Snack time in the Montessori environment is more than just a break for nourishment — it’s an opportunity for children to develop practical life skills, become independent, practice grace and courtesy, and listen to their bodies. Whether you are in the Montessori Early Childhood, Lower Elementary, or Upper Elementary environment, creating a snack area is part of the prepared environment that follows the child and supports their natural development. We give the child nourishing food so that his little body may grow, and in just the same way we must provide him with suitable nourishment for his ..read more

As Montessori educators, we understand the importance of creating a harmonious classroom environment that promotes independence, respect, and collaboration. One powerful way to help achieve this goal is by working with students to create classroom agreements. This approach not only aligns with Montessori principles but also nurtures democratic values and fosters a sense of ownership among students. Both Montessori Early Childhood and Montessori Elementary teachers can implement this practice effectively.   …the children develop a true ‘social feeling,’ for they are working in the ..read more

The Montessori environment is prepared — the shelves are arranged with beautiful materials, the pencils are sharpened, and the paper trays are full. But now what? What do we DO with the children on the first day? This is a common question from Montessori teachers as they anxiously prepare for the first day with their students. Whether you teach in a Montessori early childhood or elementary environment, the focus of the first day is the same. It is about welcoming children to the prepared environment, getting to know each other, and setting a positive tone for the year ahead. Here are some ide ..read more

Before the start of a new school year, Montessori teachers look forward to setting up a beautiful and inviting environment that calls students to come and learn. You look at images and scour the internet, thinking of how you will prepare the perfect Montessori environment.    But when the school year begins, reality strikes. As you walk into the classroom that’s been sitting empty during break, you see the tables and chairs pushed to the side so the floors could be cleaned, and the shelves of materials covered in sheets to prevent dust. This does not resemble the welcoming environme ..read more

Among the many tools in the Montessori pedagogical toolkit, the Montessori three-period lesson stands out as a simple yet powerful method for introducing vocabulary. Whether you are teaching in the Montessori Early Childhood or Lower Elementary classroom, understanding what this foundational language lesson is—and what it is not—can greatly enhance the lesson’s effectiveness in the Montessori environment.   A child can only acquire the words he hears spoken around him. This is not teaching but absorption. The child is, by nature, hungry for words; he loves strange, long words like the n ..read more

The hands are the instruments of man's intelligence. —Maria Montessori The Discovery of the Child, p. 27. As Montessori educators, we have the unique opportunity to shape children’s mathematical experiences from their earliest years through elementary school. Our approach, grounded in hands-on exploration and scientifically sequenced materials, not only teaches mathematical concepts but also cultivates confidence and reduces apprehension. The Sensorial Foundation: Preparing the Mathematical Mind Before a child ever encounters formal mathematics, Montessori early childhood classrooms lay essen ..read more

The mathematical mind is a mind which is especially interested in mathematics. Instead of finding mathematics idiotic and absurd, it finds them interesting and absorbing. It is a fact that most of the children in our Montessori Schools do achieve great enthusiasm in doing mathematics. It is the preparation of their minds which enables them to derive this pleasure. —Maria Montessori The 1946 London Lectures, p. 87. Providing children with a solid foundation is the basis of Montessori early childhood math. However, even experienced early childhood and elementary Montessori teachers sometimes st ..read more

...when we speak of the freedom of a small child, we do not mean to countenance the external disorderly actions which children left to themselves engage in as a relief from their aimless activity, but we understand by this the freeing of his life from the obstacles which can impede his normal development. —Maria Montessori The Discovery of the Child, p. 63. NAMC students often ask how to navigate the delicate balance between freedom and structure in the Montessori environment. On one hand, Montessori teachers strive to cultivate a sense of independence, self-motivation, and free choice for th ..read more

Summertime presents a wonderful opportunity to engage infants and toddlers in outdoor activities while remaining true to Montessori philosophy. Emphasizing heuristic play, independence, and freedom of movement, these activities not only entertain but also nurture the developmental needs of young children. (Learn more about Montessori philosophy with NAMC's Montessori Infant/Toddler Curriculum.) Here are 20 summer activities that Montessori parents and teachers can incorporate into their routines, fostering an environment rich in learning and exploration. 1. Water Play Set up a small splash po ..read more

The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult. —Maria Montessori The Secret of Childhood, p. 267. We love it when NAMC students ask questions that demonstrate that they’ve been absorbing and internalizing what they’ve been learning in their NAMC studies. Recently a student of NAMC’s Montessori Infant/Toddler Diploma Program asked, “Why is are aprons needed in the classroom when control of error is so important in the Montessori environment?” I’ve taken for granted the use of aprons in the practical life area, where ..read more