Chesterfield Montessori School

The Montessori Path to Literacy: What Makes CMS Different

Tue, 24 Mar 2026 17:34:05 GMT

Literacy development at Chesterfield Montessori School doesn't look like a traditional reading lesson — and that's by design. Our Guides focus on letter sounds, not letter names, and children are immersed in language-rich environments from their very first days in the Toddler and Primary classrooms. The reading curriculum in Primary is intentionally non-sequential: children don't even realize at first that they are learning to read. Instead, they are surrounded by everything they need to acquire literacy in a way that makes sense to them, supported by an attentive, trained Guide who follows their individual progress through careful observation.

The Building Blocks: Key Materials in the CMS Primary Classrooms (& Why They Matter)

Three cornerstone materials lay the foundation for reading and writing at CMS:

Sandpaper Letters build the critical sound-to-symbol connection through a multi-sensory experience — children see, hear, and feel each letter sound as they trace it, preparing both their hand and their mind for writing and reading.
Metal Insets are a deceptively simple but profoundly important Primary material. Children use a set of geometric metal frames and insets — along with colored pencils — to trace and fill in shapes with careful, controlled strokes. This work systematically develops the fine motor control, pencil grip, hand-eye coordination, and the precise muscle strength needed for fluid handwriting. Long before a child ever picks up a pencil to write a letter, the Metal Insets are quietly building the hand that will do that writing.
The Moveable Alphabet gives children the tools to express themselves phonetically, building words, then sentences, then stories — long before they are formally "reading." They later practice writing what they've composed, deepening their understanding.

These materials reflect what modern neuroscience confirms: hands-on, self-generated letter practice activates a unique "reading circuit" in the brain that typing and tracing alone simply cannot replicate.

Why We Teach Cursive First

One of the most common questions we hear from families is: Why cursive? The answer is rooted in brain science. Cursive handwriting activates synchronized brain activity in regions critical for memory, language, and coordination — regions that print writing and keyboarding engage differently. Research published in Frontiers in Psychology found that cursive primes the brain for learning by synchronizing theta-range brain waves, creating optimal conditions for absorbing and retaining new information. Critically, cursive is far easier to acquire when introduced early; children who don't learn it young are unlikely to pick it up later. Most traditional schools hand children a Chromebook in Kindergarten or First Grade, bypassing this important window of brain development entirely. (Note: Children at CMS do learn keyboarding later—in Upper Elementary, using an old-school typewriter. This method makes them better keyboarders and also avoids unnecessary screen exposure. Reach out if you're curious how we slowly incorporate tech into the children's experience beginning in Upper El, and how our alumni fare in tech heavy fields!).

Phonological Awareness: The Umbrella

Phonological awareness is the broad skill that sits above all early literacy work — and it encompasses much more than just letter sounds. At CMS Language and Literacy program supplements the holistic reading approach already in place in the classrooms with each of these components:

Words in sentences
Syllables
Rhyme & alliteration
Onset and rime
Phonemic awareness
Isolation, blending, and segmenting
Addition, deletion, and substitution

The Language & Literacy Program

The Language and Literacy program at CMS supports children in late Primary through Elementary as needed, through multiple avenues including Primary Phonics, Intervention support, Locked In for Language, Latin, and Book Club. Each lesson is guided by a continuous cycle of learning — Observe → Assess → Document — ensuring every child receives what they need. Because every child's path to literacy is unique, differentiation isn't an afterthought: it happens on the fly, with each lesson adapted in real time to meet the child in front of them.

In Kindergarten, children have opportunities for extra phonetic work with our Language & Literacy Specialist. In Elementary, students are regularly assessed for phonetic recognition, reading and writing fluency, and comprehension, with individual or small-group lessons provided as needed.

What Can You Do at Home?

Families play a powerful role in literacy development! Here are a few simple ways to reinforce the work happening at school:

Keep it Fun and Low Pressure — let reading at home be about enjoyment
Let Your Child See You Reading for Enjoyment (books and periodicals—not just online)
Practice letter sounds — not letter names (say "mmm," not "em")
Partner read together daily, even just for a few minutes
Read books and poems together as a family even after they become fluent readers
Check out BOB Books or early readers for accessible, confidence-building reading practice
If your child’s guide or Ms. Marlena is suggesting additional work at home on reading and writing:
Practice cursive handwriting at the level of your child’s interest and enthusiasm — tracing or copying simple words is a great start
Learn sight words using flash cards (start with high-frequency words like the, and, is)

For more ideas on building a literacy-rich home, visit our blog: 7 Tips to Turn Your House into a Reading Home

Alumni Spotlight: CMS Students Continuing to Thrive

Fri, 06 Mar 2026 17:07:38 GMT

One of the great joys of being part of the CMS community is seeing our alumni grow into thoughtful, curious, capable young people. Recently, we were delighted to hear updates about two former students who are continuing to pursue their passions and build on the strong foundations they developed at Chesterfield Montessori School.

Alya Pellegrini: Sharing a Love of Latin

C MS alumna Alya Pellegrini, a junior at John Burroughs School, turned her love of Latin into a creative project for younger students.

Alya wrote and illustrated a series of Latin books designed specifically for early elementary readers. Inspired by the way she first fell in love with Latin while attending CMS, her goal was to create something that young children could truly engage with. These books perfectly match their reading level while introducing them to the beauty of the language - rare features in Latin learning materials!

Alya has generously volunteered her time to return to CMS several times to share her books with Lower Elementary students. During her visits, she presents the stories and offers a short lesson, giving younger students a glimpse into the joy of language learning.

It has been a special full-circle moment to see a former student inspiring the next generation of learners at CMS.

Henry Noel: Curiosity Across Many Fields

Another CMS alumni, Henry Noel, is thriving academically and creatively as he finishes middle school. Henry has been a nearly straight-A student, with teachers noting his intellectual curiosity and willingness to tackle challenging material, even attempting college-level work in some subjects.

Henry will attend De Smet Jesuit High School in the fall, where he received a merit scholarship.

His parents shared with us that interests span an impressive range. Henry is especially drawn to history, politics, psychology and theater—particularly Shakespeare and improvisation. He also composes his own music, enjoys glassblowing and recently learned how to sail. He’s considering golf, tennis or soccer in high school as he continues exploring new interests and opportunities.

Foundations That Last

Stories like Alya’s and Henry’s remind us how lasting the Montessori foundation can be. A love of learning, intellectual independence and the confidence to pursue one’s interests often begin early and continue to grow long after students leave our classrooms.

We are always proud to hear from our alumni and look forward to seeing where their curiosity and creativity take them next . If you are an alum of CMS (or a parent of an alum), we'd love to hear about your post-CMS academic experiences, professional accomplishments and/or personal milestones. Reach out to us or take a look at our Alumni Page .

Education vs. Learning: Insights from a Chesterfield Montessori Parent

Tue, 24 Feb 2026 20:26:11 GMT

School takes up a third of a child's life, so that time's got to be spent well. The habits developed therein compound like interest, so it's crucial to spend that livelihood skillfully and wisely.

I remember being around age 3 or 4 the first time I went to school. I was so excited to be a "big kid" like my older siblings, make friends, and grow up in the optimistic way my parents had projected. I went to preschool, and we had music day. We got in a circle, and the teacher asked us to all sit "Criss-Cross Applesauce". I raised my hand and asked "What's criss-cross applesauce?" and a teacher grabbed my ankles and put me in position without explaining it.

The message felt so clear: I wasn't a student - I was a commodity. I think a large part of my relationship with authority, social structures, and disdain for learning came from this lens. It was only around age 21 that I recognized education wasn't the same as learning.

Before we had our daughter, my wife and I spent a lot of time walking through what made school special, meaningful and exciting, and we ended up with a sort of framework, and I've summarized it below - a governing strategy, along with subset topics that crystallize our conclusion.

Regarding Knowledge:

The value of knowledge comes from the ability to leverage yourself practically throughout your life - not to know the "practical steps" - those were defined for someone else's goals - but to know how to see the world and build practical steps toward your own ends. If the student isn't seen as a sovereign partner in the learning process, this won't happen.

The major subset of knowledge is the recognition of one's shared experience, and one's individual experience. If you can't relate with yourself, you'll be in pain outside of your control - and if you can't relate with others, your relationships will be cultivated with the seeds of luck, not skill or empathy.

Regarding Education:

Value emerges from education from its deep human connections. Whether you consider the school you attended to a bad or a good school, the connections you made are the cornerstone of memory, value, and the "soul" of the experience. Because of this, deep human connections are the thing that imbibes education with meaning, memory, and value in a student's life.

In thinking about what kind of school we wanted for our daughter, we returned often to the moments in our own childhoods when learning felt like something done to us rather than with us. We wanted her experience to be the opposite of that: an experience where she was a partner in her own development, not a commodity moved through a system. The principles we outlined earlier—cultivating meaningful habits, honoring both shared and individual experience, and grounding education in human connection—became our lens for evaluating any school environment.

Chesterfield Montessori stood out because it consistently meets these deeper demands. We saw that this authentic, AMI-accredited Montessori school supports emotional development not as an afterthought but as the foundation for curiosity, empathy, and self-efficacy. Teachers and staff invite genuine reasoning rather than passive compliance, helping children understand how ideas link to the cause-and-effect structure of the world.

Most importantly, they treat the child as a sovereign participant in the learning process , ensuring that their relationships, motivations, and sense of safety remain intact. Chesterfield Montessori allows our daughter not just to learn, but to grow into herself with confidence and joy—and that is why we stand by it.

A Closer Look at the CMS Prepared Environment

Fri, 06 Feb 2026 15:17:16 GMT

Prepared Environments, Prepared Adults, and Peaceful Relationships

Chesterfield Montessori School’s strategic vision statement of Montessori in Every Moment℠ is an aspirational idea that we live out in tangible ways each day through:

Prepared Environments
Prepared Adults
Peaceful Relationships

As the children enter into our lovingly and scientifically prepared environments each day, they intuitively understand that these classrooms were crafted with their needs in mind. The beautiful and orderly spaces invite engagement. The art and materials are displayed so that they may be easily enjoyed by the children, with minimal adult help.

The Prepared Environment includes the physical aspects in the primary classroom that allow the children to work in ways that meet their natural tendencies. Movement through the classroom is encouraged by a limited number of obstacles. Too many shelves and tables in the classroom limits their movement and walking the line develops their Control and Coordination of Movement, which is a development of fine and gross motor skills as they learn to balance and move with precision. Provided are a specific set of materials for each individual work. No two materials share resources and any resources that need replacing are easily replaced by the child once they are finished so it is ready for the next child. When new works are presented to the child, they are presented in an exact order, and they are also shown how to clean it up. These materials have specific places on the shelf where they belong and are always returned there, so the child always knows where to find a work.

The Prepared Adult

From Ms. Meg, pictured above, Assistant of our Primary Juniper room - "In my classroom I help prepare the environment for the child through a variety of different tasks. I ensure that the papers for all the different works are already on the shelves for the children. I also ensure that all the practical life works have their necessary materials. I usually have cleaned them the day previously to ensure they are ready for the child to work with immediately. If any materials need replacing through the day I do so as quickly as possible without districting the work of the children. Ms. Megan or I will observe if a work is being engaged with properly and remove after some time or alter it if not. If the children do not show a particular interest in the work, it may be removed. We also ensure to have a regular rotation of spoken language cards/ three-part cards to reengage the children's interest as they are incredibly important materials that should be worked with every day".

The adults at Chesterfield Montessori School commit to a transformational, ongoing process of self-observation and growth. They participate in professional development opportunities that empower them to apply Montessori principles in their work and their lives. In this way, they become well-prepared to celebrate the children as individuals and meet their unique needs each day.

Peaceful Relationships

We understand that peace is not the absence of conflict, but a commitment to navigate through conflict in a way that honors the dignity of everyone involved. Relationships rooted in dignity cultivate peace. Discipline at Chesterfield Montessori is not a set of rules and punishments, but a loving and developmentally based approach to helping children learn how to be kind to themselves, to others and to their environments. Through planned and spontaneous Grace and Courtesy lessons, children come to understand how to effectively interact with other people and the world around them.

This work is complex, tedious, and so rewarding. We feel so honored to be part of these children’s lives. We know that the experiences the children have here every day are allowing them to discover their potential, creating new hope for humanity!

Seeing the Infant Clearly: Montessori Principles for the First Year

Thu, 15 Jan 2026 20:42:10 GMT

Infancy is a period of astonishing growth. What happens in these early months shapes the foundations of movement, language, attachment, and independence for life. An Infant & Caregiver class rooted in these principles gives adults concrete ways to see, understand, and support their babies’ natural development at home and in community.

Preparing the Environment to Support Your Infant

From birth, the infant possesses what Maria Montessori called the “absorbent mind,” taking in impressions from the environment effortlessly and using them to construct the personality. In practice, this means:

Calm, orderly spaces scaled to the infant’s size, so the baby can move freely and safely explore.
Adults who observe first, then respond, trusting the child’s inner drive rather than constantly entertaining or directing.
Consistent, respectful care routines—feeding, diapering, sleep—that support secure attachment and self-regulation.

The Role of the Caregiver

Empowering caregivers learn how to observe, follow, and respond to their babies supports the entire family. When caregivers understand development, they can create home environments and daily rhythms that reduce frustration and invite cooperation.

Caregivers in the Chesterfield Montessori infant community are encouraged to:

Slow down and watch for cues before intervening, allowing babies to attempt movements, grasp objects, and communicate needs in their own time.
Use rich, precise language and real conversation, even with very young infants, to support early language development and connection.
Offer just enough help—so the child experiences success and grows in confidence rather than dependence.

What Families Gain from an Infant & Caregiver Class

Parent–infant classes grounded in Association Montessori Internationale (AMI) principles give families both theory and hands-on practice in reading their baby’s needs and adapting the home environment. Families often report feeling more confident, calmer, and more connected after learning how to align routines, spaces, and expectations with their child’s stage of development.

In a quality Montessori Infant & Caregiver class, you can expect:

Thoughtfully prepared materials that match your baby’s stage—supporting movement, concentration, and early coordination.
Opportunities to ask questions about sleep, feeding, language, and independence in a community of other adults with infants.
Gentle guidance from a trained Montessori expert who can help you “see” what your baby is telling you through movement, gaze, and behavior.

Infant Caregiver Class with Lakshmi Shekhar at Chesterfield Montessori School

Association Montessori Internationale was founded by Dr. Maria Montessori to safeguard the integrity of her discoveries and ensure high standards for training and practice worldwide. Chesterfield Montessori School is an AMI-recognized community committed to authentic Montessori in every classroom and level.

Lakshmi Shekhar:

Is an AMI Trainer of Teachers at the Primary (2½–6) level and holds AMI certifications for 0–3, 2½–6, and 6–12, reflecting deep understanding across all stages of early and elementary childhood.
Has nearly two decades of classroom experience and many years supporting guides, assistants, caregivers, and schools around the world, including service as a member of the Board of Trustees at Chesterfield Montessori School.

