able to do this careful scaffolding. You might need to jump right in and address it.

I made a video on Instagram with the example from my city [of Memphis] of Tyre Nichols about how to talk with kids about that event. Take a look for four suggestions when there is something traumatic in the news.

How do you see this ongoing anti-racist work being aligned with Montessori principles?

The Montessori concept of planes of development is a really helpful tool in figuring out how to say enough, but not too much, for your child to be able to process the information. I also think about the ways that Dr. Montessori wanted children to engage with the real word. That is why even the three-year-olds use glass. Dr. Montessori trusted that if the adults around the children are preparing them in the right way, that they can handle these things. I think this also extends into the realm of values and justice. Obviously we don’t want to overwhelm our children, but we also don’t want to shield them from the world as it is.

I also think about the first time I heard about fundamental human needs: people have similar needs but the way they meet them varies according to their time and place and culture. I think one of the roots of racism and oppression is this idea that some ways of meeting needs or expressing culture are better than others. So I think Dr. Montessori’s appreciation for the many different ways people have met their needs through time can be a helpful bridge into anti-bias work.

Beyond what we talked about at the beginning, such as engaging in conversation with our children, where do you recommend that parents, caregivers, and educators begin when starting this work?

If we already have a strong commitment to anti-racist/anti-bias work and perspectives, we can get into really trying to cram it all into our kids. So just a reminder that we need to be pacing ourselves. We can do a little at a time and remember that there are lots of years. That’s not an excuse not to start! But remember we are starting and we don’t have to get from A to Z in a couple of years.

In addition to making sure we have these positive representations and have books and media about social justice issues, it’s also helpful with children to just periodically sprinkle in what you are learning. Sometimes they will be interested and want to talk about it and other times it’s going to go right past them. Sometimes you will think they weren’t listening and then later they will say something that shows they were. This can be a good way to open conversation and, if we do it the right way, it can model for our children that this is a journey and all of us are learning and changing. It’s not about getting it right all the time, or saying I am an expert, or I know what to do. We can model learning and curiosity, and how to change our thinking and behavior when we realize that something was harmful or not true.

What do you see as some useful resources for families and educators?

For parents who are raising white children, I have a guide called “ What’s Wrong with Saying We Are All Equal .” It’s five conversations to have about race with white children.

Parents of all races would probably find my booklists useful. The blog on my website has all kinds of children’s book lists, everything from toddlers through the younger teen years.

Britt Hawthorne ’s work is really helpful. She sends out really practical emails. She also has really good Instagram videos with practical nuggets. Tiffany Jewell has two books, which are especially for folks with older elementary kids and teens: The Anti-Racist Kid (which is great for kids around ages 8-12) and This Book is Anti-Racist (which is really good for teens). Both Britt and Tiffany are Montessori-based. Even when they aren’t talking about Montessori, you can see it coming through in their work.

The other thing, which is especially useful for parents of color, but also anyone, is Embrace Race . It specifically focuses on children and race. They have lots of recorded webinars and upcoming trainings for parents, as well as tip sheets if you don’t have time to sit through the webinar.

Is there anything else you would like to share?

I often use the metaphor of the antiracism journey. It is so useful because we are on a path. We are never going to get to the very end and be able to say, “Oh, I’m here. I’m done.” It’s that way for us. It’s that way for our children.

I know there are biases that I’ve heard my younger son express that concern me. I’ve had a reaction like I’m doing something wrong if he says those things. Just remember that if you stay consistent and calm and in conversation and are an example to your child, those things will eventually resolve. So don’t panic. Think about how long it can take our children to learn how to use the potty or express their emotions in a way that is healthy. All those things take time. Why would this work be any different?

Caring for Community

Mon, 10 Apr 2023 11:00:17 GMT

Part of being part of a community is participating in the daily routines to care for our surroundings. In Montessori, we provide numerous ways for children to participate as community members.

Children love being able to help care for their environment through real and meaningful activities. In the process of helping maintain and care for their classroom and school, children develop a sense of belonging. They begin to feel at home.

