aquinasmontessorischool

Growing Minds: Gardening with Children

Thu, 30 Apr 2026 18:34:34 GMT

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A garden is more than just a patch of soil—it’s a living classroom, a space for exploration, responsibility, and joy. Whether they are three or twelve, children find meaningful work and connection in the natural world. Gardening offers hands-on learning that integrates beautifully with Montessori principles, nurturing both the mind and the spirit.

�� A Place for Everyone in the Garden

For our youngest children, gardening begins with simple, purposeful tasks: watering plants, gently pulling weeds, harvesting herbs, or returning worms to the soil. These activities build coordination, concentration, and a quiet sense of stewardship. It is not uncommon to hear a child proudly announce, “I grew that!” as they pull a tiny carrot from the earth.

In kindergarten and elementary, gardening becomes more intentional and scientific. Children begin to understand plant life cycles, categorize herbs and vegetables, and track growth over time. Older children may measure rainfall, chart germination rates, or take on leadership in caring for raised beds. All the while, the work remains joyful—hands in the dirt, sun on their faces, curiosity leading the way.

�� From Garden to Table

Growing herbs and vegetables naturally leads to one of the greatest pleasures of gardening: eating what we grow. In every age group, children delight in preparing and sharing food from the garden. Preschoolers might tear basil leaves for a simple pesto or wash cherry tomatoes for snack. Older children can follow multi-step recipes, creating soups, salads, or herbal teas from what they’ve harvested.

This work fosters not only healthy eating habits but also math, language, and practical life skills. Measuring ingredients, reading recipes, working collaboratively—these are life lessons wrapped in the pleasure of preparing a shared meal.

�� Welcoming Wildlife with Native Plants

In addition to growing food, our gardening work at our Aquinas campus also includes planting native flowers to support local wildlife. Our pollinator garden, including milkweed, coneflower, and mountain mint, invites bees, butterflies, and beneficial insects to visit daily. Monarch butterflies, in particular, have become beloved guests as the children observe their lifecycle—from tiny egg to magnificent adult.

Native plants also help attract native birds, who enjoy the seeds and shelter our gardens provide. Children learn to identify both the plants and the creatures they support, gaining a deeper appreciation for ecological balance and biodiversity.

�� Bringing the Garden Home

Gardening doesn’t have to stay at school—there are many ways families can connect with nature together at home. Planting herbs in a windowsill, tending a few pots of vegetables, or starting a small pollinator garden with native flowers can become a beloved family activity. These shared moments outdoors offer calm, screen-free connection and invite children to care for something living.

Watching a seed sprout, observing a bee visit a flower, or harvesting a handful of cherry tomatoes—these experiences ground us in the rhythms of the earth and build lifelong habits of attentiveness and care. When children garden with their families, they deepen their understanding and strengthen their bond with the natural world.

Inside the Montessori Elementary Classroom

Fri, 24 Apr 2026 20:27:16 GMT

Multi-Age Learning and the Power of Collaboration

Walk into an elementary Montessori classroom, and you’ll immediately notice something different. Rather than desks in rows and a teacher at the front, you’ll see students spread across the room: some working together at a table, others reading alone, still others engaged in a science experiment, or solving math problems with colorful bead materials. You may also notice that the children range widely in age—typically spanning three grade levels. This is no accident. It’s one of the most distinctive and powerful features of the Montessori model.

So how do Montessori teachers guide such a diverse group of students effectively? And why is this collaborative, multi-age structure especially suited for 6- to 12-year-olds? The answers lie in a deep understanding of child development and a radically different vision of what education can be.

The Structure of a Montessori Elementary Classroom

In Montessori elementary classrooms, children are grouped in three-year age spans—most often 6–9 years (Lower Elementary) and 9–12 years (Upper Elementary). This structure reflects Montessori’s core belief that children learn not only from adults, but also—and sometimes more powerfully—from one another.

The teacher presents key lessons across the curriculum—math, language, geometry, biology, history, geography, and more. These lessons are often given to small groups of children who are ready for the material, rather than to the entire class at once. Because lessons are individualized or given in small, flexible groupings, each child moves through the curriculum at their own pace. Older children revisit and reinforce their knowledge by mentoring younger ones, while younger students are naturally inspired by the work and capabilities of their older peers.

This is not chaotic—it’s purposeful. Montessori guides meticulously observe and plan for each child, preparing the environment and introducing increasingly complex materials as the child shows readiness. The result is a classroom that hums with focused, independent, and collaborative work.