Learning directly from an AMI Trainer allows families to benefit from international best practices in infant development, brought into the local St. Louis context through a warm, relational class setting.

Class Details and Registration

The Infant & Caregiver Class at Chesterfield Montessori School invites families to experience these principles in action alongside their babies and other caregivers.

What: Child development class for infants and their caregivers
When: Wednesday mornings, 8:30–10:00 AM, March 25 - May 13
Who: Infants from birth to walking and their caregiver; expectant parents are welcome, as are grandparents and other caregivers
Where: Chesterfield Montessori School, in the Moon Room
Tuition: 300 per family

Families will enjoy connecting and sharing with others while learning to see their infant in a new way, discovering simple strategies to support language and other aspects of development at home.

To register:

Send 300 via Venmo to Chesterfield Montessori School, or
Contact Jennifer Blasingame at jennifer@chesterfieldmontessori.org or 314-469-7150 to receive an invoice and pay by credit card.
Current CMS families may also pay via ACH by sending a request to Jennifer.

Open House at CMS: A Day of Discovery

Wed, 17 Dec 2025 16:31:59 GMT

Join us for a Montessori Day of Discovery
Saturday, January 31, 2026 at 9:00 - 11:30 AM

This is an adult only event and no child care will be available. RSVP to info@chesterfieldmontessori.org or call 314-469-7150

Every day, CMS children enter a learning environment uniquely designed to fit their educational, social, and intrinsic needs. The Montessori Day of Discovery at CMS offers an opportunity to experience your child's current classroom community and also understand the connections between your child's work in all of the different Montessori environments. Your Journey will offer you personal discoveries as you explore each classroom , from Toddler through Primary, Elementary and the Adolescent Program!

Walking in your child's shoes, you will work with some of the materials that enliven your child's mind each day. You may notice how environments change as the children grow. After visiting the classrooms, parents, teachers and the Head of School will gather to discuss and share their experiences.

This is an adult only event and no child care will be available. Limited space is available for the public and enrolled families. RSVP to info@chesterfieldmontessori.org or call 314-469-7150

Past participants say:

"This hands-on experience was enlightening - enjoying the beauty that the teachers have created in the classroom."

"I would absolutely recommend this experience to any current or prospective parents. This gave me a richer understanding of concepts and lessons my children are learning, as well as a deeper understanding of their day-to-day activities."

"The concepts that surprised me the most were the complexities of what, to me as an adult, seem like simple tasks. For example, the flower arranging and dishwashing lessons in the Toddler programs. I was surprised to see how many steps are really involved in these tasks."

I Always Knew CMS Was Right for My Child — Here’s Why

Tue, 25 Nov 2025 15:55:20 GMT

From a current CMS parent: How trusting my intuition led me to Chesterfield Montessori School, and what I’ve learned about the benefits of guided learning.

As a parent, trusting my instincts isn’t always easy. I constantly find myself wondering whether I’m making the right choices and asking questions like: How can I encourage confidence, intrinsic motivation, responsibility, curiosity, inclusivity, and a genuine love of learning in my child?

Early on, I had a strong feeling that a Montessori environment could nurture all of these qualities. So I began searching—reviewing schools, reading mission statements, and quickly discovering that while many schools carry the Montessori name, not all stay true to Dr. Maria Montessori’s methods.

After several weeks, I found Chesterfield Montessori School (CMS), and everything changed. Suddenly, there was no more hesitation. No more “I like this school, but...” I no longer felt I had to compromise on what I wanted for my child’s learning environment.

What I found at CMS was pure, genuine care. The teachers interacted with students purposefully and respectfully—guiding them through social interactions, helping them problem-solve, encouraging exploration, and celebrating diversity and multiculturalism. It was especially inspiring to watch the guides working with the Young Children’s Community, which includes children from 14 months to three years old. I could see real growth happening before my eyes, and it was remarkable.

The Power of Guided Learning

Guided learning teaches children how to trust themselves and build authentic confidence. In this approach, the child leads their own discovery while the teacher observes, supports, and offers gentle instruction when needed.

At CMS, all teachers are AMI-trained. AMI (Association Montessori Internationale) is one of the most respected Montessori certifications in the world. This training prepares teachers to create environments that foster independence, meaningful exploration, and developmentally appropriate learning—always rooted in Dr. Montessori’s original teachings.

Through guided learning, children have the opportunity to grow and blossom in ways that feel natural and authentic to them. Some of the benefits include:

Building confidence
Fostering independence
Strengthening problem-solving skills
Developing intrinsic motivation
Cultivating a love of learning
Allowing children to learn at their own pace, based on readiness and interest
Encouraging curiosity
Practicing empathy, patience, and respect through collaboration
Learning to focus and concentrate

There are countless reasons why guided learning is so powerful for children of all ages. At Chesterfield Montessori School, staying true to Dr. Montessori’s philosophy is a priority. Their commitment to proper AMI training ensures that children learn in an environment designed to support their growth, independence, and joy in learning.

Book Review: The Anxious Generation by Jonathan Haidt

Wed, 22 Oct 2025 16:21:39 GMT

Jonathan Haidt’s key thesis in his book The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness boils down to the idea that children are overprotected in the real world and under-protected online. He makes the case that over the course of just a few years, childhood was rewired from play-based to phone-based experiences.

After more than a decade, we’ve seen rates of depression, anxiety, self-harm and suicide rising sharply, some metrics rising by more than double since 2012. This surge was concentrated almost entirely among adolescents and young adults. Why?

Haidt, social psychologist at Stern School of Business (NYU), explains that the problem isn’t only Gen Z using smartphones. He writes, “I use ‘phone-based’ broadly to include all of the internet-connected personal electronics that came to fill young peoples’ time, including laptop computers, tablets, internet-connected video game consoles, and most important, smartphones with millions of apps” (7).

The data shows that society’s movement from “play-based childhood” to “phone-based childhood” causes unprecedented harm to children through social deprivation, sleep deprivation and attention fragmentation.

Haidt recommends several norms for schools to combat the negative trend in mental health:

Phone-free school—children should not be given access to phones or other smart devices during the school day.
Unstructured recess with minimal adult supervision.
Ample time outdoors and tangible experiences in the real world.
Promoting independence by encouraging children to explore on their own.

At Chesterfield Montessori School, we are not at all surprised by Haidt’s findings or recommendations, which is why we have ALL of these recommendations are implemented at our school.

Beyond the limit of smart phones and smart watches, we prioritize limited use of all screens and computers where developmentally appropriate. Classrooms are entirely screen-free through third grade. CMS students are not interfacing with screens until Upper Elementary, when they have minimal, approved screen use for research (after consulting books) and learning coding. Computer use for research and writing papers in the Adolescent Program is balanced with socratic-style seminars, collaborative projects, hands on work, movement and outdoor time.

While most schools are providing children with chrome books or iPads as young as kindergarten and regularly using screens for teaching, reading and daily tasks, our students are working with their hands, writing, reading, creating, exploring—and looking into other human eyes!

Dr. Montessori learned through decades of scientific observation how children learn and realize their unique potential. Functional MRIs confirm many of Dr. Montessori’s assumptions about how the brain works.

At CMS, we continue to approach child development scientifically and ensure that our materials and practices are evidence based. The peace, confidence and joy evident in our classrooms are not an accident. They are the result of our commitment to embodying Montessori in Every Moment℠, for the sake of our children, and our world.

9 Secrets for a Harmonious Home with Tweens and Teens

Fri, 26 Sep 2025 18:47:01 GMT

The popular narrative about preteen and teen years is that they are difficult and conflictual. While these years are marked by turbulent changes in your child’s body, brain and emotions, harmony is possible with the right mindset and environment.

Allow their freedom and limits to evolve.

It is completely normal for your child to want to spend more time with their peers, do things for themselves, and start making their own major decisions. These are beautiful signs that you’ve encouraged their independence and foundational confidence they can rely on. This doesn’t mean you should acquiesce to your child’s every request for complete independence. But, it can help to expect that they will ask, and checking our own internal dialogue and expectations can help you figure out what’s best.

2. Challenge yourself to listen more.

Eye rolls and groans are a stereotype of this age for a reason, and that’s okay! It’s common for them to get easily annoyed by hearing things they feel they already know. Additionally, your teen may feel like it’s hard to talk to you about sensitive topics, even if they want to.

Pay attention to their comments and questions, and reassure them that you’re here to listen. Try not to cast judgement or solve their problems for them. They may just want a shoulder to cry on. They may welcome your ideas or solutions. Somedays they may say, “I just need to be alone.” Positive comments go a long way, and try asking questions about topics that they find interesting. Oftentimes the best approach is to listen and ask what they need from you.

3. Let them be kids a little longer.

Adolescents have a growing desire to be perceived as adults. And while their word view is rapidly expanding, it is important for parents to protect their child from social pressures and stereotypes that can be damaging to emerging adults.

In traditional middle schools, it’s common for students to feel pressure to dress and act like adults — and their perception of what that means is too often distorted by media and peers. It can be challenging to find the balance between their increased desire for social and economic independence and your wish as parents for them to stay a child.

At Chesterfield Montessori, we make conscious efforts to let our students’ minds and body develop slowly. At our school, you won’t find the same set of typical social pressures because our students are less concerned with makeup, clothing trends, or gossip. They’re surrounded by peers and adults who appreciate one another’s unique talents and personalities. As a result, we notice our students are happy, curious, and confident in themselves in truly astounding ways.

4. Reduce screen time and get outdoors.

Adolescents are exploring new capabilities and their own bodies. They want (and neurologically need) to take risks. Additionally, medical research continues to show that too much screen-time negatively impacts sleep habits and brain development for adolescents. Finding healthy risk-taking activities is a great way to reconnect with nature, make family memories and avoid screen-time. Some suggestions include a ropes course, a backpacking trip, rock-climbing, biking through your neighborhood or pickle ball.

5. Teach them to ask new questions, and let their answers be wrong.

While they are acquiring more freedoms, independence and knowledge, Adolescents are asking fundamental questions: How does society work? How do I fit into it? What is my role? These are urgent, developmental inquiries.

Related to the tendency for repetition and to self-perfect, Adolescents are also experiencing many new abilities. Being able to repeat and make those abilities more precise really appeals to them. They want to perfect that one move to sink the basketball into the net. They want to get the drawing of a character or a face just right. They might get frustrated and self-critical of their attempts. Try being gentle and reminding them that mistakes are just as important as getting it “right.” Offer them space to learn from those mistakes.

6. Expose them to people who think differently.

At CMS, our Adolescent guides offer opportunities for students to experience and understand different perspectives, while also considering how sensitive adolescents can be in moments of feeling like the spotlight is on them or that they are misunderstood. Exposure to people with a variety of opinions, life experiences, appearances and ways of thinking can help them clarify and strengthen their own beliefs and values.

7. Make learning meaningful to their own lives.

If Adolescents feel connected to the purpose of the work, if it has personal or social value, they can take on monumental challenges. Adults can support these experiences of purposeful work that has a real impact. This often means working side-by-side with adolescents to get the work started and to help them find a connection to why the work is important. Likewise, adolescents are eager to dig into difficult intellectual work, again if it has relevance and purpose for them and their social group.

8. Give them room to explore who they are and how they matter.

As time goes on, pay attention to what your child shows interest in. Ask them questions, be curious, and remember to comment on their efforts rather than the product of those efforts. Show up when they need you to. They may not always see themselves as a painter, baseball player or actor, but they will absolutely remember the feeling of having a parent who supported them as they experimented with their hobbies and passions.

9. Surround them with adults who understand the unique developmental needs of this stage.

Adolescents relish the opportunity to collaborate in adult-level work. This side-by-side work also offers us, as adults, the opportunity to respectfully share information and teach skills, without risking offending our adolescents.

One study that followed seventh graders found that students in Montessori environments reported a strong sense of autonomy, confidence, and community. Another study comparing Montessori and traditional middle school students found that Montessori students demonstrated higher levels of intrinsic motivation, energy, and flow, which is the focused state of being fully immersed in meaningful work. These researchers concluded that Montessori’s approach offers a valuable model for middle school innovative and student-centered education.

Research confirms what we see every day at Chesterfield Montessori: when adolescents are given choice, meaningful work and a supportive community, they thrive. Over 90% of the students who attend CMS through the Upper Elementary program are admitted to their first-choice secondary school. Students leave CMS feeling capable, energized and ready for the challenges ahead.

We invite you to schedule a tour to learn more on how our program is specifically designed for Adolescents’ development needs!

Nurturing Your Toddler's Growth: Intentional Community at Chesterfield Montessori

Wed, 21 May 2025 14:27:58 GMT

At Chesterfield Montessori, we emphasize community, not just as an abstract concept, but as a lived daily experience. Our commitment to Montessori in Every Moment℠ means recognizing that every part of the day, no matter how small, is an opportunity for meaningful connection, growth and learning. This lens is especially powerful in the Toddler/YCC community, where development is rapid and foundational.

What Is Community?

The word community comes from the Latin communis, meaning “common, public, general, or shared by all or many.” In addition to shared space, we also think about community as a shared sense of meaning, values and connection.

At its core, community begins with the most fundamental human group: the family. Families form children’s first social experience and the first place where values, culture and expectations are passed down. This bond has helped humans survive and thrive throughout history.

Partnering with Families

At our school, we honor and respect each family's unique values, striving to foster strong home and school relationships. Our partnership with families is a mutual journey, in which the caregivers at school and home come together with a shared purpose: to nurture children’s natural growth.

Building the Toddler Community

We design both our both indoor and outdoor learning environments to meet each child where they are, providing just the right level of challenge, comfort and beauty. In creating community, we focus on essential, concrete elements like people, space and materials, while also attending to intangible aspects that provide a profound sense of order.

The People: The adults—both the lead guide and trained assistants—focus on personal and professional preparation. Their role is not to direct the child but to support their natural development with presence, purpose and peacefulness.

The Space: The physical environment must be appropriately sized, thoughtfully arranged and aesthetically pleasing. If it’s too large, children can feel lost or overstimulated. If it’s too small, they may feel crowded and unsettled. We design every detail—from the furniture to the flow of the day—with intention.

The Materials: Everything in the classroom is purposeful, developmentally appropriate and in harmony with authentic Montessori principles. We carefully select materials to support children’s movement, independence, concentration and sense of order.

Profound Order: A true Montessori community also relies on an invisible but essential structure: the order that underlies everything. Children have a fundamental need for order, especially during the first six years of life when they are in their sensitive period for order.

External order in routines, consistent expectations and a well-organized space helps children form inner order, which is the foundation of emotional regulation, concentration and autonomy.

A Living, Breathing Community

Creating an authentic Montessori community for toddlers is both an art and a science that requires intentional environments, well-prepared adults, and a deep respect for children’s developmental journey.