Laying the Groundwork

In order for children to be successful in this process of caring for their surroundings, adults do a lot of behind-the-scenes preparation. We make sure we have materials ready that are both real and child-sized. Because young children learn from (and love!) repetition, we also want children to be able to continue working with the materials as long as they desire. This might mean having just the right amount of polish for cleaning the mirrors, or vases for arranging fresh cut flowers, or cloths for wiping the tables.

Real Outcomes

The activities we provide in Montessori environments are real work, rather than something to keep children busy. As such, the outcome of the activities must be clear and necessary. If the plants need water, children can water the plants. If the floor is wet, children can mop the floor. If a table is dirty, children can scrub the table.

Because our young people are learning how they can have an impact on their environment, adults work hard to not redo what children just did. Thus, if the table is still dirty, the adults leave it as is. Perhaps later another child can be invited to clean the table, but the adults refrain from swooping in and cleaning the table afterward.

Types of Activities

In order to determine appropriate care of the environment activities for the classroom, we observe children and also consider what practical maintenance needs to happen each day. If there is an easel with paint, we create a material for washing the easel. If there is an easel with chalk, we offer an activity for washing the chalkboard.

The specific kinds of activities depend upon community norms, the greater culture, the climate, and even the length of the day. Regardless of these variables, the activities always have an intelligent purpose and are part of the everyday, regular part of what happens in the community.

Individual Satisfaction to Community Impact

At first, children will pursue the activities for their own satisfaction. They will clean a table to enjoy the process of creating soapy bubbles and wiping them off the table. Later they will realize how they are caring for the environment in ways that benefit everyone. They will want to scrub a table because they see it is dirty and they want it to be clean. This realization causes children great joy. They love to contribute to the greater good!

To help children develop this awareness and sense of belonging, it is nice to acknowledge something a child has done that day to contribute to the community. However, we must tread lightly in this process so that children maintain a sense of doing the activity for themselves and the community, rather than for adult praise.

Responsibility

Ultimately, care of the environment activities help children learn how to be responsible for their actions. If a plant needs to be watered, and it isn’t watered, eventually the plant will die. We can offer children the opportunity to water the plant, but if no one is willing, there is a tangible and natural consequence. Children learn that their actions matter and they take great pride in being capable contributors.

Presentation

Before presenting these practical life activities, we work carefully as adults to practice the steps, ensure that the activity makes sense, analyze our movements, and be confident that the presentation flows. Once we create the activity, practice it, and present it, we step back and observe children working with the materials. In the process of observation, we ask questions like: Is this activity working? Do I need to change anything? Do I need to change some of the steps? Do I need to take out unnecessary steps? Does the activity need to be removed?

Ultimately though, children will observe what is essential in the activity and make it their own unique process. As children internalize the procedure, they will start to realize how capable they are. They will put their whole focus into the work and experience great satisfaction in the process of engaging with meaningful work in the community. They will develop a strong sense of belonging, and ultimately flourish into their fullest self.

Support at Home

As parents, we are often curious about how we can support our children’s Montessori experience at home. One of the best ways is to create care of the environment routines and activities at home. Children can clean up their toys at the end of the day, set the table for dinner, or put dirty clothes in the laundry basket. We don’t need elaborate preparation, but rather carefully selected items or furniture: special shelves for toys, a low shelf or drawer prepared with items for setting the table, or a basket in the room for laundry.

Taking a little time to think through the steps involved and what children will need to be successful goes a long way. As adults, we move through daily activities without having to think about what we are doing. Young children, though, are learning how to master their movements. Thus, when we are presenting how to do something, our children need us to slow down and really isolate each step of the process.

Significance and Belonging

For children, learning how to care for their surroundings is a remarkable gift. Through this meaningful work, children develop a strong sense of belonging and significance. They see how their contribution matters. Come visit our school to see how even our youngest children care for their community and develop personal purpose!

