Maria Montessori was a doctor, a scientist and an observer. At her peak, she was an innovator. Sometimes as Montessorians, we are tempted to stay stuck in the past - not to adapt our classrooms to meet the needs of today’s child. However, we are living Montessori’s legacy by challenging our assumptions and innovating in unique and creative ways.
When you think of innovation, what comes to mind? For me, I immediately think of technology. Montessori environments tend to contain more natural materials as opposed to technological ones; however learning how to use the latter is of utmost importance in our rapidly changing world. Innovation to me also means using my observation skills to create inviting works for children that honor their needs and desires.
Technology can play a role in a Montessori classroom. Here are some simple ways: using an iPad to capture pictures on a nature walk and using those images as a starting point for writing a story with the moveable alphabet, typing the names of states for a completed map of the United States, designing a new tool for the classroom and utilizing a 3D printer to create the idea. Technology can serve as a tool and a means to an end in a Montessori classroom.
As a nature-based school, Mountain Laurel strives to innovatively use the outside world within the walls of a classroom. A simple visit to our school garden the other day yielded two apples. The opportunities to learn from these apples are endless. As an innovator, I might consider the skills my children are learning. Would it be beneficial for the older children to weigh the apples and compare the weights? Next, they could discuss why one apple is larger than the other. Was it in the shade, or higher up in the tree? Is there a young three year old who needs to refine their gross motor skills? They could scrub the apples clean in a sink with a brush. Is there another child working on precision? He could cut the apple into slices. Are older children exploring division? They could divide up the slices equally amongst themselves. Where should the cores go? A compost bin could be available for the class.
Typically, young children learn about the life cycle of an apple in early childhood. However as innovators, we can take the same concept and extend the learning based on what our children need.
Similarly, we strive to make our practices developmentally appropriate. Play is an essential piece of every early childhood program. As innovators who care about the environment, we can create experiences that promote playfulness and curiosity. Recently, I read the book “Not a Box.” I placed an empty cardboard box I had planned to recycle in the middle of the group. We used this opportunity to extend the literacy learning by thinking of different things this box could be. Children were invited to play with and use the box in different ways after our discussion. Some children came up with practical uses while others let their imaginations run wild. All answers were acceptable. This activity could also lend itself to math and language works by creating models and writing stories. Play is the cornerstone of innovation for children.
At Mountain Laurel Montessori, we uphold the Wildflower principle of innovation by using everyday experiences and playful opportunities to expand our children's world.
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