From the moment a child arrives, through routines like putting on shoes or washing hands, we approach each interaction with intentionality. The environment, the materials and the adult’s presence all work together to support the child’s natural drive toward independence and belonging. It’s in these seemingly ordinary moments that the deepest learning often takes place. By choosing to live Montessori in Every Moment℠, we create a community where toddlers not only grow but flourish.

“Through practical exercises...the children develop a true 'social feeling,' for they are working in the environment of the community in which they live, without concerning themselves as to whether it is for their own, or for the common good,” - Dr. Maria Montessori

Schedule a visit to see what our intentionally designed community looks like in action!

Innovative Practices at CMS lead to Elementary Success

Fri, 02 May 2025 14:15:36 GMT

Like all CMS students, Elementary students have individualized lesson plans. At the Elementary level, children experience more freedom to pursue their intellectual interests—within appropriate limits.

Trained Elementary guides are constantly assessing each child’s unique developmental trajectory and academic progress, and adjusting their lesson plans and levels of freedom as needed. This balance of freedom and responsibility has the following advantages:

Building resilience and capacity – children learn as they make mistakes, and build confidence in their resourcefulness. Children are exploring concepts, making choices, learning to prioritize and experiencing consequences — all of which enhances the development of new neural pathways and supports the formation of the prefrontal cortex.
Enhancing academic progress while also preserving love of learning – rather than simply memorizing facts, completing worksheets and striving for the “correct” answer, CMS children are fully engaged in the excitement of discovery and answering big questions that lead to more questions. All of this may be why CMS alums go on to have amazing academic experiences in secondary school, college and life!

Homework at CMS

Other than reading, reviewing math facts and engaging in practical life activities with their families, CMS Elementary children do not have formal homework assigned. This is because research shows that homework is not effective at this age and our children are already working hard all day! Even data in favor homework strongly encourages a limited amount of meaningful tasks over a plethora of busy work. Stanford University conducted a famous study on this subject in 2014, discovering that "too much homework is associated with greater stress . . . reductions in health . . .[and] less time for family, friends, and extracurricular pursuits".

The brain needs time to rest and integrate what they’ve learned at school. Instead, they have “follow-up” work, which is work that is student-chosen rather than assigned. After a guide gives a lesson, a student may choose to conduct deeper research on that topic independently or with a partner. The shelves are prepared with a plethora of books, encyclopedias and research materials relevant to the lesson given, ready for curious minds to explore. This follow-up period is where the real learning takes place. (Be on the lookout for a separate blog post with more info on follow-up work!)

Screen-Free Environment

Research clearly shows that frequent screen use at young ages harms children’s brains and has real consequences on physical and social development. Therefore, CMS Elementary students are not interfacing with screens until Upper Elementary, when they have limited, approved screen use for research (after consulting books) and learning coding. At school, our children are working with their hands, writing, reading, creating, exploring—and looking into other human eyes!

Interdisciplinary Approach

The CMS Elementary curriculum is interdisciplinary. The Lead Guides are trained to support the children’s holistic progress in all areas, including “specials” like music and art. For example, in Lower Elementary, children learn to play the tone bars and compose their own songs. They learn to notate these, as well as other songs they know, based on the degrees of the major school. Additionally, all classes sing as a group daily, including songs in unison and with multiple parts. Children will sometimes write songs about their lessons as a follow-up work.

Each of the subjects is interconnected and rooted in the Elementary “Great Stories,” which ignite children’s imagination and lead to incredible depth and breadth of study in all areas over the six-year cycle. Therefore, with exception of Latin/Literacy and PE, the Elementary students explore all subjects with their Lead Guide.

AMI 2025 Refresher Course Insights

Thu, 06 Mar 2025 17:05:37 GMT

Adaptation: Innovating and Thinking for the Future

Each year, members of our faculty, staff and administration attend the Association Montessori International Refresher Course, thanks to the generous support of our families, Board members, staff, alumni and other friends of CMS during the Pink Tower Campaign.

The intent of the event is to:

Rejuvenate educators
Expand our thinking
Deepen our commitment to the children and our understanding of Montessori philosophy
Provide practical tools for enhancing the children’s classroom experience

Dr. Maria Montessori emphasized the importance of adaptation in The 1946 London Lectures, saying: “ We must accept adaptation as the basis upon which we can build a concept of education.” Thereby, calling all Montessori educators to employ creative, innovative, and diverse approaches which aid the universal human need to adapt to our time and place.

CMS Guides and HOS explored topics highlighting the relationship between the concept of adaptation during each plane of development, Montessori scientific pedagogy, and how to adapt our knowledge to meet the evolving needs of Montessori educators and children. Below some of their takeaways from an enlightening weekend!

Here are a few takeaways from our weekend:

Kristina Tenev, YCC Guide: “Each refresher course takes me back to the roots of the Montessori approach and the true meaning of it. It is very easy to get lost in the modern understanding about child's education and technology related to it. This course reminded me how simple is to take your child outside, how important that is for his/her development, level of stress and how the nature meets his/ her needs.

Also, how the neurodiversity is related to the lack of connection with nature, how observation is the key for self-control and balance. I left the course with big ideas to think about and some strategies to use when working with neurodiversity children to be able to meet their needs better."

Sara Kruger, Upper Elementary Guide: ”Attending the AMI Refresher Course in Oklahoma City this year, once again, provided an invaluable opportunity to deepen my understanding of the Montessori pedagogy. This conference allows me to revisit Maria Montessori’s core principles and re-evaluate key aspects of my own teaching to ensure alignment with her objectives.

It was also a great chance to reconnect with former colleagues and build new professional relationships with like-minded individuals who share the same passion for Montessori education. This networking provides a supportive environment that helps reinforce our shared goals.

Overall, the refresher course was an exciting way to refresh my teaching strategies, gain new insights, and discover engaging activities that I can bring back to the classroom. These activities are sure to reignite my students’ enthusiasm, inspire meaningful work, and help them further expand their skills and understanding."

Rosabeth Koehn, Lower Elementary Guide: “I always appreciate the opportunity to attend the annual AMI Refresher conference as a way to "zoom out" on the day-to-day work we do in our classrooms and remember the bigger picture: that as Montessorians, we are living the change we wish to see in the world, to paraphrase Ghandi, a friend and contemporary of Dr. Montessori.

This year at Refresher, I felt invited into this mission by attending multiple sessions on Montessori and neurodiversity, the keynote address by a Montessorian doing amazing work with mothers and young children in Mexican prisons, as well as the main Elementary session taking a deep dive into grammar and the ways its study empowers young people to eloquently express themselves verbally and in writing. I left the conference feeling inspired and with some fun new ways to explore grammar in Lower El!"

Laurie Orso, Primary Guide: “Attending the AMI refresher course is always an exciting opportunity to learn more. This year we were presented with ideas on how to bring more nature into the classroom through materials etc... and bring the children outdoors to work in new and creative ways.

We were also grateful to hear from Montessori Sports Educators who have implemented successful curriculum into Montessori schools worldwide! This curriculum has been approved by AMI so that sports are not reserved for just for PE and recess time but gross motor and physical activities like this can be incorporated throughout the day in the work cycles. I’m excited to order materials and find ways to get the children moving, coordinated, and connected more with their bodies and nature!"

Najia Safdar, YCC Guide: “The refresher course was a great opportunity for me to refresh and enrich my knowledge about child development. It was also a way to exchange ideas with other Montessorians so that we can work even better with the children. Thank you for providing me with this opportunity."

Lauren Fox, YCC Guide: “A major takeaway I had from the refresher is the importance of the guides really putting in the effort and being given time to observe; the children in their own environment, the children in other environments, as well as different approaches to various forms of behaviors and conflict-resolution strategies. It’s now more apparent and ever that we as educators must be willing to be accepting and tolerant of more than one type of person/child, different behavioral styles, and become much more educated on neurodivergencies. It’s important for us to go back to Dr. Montessori’s heart for children with different learning abilities and give them the grace and understanding they need to thrive within our communities… It’s glaringly apparent that we have not been quite grasping how detrimental it is to a child’s development to be ostracized so fully from their peers and community.

Essentially: What can we all be doing to accomplish a more neurodiverse classroom/school? How can we become more accepting and tolerant of those that see the world differently than ourselves? What education is available to us Montessorians so we are better equipped within our environments to better support the range of children we serve? If our classrooms are already filled with the appropriate materials to support the spectrum, how do we ensure we are prepared to link them to those materials in a way that best meets their individual needs?

Kim V. Schneider, M.Ed., J.D., LPC, Head of School: “Attending the AMI Refresher Experience with the faculty is a wonderful bonding experience that gives each of us renewed enthusiasm and tools to bring back to the classrooms. This year’s theme was adaptation. I was particularly excited about ideas for involving our rising Adolescent students in the creation of their classroom and giving them agency in assessing and helping to meet the ever-changing needs of our CMS community."

How CMS Leads the Way in Embracing Diversity and Cultural Inclusion

Fri, 28 Feb 2025 17:30:16 GMT

Since its founding in 1981 by Anita Chastain, an immigrant from Germany, CMS has proudly welcomed families from St. Louis, across the USA, and around the world to our community.

CMS was the original ambassador school for the St. Louis Mosaic Project, an economic initiative that recognizes the vitality immigrants

bring to our region. St. Louis Magazine recognizes Chesterfield Montessori School as the most diverse school in St. Louis County.

We celebrate the rich international flavor of our community by inviting parents, grandparents and other family members to share aspects of their culture with our classrooms. If your family wants to share about a holiday, music, food, stories or song, let us know! Rosh Hoshana, Diwali, Chinese New Year, St. Nicholas Day and an Ethiopian coffee ceremony are just a few of the celebrations we’ve experienced in recent years

One of our favorite ways to celebrate includes the yearly International Food Festival. Families bring their favorite traditional dishes to share with the community; an outdoor potluck with music and fun for the children. It’s also a chance for parents to hang out in an informal setting and get to know others at the school.

It’s something we all look forward to, and not just for the great cuisine! Seeing everyone excited to share their culture in such a meaningful way is special to us here at CMS. Food really is a universal language, and families are as delighted to share their culture as they are to partake in each other's.

Diversity at CMS keeps us current and learning. The languages present in the classroom offer many learning opportunities for the children, and ways to connect. Everyday we see the use of more than one language between students. Older students help younger get used to being at school—younger kids who perhaps don’t speak English yet, and are nervous to be in a new environment. An older child who speaks their first language often jumps at the chance to help to ease that transition. Our staff also represents a variety of backgrounds and languages spoken.

Additionally, our authentic Montessori materials naturally deepen appreciation for nature, different cultures, and help students to become global citizens. Read more about the activities we offer which help CMS students understand their place in the world, become aware of the unity of humanity, and appreciate the incredible variation among people that results from physical geography and humans’ creative inventions.

The scope of our population helps strengthen us as a community and a family.

Celebrating Birthdays at CMS

Thu, 30 Jan 2025 16:04:03 GMT

“Every child reveals himself, and it is remarkable how clearly individual differences stand out if we follow this procedure.” -Dr. Maria Montessori

The Montessori Birthday Walk

During a birthday celebration in a CMS Primary environment, the classroom sits together in a circle around a lit candle in the very center, symbolizing the sun. The child celebrating their birthday walks around the candle for each year they have been alive while holding a globe to represent the full year it takes for the earth to travel around the sun. The class also sings a song while the student walks around them.

Parents and caregivers of the child are invited to this celebration at school. After each metaphorical journey around the sun, they share photos of the child and share something about them at that age, such as milestones and interests the child experienced over the course of each year.

Purpose of a Birthday Celebration

Engaging in this activity is a meaningful and memorable way to demonstrate deep respect for each child. It fosters a sense of community and belonging with peers and establishes lasting pride in the child for their own growth and development as a person.

The tradition of the earth moving around the sun also serves a purpose of acting out the passage of time in a visual way for the entire class. The globe moving around the sun represents the passage of time and the growth of the child from birth to this present day. They are visualizing how their existence fits into the greater world while gaining a basic understanding of astronomical concepts at a young age.

The CMS birthday tradition is a meaningful way to honor and remember each year of a child’s life on earth. Families sometimes bring a nut-free snack to share with the class, or the birthday student works on baking a treat earlier that day with help from their teacher!

Students love this opportunity to welcome their loved ones into their classroom for a shared, special moment.

Celebrating in Elementary

Birthdays are celebrated monthly in the Lower Elementary environment. Students of each monthly group pick out a dessert to make together, coordinating the baking project with a parent volunteer. They ensure their treat is made in time, and they can invite their parents/loved-ones to the celebration, typically held at the end of the school day.

Giving the students a sense of independence and responsibility, they are now using social skills to work as a group and collaborate the details of their birthday celebration. Students look forward to sharing their homemade treat and inviting important people in their life to join their classroom.

“The child has other powers than ours, and the creation he achieves is no small one; it is everything.” – Dr. Maria Montessori

More than Daycare: 9 Ways to Know if a School Will Awaken Your Toddler’s Potential

Tue, 10 Dec 2024 21:21:50 GMT

The “toddler” phase of a young child’s life is brief yet crucial. Newly mobile, they can move through the world, seeing and touching things that were not apparent to them a few months ago.

Whether or not they are speaking words, their receptive language is growing at an exponential rate. They are developing an awareness that they are separate from you, which sets the stage for empathy.

To support all this growth, they are building over a million neural connections per second. While your child is your number one priority, you have many other responsibilities within and outside the home.

So, what should you look for as you consider your precious child’s rapidly changing needs?

Consider finding a school where your young child will discover and express their true potential. Here are some things to look for in your search:

1. Professionally Trained Adults - Are the teachers/guides professionally trained in child development? Do they demonstrate an ability to observe each child with love and an understanding of pediatric neurology? Are all the adults who interact with the children, from the office to the classrooms and extended care, offered respect and ongoing professional development from the administration? Does the school have outside accreditation bodies attesting to educational quality and consistency?

2. Prepared Environment - Are the classroom and materials scientifically designed to meet the unique developmental needs of the children at this age?

3. Screen Free Classroom - Are the children learning through hands-on experience? Are they protected from the neurological impact of technological exposure on their developing brains?

4. Individualized Learning - Does every child have their own learning plan? Do they receive one-on-one lessons with a professionally trained teacher?

5. Language Rich-Environment - Do the children learn the correct names for the things they see in the real world around them? For example, are they identifying species snakes and birds or classifying varieties of squash? Or are they reading books about cartoon characters and mythical creatures that they can’t distinguish from reality at this young age?

6. Opportunities to Explore and Experiment - Does the classroom give children freedom to move and discover in a safe way that also allows them to build resilience and confidence through care of self and the environment?

7. Independence and Interdependence - Do adults offer just enough help, giving children the satisfaction of doing things themselves and/or turning to classmates for support when needed?

8. Diversity in Age and Culture - Is the environment multi-age, so that older children reinforce learning and develop empathy, while younger ones learn from their more experienced classmates? Does cultural diversity in the community allow children to appreciate and celebrate differences while experiencing shared humanity?