Independence: The Significance of Food

Mon, 03 Apr 2023 11:00:01 GMT

Throughout history, human survival has depended upon finding, preparing, and consuming different kinds of food. It is certainly understandable why food is a central part of our lives!

In Montessori, we recognize that food plays a bigger role in our young humans’ development. While nutrition is key, food also represents so much more! Therefore, we offer children the opportunity to use food as a way to develop a richer understanding of the world, master abilities to function independently, and develop a rich language for communication.

Understanding the World

As children develop their relationship with food, it’s important that they get to experience food in its natural state rather than only prepackaged. During the sensitive period for refining their senses, young children need to be able to explore their food sensorially so they can experience the taste, texture, smell, appearance (uncooked and cooked), and even any sound food might make.

In Montessori environments, we offer children opportunities to see and taste fresh foods, and even experience creating homemade breads and soups. Rather than opening a can or package, we start with natural raw ingredients and let the children put all the pieces together so they can see the steps involved in making different foods.

Whenever possible, we also try to give children meaningful connections to nature and its bounty, including when foods are in season. It’s a bonus when we can have fruits, vegetables, and herbs growing in planters or in the outdoor environment! Our goal is for children to develop a connection to food and its growth cycle throughout the year. In the process, children can learn about the parts of plants we eat: leaves, stems, roots, seeds, and flowers.

As children get older, they become more involved with the production and exchange aspects of food, from purchasing ingredients to preparing whole meals for others.

Mastering Abilities & Movement

When children are preparing food, we start with basic skills such as cutting, dicing, peeling, grating, and juicing. As children gain more dexterity and skill, like holding and using a knife, we move toward teaching more complex skills, such as how to prepare the ingredients when following a recipe, or how to operate kitchen appliances such as toasters, openers, coffee makers, juicers, mixers, etc.

Whether using simple or complex equipment, children need items that they can learn to manage on their own. As such, we provide kitchen items that are sized appropriately. So children can master their movements and abilities, the kitchen tools must work for children and not cause unnecessary obstacles. Through plenty of repetition with food preparation and the varied kinds of tools involved, children begin to coordinate their movements and refine their skills.

Developing Language

While children are working with food preparation activities, adults take care to use precise terminology to name the ingredients, materials, and actions involved. When we do this, we help increase and expand children’s language and more permanently fix the concepts in their memory.

Table setting also offers a wonderful opportunity for language development. For the youngest children, we can say, “We need four plates.” Then together the adults and children can count to four. While our youngest children may not have an idea of the concept, they will set the plates one to one and lay the foundation for future math work. Table setting can also be an indirect lesson about prepositions. In a very natural way, we can ask children to put the spoon next to the plate, or to the right of the plate, or a napkin on top of the plate. The word “preposition” is never spoken but the experience gives children exposure to the concept of the function of a preposition in a sentence.

As children get older, we can introduce more complex language and also offer opportunities for them to interpret recipes, write their own instructional steps, and even tap into the expressive creativity involved with food preparation and presentation.

Cultural Importance

Where we live in the world dictates how and what we eat. Different cultures have disparate expectations about cooking or consuming. Yet in all cultural groups, people have explored and experimented with food. This makes sense, of course. People have needed to know what they can eat, if food needs to be cooked to be edible, how foods can be combined, and how our bodies might react to particular foods or food combinations.

Food also plays a key role in rituals and customs, from people coming together socially to religious ceremonies to relying on food for medical purposes. All cultures have some kind of beliefs about both the significance of food and different foods’ ability to make our bodies feel better or worse.

With all of the cultural richness woven into food, bringing in family traditions, customs, favorite recipes, and rituals around food can enhance the classroom community’s experience and provide a culturally responsive school-family partnership.

Food preparation is an essential part of our learning communities and a significant part of our children’s development. Please schedule a time to visit the school, see this work for yourself, and perhaps even share a bit about your own culinary traditions!