Why Multi-Age and Collaborative Learning Matters at 6–12

Between the ages of approximately 6 and 7, children undergo a profound shift in development. No longer content with learning through sensory exploration alone, elementary-aged children are driven by imagination, abstract thought, moral reasoning, and a hunger to understand how the world works. They begin to seek social connection and peer relationships in new ways. Montessori called this the age of reason—a time when children are deeply interested in fairness, ethics, community, and intellectual exploration.

A multi-age classroom offers the perfect environment for this developmental stage:

Opportunities for Leadership and Mentorship : Older students develop confidence and empathy by helping younger ones. They also reinforce their own knowledge through teaching—a powerful form of mastery.
Natural Differentiation : In any group of children, abilities vary widely. A three-year span allows all students to find peers at their level and move at a pace that suits their individual learning needs.
Collaborative Projects and Big Work : Montessori elementary students often engage in research projects and explorations sparked by what Montessori called the “Great Lessons”—broad, interdisciplinary stories that spark wonder about the universe, life on Earth, and human achievement. These big questions invite children to work together to investigate, experiment, and share their discoveries.
Social Development : Mixed-age classrooms more closely resemble real-world communities, where people of varying abilities, experiences, and ages live and work together. Children learn to negotiate, compromise, take turns leading and following—all key skills for social and emotional development.

The Guide’s Role in a Collaborative Classroom

The Montessori guide in an elementary classroom is less a traditional teacher and more a facilitator of exploration. They give key lessons, introduce materials, and help students set goals. But they also know when to step back—to allow children to struggle productively, solve problems together, and take ownership of their learning. In many ways, the guide is the architect behind the scenes, constantly observing, recording, and gently redirecting when necessary.

Because the curriculum is interconnected, a lesson in geography might lead to questions about biology, which in turn sparks a child’s interest in writing a report or designing an experiment. The guide supports these lines of inquiry, helping children develop skills while honoring their natural curiosity.

A Community of Learners

The Montessori elementary classroom becomes a true community of learners. Respect, responsibility, and independence are cultivated every day—not through rewards or punishments, but through real experiences of contributing to a shared space and shared goals. In this environment, collaboration is not an add-on; it is foundational.

The multi-age, child-centered design of Montessori elementary education honors the unique developmental needs of children in their second plane of development. It fosters not just academic competence, but also social awareness, critical thinking, and a lifelong love of learning.

And perhaps most importantly, it helps children see themselves not just as students, but as capable, curious members of a larger human story.

Routines Set the Stage

Mon, 09 Mar 2026 15:31:21 GMT

The Importance of Morning and Bedtime Routines for Young Children

For young children, consistency and independence are key to fostering confidence, security, and a love of learning. One of the most impactful ways parents can support their child’s development is by establishing predictable morning and bedtime routines. These routines help children transition smoothly between home and school while also setting the foundation for responsibility and emotional well-being.

Why Routines Matter

Children thrive on structure and predictability. Knowing what to expect each morning and evening gives them a sense of security, reduces anxiety, and helps them take ownership of their daily activities. Montessori principles emphasize independence, and well-established routines allow children to take on responsibilities appropriate for their age, from dressing themselves to preparing their belongings for school.

Morning Routines: Setting the Tone for the Day

A calm and organized morning helps children arrive at school feeling prepared and ready to engage in their learning. Consider these key elements of a Montessori-inspired morning routine:

Wake Up at the Same Time Each Day – A consistent wake-up time ensures enough time to get ready without rushing.
Encourage Self-Care – Allow your child to dress independently, brush their teeth, and put on their shoes. Choosing clothes the night before can help!
Sit for a Nourishing Breakfast – A simple, healthy breakfast provides energy and focus for the day ahead.
Prepare for School Together – Have your child help pack their lunch or bag to foster independence.
Create a Calm Send-Off – A warm goodbye, without rushing, allows for a smooth transition to school.

Bedtime Routines: A Restful End to the Day

Just as mornings set the stage for a successful day, a peaceful bedtime routine helps children unwind and prepare for restful sleep. Some helpful bedtime habits include:

Begin at the Same Time Each Night – A predictable bedtime ensures children get enough sleep for their growing minds and bodies.

Encourage Independence in Self-Care – Putting on pajamas, setting out clothes for the next day, and choosing a book for bedtime can be child-led routines.

Create a Wind-Down Period – Reading books, dimming the lights, and avoiding screens help children relax.

By incorporating these simple but powerful routines, children feel more confident, capable, and ready to embrace the day’s challenges with enthusiasm. As parents, you’re providing them with a sense of structure and security that will benefit them both at home and in the classroom.