9. Embodiment of the Mission - Is the administration able to describe how staff “walk the walk” of the school’s mission, in their daily interactions with the children, the families and each other? Is that reinforced by what you observe?

Fostering Toilet Independence

Fri, 15 Nov 2024 15:19:41 GMT

Going to the toilet is just another human function that children want to learn and imitate. Your children will love the independence gained from this developmental milestone, just as they did when learning to walk!

When is your child ready for toilet independence?

The child is physically capable of learning to control the muscles used for elimination when they can walk. Like any new muscular skill, controlling the openings of the body used for elimination requires practice. Be patient with your child – give your child a chance to practice and make mistakes, as it takes time before they fully catch on.

Usually, children are ready for toilet independence around 18 months, when they are very comfortable with walking. The process will be challenging and tedious for the adults, and it requires a lot of adult attention while the child is learning. It is best not to try to go through this procedure when it has to be interrupted, such as going on extended trip.

How do you begin with the toilet independence?

- Purchasing new underpants together

You can go to the store with your child and purchase new underpants (We suggest cotton training pants). When you come home, help your child put the training underwear on and tell them that from now on, they will wear the underpants.

Remember, do not put diapers on your child anymore as it contradicts everything you are trying to teach your child. You might continue to use pull-ups at night and during naps for a while. Night-time toilet independence will come a bit later.

- Timing

As soon as your child wakes up, help them use the potty. Often a child is still dry and will need to urinate upon waking. Don’t force your child stay too long on the potty. Sit with them; make them feel comfortable, and act happy. Don’t overdo this!

- Successes

If your child eliminates in the potty, point this out to your child - this will help to make your child conscious of the fact that they helped their body with this act. Don’t overdo the praises, as it may have the opposite effect. But recognize it and share in their excitement briefly.

By the same token, if your child does nothing in the potty, don’t be disappointed. Your child may not yet know they have that kind of control over their body. Simply let your child get up, matter-of-factly saying, “We’ll try it again later.” Allow your child to pull up the training underwear and offer only the help that is needed.

- Clothing

It is best not to put outer pants on your child at home until they are completely independent with using the potty. After that, it is best to use light shorts or pants with an elastic waistband, so that your child can easily pull their pants up and down when they need to use the toilet. Zippers, buckles and buttons are difficult for the child and make them dependent on an adult to help them with their clothing. Dresses are also difficult, as they usually end up wet from urine or the water from inside the toilet.

Now comes the tricky part: When your child wets their training pants, they will be very aware of it and it should make them uncomfortable. Be friendly and take them to the bathroom. Tell them that their urine can go in the potty. Show them how to take off the wet underpants by themselves. Show your child where to put the wet underpants. Show your child where the stack of clean, dry underpants is (should be in your child’s reach) and have them go and get a dry pair. Have your child put on the dry underpants by themselves. It is very important that your child does the indicated tasks by themselves to foster their independence, which is the key to toilet independence. It is good to keep a small stool or chair in the bathroom on which your child can sit and get dressed and undressed.

From now on, help your child to go to the bathroom about once every hour or two. Avoid asking “Would you like to…?” or "Are you ready to..." as these questions seem to suggest a choice when you are trying to avoid the choice in this instance. Instead say: “It is time to go to the bathroom.” If they protest, remind them that you will return to their prefered activity after sitting on the potty. The adult must be very regular in taking the child to the bathroom and, for the parents, this is the hardest part of the toilet independence. Try to observe your child’s natural rhythm and follow it.

Remember! It takes time to learn a new skill.

If your child is refusing to use the potty, there may be too much pressure from the adult. If they have a toilet accident in their underpants, it is okay. Have your child help clean it up and be calm about it. Soon, your child will go to the bathroom independently and even begin telling you when they need the bathroom. Try as much as possible to relinquish control and don’t overdo the praising. It may trigger the child’s need to oppose the parent.

There still may be accidents from time to time. Some days your child will be more interested in using the potty compared to other days. If you stay calm about it and have plenty of dry underpants available for the child, there will be no stigma attached to an accident. Be sure to have your child take the wet underpants off by themselves and put on the dry pants by themselves. This plays a big part in the child’s awareness and it will further encourage your child to use the toilet.

Night-time toilet independence

When you feel ready to introduce underwear during sleep times, it is best to place a waterproof cloth-covered pad on the top of your child’s sheet to protect the mattress. If you can avoid it, don’t give your child any drinks too close to or after bedtime. Take your child to the bathroom right before they go to bed. Making that a part of your normal night time routine and doing it the same way every night will certainly help your child become more familiar with the process even when they are struggling to catch on.

Take-aways

The hardest but most essential part of toilet independence is the consistent help the adult must give the child. Don’t put it off by saying, “My child is not ready.” You are the one who must be ready. Your child will gladly use the toilet with your help and encouragement.

It is very important to realize that toilet independence is liberating for the child (and the adult!), as the child no longer has to walk around with dirty diapers and rely on the adult to clean them. The result of being able to accomplish this human act will make your child so proud of themselves. Your child will love wearing the underpants. They will love the comfort of feeling light-weight cotton pants on their body instead of a bulky, heavy diaper.

Once you start, do not put your child into daytime diapers or pull-ups anymore! It will make the whole process much longer.

GOOD LUCK!

CMS Prepares Adolescents for Success in High School and Life

Thu, 24 Oct 2024 19:53:00 GMT

Middle school is a critical time for adolescents as they mature and develop along their academic and personal journeys. In the spirit of Maria Montessori’s educational philosophy, the CMS Adolescent Program (AP) provides a holistic, interdisciplinary education that incorporates movement, purposeful work, extensive time outdoors, as well as creative and critical thinking.

CMS Activities Bring Students Outside of the Classroom

Students of CMS AP spent three nights with Big Muddy Adventures in 2021. They explored two of the largest rivers in North America, transported thirty-feet canoes around Chain of Rocks and swam in the fresh water springs at Bottomland Forest that are only visible during low tides.

Their adventures across the local Missouri outdoors correspond directly with their lessons in humanities, which are presently focused on exploration, the founding of new lands, and native/Indigenous cultures. The adolescents worked together on their trip to overcome adversity and build their community through shared experiences.

Supporting the Whole Child to Prepare Them for High School

An essential component of the mission at Chesterfield Montessori involves supporting the development of the whole child so that each student is empowered to embark on a life-long quest for knowledge, and become innovative thinkers. This is reflected in our commitment to promoting an inclusive environment that allows children to be who they are, as well as our dedication to the Montessori educational philosophy. We seek to provide a learning culture in which the student’s success is connected to the social and emotional health of the child.

In an article for the Journal of Montessori Research, Elizabeth Lapon details her study of five students’ experiences of attending a Montessori middle school and then transitioning to a public high school. She suggests three elements of a successful transition to ninth grade, which include growing students’ academic and social-emotional skills, developing positive attitudes toward education, and promoting ways for students to form their own sense of self-reliance, self-advocacy and grit.

She writes, “The findings of this research indicate that the Montessori middle school enriched these students’ learning experience, made learning more personally meaningful, and fostered academic and emotional development . . . Students discussed how their interpersonal relationships in middle school helped them learn essential social skills, such as making friends, resolving conflict, and collaboration, which were necessary for high school."

How CMS Could Benefit Your Child

With smaller classrooms, a lower-pressure learning environment, and the opportunity to be active participants in their learning goals, students of CMS AP leave prepared to enter the next phase of their education, carrying with them a respect for people, a belief in the dignity of work, and a sense of responsibility for their own development as happy and productive human beings.

Our program takes advantage of the adolescent’s tendency toward dialog within a social context. Supplementing traditional learning materials such as textbooks and lectures, our seminar-style approach helps establish oral communication and critical thinking skills. Student-led discussions provide a strong platform for academic studies, including humanities, language, math, and literature. We seek to help students make connections between their studies and the world around them.

From camping trips across natural wonders, to the dissection of honeybees to learn more about adaptation and insect morphology,

CMS AP students are having fun while learning about the world and themselves. Schedule a tour today!

Embracing Nature at Chesterfield Montessori

Wed, 02 Oct 2024 19:58:40 GMT

Chesterfield Montessori School emphasizes the prepared environment, where every element is designed to support a child’s natural development. The outdoors, with its endless wonders, is the ultimate prepared environment, fostering exploration, creativity and physical well-being.

The playground, a miniature world, is teeming with activity. Children are eager to explore its wonders: some examine ants marching in a line, and others chase butterflies and insects. A few collaborate to build structures from collected branches, leaves and pine cones. Some jump in rain-formed puddles, while others dig and gather soil with small shovels and buckets, possibly finding worms.

Every part of the playground offers a new adventure and learning opportunity, as children engage with the natural world.

CMS highlights six essential benefits of outdoor play that are vital for children’s growth and happiness.

Outdoor play instills a sense of responsibility and respect for nature, as children participate in gardening or caring for animals, understanding the impact of their actions on the environment.
Playing outdoors fosters independence as children navigate playground equipment or explore a garden, making decisions and solving problems on their own.
Creativity is enhanced when children engage in imaginative play, such as building structures with natural materials or creating art with leaves and sticks.
Physical development is supported through activities like climbing, running, and jumping, which improve motor skills and overall health.
Sensory experiences are enriched as children feel different textures, hear the sounds of nature, and observe wildlife, which sharpens their senses and cognitive abilities.
Social interactions are promoted when children play games together, learning cooperation and communication.

Examples of Outdoor Opportunities at CMS

The organic children’s garden provides space for learning, observation and reflection
Tennis court and basketball court, along with playground equipment designed for each developmental age groups
Large fields ideal for running and group games
Composting food scraps and green waste from the classrooms
Classes regularly go outside for lunch, snack and daily activities
Morning walks in Elementary where partners of two students are permitted to go for a 10-minute walk within the gates of the school at any time during their morning work period

These experiences collectively embody Chesterfield Montessori School’s approach, nurturing well-rounded, curious and responsible individuals.

Supporting CMS’s Nature-based Learning

As parents, you can create ample opportunities for your child to explore and interact with nature. This can be achieved by visiting various outdoor settings like local parks with playgrounds, community gardens, and nature trails rich in diverse flora and fauna.

It’s important to give children the freedom to take manageable risks, make their own discoveries and solve problems independently. Moreover, you can positively influence children by joining them in outdoor activities, showing genuine curiosity, and demonstrating respect for nature.

Whether you prefer adventure and exploration or relaxation and reflection, it is important to make outdoor activities a regular part of your family’s routine. By seamlessly integrating nature into daily life, you can help your child develop physical skills, unleash their creativity and cultivate a lasting appreciation for the environment.

Mastering the Art of Handwriting, the CMS Way

Mon, 26 Aug 2024 15:04:58 GMT

In a world that’s becoming increasingly digital, some might wonder if it’s still valuable to learn cursive handwriting or to handwrite at all.

Many schools across the United States have removed handwriting instruction from their curriculum, leading to difficulties for a generation of children in developing legible writing skills, be it cursive or print. We at Chesterfield Montessori School, however, believe this skill to be of great importance towards the development of children’s neuropathways.

Spiral Curriculum at CMS

Learning to handwrite is essential for more than just creating beautiful penmanship. It is a valuable skill that fosters cognitive development. Studies have suggested that learning to write by hand can help a child develop reading skills, improve writing and spelling abilities and contribute to overall academic success.

Handwriting is a complex skill, engaging different areas of the brain simultaneously. Learning it may pose challenges to some children. Hence, we emphasizes learning handwriting at an early age. Using a spiral approach, the handwriting curriculum at CMS is designed to engage a child in a multi-sensory learning experience, incorporating tactile materials such as sandpaper letters and metal insets. These materials were intentionally created to develop fine motor skills thereby indirectly preparing a child for handwriting. This authentic Montessori approach to handwriting instruction makes learning to write more enjoyable and effective for children.

Authentic Materials

The metal insets is a set of metal frames with corresponding knobbed insets that may remind you of geometric shapes. Children work to trace the shapes on squares of paper and create a variety of lines and different patterns with colored pencils.

At first glance, this activity may appear as an exciting way to learn different kinds of shapes but its primary purpose is to prepare the child for upcoming work in handwriting. Each time a child works with the metal insets, they develop a variety of handwriting skills, including pencil grip, applying appropriate pressure, moving the pencil left to right and further strengthening the hand muscles to build stamina.

To increase a student’s readiness for handwriting, the material known as the sandpaper letters is introduced. This material is made of wooden tiles with letters made out of a sand-textured surface that helps children with early letter formation. Children use their fingers to trace and familiarize the shape of each letter and later refer to the tiles while learning to write for the first time.

The tactile work of repeatedly tracing letters gives students a muscular memory of the letters’ shapes. They also get an auditory impression of the letters as the guide will say the sound of the letter (not the letter’s name), and the child repeats the sound. This helps the child make a connection between the letters’ forms and their sounds, eventually preparing them for reading comprehension.

Tangible Results

The use of sandpaper letters and sand writing not only supports a child’s handwriting readiness, but also stimulates the sensory nature of young children, making the activities both enjoyable and effective for enhancing their handwriting skills.

This multi-sensorial and spiral approach to teaching handwriting introduces the child to the idea language can be spoken, heard and seen. Dr. Montessori famously said, “What the hand does, the mind remembers.”

By age 4 or 5, children in our Primary Montessori classroom are joyfully writing because they are well prepared. This emphasis on cursive offers numerous benefits over manuscript or print writing, such as:

While children often reverse letters such as “d” and “b” or “p” and “q” when they are learning to print, these mistakes do not tend to happen with cursive writing.
Cursive writers can read print, but the reverse is not always true.
The ligatures in cursive may help early readers see groups of letters (oa, ing, th, and so on).
The flow of cursive words allows the writer to focus on the ideas of the writing rather than the formation of individual letters in isolation.

Writing in Elementary

When children move up to the Elementary Program at CMS, their teacher prioritizes the mastery of cursive writing and addresses any letters or skill gaps they may have. Subsequently, the children engage in constant practice by writing in a journal. They record their daily work, with a focus on producing beautifully and neatly written assignments that the children themselves can take great pride in.

While the curriculum eventually covers skills like keyboarding (which children readily acquire in Upper Elementary using a typewriter rather than a computer screen), the emphasis on the art of handwriting provides a strong foundation. In today's world of quick fixes and shortcuts, this foundation ensures that our children will grow up using the timeless tools of pen and paper to express themselves.

Misconceptions about Montessori debunked!

Fri, 14 Jun 2024 17:11:42 GMT

There is so much information — and misinformation — out there about Montessori education. It can be hard to know what is true about Montessori schools and what are rumors. We want to hone in on the common misconceptions and debunk these misunderstandings about our school pedagogy.

Misconception: “Children do whatever they want in the Montessori classroom.”

