Welcome to Montessori Mondays, a blog series dedicated to exploring and celebrating the 9 Wildflower Principles within our nature-based program preschool. Each Monday, we will dive into one of these foundational principles, shedding light on its significance and how it shapes our unique approach to early childhood education. In this installment, we focus on the Montessori Method, a cornerstone of our philosophy that emphasizes child-centered learning, a deep connection with nature, and fostering independence and creativity. Through real-life vignettes and insightful analysis, we'll explore how the principles of the Montessori Method guide us in creating an environment where children thrive, explore, and grow. Join us as we embark on this educational adventure, envisioning a preschool experience that honors the natural curiosity and boundless potential of every child. This post will offer a glimpse into the day in the life of a Montessori classroom where families can see the Montessori Method in action.
The Montessori Method emerges from the belief that children are naturally good, peaceful, and curious. In a supportive environment, children instinctively engage in self-construction, following their interests to create rich learning experiences. This method fosters the development of peaceful communities where children support and learn from one another. Our dedication is to prepare the environment and ourselves to support children's development.
The Joy of Learning Through Cooking
“Ohh, what are we making today, Miss E?” Kayla asks. Kayla, an inquisitive four-year-old, stands with a small group of her classmates at the counter while Miss E models for the children how to safely use the apple corer. “We’re going to make apple sauce!” After the short presentation to the group, Kayla is eager to start the process. She first washes her hands at the sink, scrubbing carefully and drying as her teachers had shown her. She removes a small bowl from the shelf and brings it to the cutting board. Taking the apple corer, she aligns the apple inside and pauses, concentrating on the stem. “This is where we picked this off the tree at the orchard!” Kayla exclaims to Harrison, who is washing dishes nearby. She returns to her work after a quick jump and giggles, slicing the apples into eight slices. Kayla moves the slices to the bowl to add to the nearby crockpot. “One, two, three…,” she counts, placing them in the crockpot.
“Now you can have a turn, Emerson,” Kayla offers to her three-year-old classmate. Emerson, who had been watching Kayla, struggles to place the apple corer onto. “It’s too hard,” she sinks before pausing and turning back to Kayla, “Can you help me?” “Of course!” Kayla aligns the apple and moves aside, “Now you need to push it down, like this…” With a grunt, the apple pushes down most of the way. “Do you want to finish it, Emerson?” Emerson returns and with all her might, successfully separates the apple. “Easy peasy, mac and cheesy!” Kayla exclaims.
The group of children takes turns slicing the apples while noticing the seeds, sharing a conversation about how they are just like the ones they planted last spring. Joaquin, age five, is quiet, reviewing the picture recipe card. “Okay, now, we need three spoons of cinnamon,” he says as he meticulously places the measuring spoon into the small bowl, ensuring none falls out. “Cadence, can you grab us some water?” The children buzz with excitement, working together to read the card, measure appropriately, and throw in a handful of silly dances to showcase their enthusiasm. “It smells so good!” Cadence shares, “I just can’t wait till we can share this later today!”
This example showcases how children in a Montessori primary classroom engage in meaningful work. Kayla's activity offers numerous opportunities to practice skills while self-selecting an activity structured within the Montessori Method. By focusing on her teacher’s presentation of how to prepare applesauce, she builds listening skills and the ability to follow multi-step directions, essential precursor academic skills for reading and writing. The children learn to meet their hunger needs independently while collaborating on a group cooking lesson. They build social skills by sharing tasks toward a collective goal and express themselves and their frustrations within a supportive community, like when Emerson asked for help. They develop math skills in measuring and counting, reading skills while concentrating on the words and pictures to create their snack, and fine and gross motor skills that aid in their ability to grasp a pencil while building hand and core strength. Excitement about their day grows as they make connections with their peers.