Wonder in the Everyday

Wed, 04 Feb 2026 18:17:19 GMT

Supporting Your Child’s Love of the Real World

As parents, it’s easy to wonder what truly supports your young child’s development. The answer is often simpler than it seems. In the early years, children are naturally drawn to the real world. They want to help, to imitate what they see, and to understand how everyday life works.

You may notice your child insisting on pouring their own water, wiping the table, fastening buttons, or carefully lining up objects on the floor. These moments are not distractions from learning—they are learning. Through real, hands-on activities, young children engage all their senses and begin to make sense of the world around them. Each repeated action builds coordination, concentration, and confidence.

In Montessori Primary classrooms, this understanding shapes everything we do. Children are offered purposeful activities using real materials—glass pitchers instead of plastic, tools sized for small hands, and tasks connected to everyday life. These experiences help children develop independence and trust in their own abilities. Rather than asking young children to imagine or abstract, we meet them where they are developmentally, offering learning rooted in what they can see, touch, and do.

At home, you can support this growth by inviting your child into everyday life and the natural world around them. Young children delight in learning about nature—watching animals and noticing their behavior, observing insects at work, or examining the parts of a flower with careful attention. They are drawn to real details and take great satisfaction in naming what they see, noticing differences, and returning to the same observations again and again.

Children also find deep joy in participating in home life. Activities such as cleaning, cooking, dressing themselves, and caring for their belongings are not chores to them; they are meaningful opportunities to contribute. When children are trusted with real responsibilities—washing a table, preparing food, watering plants, or organizing their space—they experience a strong sense of purpose and belonging. These moments help children build independence, coordination, and confidence, while reinforcing the idea that they are capable members of their family and their world.

At home, you can support this growth by inviting your child into everyday life: cooking together, caring for plants, sorting laundry, observing and spending time in nature, and allowing time for focused, uninterrupted work. These simple opportunities communicate an important message to your child—you are capable, trusted, and an important part of our shared world.

By honoring your child’s need for real experiences, you are nurturing concentration, independence, and a deep sense of joy in learning that will serve them well for years to come.

Nurturing the Mathematical Mind

Wed, 14 Jan 2026 20:43:04 GMT

Nurturing Your Young Child’s Mathematical Mind at Home

Montessori education is grounded in the belief that every human being is born with a mathematical mind—an innate drive to seek patterns, notice differences, and understand relationships. While mathematical knowledge must be learned, the impulse to make sense of the world mathematically is inborn. Nurturing this natural tendency lays the foundation for deep, lasting understanding of mathematics.

You can nurture your young child’s mathematical mind at home. Not only will this be satisfying and fulfilling for your child now, but it will prepare them to learn and understand math in the future. Some fun ideas to do with your child:

Allow your child to pour. Give your child the opportunity to pour drinks, cereal, Goldfish crackers, dogfood, etc. This gives them real experience with volume and requires them to make estimations.

Bake with your child. What great hands-on experience—following the sequence of the recipe, measuring ingredients, pouring different amounts, and observing the changes that take place to throughout the process—all very exciting!

Roll a ball. Roll a ball back and forth with your child. Increase and decrease the distance between you; allow your child to judge and estimate how much power to exert on the ball as the distance changes.

String beads in patterns. Start a pattern and have your child continue it or invite your child to create their own pattern.

Do puzzles together. Puzzles require making careful observations and judgements.

Prepare a sorting activity. The mathematical mind loves to classify. Offer your child a collection of buttons to sort. They can sort by size, color, or number of holes. Have your child sort Legos, nuts and bolts, pastas, beads, etc.

Look for larger and smaller. Collect a group of objects of varying sizes (blocks, stuffed animals, leaves). Choose one object and ask your child to find one that is larger, then one that is smaller. Repeat. Making comparisons in size is crucial preparation for mathematical understanding.

Look for longer and shorter. Outside, find a stick and then find sticks that are longer and shorter. Inside, take a ruler around the house and note if objects are longer or shorter than the ruler. Children need a solid understanding of longer and shorter before they can understand numbers.

Sing counting songs. Children love counting songs! They absorb the pattern of counting. (Ex: “This Old Man,” “Five Little Monkeys,” “One, Two, Buckle My Shoe”)

Count with one-to-one correspondence. When your child is about four, and after they have had a lot of experience comparing volumes and dimensions, they may be ready to count. Have your child count objects by touching each one as they say the numeral name out loud. Count all kinds of different objects!

Count, hold, and compare sets. Provide a small pile of objects (buttons, pennies, pasta pieces, etc.) Have your child count out a set: “Count three buttons.” Then have them count out another set: “Count out eight buttons.” Have them physically hold each set and compare which one feels bigger.

