What makes a school “Montessori”?
A Montessori school is an environment that works by providing children with a respectful, nurturing atmosphere and a “hands-on” approach to learning. Since most Montessori schools are privately owned and operated, no two are alike. The Montessori environment is one that allows the child to explore. The classroom is divided into the following areas: Practical Life, Sensorial, Language, Mathematics, Geography, Botany, Cultural, and Zoology. The classroom is designed to foster a child’s natural desire to explore and discover.
Why pay for Montessori Kindergarten?
Montessori is an approach to working with children that is carefully based on what we've learned about children's cognitive, neurological and emotional development from several decades of research. Although sometimes misunderstood, the Montessori approach has been acclaimed as the most developmentally appropriate model currently available by some of America's top experts on early childhood and elementary education.
One important difference between what Montessori offers the five–year–old and what is offered by many of today's kindergarten programs has to do with how it helps the young child to learn how to learn. Over recent years educational research has increasingly shown that students in many schools don't really understand most of what they are being taught.
Montessori is focused on teaching for understanding. In a primary classroom, three and four–year–olds receive the benefit of two years of sensorial preparation for academic skills by working with the concrete Montessori learning materials. This concrete sensorial experience gradually allows the child to form a mental picture of concepts like how big is a thousand, how many hundreds make up a thousand, and what is really going on when we borrow or carry numbers in mathematical operations.
The value of the sensorial experiences that the younger children have had in Montessori have often been under–estimated by both parents and educators. Research is very clear that young children learn by observing and manipulating their environment, not through textbooks and workbook exercises. The Montessori materials give the child concrete sensorial impression of abstract concepts, such as long division, that become the foundation for a lifetime understanding. Because Montessori teachers are well trained in child development, they normally know how to present information in developmentally appropriate ways.
Since most children will eventually have to go to the neighborhood schools, wouldn't it be better for them to make the transition in kindergarten rather than in first grade?
The American Montessori Society tells of one father who wrote, "We considered the school years ahead. We realized a child usually does his best if he has good learning habits, a sound basis in numbers and math, and the ability to read. We realized that he has had an excellent two–year start in his Montessori school. If he were to transfer now to kindergarten, he would probably go no farther than he is now, whereas if he stays in Montessori, he will reap the benefits of his past work under the enthusiastic guidance of teachers who will share his joy in learning."
Many families are aware that by the end of the kindergarten year, Montessori students will often have developed academic skills that may be beyond those of children enrolled in most American kindergarten programs. However, parents should remember that academic progress is not our ultimate goal. Our real hope is that the children will have an incredible sense of self–confidence, enthusiasm for learning, and will feel closely bonded to their teachers and classmates. We want much more than competency in the basic skills; we want to them to honestly enjoy school and feel good about themselves as students.
Once children have developed a high degree of self–confidence, independence, and enthusiasm for the learning process, they normally can adapt to all sorts of new situations. While there are wonderful and exciting reasoning to carefully consider keeping a child in Montessori through elementary school and beyond, by the time they are first grade they will typically be able to go off to their new school with not only a vibrant curiosity and excitement about making new friends and learning new things.
If I keep my child in Montessori for kindergarten, won't he/she be bored in a traditional first grade program?
Montessori children by the end of age five are normally curious, self–confident learners who look forward to going to school. They are normally engaged, enthusiastic learners who honestly want to learn and ask excellent questions.
What teacher wouldn't give her left arm for a room filled with children like that? Well, truthfully over the years we've found some who consider these children "disruptive."
Disruptive, you ask. A polite, independent Montessori child, disruptive?
Well, first off, let's remember that Montessori children are real human beings, and not all children who attended Montessori fit the idealized description. However, enough do that the generalization is often fairly accurate.
Montessori children by age six have spent three or four years in a school where they were treated with honesty and respect. While there were clear expectations and ground rules, within that framework their opinions and questions were taken quite seriously. Unfortunately, there are still some teachers and schools where children who ask questions are seen as challenging authority. You can imagine an independent Montessori child asking his new teacher, but why do I have to ask each time I need to use the bathroom? or Why do I have to stop my work right now?
So the honest answer is that it depends on the teacher and school.
From an academic viewpoint, Montessori children will generally be doing very well by the end of kindergarten, although, once again, that is not our ultimate objective. The program offers them enriched lessons in math, reading, language, and a wide range of lessons in science, geography and other cultural areas. If they are ready, they will normally develop excellent skills and become quite "culturally literate."
When one of these children enters a traditional first grade, they may have already mastered the skills that their new school considered first grade curriculum. Some Montessori children are still more advanced. Once upon a time in America, elementary schools had only one course of study for every child at each grade level, and the only option for children who were academically gifted was to skip them ahead one or two grade levels. This created all sorts of resentments, jealousies among students, and social stresses on children who socially and physically still belonged with their own age group. However, as Dr. Montessori's educational strategies have been incorporated to a greater or lesser extent by more and more school systems, it is becoming more common to find elementary schools that are willing and able to adapt their curriculum to meet the needs of individual students who are ready for accelerated work.
The key concept in Montessori is the child's interest and readiness for advanced work. If a child is not developmentally ready to go on, she is not left behind or made to feel like a failure. Our goal is not to ensure that our children develop at a predetermined rate, but to ensure that whatever they do, they do well. Most Montessori children master a tremendous amount of information and skills. Even in the rare case where one of our children may not have made as much progress as we would have wished, he will usually be moving along steadily at his own pace and will feel good about himself as a learner.
Dr. Elizabeth Coe is the Past President of the American Montessori Society and Director of the Houston Montessori Teacher Education Center in Houston, Texas.
Tim Seldin is the President of the Montessori Foundation and Chair of the International Montessori Council.
Reprinted with the permission of the Montessori Foundation. © 2007 The Montessori Foundation. All Rights Reserved.

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A Nurturing Environment for Future Achievers