Reality : In Montessori, there is freedom within limits. It’s true that students have the freedom to choose their work, move around the classroom without asking permission and follow their individual interest in their research projects. Children understand that there are certain expectations in the classroom. They must respect each other and the classroom environment and complete lessons that are challenging. Montessori teachers are called “guides” for a reason – they allow students the freedom of choosing their direction while ensuring they still meet appropriate academic expectations.

Misconception: “Montessori is only ideal for young children.”

Reality : Montessori education follows children’s planes of development, and CMS continues authentic Montessori programs into adolescence for ages 12 to 15 years old. Younger children explore subjects using tactile materials, while older children gradually incorporate in-depth discussions to the use hands-on materials as they begin exploring abstract learning. Everything builds upon the materials and lessons seen early on in the Toddler and Primary environments as students progress into the Elementary and Adolescent programs.

Misconception: “Children in Montessori are forced to do chores.”

Reality : In her years working with children, Dr. Montessori noticed that children developed a sense of peace and happiness when engaged in purposeful work. This is why practical life activities form a large part of early childhood in Montessori. Practical life refers to important jobs that one would do around the house or to take care of themselves.

We don’t force students to clean, wash or organize; however, children are drawn to emulating the real work they see adults taking part in, and they want to contribute to making their environments beautiful. Young children take immense pride from participating in cleaning and maintaining their classrooms. This builds confidence, independence, empathy and contributes to the development of fine and gross motor skills.

Misconception : “Montessori is only for special learners — the gifted or neurodivergent.”

Reality : Montessori schools are beneficial to a wide range of learners because it’s intended to reach all types of people, including visual, auditory and kinesthetic learners. One of the true benefits of the Montessori philosophy is that the curriculum is tailored to the individual child. When working with small groups, Montessori educators are able to identify each learner’s particular strengths and challenges. As a result, we’ve seen success with all types of learning styles at CMS, from self-learners to children with learning differences.

Misconception : “Montessori is religiously affiliated.”

Reality : Montessori is not a religion, nor is it inherently religiously oriented. While Dr. Montessori herself was Catholic, families of all religions are welcome in a Montessori setting, as diversity is encouraged for student enrichment and growth. It was Dr. Montessori’s Catholic values that ignited her heart toward those who were typically neglected or forgotten in society, and the result is an educational system that values children’s developmental needs, rather than a system based on adults’ beliefs on how children should learn.

At CMS, students are exposed to Christian, Muslim, Jewish, and other religious cultures in a variety of ways. Our purpose is not for students to memorize other cultures’ beliefs, but rather give them an appreciation for all the beauty that comes with our collective diversity. Parents, grandparents and other relatives/caregivers are invited to present about their family’s traditions on a regular basis. We’ve had presentations celebrating Lunar New Year, Hanukkah, Yom Kippur, St. Nicholas Day, Diwali, Ramadan and more!

Misconception : “Montessori students are unprepared for ‘real school’”

Reality : Montessori education prepares students academically, socially and emotionally for any high school experience and beyond. When it’s time for students to leave CMS for their next chapter, they enter the world as independent thinkers with strong social skills, attention and an innate love of learning!

While transitioning to a traditional school will undoubtedly be different for a child used to the routines in a Montessori environment, we hear from secondary schools our alums attend that students from CMS are eager to learn new things, comfortable asking adults for help, and they take ownership of their education. Over 90% of the students who attend CMS through the Upper Elementary program are admitted to their first-choice secondary school.

All in all, the Montessori approach is quite complex and appears very different from the education that most people experienced, making sense why there is some confusion about the specifics of Montessori.

It’s also important to know that any school can claim itself as a Montessori school, even without any accreditation. It’s important to learn whether the school is “Montessori inspired” or truly Montessori at its best.

CMS is recognized by Association Montessori Internationale (AMI) and is fully accredited by Independent Schools Association of the Central States (ISACS). All of the teachers at CMS have undergone a rigorous academic year of training beyond their undergraduate degree, and we undergo a yearly accreditation process by AMI to ensure the highest standard in Montessori education.

Ultimately, Montessori was scientifically developed to meet the needs of the individual child. The purpose of Montessori learning is to teach, shape citizens of the world and create confident and capable individuals. We believe that a Montessori education with CMS is the best investment you can make for your child’s future.

Schedule a tour or time to observe in a classroom to see for yourself. We'd love to discuss how Montessori at CMS can benefit your child and entire family!

12 Ways to Keep Your Intellectually Gifted Child Interested in Learning

Wed, 24 Apr 2024 19:47:35 GMT

Intellectually curious children are driven to learn, but that drive can dissipate if the child is not given an environment that allows them to thrive.

Traditional education is not typically a good match for many intellectually gifted learners. According to research conducted by The Thomas B. Fordham Institute, 58% of teachers have never received professional development that allows them to individualize their approach to education for gifted children. Additionally, 73% of teachers believe that the brightest children are not served in their programs.

Fortunately, there are things you can do at home to help your gifted child develop a passion for learning that leads to success in life!

Emphasize Character over Intelligence

Children who are highly intelligent are often praised for being “smart.” Too often, this becomes the most important part of their identity. They may even develop an aversion to working hard or long at something, for fear that this means they haven’t learned it quickly enough. This robs them of opportunities to develop resilience and concentration, as well as the satisfaction of arriving at mastery of a problem. You can protect your child from this by encouraging challenging tasks and recognizing aspects of their personality beyond intelligence.

2. Avoid Over-scheduling

The human brain needs unscheduled time to integrate and process. Have you ever noticed that your best ideas come when you’re on a walk without headphones, driving, or taking a shower? Open time without organized activity allows time for family bonding and gives the brain much needed rest. Daydreaming, and even (a bit of) boredom is productive—it is often the precursor to bursts of creativity and insight.

3. Support their Passions

Allow children to discover what they love--and pursue it broadly and deeply. If they express curiosity about something, create opportunities for them to explore it further. They may share some of your interests—and they will also be curious about things you know nothing about. Making an effort to support their passions shows that you care about them.

4. Model Curiosity

Let them see that you still love to learn (you do, right?) Discuss age appropriate, interesting things you’ve read and watched with them. Be sure they see you reading for pleasure.

5. Offer Freedom to Risk and Make Mistakes

Children are often praised for getting the right answer. Unfortunately, this may have the unintended consequence of making them afraid to stretch themselves, for fear of getting it “wrong.” Research shows that mistakes are how we learn. Look for learning environments that encourage taking risks and learning from errors. At home, encourage curiosity, exploration and effort. Share your own experiences of learning from mistakes.

6. Protect Focus

Do your best to avoid interrupting a child who is wholly absorbed in their work. While it is natural to be curious about what interests your child and want to speak with them, wait until they have taken a break if possible. That time of full engagement/flow is precious for all of us, and even more so in a developing brain.

7. Offer Purposeful, Hands-on Work

Dr. Maria Montessori, founder of the Montessori method, recognized the important connection between the hand and the brain. This insight has been confirmed by recent neuroscience research focused on child development. When children’s hands are engaged in meaningful activity, they form critical neural pathways that support their optimal development. Furthermore, when that work supports their community in the home, classroom or beyond, it evokes a sense of agency and confidence. Find ways for your child to contribute to your home: putting things away, writing out the grocery list; setting the table, cooking meals, sitting down with a paper map and tracing the route to a family destination.

8. Create Collaborative Opportunities to Work with a Range of Abilities and Talents

It is important for gifted children to be able to connect with others who have similar abilities—as well as those whose abilities and gifts differ from their own. Working collaboratively with groups, particularly beginning in Elementary school, helps children with high intelligence learn to respect people with a wide variety of gifts and develops their social emotional awareness, which is critical to long-term success and happiness.

9. Encourage Them to Try New Things

Intellectually gifted children may become resistant to trying novel activities for fear that they won’t do them well. Help your child develop a growth mindset by talking about (and showing them) how important it is to be willing to do something badly on the way to doing it well. There is nothing like the confidence boost that comes from getting better and better at something with the right kind of practice!

10. Get Them Moving

Movement allows children to integrate their learning. It also reduces stress, improves behavior and feels good! Integrate movement into your daily routine and look for learning environments that incorporate movement.

11. Go Outside

Spending time outdoors, especially around plants and trees, is restorative and conducive to learning and positive mental health.

12. Keep Age-Appropriate Boundaries and Rules

Gifted children may be able to read and speak well above their grade level; this doesn’t mean they have commensurate emotional capacity. No matter their intellectual ability, they still need the security of knowing what the rules and expectations are and being surrounded by adults that allow them to still be children.

Incorporating these tips into your home life will enhance your gifted child’s well-being and help them retain a lifelong passion for learning. And if you would like to partner with a school that offers individualized, hands-on, evidence-based learning for your gifted child, take a look at Chesterfield Montessori School. We partner with families from St. Louis and around the world to help children realize their potential. Find out more and schedule a tour today .

AMI 2024 Refresher Course Insights

Tue, 05 Mar 2024 21:10:00 GMT

Educating for Peace in Contemporary Life

The intent of the event is to:

Rejuvenate educators
Expand our thinking
Deepen our commitment to the children and our understanding of Montessori philosophy
Provide practical tools for enhancing the children’s classroom experience

Here are a few takeaways from our weekend:

Grace Beermann, Primary Guide: “The AMI/USA Montessori Experience serves as an annual reminder that what we do here is important, global and ever-expanding. This year, the Primary Refresher Course focused on non-violence in education, which turned the Montessori ideal of peace education into new light for me. The course helped me examine my practice and consider ways in which I can trust the children even more with the goals and processes of the Children's House. We reflected on the ways in which we invite culture and community building in our environments, and the Primary guides plan to work together to find ways to bring our families closer to the work happening here. An auxiliary presentation also exposed a few of us to the important work happening to bring Montessori to the elderly and those suffering from Alzheimer's disease. I am always grateful that this weekend of learning is supported by our school community and look forward to serving CMS better each year as a result. ”

Kristina Tenev, YCC Guide: “The Refresher Course event is providing priceless time spent with other Montessorians, sharing experience and thoughts. Each Refresher Course leads me to self-reflection and better understanding of the child. I am always back with improved mindset, fresh ideas, and strategies for better classroom operation.”

Sara Kruger, Upper Elementary Guide: ”Something I truly appreciate is the ability to go to the AMI Refresher Course each year as a way to gain new insight and understanding of the Montessori Method. This year, as it has been in years past, I came away truly refreshed and ready to implement ideas into my Upper Elementary classroom, with specific students in mind. Hearing from speaker Phyllis Pottish-Lewis, an Elementary Montessorian with more than forty years of classroom experience, about Cosmic Education in the classroom and staying true to Dr. Montessori's method was inspiring.”

Rosabeth Koehn, Lower Elementary Guide: “I really appreciated the opportunity to attend this year's Elementary Refresher course, which was a really inspiring review of the fundamentals of the Elementary environment. I feel excited about integrating more storytelling into my lessons to hook the children's interest and also incorporating more craft supplies for the children to use for creative follow-up work. It was a good reminder that children (and all humans!) work best when inspired!”

Laurie Orso, Primary Guide: “I deeply appreciate the opportunity to attend the annual AMI Reresher Course! I always gain new insights on how to better serve each child. At these conferences, many Montessorians gather to sing and share their love and enthusiasm for this great work! We grow in these days of togetherness and return with the inspiration and concrete ideas to implements our lessons in new and refreshing ways. Our goal is to create a framework where each child feels a culture of belonging. When we grow and expand in these conferences, we certainly expand the love of learning in our classroom communities!”

Lauren Fox, YCC Guide: “The Refresher Course is such a beneficial resource that I deeply look forward to attending again in the future! It is such a transformative experience to hear from many other Montessorians to instill new ideas skills and materials to serve the children. I’m anticipating a truly positive impact on the children’s environment implementing all I’ve learned.”

Kim V. Schneider, M.Ed., J.D., LPC, Head of School: “The AMI Refresher Course is a wonderful opportunity for me to connect with Montessorians from around the world who are passionate about creating peace and possibility. This year, I was especially interested in two sessions: one that focused on deepening partnerships between families and the school around each child’s development, and one on cultivating peace and community in the classrooms. I was also able to meet with AMI trainers who serve on our CMS Board and representatives from AMI Global, various AMI training centers and the Montessori Global Growth Fund. As always, I came away with notebooks of ideas, and I feel even more connected to our incredible faculty team! Thank you to our community for consistently supporting our annual Pink Tower giving campaign, which allows us to attend this event every year.”

What Does Professional Development Look Like at CMS?

abby@chesterfieldmontessor.org (Abby Wojcik) — Fri, 16 Feb 2024 14:42:14 GMT

Chesterfield Montessori School is more than just a school, and we believe schools have the capacity to be so much more than a place to learn. The lead administrators work to foster a collaborative, solution-oriented environment that values each employee’s insights.

These are a few of the main ways professional development is offered at CMS, but there are countless others ways that your skills and interests can coincide with Montessori philosophy.

Opportunity to receive funding for AMI Training

An Association Montessori International (AMI) diploma is respected worldwide for its authenticity, high standards, and quality. The hands-on training provides the framework and tools for successfully teaching what works for each child, regardless of their socioeconomic status and stage of development. Montessori education supports the development of the whole child, and is taught in more than 140 countries across the world.

The opportunity to receive funding for authentic Montessori training and an AMI Diploma is ideal for candidates looking for enriching and engaging professional experiences. CMS employees who are interested in the training and committed to the school are eligible. Through the sponsorship program, the school pays for tuition and books at one of the AMI Training Centers in the form of a loan that is forgiven over time.

Students enrolled at CMS benefit from the staff’s continuous professional development and high standards set by AMI. Read more about why we are an AMI-recognized school.

“CMS sponsored me to take a training on Montessori and learning differences offered the Shelton School in Texas. This training has had a huge impact on how I structure Lower Elementary for children with learning differences and, honestly, for all the children. These changes have been a huge value-add!” – Rosabeth Koehn, Lower Elementary Lead Guide

Attending the AMI Refresher Course

Every year, faculty and staff attend the AMI Refresher Course so we can better serve the CMS community. It’s an opportunity to examine current educational structures and strategies, as well as delve deeper into our understanding of Montessori pedagogy.

The conference typically centers around a different theme every year, from “Spiritual Preparation: Grounded and Growing” to “Educating for Peace in Contemporary Life.” Staff come away from this annual event grateful for the chance to connect with old friends, forge new relationships and be supported by the presence of so many others who share a common goal.

“The AMI Refresher course was a restorative and inspiring experience! I attended a session on Spiritual Preparation of the Adult in the Montessori Classroom, which included lively discussions about the commitment to inner transformation that is required in order for us to be fully present to the children each day. Most importantly, I was able to spend quality time sharing ideas with other members of our team. We deepened our respect for and enjoyment of each other, and came back more committed than ever to this great work of education and peace.” - Kimberly V. Schneider, M.Ed., J.D., LPC Head of School

Ongoing Training and Professional Development

Vital to your chosen career path is continued personal development, and there is no profession that does not demand regular updating and contact with experts in the field.