Use mathematical language. Using math specific language helps to set the stage for future math work at school. For example: “Let’s add these five potatoes to these 3 potatoes.” or “ Let’s divide these goldfish between you and your brother.”

Many of us have prejudices about math, however, math is a part of everyday life and helping our young child to enjoy math is a joy for us as adults as well.

What's So Cosmic about Montessori Elementary?

Tue, 04 Nov 2025 16:36:25 GMT

Exploring the Montessori Elementary Curriculum: Cosmic Education

Picture this: Your child, the intergalactic explorer, embarking on a journey through the cosmos of knowledge. Montessori Cosmic Education is like handing children a cosmic passport, so instead of just learning math, science, and language separately, we’re helping them to weave together the ultimate tapestry of interconnected wisdom.

The Montessori elementary curriculum kicks off with the Great Lessons, which serve as the foundational and awe-inspiring stories that jump start the academic year in Montessori elementary classrooms. These lessons are designed to ignite children’s curiosity, stimulate their imagination, and provide them with a broad, interconnected view of the universe, the development of life on Earth, the history of language and numbers and mathematics. The Great Lessons encourage critical thinking by posing big questions and challenges. Children are prompted to reflect on the mysteries of the universe and develop their own understanding. This fosters a habit of questioning, investigating, and seeking answers—a crucial aspect of the Montessori approach.

In Montessori Elementary classrooms, it’s not just about memorizing facts; its about exploring the universe of knowledge. Students dive into long-term projects like detectives, researching and finding answers to questions, synthesizing information they discover, and sharing it through reports and presentations with their classmates. Children learn teamwork, collaboration, and conflict resolution in our mixed aged classrooms.

Key Features of the Montessori Elementary Program

Interdisciplinary Curriculum

Montessori Elementary uses a curriculum that integrates various subjects, moving away from traditional subject compartmentalization. The curriculum is designed to show the interconnectedness of knowledge and to reflect the unity of the universe.

Three Year Cycles

Similar to the Primary program, the Montessori Elementary program is organized into three-year cycles. The mixed-age classrooms provide continuity and allow for deeper relationships to develop among students and between students and teachers.

Exploration and Research

The Montessori Elementary program emphasizes the importance of exploration and research. Students are encouraged to pursue their interest in-depth, often through long-term projects and group work. This approach supports the development of critical thinking and problem-solving skills.

Practical Life Skills

Practical life skills remain an essential component of the Montessori Elementary program. However, the focus may shift to include activities that contribute to the functioning of the larger community, such as, group cooking and community service projects. Students also interact with the larger community through field trips and going out to neighborhood shops, museums, and other cultural spots to complete their projects and research.

Cultural Subjects

Cultural subjects, including geography, history, biology and other sciences are studied in-depth. The goal is to provide students with a comprehensive understanding of the world and their place in it.

Development of Social Skills

The mixed-age setting encourages older students to mentor younger ones, fostering a sense of responsibility and leadership. Collaboration and social skills are further developed through group projects and activities.

Freedom and Responsibility

Montessori Elementary programs continue to promote a balance between freedom and responsibility. Students have the freedom to choose their work, but this choice comes with the responsibility to manage their time and contribute to the community.

Montessori Elementary programs are designed to foster a love of learning, a sense of purpose, and a deep understanding of the interconnectedness of the world. Through a holistic and child-centered approach, Montessori education aims to prepare students not only academically but also socially and emotionally for a lifetime of learning and engagement with our ever changing world.

Respectful Words, Confident Children

Wed, 01 Oct 2025 15:27:17 GMT

How adults can use language to inspire reflection, responsibility, and resilience in children.

The language we use with children is so important. In a Montessori classroom, you will notice that teachers do not overpraise their students. Instead, the teacher will guide the child to seek satisfaction in their perseverance, their work, and their social relationships. This allows them to build independence and a sense of confidence and self-worth. The way the child is spoken to is carefully phrased.

Examples of Phrases that Encourage Independence

�� When a child is hesitant to try something new

Instead of doing it for them, say:
“I see you’re thinking about how to start. You can give it a try, and I’m close by if you need me.”
“Would you like me to show you once more, or do you want to try by yourself first?”

�� When acknowledging effort

Instead of “Good job!” say:
“You worked carefully until you figured it out.”
“I noticed you stayed focused for a long time.”
“You must feel proud of your effort.”

�� When asked for validation about their work

Instead of “What a beautiful picture!” say:
“Tell me about what you created.”
“What part of your work do you like the most?”
“I see many colors and lines—you must have had a plan. Can you share it with me?”