Going Out: An Expansive Elementary

Mon, 27 Mar 2023 11:00:17 GMT

At the elementary level, children want to know the how and why of everything. As a result, they have a strong drive to explore the world beyond their immediate family and even their classroom or school. New interests compel elementary-age children to explore anywhere and everywhere! Plus, they are creating their ability to function in society. In order to achieve this, our elementary children need to acquire new skills.

One of the ways our elementary program helps six- to twelve-year-olds develop these new skills is through something called “going out.” Dr. Maria Montessori developed the idea of “going out,” both literally and figuratively. She recognized how, developmentally, elementary-age children needed to go out the door of the classroom and that the door should open into the wider world.

What is Going Out?

Imagine a group of two, three, or four children have been studying something in the classroom. They have exhausted all of the resources in the class and are eager to learn more. For example, a group of children may have learned about falcons. They want to interview a falconer and see some falcons up close. Or maybe a couple of students have been interested in mice, so they visit the local pet store to learn about the care of rodents. Students who just researched the Titanic may discover a nearby museum with a display about the Titanic, so they arrange a visit. Children learning about a period in history might visit a local theater’s costume shop to find clothing from that time period and recreate what someone would wear. The options are endless.

Purposes of Going Out

This small group experience serves elementary children’s need for independence, collaboration, and experience. They need new opportunities for intellectual stimulation. They are curious to learn more. They want to learn everything about the universe, and the universe won’t fit into our classrooms!

Elementary children need to be social and collaborate. In preparing for a “going out” experience, students work together in authentic and meaningful ways. In the classroom, they share resources, make group decisions, delegate and divide labor, take responsibility, and celebrate each other’s success. Conflict can arise, but this is a necessary and important part of their work. With support, children practice respectful problem-solving. After all this practice, they are ready to apply these skills outside of the classroom through their “going out” experiences.

“Going out” trips also require a new level of self-discipline. Children must make decisions and take action. To have a successful outing, they must organize their thinking, themselves, and each other. Students also must demonstrate a high level of responsibility, as individuals and as a group.

Different than a Field Trip

Although field trips are important and delightful, they are different than the “going out” experience. Field trips involve the entire class and are often planned and executed by an adult. The “going out” trip involves a small group of children who want to learn more about something they are studying or investigating. Those children are then responsible for all of the logistics of the “going out” trip. The outing is conceived, planned, organized, and carried out by this small group of children on a mission to learn more.

The responsibility for setting up a “going out” experience requires a variety of skills ranging from letter writing, sending emails, filling out forms, making and confirming appointments, finding transportation, reading schedules, budgeting for the day, making phone calls, speaking to adults outside the school community, using electronics respectfully, packing supplies, and following up with acknowledgments or thanks.

Sometimes children may need little mini-lessons about expectations and decorum related to their “going out” — how to enter a theater, how to conduct an interview, how to write a thank you note, how to show you are listening, how to pay an admissions fee, etc. These are vital skills that help our children prepare for how they will enter society.

A Community Effort

A successful “going out” program requires the support of the whole school community and the community at large. Sometimes parents or school staff offer to transport children. Being a “going out” driver is very different than being a field trip chaperone. A “going out” driver relies upon the children to share, among other things, details like admission costs (if any), hours of operation, directions, and where to park. If students have neglected to check the hours of the place they are visiting, and they arrive to find the doors locked, the driver might need to wait through some on-site problem solving and suggestions from the children about what to do next. This requires a great deal of adult self-restraint and an understanding of the aims of the program.

Going out affords children opportunities to tackle challenges and ponder expectations. They want to be capable and know what successful entry into society requires. When they familiarize themselves with the rules, they feel more secure in the world. Over time, as children develop connections and relationships out in the greater community, they also pave the way for future “going out” trips.