At CMS, we have regular staff training days at the school with guest speakers, workshops, open discussions and more. The space to ask questions, reflect and learn from our coworkers and peers strengthens our relationships with each other, the work we’re doing, as well as our alignment to our school’s mission.

“Joining the CMS team was the best decision I could have made for my career. It is amazing to see how the children here are developing kindness, empathy and compassion along with their academic skills. You can google how to do a math problem, but you can’t learn how to be a good person by doing an online search. These children are learning how to be good human beings.” - Emma Hurst, Lower Elementary Classroom Assistant

Observation as Personal Growth

We create time for staff to routinely observe classrooms across levels. Observation is an integral part of Montessori education and philosophy. Observing without judgment is one of the most vital teaching tools we have to "follow the child, " recognize their needs and assist them in finding their strengths and capabilities.

Following these observations, we hold meetings with colleagues to share our observations, collaborate and problem solve together. All of this is in order to create an environment of slowing down and appreciating the beauty in each other’s daily work.

“Something I’m constantly taking away from working at CMS is that I notice something nice happen every day, and it’s beautiful to see.” - Jennifer Blasingame, Assistant Head of School and COO

What being GPTW certified means to us at CMS

CMS is Great Place to Work®-Certified™, meaning we are recognized as an employer who creates an outstanding company culture and work experience. We are the only school in Missouri to hold this distinction and one of only two Montessori schools nationwide.

Certification is a two-step process that includes surveying our employees and completing a short questionnaire about the workforce. The survey measures the level of trust in our organization and the consistency of the employee experience. In other words: How often can employees count on something happening in their workplace, such as clear and honest leadership, fair treatment, and employee recognition?

We are proud that 100% of employees at Chesterfield Montessori School say it is a great place to work compared to 57% of employees at a typical U.S.-based company. We know there is always room to grow, and we’re grateful that we get to take that journey as a unified team each and every day.

We invite you to reach out and send us your resume to learn more about perusing a career at CMS. We are consistently looking for candidates at various levels, and we are always interested in speaking with qualified candidates even when we don’t have a currently open position.

9 Differentiating Features of the Montessori Elementary Experience

Fri, 19 Jan 2024 14:58:37 GMT

These are a few unique features we want to highlight about our Elementary Program, but we also encourage you to observe in a classroom to see the students in action! We think you’ll find yourself impressed with the scope of skills covered in a Montessori class (as well as the absolute joy of the children who you see there).

1. Cosmic Education

As children enter the second plane of development, they are curious about how people relate to one another and how things fit together in the universe. To launch children into this work, we present five “Great Lessons” that are explored in many ways throughout the six-year cycle, inspiring students to use their imaginations and learn about their universe.

The five Great Lessons are: Coming of the Universe and the Earth; Coming of Life; Coming of Human Beings; Communication in Signs; and the Story of Numbers.

The Lessons are designed to be big, dramatic, impressionistic introductions to a broad topic. They spark the child’s wonder and curiosity, and they lend themselves to branching off into a myriad of directions so that when the child receives the lesson each year during the cycle, they not only glean new information from it as they age, but the follow-up study is continuously fresh and exciting.

Dr. Montessori believed Cosmic Education is needed not only to satisfy the child’s individual needs, but for the betterment of society. If we can lead people to understand the functions of and connections between the various systems and living things, then we’re all better off!

“Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe. The universe is an imposing reality, and an answer to all questions.” – Dr. Montessori

2. Spiral Curriculum

Dr. Montessori also recognized the importance of repetition for learning. The Elementary Guide introduces big concepts multiple times throughout the six-year cycle. Each time, the child is able to engage in the ideas at a broader, deeper level expanding their grasp of the lesson and developing synthetic thinking.

“Knowledge can be best given where there is eagerness to learn, so this is the period when the seed of everything can be sown, the child’s mind being a fertile field, ready to receive what will germinate into culture.” – Dr. Montessori

3. Collaborative Work

The emerging sense of justice and morality in the second plane of development must be explored in the context of their peers. Lots of testing is being done around what is appropriate in a social setting and how individual choices impact others, the community and the planet.

Thus, collaborating and group work are an integral part of Montessori elementary classrooms. In the process of working together on projects, social emotional learning is built into the curriculum. Collaborative work builds emotional awareness and teaches children to problem solve, respect others and develop an appreciation for diverse talents and gifts.

As they develop these collaborative skills, each individual comes to recognize not only the power of the group, but also what it means to belong to a group in a meaningful way.

4. Hands-On Work and Materials Designed to Support the Emergence of Abstract Thinking

There is a general philosophy among Montessori educators that the concrete precedes the abstract. This is because Dr. Montessori recognized the critical connection between the hand and the brain. Using the hand in a particular way is correlated with the development of neural pathways.

Knowing this, we provide extensive access to learning materials that students manipulate with their hands, such as crocheting, knitting, building and constructing large projects, cursive writing, using a typewriter, and much more. These activities further encourage hand and brain development.

As they get older (particularly in later elementary and middle school), they begin to shift away from needing materials and work more without. Still, it’s important that they’ve had experiences of learning with their hands first so that abstract learning becomes deeper and leads to greater comprehension (and interest!).

“Children show a great attachment to the abstract subjects when they arrive at them through manual activity.” – Dr. Montessori

5. Grace and Courtesy

At CMS, we give opportunities to practice grace and courtesy by teaching them how to greet others, how to resolve conflicts and how to help someone who needs it.

During the early elementary years, students are more capable of abstract thought. They also have an internal drive toward fairness and justice, which makes them primed to learn about peace, kindness, empathy and generosity. We can be rather frank with children when teaching about many of the injustices in our world. They want to learn, and they will want to help.

Service projects are a great way for children to engage with grace and courtesy work. Some projects our Elementary students have done include:

● Hosting a bake sale to raise funds for children displaced by the war in Ukraine.

● Cleaning up trash around the school grounds and the local neighborhood.

● Collecting quarters for those using coin-operated laundry and were recently displaced in STL.

There are many traits nurtured in the Montessori environment, including service-mindedness, but here are five of the lesser-known traits that might surprise you!

6. Going Out

Imagine that a group of children have been studying something in the classroom, but they’ve exhausted all of their resources and are eager to learn more. This is when students will start planning for a “Going Out.”

Unlike a traditional school where outings are planned by adults, students plan these trips themselves from start to finish, including the budget, schedule, arranging rides, getting directions, and emailing or calling their parents to get permission. This experience serves the children’s need for independence, collaboration and “real-world” experience. They want to learn everything about the universe and the universe won’t fit into our classrooms!

7. Supporting the Imagination

We know that children need to experience the concrete first to truly master content later. But when a child gets older, they are far more interested in using their imaginations. So why not feed their imaginations with truths about their universe?

Children at this age understand the difference between reality and fantasy, which is an important distinction. Fantasy is where we make room for things like dragons and mermaids, while imagination is the ability to picture an idea in your mind, to synthesize previous concepts and visualize new ones.

In the Montessori Elementary environment, ideas are introduced through impressionistic charts and stories that spark interest. Then, children follow up with work in a way that aligns with their interests and allows them to discover their passions.

“The secret of good teaching is to regard the child’s intelligence as a fertile field in which the seeds may be sown, to grow under the heat of flaming imagination. Our aim therefore is not merely to make the child understand, and still less to force him to memorize, but to touch his imagination as to enthuse him to his inmost core.” – Dr. Montessori

8. The Arts

Art and creativity are integrated into the curriculum through music, theater, dance, drawing/paining, and so much more. Due to the holistic and interdisciplinary nature of the program, children often use these creative expressions to anchor their learning.

For instance, students have written plays about the Titanic and the Trail of Tears, composed poems about nature and organized events and invited the community. All of their projects are based in research about these topics, and they determine how to display their work.

Other examples include composed music, writing stories, choreographed dances to demonstrate understanding of geometry, music and different cultures, baked pies and cookies, watercolor paintings, three-dimensional models, etc.

Discover more about art and creativity in our Montessori classrooms .

9. Problem-Solving Skills

The freedom and self-direction inherent in a Montessori classroom create responsible, resourceful, resilient human beings. Children determine, with just enough support from their teacher as necessary, which direction to take their research after receiving lessons. They keep track of their work in work journals and meet with the guide often to discuss their progress, set goals and create plans to further their knowledge.

The classroom is prepared to allow them to learn through experience, and they become comfortable learning from their mistakes.

Learn more about how we empower Elementary children in their educational journey at CMS.

Quite simply, there is nothing quite like an authentic Montessori education for your child! That’s why 95% of our students who stay through the Upper Elementary Program are admitted to their first-choice secondary school. More importantly, it’s why children at CMS love to come to school! They develop a passion for learning that leads to success for life.

All quotes in this article are from To Educate the Human Potential by Maria Montessori.

Global Citizens: Montessori geography curriculum cultivates appreciation for the world

Wed, 03 Jan 2024 14:00:08 GMT

A global citizen is someone who takes an active role in their community and works with others to make the planet more peaceful, sustainable and fair. At CMS, we help students develop a deep appreciation for nature, different cultures, and help them to become global citizens. Once interest is there, it is as if we are giving students the keys to knowledge and understanding. Once they have the keys, they can open doors and continue their explorations!

Grasping the World: Geography for Young Children

In Montessori, our focus is on giving children the opportunity to develop a constructive and creative relationship with the whole world, as well as a love for how our planet offers a diverse home to the whole of humanity.

Children are exposed to all sorts of language about their planet. They may hear phrases like “going around the world,” “as the world turns,” or “the other side of the world.” Young children absorb this information, yet still need concrete experiences to help make sense of what “the world” even means!

Concrete Materials

We offer concrete materials so children can experience accurate representations of these abstract concepts. We start by providing a small globe where the land surfaces are covered with fine sandpaper and the water surfaces are covered with smooth blue paint, so children can tactically explore the distribution of land and water surfaces over planet earth. With the globe, children get to literally grasp the shape of the planet and have a richer understanding of phrases like “going around the world.”

We also have a set of materials for learning about different land and water forms. Children pour water into beautifully created models of an island, lake, peninsula, gulf, isthmus, strait, cape, bay, archipelago, or system of lakes. The water flows into the water area (painted blue) and moves around the land area (painted brown). As children learn the names of these land and water forms, they also explore folders with photographs of actual land and water forms from around the world.

Once children have grasped this concept of land and water distinctions on the globe, we show them a flat puzzle map divided by the Eastern and Western hemispheres with each continent as a separate puzzle piece. The puzzle map gives children the chance to see all of the continents at once as they look on a two-dimensional map.

We also offer more challenging maps that show the political partitions formed by countries. Each puzzle piece is a country, with the knob for picking up the piece located at the country’s capital. Children initially use these puzzle maps in a very sensorial way, taking the maps apart and putting them back together. As children engage with this experience, we begin introducing the names of the continents and then the countries.

Young children absorb this vocabulary effortlessly and delight in learning the names of all the countries. As children get older, they also enjoy taking on additional challenges, sometimes closing their eyes, feeling all the way around the puzzle piece, and naming the country. They may even connect their work with flags around the world by matching flags to each country.

Cultivating Appreciation

Although this is all rather impressive, it’s important to remember that our purpose is not to turn children into walking encyclopedias. Our purpose is to offer activities to help them understand their place in the world, become aware of the unity of humanity, and appreciate the incredible variation among people that results from physical geography and humans’ creative inventions.

To help in this effort, we share collections of pictures of human life organized by continent, which offer impressions of different modern cultures, lifestyles and traditions. The pictures reflect commonalities of human needs and the great variety of ways humans fulfill these needs. The photographs highlight regional food, farming, shelter, transportation, daily life, traditions and the physical geography represented in landmarks, climate, flora and fauna.

Ready for the Universe: Geography for the Elementary Age

The study of geography takes on a whole new meaning at the Elementary age when children are fascinated by the smallest particles and the largest stars. They want to know why the seasons differ in the Northern and Southern Hemispheres. They are curious about what made the Grand Canyon. They want to know why ocean currents affect the weather. This desire to know why propels children to discover relationships and functions, not just learn facts.

To cater to this all-embracing thirst for reasoning, one of the earliest lessons we introduce is the story of the universe. Beginning with the universe gives Elementary children a big-picture context. In Montessori, rather than encountering bits of disconnected knowledge, children learn about the order and harmony of the universe, as well as the relationships that exist between all things.

Explosion into Understanding

Our goal is to help Elementary children have an explosion into understanding. However, this kind of understanding does not come from adults explaining everything. Instead, we give children experiences and just enough information so they can find out more and make associations. When children make their own connections, real and lasting understanding happens. Even better, the children respond with enthusiasm and excitement!

Children in a Montessori classroom do not encounter subjects grouped under curricular headings. Subjects are integrated because children are building their minds. They are exploring their world, rather than the chapters of a textbook.

For each topic, we provide imaginative aids, often in the form of stories, colorful impressive charts, and a variety of experiments. The aim of our geography presentations is to intrigue the children and spark their imagination. We want them to be inspired to find out more.

Although there is a structure in the classroom environment, children have the opportunity to explore different aspects of geography including:

• Space, Earth, and the Universe

• Composition of the Earth

• Nature of the Elements

• Sun and Earth

• Work of Air

• Work of Water

• Life on the Land

• Economic Geography

Geography is a vibrant aspect of the Montessori Elementary and generates spontaneous, active, self-renewing interest. A love of learning blossoms in the children, and many develop a lifelong fascination with elements of their world. We invite you to visit our school and see this love of learning firsthand!

Montessori Outcomes: What does success look like?

Thu, 07 Dec 2023 17:19:14 GMT

CMS families weigh in on their hopes for the children and for the world.

Over thirty CMS parents (and one grandparent!) welcomed Association Montessori Internationale (AMI) Trainer and CMS Board member Lakshmi Shekhar to our Montessori Outcomes event. Together with Director of Education & Admissions Ms. Heather and Head of School Ms. Kim, Ms. Lakshmi facilitated a thought-provoking and inspiring discussion about our hopes for the children and for the world.

Ms. Lakshmi invited the parents to share what success would look like for their child from their perspective. Responses included:

Inner motivation
Well-adjusted and prepared for anything life brings them
Prepared for the world
Able to appreciate a variety of strengths in themselves and others
Finding joy in everything they do
Contributing their talents to the world
Loves learning
Growth mindset
Able to meet their own goals for life

Families then divided into three groups to focus on Academic Skills, Social Skills and Personal Characteristics. The groups wrote down hopes for their children in each area. After discussion, they collaborated to identify their top three key choices, and then they shared with the community about why they value those specific skills and qualities.