�� When asked where something is

Instead of answering right away, say:
“Where’s a place you might usually find that?”
“Would you like to check the shelf where it usually belongs?”
“What’s your idea for where to look first?”

�� When guiding movement indoors

Instead of “Stop running,” say:
“Please use your walking feet inside so it’s safe for everyone.”
“Our feet walk inside; our bodies can run outside.”

�� When guiding mealtime behavior

Instead of “Sit down,” say:
“Let’s sit together so we can enjoy our meal as a family.”
“In our home, we sit at the table while we eat.”

Why This Matters
The subtle shift in language makes a big difference in how a child perceives themselves and their role in the world. When adults emphasize effort, observation, and reflection, children develop confidence from within rather than looking outward for approval.

The language when speaking to children communicates respect. It gives children space to think, make choices, and take responsibility. Over time, this approach nurtures resilience, independence, and a genuine love of learning—qualities that last a lifetime.

Grace and Courtesy in Montessori Classrooms

Fri, 12 Sep 2025 18:45:18 GMT

Manners for Modern Times

When families first hear the phrase grace and courtesy, it may sound a little old-fashioned—something from another era of manners and etiquette. In Montessori, though, grace and courtesy has a very practical and joyful purpose: it’s how children learn to live together in community.

What It Means

At its heart, grace and courtesy is about helping children understand how to be with others. How to ask a question without interrupting. How to listen to a friend. How to walk carefully through a busy classroom. How to say “please” and “thank you” with sincerity. These skills are just as important as learning letters and numbers—because they make our classroom a peaceful place where everyone can do their best work.

Learning by Example

Children are always watching, which is why the adults in our classrooms are intentional about how they model behavior. If we want children to speak gently, we do the same. If we want children to respect another’s concentration, we show them by waiting quietly ourselves. This quiet consistency communicates far more than reminders ever could.

Grace and Courtesy Lessons

In addition to modeling, Montessori guides give lessons to make social behavior clear and approachable. These lessons are often short, sometimes even playful, but they leave a lasting impression. A child might learn:

How to greet a visitor
How to wait patiently for a turn to speak
How to observe a classmate’s work respectfully
How to resolve a conflict peacefully
How to hold a door open for someone

These lessons give children language and strategies for moments that otherwise might feel overwhelming or confusing.

Growing with the Child

Grace and courtesy evolves as children grow. A three-year-old may be learning how to walk quietly around a rug. An elementary child may be learning how to navigate a tricky friendship or how to work in a group without taking over. Elementary teachers sometimes add humor—acting out the “wrong” way to do something, much to the delight of the children—before inviting the class to demonstrate the right way.

Why It Matters

The result of all this careful modeling and teaching is a classroom where children feel respected, capable, and part of something bigger than themselves. Grace and courtesy isn’t about creating rigid rules; it’s about building a community where kindness, respect, and cooperation are second nature.

In Montessori, these lessons don’t just stay in the classroom—they travel home, to the playground, and into the wider world. The small, daily acts of grace and courtesy help children grow into adults who can contribute with thoughtfulness and compassion.

What Happens in the First Few Weeks?

Wed, 20 Aug 2025 02:47:01 GMT

The First Montessori Materials in the Children's House

Very young children rarely share much about their school day. Of course, their loved ones are very interested to know more details about their life at school. In the Montessori Children's House, the journey of discovery and learning begins with foundational materials carefully designed to nurture independence, concentration, and the joy of exploration. Dr. Maria Montessori envisioned a prepared environment where children could engage in purposeful activities that develop both their intellect, social behavior, and practical life skills.

Let’s delve into the essential Montessori materials and activities shared with 3- and 4-year-olds during the first weeks in the primary classroom that pave the way for a child's holistic development.

Preliminary Exercises

Teachers use preliminary exercises that prepare children for more complex tasks to introduce new students to life in a Montessori classroom. These activities focus on refining fine motor skills, enhancing coordination, and fostering concentration. From pouring and spooning exercises to threading beads and using tweezers, these activities lay a basic foundation for future learning helping young children master the physical skills they will need for later work and helping them understand the basics on how Montessori work happens in the Montessori classroom (get a lesson, work, clean up).

Grace and Courtesy

Grace and courtesy in a Montessori primary classroom encompass a series of structured lessons designed to teach young children the social skills and manners necessary for respectful and harmonious interactions within the classroom and the broader community. These lessons are fundamental in helping children understand how to behave considerately and kindly, thereby creating a peaceful and productive learning environment. Some of the first lessons in this part of the curriculum include morning greetings, unrolling and rolling a rug, choosing and eating snack, walking in the classroom, pushing in a chair, and observing lessons.