Exploration Through Nature
In another part of our Montessori environment, a group of children is exploring the outdoor garden. Sophia, a curious six-year-old, leads her friends to a patch of blooming flowers. “Look at these bees!” she exclaims, pointing to a cluster of bees busy at work. “Why do they go from flower to flower?” asks Leo, his eyes wide with wonder.
“They’re collecting nectar,” says Lucas, remembering a book his read about bees. “The nectar turns into honey.”
“But how?” asks Emma, her forehead wrinkling in concentration.
“Do you remember what we read?” Miss Reusche, his teacher, prompts.
Lucas pauses, thinking. “The bees take the nectar back to their hive and put it in the honeycomb. Then they fan it with their wings to make it thicker.”
Sophia chimes in, “And then we can eat the honey! My mom puts it on my toast.”
The children continue to watch the bees, discussing their movements and their importance in nature. “Bees help plants grow by spreading pollen,” says Leo. “If we didn’t have bees, we wouldn’t have many of the fruits and vegetables we eat.”
“Wow, bees are so important!” Emma exclaims. “We need to protect them.”
This exploration exemplifies the Montessori principle of learning through nature. Children are given the freedom to explore their interests, leading to rich, spontaneous learning experiences. The outdoor environment is an extension of the classroom, offering endless opportunities for discovery and inquiry. The children's curiosity drives their learning, fostering a deep connection with the natural world and an understanding of their role in it.
In this vignette, the children's observations and discussions about bees demonstrate how the Montessori Method encourages learning through real-life experiences. The children engage in scientific inquiry, asking questions and seeking answers, which enhances their understanding of the natural world. They also develop an appreciation for the environment and the interconnectedness of life, fostering a sense of responsibility to care for nature. This hands-on learning approach not only builds knowledge but also instills values of stewardship and empathy.
Building Community Through Math
Inside the classroom, two children, Essence and Kendrix, are working on the addition game with golden beads. “I have five tens beads here and seven ones,” Essence says, carefully laying out her golden beads on the mat. “That’s 57! How many do you have, Kendrix?”
Kendrix counts his beads, “I have three tens bars and…” pauses to count the beads,” One.. Two… three.. Four.. Five..Five ones.” “ Let’s add them together.” He places his ones beads at the bottom of the rug as Essence does the same. “Combine!” He shouts, clapping his hands together.
“Okay, so we have five plus seven,” Essence says, counting the beads. “One, two, three… twelve! We have twelve beads!”
“Well… we will need to exchange the ten ones for a ten bar,” Kendrix suggests.
“Oh yeah! I can do that,” Essence says, taking a golden ten bar from the nearby basket. “Now, how many tens do we have altogether?” Essence moves the five tens to match the three times. “Oops, I almost forget our other ten! So silly,” Kendrix laughs. “That’s 92!”
“Great job!” Essence exclaims. “Now, let’s try another one. How many beads do you want to add this time?”
The children continue to work together, adding different combinations of beads and writing down their equations. They discuss their strategies and check each other’s work, celebrating their successes and learning from their mistakes.
This activity highlights the Montessori emphasis on collaboration and community building through math. Children learn to work together, share knowledge, and support each other’s learning. They develop critical thinking and problem-solving skills as they explore mathematical concepts. The use of concrete materials, like the golden beads, helps children understand abstract concepts and build a strong foundation in math.
In this vignette, Essence and Kendrix’s collaborative efforts with the golden beads demonstrate the Montessori principle of learning through hands-on activities and peer collaboration. By working together, they develop social skills such as communication, cooperation, and respect for each other’s contributions. The discussions about different mathematical concepts enhance their understanding and appreciation of math. This collaborative learning experience helps children build confidence in their abilities and fosters a love for learning.
In conclusion, the Montessori Method nurtures children's natural goodness, peacefulness, and curiosity. By providing a supportive environment with appropriate freedoms and guidance, children engage in self-directed learning, form peaceful communities, and develop holistically. Our commitment to preparing environments and ourselves ensures that we support every child's journey of self-construction, fostering a love for learning and a strong sense of community.
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