Support at Home

The spirit of “going out” can be supported at home, too! Think about the various activities folded into our daily routines and how our children can assume some ownership or responsibility. For example, going to the grocery store can become its own “going out” experience. Part of the preparation could be sitting with our children to peruse the weekly sale flier and plan menus for the week ahead. Children can write a list of what to buy and even estimate how much it will cost or try to work within a predetermined budget. Before leaving for the store, they can gather what is needed: reusable bags, the shopping list, snacks so no one shops hungry, etc. Or perhaps a recent weekend hike sparks questions and curiosity about a particular subject, like rockslides or mushrooms. Children can visit their local library, talk with the librarian about their interests, and check out or request resources.

Elementary children are capable of so much, physically and mentally. Going out acknowledges their potential and offers keys for our students to unlock new experiences and step into the wonderful world beyond the school. The best part? Not only does the “going out” experience meet elementary students’ developmental needs, it also promotes a future full of good citizenship and responsible community members.

To see this work in action, please schedule a tour . Our doors are always open!

Looking on the Positive Side

Mon, 20 Mar 2023 11:00:21 GMT

Our brains are hardwired to look for problems and generate solutions. In The Neuroscience of Change , Kelly McGonigal, a health psychologist and lecturer at Stanford University, explains how this brain state has been helpful for human evolution so we can improve our state of being. Looking for what’s wrong, however, often prevents us from seeing all the good in the present moment.

Because of our negative bias, we can easily become focused on what children need to do better: pick up their clothes, get ready faster, be quieter, solve math problems better, make less mess, and on and on. As a result, our children can easily be bombarded by what they are not doing right.

Clear Feedback & Encouragement

In Montessori environments, we focus on offering clear, accurate feedback and encouragement, which includes acknowledging children’s work and effort. We want children to develop an internal drive so they can be independent, responsible, thoughtful learners and community members.

To support this development, our feedback and encouragement are focused on what happens for children internally. We acknowledge what children might be feeling and the effort involved. Instead of focusing on the adult feelings, we reflect upon children’s experiences. So rather than saying “I’m so proud of you,” we might offer, “You look very proud,” or “You worked so hard. Congratulations!”

Phrases of encouragement or positive feedback work best when backed up by evidence. For example, “I noticed how your friends looked relieved when you offered to help sweep up the spilled rice. They seemed to really appreciate your kindness.” Or, “I saw how you looked frustrated and then how you took a deep breath. You showed a lot of self-control at that moment.”

State the Positive

Developmentally, young children need to hear requests or reminders framed positively. They need to know the expected behavior and they need us to state what we expect to see. If we say “don’t hit,” young children cannot easily differentiate between the commands “hit” and “don’t hit.” The last word they hear is “hit,” so that is the image that lasts in their minds. Thus, statements like “don’t run” or “don’t hit” aren’t as effective for young children.

Rather than saying what not to do, we focus on the behavior we want to see. Statements like “walk, please,” “touch gently,” or “please talk quietly” offer a clear and positive image of what to do. Children hear how to be successful and thus can more easily be successful.

Catch Them Doing Something Right

In addition to these clear directions, we can recast children’s self-image by acknowledging times they make a good choice. In doing so we provide our children with positive attention. All too often children get attention when they engage in behaviors we don’t like. Children then quickly learn to act out in some way if they want attention. To counter this trend, we need to catch our children doing something right.

Building a Foundation

If we find ourselves caught in a cycle of only seeing the negative, one way we can change our outlook is to make a list of all the things our children have done right over the course of a day. When we notice and acknowledge the good stuff, we help create a positive feedback loop. Young children also love hearing a story about their day that highlights the positive choices they have made.

In Different Learners , Jane M. Healy, Ph.D., offers a strong reminder about the profound influence we have on our children: “One thing brain research tells us – loud and clear – is that the way we raise and teach our children not only helps shape their brains, but can also influence or even alter the way genes play out their roles.”

In this season of new growth, let’s offer positive reminders and in-the-moment acknowledgments to help our young people develop successfully. By doing so we also will be helping ourselves see the world in a more positive light.

We encourage you to come visit our school and hear how adults and children in our community interact with each other in positive ways!