Practical Life Activities

Practical life activities are an essential part of the Montessori curriculum, providing children with opportunities to care for themselves and their environment while building skills in the area of independence, concentration, control of movement, and understanding a logical sequence of activity. Children enjoy activities like polishing, table washing, hand washing, and using dressing frames.

Language Development

Language acquisition is nurtured through engaging activities like sound games and vocabulary enrichment using classified cards. Sound games help children develop phonemic awareness and auditory discrimination skills, laying the groundwork for reading and writing. Classified cards enrich vocabulary by categorizing and associating words with corresponding images or concepts.

Art Activities

Creativity blossoms through art activities such as crayon drawing, collage making, and painting. These activities not only encourage self-expression but also refine fine motor skills and hand-eye coordination. Children are encouraged to explore various mediums and techniques, fostering a love for artistic expression from an early age.

Sensorial Exploration and Mathematics

The sensorial materials in the Montessori classroom invite children to explore and refine their senses, while also introducing mathematical concepts in a concrete and tangible way. Materials such as the pink tower, brown stair, color tablets, and solid cylinder blocks provide opportunities for children to differentiate in size, shape, color, and dimension. These activities not only sharpen sensory perception but also lay the groundwork for mathematical thinking, including concepts of size, dimension, and spatial relationships. Through hands-on exploration, children develop a concrete understanding of mathematical principles preparing them for future mathematical learning and problem-solving skills.

Singing and Stories

In Montessori primary classrooms, singing, high-quality literature, and the sharing of oral stories play pivotal roles in fostering a rich and immersive learning environment all year long. Singing is integrated into daily classroom life, helping children develop language skills, enhance memory, and build a sense of community. The melodies and rhythms of songs make learning joyful and engaging, while also supporting phonetic awareness and emotional expression. High-quality literature introduces young learners to the beauty of language, diverse cultures, and complex ideas. Carefully selected stories and poems nurture a love for reading, stimulate imagination, and encourage critical thinking.

Equally important is the role of the teacher in sharing oral stories. This practice captivates children's attention and fosters listening skills, creativity, and imagination. Oral storytelling allows teachers to personalize narratives, making them more relatable and impactful. It also strengthens the bond between teacher and students, creating a warm and trusting classroom atmosphere. Together, singing, literature, and oral storytelling create a harmonious balance of auditory and intellectual stimulation, laying a strong foundation for lifelong learning and personal growth.

Conclusion

The Montessori materials and activities in the Children's House are carefully chosen to support the holistic development of each child. From practical life activities that foster independence to sensorial and mathematical materials that refine sensory perception and mathematical understanding, each experience in the Montessori environment contributes to the child's intellectual, social, emotional, and physical growth. By providing a nurturing and prepared environment rich with purposeful activities, Montessori education empowers children to become confident, self-directed learners who are well-prepared for future academic and life challenges.

Summer Fun in the Car

aquinasmontessorimv@gmail.com (Sheri Brennig) — Fri, 27 Jun 2025 12:44:59 GMT

Making Car Trips Enjoyable

Car trips offer a great time and place to play games to help children learn and practice what they are learning. Here are some fun ways to encourage learning in the car:

Practice counting. Count by one, by two, by five, by ten.

Play games. Play some of the sound games or or a question games like this animal question game. Someone thinks of an animal. The others ask questions for clues about its distinguishing characteristics.

Is it large or small?

Is it warm-blooded?

Does it live on the continent of ____?

Does it live on land or in water?

Does it have scales, fur or feathers?

Does it eat animals or plants?

Give birth to live young?

Does it lay eggs?

The point is to ask questions that get as close as possible to identifying the animal - not to go straight to “Is it a bald eagle?”

Sing. Many adults tend to shy away from singing because we fear that our voices are not pitch perfect. Young children, on the other hand, loved to be exposed to music and appreciate having a singing companion. Find some music that you think your child will enjoy and let your inner Celine Dion come out.

Listen to audio books. When you have to spend a lot of time in the car, audio books can help pass the time, particularly for children five and up. Your local librarian is a great resource to help you to find books that match your child's age and interests.

Summer Fun with Sounds

aquinasmontessorimv@gmail.com (Sheri Brennig) — Wed, 18 Jun 2025 15:17:24 GMT

Phonemic Awareness is a Key to Reading

The key to reading is understanding that sounds make up words. At school, we begin with this awareness from the very beginning. In fact, we even call the letters by the sounds they make instead of by their common names. (Even older children who can read will love to play games with sounds.)