Here are the results of the groups’ discussions:

Academic Skills:

Love of Learning - the foundation of every other academic skill
Problem Solving/Critical Thinking - ability to think through processes and analyze situations
Strong foundational skills (math, language, science)

Social Skills:

Self-Confidence - (“I did it!”) understanding their strengths and also being willing to try new things
Emotional Intelligence/Empathy - understanding and respecting themselves and others
Conflict Management – conflict is inevitable; managing conflict skillfully is critical

Personal Characteristics:

Authenticity – true to their own moral compass
Emotional Regulation – self-aware, with effective tools to navigate big emotions
Self-Confidence - knowing that they are resourceful and resilient means that they feel empowered to manage whatever happens

CMS guides assess the children’s progress in all of these areas on an ongoing basis and intervene as appropriate to ensure each child’s development. Students develop these skills and characteristics over a period of years as a natural result of their experiences in CMS classrooms.

Supported by Research

Recent research from the University of Virginia on the impact of authentic Montessori education affirms that children who spend at least two years in authentic Montessori classrooms show significantly higher levels of well-being as adults than people who did not attend Montessori schools.

“Well-being, or the felt experience of health, happiness, and flourishing, predicts several desirable outcomes including better health and work performance, longevity, and more positive social behavior and relations,” say the authors of the research , led by Angeline Lillard of the University of Virginia. “Here we explored whether a different childhood experience, Montessori education, might predict higher adult well-being.”

A later analysis also determined that the longer children stay in a consistent Montessori environment like CMS, the more satisfied they are with their lives.

Dr. Montessori saw that if we can spark a child’s passion for learning at an early age, they will develop success for life.

“No one who has ever done anything really great or successful has ever done it simply because he was attracted by what we call a ‘reward’ or by fear of what we call a ‘punishment’ … Every victory and every advance in human progress comes from an inner compulsion.” – Dr. Maria Montessori, The Discovery of the Child

It is no surprise that children who grow up to be self-confident, curious, emotionally intelligent problem solvers have a strong sense of well-being. What a joy to partner with families who define success in terms of the academic skills, social skills and personal characteristics listed by our community!

We’ve been cultivating global innovators since 1981, and we look forward to many more decades of watching our graduates have the satisfaction of sharing their unique gifts with the world.

7 Tips to Turn Your House Into a “Reading” Home

Thu, 30 Nov 2023 15:11:43 GMT

The hope for raising enthusiastic readers begins with establishing a culture of reading in your home. Helping your children associate reading with positive memories can help make reading something they actually want to do.

Over the years, study after study has proven the importance of emphasizing reading in the lives of young children. The benefits are numerous and varied, and you can learn about just a few of them here.

You have no doubt heard the advice before, but here are seven actionable tips that you can put into practice right away. You can also start by focusing on one or two at a time and slowly add more as it works for your family.

Prepare reading spots

This is one of the easiest ways to make reading feel special, unique and fun. Observe and make mental notes of what helps calm your child. Maybe you light a candle together when you read, or you have a special lamp to set the mood. Maybe you have a comfy chair or hammock to read in. Whatever you prepare, ideal reading spaces in your home will naturally invite interest in reading.

Placing books within reach of your child will also invite that interest especially because they can explore and use books whenever they want. Keep a basket or bookshelf of library books next to the couch, in their bedroom, playroom and a couple in the car to look at during a drive. You’ll be amazed at how often they pick them up when they can grab them on their own.

2. Don’t worry about finishing the book

There’s something that feels so wrong about giving up on a book. It feels like you’re teaching your child to be a quitter. But slogging through a book you hate only makes you not want to read. There is no limit to a library card, and life is too short to read boring books!

If your toddler loses interest in a picture book or your elementary-age child can’t keep up with a chapter book, ditch it and try something new. The goal is to help your child develop a love of reading, not dread getting stuck in a book they don’t like and can’t give up on.

The best way to raise a reader is to surround them with books they love. Think about what your child is interested in. Nonfiction is often a great place to start and there are books written for all interests and it’s easy to find them at all reading levels. As time goes on, you may notice your child gravitating toward a particular genre or author. Go with the flow! Their interests will change over time, but we can all remember a time when we couldn’t stop ourselves from soaking up every book we could in a series.

3. Read a combination of old favorites and new titles

Kids love repetition, so it’s nice to keep cycling through the books they love (and hey, it’s a plus when you can read something with your eyes closed). But be sure to grab a stack of new books in their library to rotate in with those old favorites so they get used to trying new books and you grow your child’s repertoire.

Nothing makes children feel like confident readers as much as seeing books they recognize at the bookstore, library or classroom. The more books they’re expose them to, the more likely they are to see books they’re familiar with in different places.

There are lots of great ways to keep your collection fresh without breaking the bank. Visit your local library, check out second-hand bookstores, have a book swap with friends and keep an eye out for Little Free Libraries in your neighborhood.

4. Don’t rush into older books too soon

It’s so tempting to jump into chapter books as soon as possible, especially when you can’t wait to show them your favorite stories from childhood. But picture books have so much great vocabulary and wide range of topics — you’ll want to savor those as long as you can. And even as they do graduate to older books, keep picture books in the mix!

5. Let your child do something with their hands while they listen

Especially if you’re reading a chapter book, pull out some Legos, Play-Doh, watercolors, or a fidget toy. They’ll probably listen to you read aloud until your voice goes out.

6. Read aloud even after they can read to themselves

Regardless of their age, reading aloud to your child every day will make a huge impact. Babies begin to learn early language by hearing a parent read. Preschoolers increase their vocabulary, which helps them excel in the classroom. Elementary-aged children can listen to your voice to learn about fluency, pace, inflection and emphasis as they begin to read aloud. Even preteens and young teenagers stand to benefit from reading aloud!

It’s wonderful when your child is finally able to read to themselves and that independence can be so fun for children as they develop their reading skills. But, they will still love to listen to you read chapter books aloud to them, or even be just as excited to read new picture books. If you have multiple kids, keep in mind the opportunity for everyone to spend quality time together and strengthen relationships through group reading.

6. Make it fun

This is the biggest secret and maybe the biggest challenge to bringing up book lovers: make reading time fun! Try to make it seem like less of a chore or ultra-structured or prescriptive. Let them see you enjoying books yourself, allow them choose books at the library, read and re-read favorites, ditch books that no one likes. If you make reading a fun, enjoyable time to connect, laugh and chat together, your children will almost certainly enjoy books too.

Another idea is to make an event out of reading. Take them to author meet n’ greets and events through the local bookstore. Meeting authors as young kids is like meeting celebrities and it’s so inspiring at a young age. It also reinforces their relationship with that specific book for years to come. Having a signed copy to bring home will feel like such a powerful memento of that reading memory in their life.

For book recommendations, please complete the form below.

What is the Montessori Three-Year Cycle?

Mon, 11 Sep 2023 16:54:15 GMT

When children first come into a new classroom it is a bit like what happens when transplanting a perennial flower: they need some time to establish their roots and initially don’t show a great deal of external growth. This first year in a classroom is when children are exploring their environment and making sense of their new community.

During their second year, children are more established and, like perennial flowers, they often show more growth and blossom a bit more. This is when children are experimenting in a learning space where they feel comfortable and established.

By their third year, children are the experts in their community. Similar to perennial flowers, children’s growth becomes exponential and abundant. They truly blossom. The children who’ve benefited from a three-year cycle show what happens when they have had an opportunity to establish their roots, extend themselves and then have the time and space to bloom in exciting new ways.

The benefit for the children over the course of those three or so years is that they cycle through a rhythm of growth and development in a structured environment tailored to their developmental needs.

Evolving Roles

Because children in Montessori classrooms are with each other for a series of years, their learning community becomes a family. As they move through the years together, children get the opportunity to play the role of the youngest, middle and oldest child, and experience the responsibilities and opportunities that come with each of those roles.

The younger children look up to their older peers, quickly learning through observation how to behave, what is acceptable and even what to look forward to in terms of advanced work. The oldest in the class serve as mentors, leaders and even teachers. As the older students master certain skills or materials, they have the opportunity to share what they have learned and in the process are able to synthesize their learning.

Through this mutually beneficial process, children move through the process of developing aspiration, building confidence and demonstrating mastery.

Consistency of Community

By being a part of a community for several years, children are able to build a foundation that serves them in multiple ways. In addition to having time to gain mastery, children establish long-term relationships with their peers and the adults.

With their training and sensitivity to developmental needs, Montessori guides understand individual children’s learning styles, rhythms and needs. They can tailor their presentations to the individual, recognizing where and how to help children stretch beyond their comfort zones. As a result, children are able to feel secure enough to take risks in their learning.

An additional benefit is that over the course of multiple years is that a meaningful and supportive partnership develops between families, the Montessori guides and the entire administrative team at CMS. We know parenting can be hard sometimes, but finding the right school for your family can make it easier. We are a school who wants to help you be better parents and assist with inevitable challenges that raising a child brings. A consistent community provides support that empowers our children and families.

Zone of Proximal Development

The three-year cycles of Montessori mixed-age classrooms provide children with scaffolding to work in collaboration with a skilled teacher and more knowledgeable peers. Supportive learning environments allow children to make connections that they wouldn’t necessarily be able to make on their own. As children grow within their prepared Montessori environment, they develop more confidence and are able to practice new skills and abilities. They have social support through meaningful, purposeful interactions with others.

As children solidify their learning and consolidate their knowledge, they experience new possibilities for growth in a family-like learning community. This mixed-age experience is an essential component of what we do and our three-year cycles make it possible.

Come see the benefits for yourself! Schedule a tour to get a first-hand glimpse of this three-year cycle in action.

Student to Teacher Ratios: Why and how large classes flourish in Montessori

Wed, 10 May 2023 15:49:56 GMT

Large classrooms with strong teachers lead to great outcomes for Montessori children.

Montessori promotes individualized education, and initially it might be thought that a smaller class size is needed to allow for more one-on-one attention for students.

When you consider how a traditional school program works, this makes intuitive sense. In a traditional classroom, a teacher directs all students in a single-age environment, and much of the time, everyone is working on similar learning goals. The adult’s role is to transmit knowledge, all while being in charge of checking and correcting student’s work, managing the entire classroom, providing motivation and validation to students, calling students to attention, mediating conflicts, and so on.

Montessori functions very differently from traditional education, with the initially surprising result that larger classroom communities at the Primary, Elementary and Adolescent levels have significant advantages over smaller class sizes. Although in the Infant and Toddler Communities, the student-teacher ratios are kept purposefully in the 1:3 and 1:6 range respectively.

Materials and Lessons

The role of the adult in the Montessori classroom is different from the traditional approach in that they aren’t considered to be the only source of information. The role of materials and the Montessori adult is of a guide, not a traditional teacher. The Montessori Guide introduces a material through a presentation, such as a three-part lesson with the Sandpaper Letters in Primary, or offers thought-provoking information, like the Great Lessons in Elementary.

The lessons are just the beginning! Once a child receives a lesson, they practice the skill or content through independent follow-up work. For example, a Primary child may trace the Sandpaper Letters over and over again as they repeat the sound. Two Elementary students may study the Fundamental Needs of Human Beings and research how people obtained shelter, food, clothing and transportation with books in the classroom or books gathered at a Going Out Trip to the local library.

Montessori materials are scientifically developed to have a built-in control of error, meaning they are self-correcting. For example, a cylinder won’t fit into the Cylinder Blocks when it’s not the right size, the Bells won’t match if one pair is off, and the child will run out of counters if their count is off on Cards and Counters. This control of error enables the child to correct their own mistakes, without needing the help of a teacher to check their work and correct it for them.

The way students receive lessons with hands-on materials and thought-provoking information allows them to truly learn through experiences. The information will ultimately be better understood by the students because they are able to see, touch, research, and speak it on their own.

The role of peers in the mixed-age environments

In Montessori, the classrooms are purposefully composed of mixed-age children. In Primary, children ages 2.5 to 6 are in one class; 6 to 9 year olds are joined in Lower Elementary and 9 to 12 year olds in Upper Elementary. This allows children to learn from each other, which benefits both the younger and the older children.

Younger children get help or even receive lessons from older peers. This increases their own motivation, as the 4-year-old intuitively understands that they can and will soon read as well as their 5-year-old peer. It also improves reasoning and problem-solving skills. An 8-year-old who recently learned to master abstract addition into the thousands is often surprisingly capable at deciphering problems in a 7-year-old’s thinking about math: they overcame the same challenges a few months ago themselves!

Older children who give lessons or edit the work of younger children experience the benefit of built-in reviews. Do you remember the first time you learned to play a board game like Monopoly or Settlers of Catan? Now do you remember having to explain the game for the first time to a new group of friends? You develop a much deeper understanding of the game’s rules and strategies when you have to explain it to others, rather than through auditory learning. The same thing is happening in Montessori classrooms!

The older children may discover gaps in their own understanding in a non-threatening, non-pressuring way, and with much less stress than failing a test. Teaching their younger peers also improves confidence, as they experience just how capable and knowledgeable they have become with all the hard work they did in the preceding years.

Students also begin to independently notice when they need help, and they have the intuition to see if they can first find the answer on their own, then from peer, then from an older or more skilled mentor. This reliance on oneself and one’s own initiative to ask a peer produces great learning outcomes, while strengthening children’s leadership skills.

Training and preparation of the Montessori Guide

It may sound counter-intuitive, but to achieve the full benefits of peer learning and independent exploration, it is worthwhile to have a higher student to teacher ratio. Too many adults in the room leads children to look at their teachers too often for direction, when they could have the opportunity to think for themselves or learn from their peers.

Also, teachers with too few children may be tempted to teach too much, resulting in being more like a traditional teacher who manages the entire class as a whole. At Chesterfield Montessori School, all of our teachers are well trained, with an AMI-Montessori diploma in their appropriate plane of development. They recognize that a balanced room with more children can be better suited to meet each of their needs.

We hope understanding this unique feature of Montessori education helps you appreciate the great experience you are giving your child by investing in their education. Montessori materials, mixed ages and the three-year-cycle of learning are fundamentally different than traditional education, and at CMS, our team ensures that students receive the individual Montessori approach in every classroom and in every moment.

We invite you to schedule an observation to see the incredible work and learning happening for yourself! Not only will you notice stark differences, we think you’ll find yourself impressed with the scope of skills covered in a Montessori class as well as the absolute joy of the children you see there.

Montessori Work Conferences: How Elementary children are empowered in their educational journey

Fri, 14 Apr 2023 15:16:23 GMT

Maria Montessori developed a way to offer freedom to children that is balanced with responsibilities by allowing the child to decide what they are ready and willing to learn in a safe and structured environment. An essential part of this in the Elementary classroom is through student work conferences.

Providing students with work conferences allows them to stay on track, get organized, as well as allow the student and teacher to see exactly where they are in terms of progressing towards their goals. The purpose is to empower students to take ownership in their own education, all while utilizing open and honest dialogue.

Work Journals

All of our Elementary students use a Work Journal, or a notebook in which they keep track of how they use their time each day at school. This becomes a documented record of all they’ve completed. Work Journals easily let their teacher know what lessons and presentations a child has had, and, most importantly, when they followed up on those presentations.

It’s a tool with which they can measure their productivity. If the child and the teacher are seeing a “lack of productivity” in a certain subject, they can assess together the reasons for this. Is it because the work was extra challenging and they need a lesson review, or does the child admit that they were talking with friends and became distracted? Whatever it may be, from there a plan can be made to set that child up for success.