“Let’s think of words that start with the sound ‘ssss’.” Brainstorm. Sand… silly… soon… spot… snake…

Say a word. Ask the beginning sound. You may need to exaggerate the beginning sound of the word in question.

Once there is accuracy in naming the beginning sound of words, ask the ending sound. You may need to exaggerate the ending sound of the word.

Eventually work up to naming all the sounds in a word.

Gather a collection of small objects from around the house. Next you are ready to play the game. The adult should choose an object from your selections. Say, “This is a shark. It begins with the “sh” sound.” Repeat with two to four more objects. For example, you could use a spoon, a marble, a rock.” Once all of the objects have been introduced, say “I’m thinking of an object. The one I’m thinking of begins with “mmmm” sound.” Wait while your child makes her selection. Of course, this game can also be played with ending and middle sounds. You can also take out one object at a time to identify all of its sounds together.

Using the same idea, ask for help with the grocery list. “We need eggs. What does egg start with?” Sound out the rest of the word or words.

Outdoor Summer Family Fun

Wed, 28 May 2025 19:25:48 GMT

Outdoor Learning at Home All Summer Long

The summer is a great time to have fun at home using Montessori principles. Here are some ideas to inspire your family’s summer fun.

Summer Fun in the Backyard

There is a lot to be said for slow days of exploration at home when the weather is warm. Enjoy your backyard. Play games. Blow bubbles. Run in the rain. Read books outside. Identify all of the plants in your backyard. Do you ever notice any animals in your yard? Look under rocks and garden stones. Look up in tree branches for trees. Do any animals live in these places? Make your own backyard guidebook. Your child can help to draw pictures. Older children may be able to help label them. If your child is not yet able to write independently, ask your child to dictate the sounds of each word, as you write it down.

Summer Fun in the Garden

Even if you only grow a couple of plants in containers, gardening with your young child is a tremendously gratifying and educational experience. In our fast paced culture, plants still grow at their time tested pace allowing a child to experience the wonder of nature and to begin to appreciate how much time goes into the growth of our food. Also, you might be surprised to see what your child might eat from the garden that she would never touch if served at the table.

Keeping a garden journal is a fun way to incorporate academic skills into your child’s summer. Record when you plant seeds and seedlings, when you notice differences in your plants, when you harvest, etc. You can also record daily temperatures and rainfall, count the number of days between planting and sprouting, and measure the growth of seedlings to use some math skills in the garden.

The Role of the Montessori Teacher

Sun, 13 Apr 2025 03:26:31 GMT

What, exactly, is the role of the Montessori teacher? How is it so different from that of any other teacher?

Sometimes it’s easiest to begin by explaining what a Montessori teacher isn’t.

A Montessori teacher is less like the traditional idea of an instructor, and more like a gentle guide. They don’t consider it their job to give a child information. They rather lead children in the general direction and give them the tools they need to find the information themselves.

Maria Montessori once said, “The greatest sign of success for a teacher...is to be able to say, ‘The children are now working as if I did not exist.’”

Montessori Teachers Cultivate Independence

In a Montessori classroom, rather than seeing a teacher at the front of the classroom giving the same lesson to every child, the teacher will be working quietly with individual children or small groups. While that is happening the rest of the children are free to spend their time doing the work that calls to them. A Montessori teacher works hard to create structures that allow children to be independent and to trust themselves as learners.

One large part of what a Montessori teacher does is to intentionally prepare a classroom environment that is developmentally appropriate, is inviting to children, and supports them on their journey to work independently. This environment is constantly changing in tiny ways as the teacher notices new and evolving needs of the students.

Montessori Teachers are Trained to Think Like Scientists

Parents should know that Montessori teachers are highly trained. Most have recognized Montessori credentials in addition to their college degrees. Montessori certification programs are intensive and demanding; one might compare them as being the equivalent of another college degree. These training programs don’t just teach Montessori educators how to use the specialized materials; there is extensive coursework about Montessori philosophy, child development, and integrating the arts.

When it comes to assessments, Montessori teachers don’t rely on standardized tests; they rely on the power of observation. They have notebooks brimming with evidence of what their students have mastered, need more support with, and are curious about. They are constantly recording what they notice children working on, how that work is being executed, and ideas they might have in anticipation of a child’s next steps. Montessori teachers literally sit beside a child and determine exactly what they know about a wide range of content areas.

Montessori Teachers Think Long-Term

Because of Montessori’s three-year cycles, teachers have the unique ability to consider their big picture when working with students. There is a natural tendency to allow the children to genuinely learn at their own pace. Getting to know a child and their family well over the course of a few years really supports this approach.

Montessori Teachers are Often Called ‘Guides’

...and for good reason. While children in Montessori classrooms have an abundance of choice in their educational pursuits, Montessori is based on the idea of ‘freedom within limits’. It’s the Montessori teacher’s job to carefully craft those limits. Children rely on having a certain amount of structure in place. This gives them comfort and a safe place in which they can take risks and try new things. Montessori teachers set some boundaries and then carefully help students navigate within them.

What if your second grader loves to read but tends to avoid math? Their Montessori teacher will find ways to ensure the math still gets done. Sometimes this involves a gentle discussion with a child about time management skills, priorities, or setting goals. Sometimes the teacher will find a way to integrate the child’s interests into the less desirable work. Sometimes all it takes is a minor change in the environment. Montessori teachers gives children freedom, but they assist children in finding their way to success in this environment.

Montessori teachers value independence, self-reliance, and intrinsic motivation.

They also value cooperation, kindness, and strength in community.

Still curious? Call us to set up an appointment today to observe in a classroom. See what Montessori is really all about.

The Benefits of Multi-Age Grouping

Thu, 13 Mar 2025 03:16:22 GMT

One hallmark of a Montessori education is the use of multi-age classrooms.

Learning at an Individual Pace

Children in multi-age classrooms tend to have a little more flexibility when it comes to mastering skills within a specific timeframe. Montessori educators know that learning is not linear, and that learners have periods of significant growth, plateaus, and even the occasional regression. In multi-age classrooms, children are able to work at their own pace without the added pressure of keeping pace or being held back by the whole group.

When children in a classroom range in ages, everyone has someone they can work with, regardless of their skill level. Children don’t feel left behind if they struggle with a concept, and they also don’t feel bored by repetition of something they have already mastered. Montessori teachers have deep knowledge for a range of developmental abilities, leaving them well-equipped to differentiate instruction for each individual child.

At Aquinas and Old Town Montessori Schools, primary classrooms are for children ages 2.5-6, with preschool and kindergarten-aged children together. During the elementary years, children are grouped into lower (6-9) and upper (9-12) elementary.

Building Stronger Relationships

In traditional education, children move from one class to the next each year. This means not only a new set of academic expectations, different routines, and different classroom structures, but a different teacher.

In multi-age classrooms teachers have a longer period of time to get to know a student and their family, and vice versa. When teachers really get to know a student, they are able to tailor instruction in regards to both content and delivery. They know how to hook a specific child onto a topic or into a lesson. They know what kind of environment a child needs to feel successful.

Parents have an opportunity to get to know teachers better this way, too. If your child has the same teacher for several years, the lines of communication are strengthened. Parents get to know the teacher’s style and expectations. The home to school connection becomes more seamless, and the biggest beneficiary is the child.

Mentors and Leaders

When a child spends multiple years in the same class, they are afforded two very special opportunities.

Children who are new to the class are fortunate enough to be surrounded by helpful peer mentors. Children often learn best from one another, and they seek to do so naturally. First and second year students watch as the older children enjoy advanced, challenging work, and this inspires them. They look to the older children for guidance, and the older children are happy to provide it.

After a year or two in the same room, students have a chance to practice leadership skills. In Montessori classrooms, the older children are often seen giving lessons, helping to clean up spills, or reaching out a comforting hand to their younger friends.

The best part is kids make the transition from observer to leader in their own time. It doesn’t happen for all children at the same time, but when it does it’s pretty magical to observe.

Mirroring Real-Life

There is no other area in life in which people are split into groups with others who are exactly their chronological age. Whether in the family, the workforce or elsewhere, people ultimately need to coexist with people older and younger than themselves. Doing so makes for a more enriching and dynamic environment, replete with a variety of ideas and skills.

The Montessori approach is always considering what is most supportive of children depending on their development. When formulating how to divide children into groupings, Maria Montessori relied on her ideas about the planes of development. There are very distinctive growth milestones children tend to reach at about age 3, another set around age 6, and yet another at age 12. The groupings in our schools are intentional, and they give kids a chance to feel comfortable in their community, while also preparing them to soar forward when the time is right.

Montessori Basics: The Planes of Development

Thu, 13 Feb 2025 03:08:59 GMT

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 if what Montessori called ‘The Absorbent Mind.’ This is a time in which we are able to utilize what Montessori called sensitive periods of learning. While each child is different, there are typical patterns that emerge in regards to 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 by 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 own work while sitting near others. In the second plane, a child is compelled to actually 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 body, 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 in 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 to a new game is often as important (if not more so) than playing the actual game itself.

This is the period of 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 is able to 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.