Structure of Student Work Conferences

During student-teacher conferences, the teacher is asking, “What have you accomplished?” It’s not the time to check work in detail or decipher what they’ve done with all their time; rather, it’s about guiding the child to think critically about their own education experience.

What’s important is for the child to realize on their own how they feel about their work endeavors. Do they feel proud of all they've accomplished, do they determine they're ready for more challenging work, or do they come to the conclusion that they need help managing their time? The teacher will simply nod their head and ask them about each day without passing judgment. This regular routine helps the child realize how they can better spend their time and reinforces that their teacher cares about them.

Sampling of questions the teacher might ask during student conferences:

What did you plan for yourself this week?
What are some of your goals?
What works do you want to get done?
How do you feel about the work you’ve already done?
Are there any lessons you're interested in getting soon?
What can you do today and this week that will set you up for success?

They might talk to the child about general things, like the project they’re currently involved in or how they’re doing socially, but what is essential is that the guide looks at their work journal and discusses what is there.

What they aren’t doing is saying, “I think it’s great you were so productive and got this many math problems done.” They are asking what the child thinks about their work endeavors, thus allowing them to assess their own productivity. The student will still be the ultimate decider of when and how they do their work, but they’ll use their teacher as a resource for guiding and setting necessary boundaries for themselves.

Once they're adults, they'll need to use their time wisely, so what a gift we’re giving children to start developing their time management skills at such a young age!

Relationship Building

In a traditional schooling model, it’s wouldn't be easy for the teacher to meet one on one with their whole class regularly. In Montessori, however, we value this structured time to discuss with students what they're understanding, what lessons they need, and how they're feeling in general.

In a Montessori classroom, there are many people and between each person, relationships develop. Dr. Montessori realized that there needs to be an established culture that says each person in here is worthy and valuable. Conferences are one way the child knows: my teacher cares about me, they’ll be looking at my work, and I can count on them to provide the guidance and support I need to succeed.

All in all, students are being empowered to think critically, advocate for themselves, and have meaningful, productive conversations with peers and adults. Dr. Montessori’s methods can be summarized as one thing: the development of the human being. As she stated, “the education of even a small child, therefore, does not aim at preparing them for school, but for life."

Materials Spotlight: The Bead Chain Cabinet

abby@chesterfieldmontessor.org (Abby Wojcik) — Tue, 14 Mar 2023 15:42:59 GMT

In any AMI primary or elementary Montessori classroom, you’ll immediately notice a stunning display of colorful glass beads hanging in an open cabinet. This material is hard to miss because children (and adults!) are drawn to the order and elegance of the bead chains.

The Montessori Bead Cabinet is a quintessential and defining Montessori material. Beyond their initial aesthetic appeal, the bead chain material offers an amazing array of intellectual opportunities for young children to those in their elementary years.

Appealing Nature of Color-coding

One of the brilliant aspects of the Montessori math materials is how they provide children with multiple ways to make neural connections. For example, each of the bead bars represents a quantity and each bead bar is also color-coded so that the quantity is connected to a color: a bar with two green beads represents two, a bar with five light blue beads represents five, a bar with eight brown beads represents eight, etc. This color coding allows the child’s brain to establish multiple quick ways to understand the quantity: the number of beads, the color, and the size.

In Children’s House, young children are attracted to the beauty and fragility of these colorful, glass beads. Long before they are ready to use the bead chains, young children can learn how to dust and care for the beads. They develop a respect for the materials and understand how special they are. Often two- and three-year-olds will watch in awe as their older classmates learn how to carry, lay out, count, and label the bead chains.

Linear & Skip Counting

As they practice counting the bead chains, four- and five-year-olds solidify their understanding of teen numbers, as well as quantities from units, to tens, to hundreds, to thousands. Eventually the focus of work with the bead chains shifts from linear counting to skip counting, as children begin to focus more on the labels that indicate the end of each bead bar.

For example, on the 100 chain, children label and name 10, 20, 30, 40, 50, 60, etc. Children can also layout, count, and compare the 100 chain and 1,000 chain side-by-side, providing the sensorial experience of the different quantities laid out in a linear fashion. Imagine your Primary-age child taking the thousands chain, laying it out on the floor, and then using the numeral counting arrows to count all the way to 1,000! Now, imagine the sense of pride they’ll feel at this accomplishment.

Multiplying in Lower Elementary

This concrete learning paves the way for future understand in the Lower Elementary classroom. It is here that the child recognizes and has that wonderful “Ah ha!” moment where they say, “I worked with this in Primary, but now I understand it.”

Using the Bead Cabinet Material, they are solidifying their skip counting in relation to mastery of multiplication. Students love to quiz each other by turning over some of the labels to see if their friends can figure out which of the multiples is missing. So, for the short chain of multiples of seven, they might turn over one label to see if their friend can figure out the missing multiple: 7, 14, 21, __, 35, 42, 49.

The bead chains are also used to provide an impression of common multiples, which is critical for future work with fractions. Children lay out two long chains side by side, label the chains, and then find all the common multiples, and also begin to intuit the concept of the lowest common multiple.

Squaring & Cubing in Upper Elementary

The other fascinating aspect of the bead chains is how they geometrically represent the concept of squaring and cubing. Upper Elementary students use the Bead Cabinet squares and cubes as they work through the Montessori lessons on squaring, cubing, square root, and cube root.

Children learn how to fold up the bead chain so that it creates a square made up of four rows of four: 4 x 4 = 16. This work can continue with the long chains, each of which creates the cube of numbers one through ten.

In addition to the hanging chains of bead bars, the bead chain cabinet also contains beautiful squares of each number, which can be stacked to create cubes, as well as the actual cubes for each number. The squares and cubes can be used for explorations with powers of numbers as well as more advanced work when students start to explore working outside of the base ten number system.

Spiral Curriculum

The Bead Cabinet provides a perfect example of the spiral nature of the Montessori curriculum. From early linear counting, cycling into an understanding of multiples, to preparation for squaring, cubing, and base number work, children come back again and again to the beauty and breadth of the bead chains.

We invite you to visit our school to see the bead chains for yourself! Schedule a time to observe in a classroom by emailing info@chesterfieldmontessori.org .

Child Eating: Tips for navigating meals with your kids

Tue, 07 Feb 2023 14:00:06 GMT

When kids aren’t eating their food, it can seem like they’re disinterested, not hungry, or for some reason simply rejecting their meal. All of this could be due to many things, but we want offer a few suggestions to help mitigate what could become a real stress for both you as parents and your children. Eating meals, snacks and treats should be a fun thing for all!

Mealtimes with children can be challenging to say the least.

First, as children grow and develop their self-control, you might see progress in lots of areas, such as hitting less, shouting less, and taking on much more intellectually challenging work. However, with new growth and progression, there will almost always be a regression somewhere else. We would call this a negative manifestation of self-control in other areas.

One area this negative manifestation could arise in is food frustrations as kids are learning more and more about their will and control. Having scheduled mealtimes can make a big difference because your child can feel when it’s time to eat based on your daily routine and prepare themselves.

Things to consider for re-engaging interest/openness to food:

Have your child choose and pack their snacks for the day. Involvement is typically an open door for interest. Try giving them two options, and they’ll typically look forward to enjoying their choice by snack time.
At the dinner table, minimize pressure to eat by making it playful. Ask your kids, “Which food on the plate is crunchiest? What does it sound like when you bite into it? Mmmm, these carrots are so sweet! Can you taste how sweet they are?" Primary Lead Guide in the Juniper Room, Ms. Grace, uses this kind of strategy all the time in the classroom.
Sometimes kids are quick to answer no to any question presented to them, but they often just need time to process the questions or request. If your kid is refusing to sit at the table or try a food, let them know that the expectations are for the family to sit together during the meal whether they choose to eat or not. With the pressure to eat removed, they may surprise you and end up taking a few bites.

Know that this is all typical! Your child is right in that sweet spot of engaging their will and learning about what they can and can't control. We all have days or phases where we're less or more hungry than usual. If child is refusing a food, have patience and stay positive!

Navigating Meals with your Toddler

Family meals give young children a lot of information and language. They should be able to participate as an equal member of the family by having a place for themselves at the table, be able to try the same foods as the rest of the family if possible, and to join you in eating, listening, or just observing.

This will help set the general expectation that “when we eat, we eat at the table.” Continuing to feed them or offer snacks while they walk around will distract your kids, as well as send the mixed message that food comes to them at sporadic times and they can eat it wherever they like. It’s important that as the parent you are setting a kind, but firm limit.

Resource : Solid Starts is a great resource for information and tips that help you introduce real food to babies and prevent picky eating. They encourage feeding journeys in a way that reflects different values, food cultures, and identities. They also don't shy away from areas of debate around access and equity, and regularly offer information about environmental and human rights impact to create meaningful dialogue around them. Their goal is to present information and encourage you to balance those findings with reality.

Giving Children Independence

Toddlers love to exercise independence. That’s why they get so frustrated when they are unable to do something by themselves!

Some find it surprising that we give real glasses and plates to our students. In Montessori, we always give children real objects so that they can have their own real-life experiences. We use real cups, dishes, and cutlery, from our Toddler Community environments to the Primary and Elementary classrooms. Using plastic spoons and dishes is not necessary because we believe children can be empowered and trusted to use 'real' things; we can show the child we trust and respect them.

Additionally, we are allowing children to learn natural consequences when we give them the opportunity. We do not need to protect children from consequences. Of course, we don't want to cause harm to our children; however, breakages can provide an excellent opportunity to learn about cleaning up safely from an appropriate age. If they drop a glass and it breaks, they can learn and adjust their movements to protect the fragility of their environment.

Easy Independent Snacks for Toddlers

The best way to satisfy your child’s urge for autonomy is to set them up for success. Providing scenarios in which they can be independent, whether it’s carrying a cup to the table or choosing a piece of fruit from a basket, will boost their self-esteem and reduce power struggles that arise from frustration.

Set out a water dispenser for your kids to help themselves. Having a station that your little one can freely help themselves to water gives them a real sense of power! Place a cup next to the water dispenser and show them how to do it. Bonus tip: There will most certainly be spills with this process, so consider keeping a small basket with a dishtowel nearby and make wiping up spills a natural part of the process.
Clear out a cabinet or shelf that’s in reach of your kids for snacks so they won’t have to ask an adult each time they feel a bit peckish. This way, they’re able to meet their own need until family mealtime. Consider putting there a box with one favorite snack in it that they are allowed to take and eat at any time. It helps if they have their own little table nearby where they can sit, prepare, and enjoy it as well.
Let your kids do their own banana slicing! In the Montessori environment, students as young as 16 months are starting to practice slicing with a dull knife or using an apple slicer on their own. How great is it that when they feel hungry they can know where to go and what to do to feed themselves?

As always, know that we are here to partner with your entire family and to help you navigate this challenging phase of parenting.

Five Traits Nurtured in the Montessori Environment

Fri, 30 Dec 2022 16:00:00 GMT

Montessori educators care deeply about the academics we teach, because we are curious people who are fascinated with the world around us. But we’re passionate about other things, too. We want the children in our care to go out into the world feeling good about themselves, caring about others, and excited about their abilities. That’s what drives our work and makes us feel so strongly about what we do.

When we choose a course of education for our children, we may begin to wonder how various models align with our own personal values. What should the goals of education be? What do we want our children to gain from the experience?

It all depends on why and how the methods were developed. What were the initial goals when a particular approach was conceived? What do current practitioners value? These are important questions to consider.

In a list like this, you might be expecting one of the items we feature to be independence. While it’s true that we work hard to build a sense of independence in the children we guide, we also wanted to highlight a few of the lesser-known traits that are nurtured in a Montessori environment.

1. Empathy

Interpersonal skills are some of the most important skills we can teach our students. They can master all the math and language arts skills there are to learn, but if they can’t interact with other people, their lives won’t feel overly fulfilling. More than that, we think humans can accomplish so much more together than individually, so want children to learn to get along with one another.

The structure of the Montessori day allows for planned and spontaneous lessons about kindness and empathy. When a conflict happens in the classroom or the playground, we teach children skills in the moment. We ask the children to try and identify their emotions, and we help them learn how to best handle these in a productive way. How do we communicate with someone we disagree with? What does it look like to disagree but still respect one another?

Typically, this consists of giving children the script to work through solving issues. Sometimes we enlist the help of the whole group, discussing problems and asking for solutions without targeting individuals. This helps children develop problem solving skills which gives them tools needed to resolve their own social conflicts.

2. Powerful Work Ethic

The Montessori approach focuses on intrinsic motivation, which is when a person is moved to act simply for the enjoyment of the activity itself, rather than its instrumental value. Contrarily, external motivation is whenever an activity is done in order to attain some separable outcome, such as external products, pressures, or rewards.

Some people find it shocking that Montessori schools don’t give grades, have tests, or hold award ceremonies. Extrinsic motivation can be effective in small doses and with short-term goals, like when you don’t want to do the dishes and reward yourself with an iced coffee afterward. Those types of rewards, however, are not particularly effective at cultivating a deep motivation to learn or help others.

The real world doesn’t function with sustained external motivation, so why should we teach children one type of motivation and then expect them to switch to something else as adults? Are employees evaluated at work? Absolutely. The thing is, they’re not receiving grades; they receive narrative feedback that highlights their areas of strengths and what they might improve on. We do the same with our students.

Another way we accomplish this is by putting emphasis on a child’s efforts, rather than our judgment of their accomplishments. This helps nurture a developing sense of internal motivation. For instance, instead of saying “good job” to our children, we replace that with observations such as “I notice you worked really hard on that. How does it feel to complete it?” We want students to recognize their own sense of pride for their work, rather than importing our own feelings onto them. This way, our students grow with a desire to solve problems, gain insights, and pursue their passions.

3. Creativity

Put simply, Montessori encourages creativity in two main ways: we incorporate the arts as much as possible, and we give children a chance to find their own solutions to problems.

Montessori guides integrate art education in countless ways. Here is a small sampling of what may happen in classroom during the course of the year:

Drawing, labeling, and painting maps
Listening to music or learning the traditional dance of a culture being studied
Using collage to review and label the external parts of a fish
Reading biographies about influential artists
Teaching sewing or weaving as practical life

Learn more about how art and creativity are incorporated daily at CMS in this blog post.

As mentioned, the other side of creativity involves the way we encourage our students to think. We do not simply feed them all the answers. We give lessons, sure, and provide students with factual information. But when they run up against a problem, we don’t race to give them the solution. Whether it be social, academic, or something else altogether, we ask guiding questions that lead the child to generate their own possible solutions.

This, we believe, is one of the keys to developing innovative mindsets.

4. Joyful Learning

When it comes to creating joyful learners, intrinsic motivation and creativity are a good start. Combining that with copious amounts of freedom and gorgeous autodidactic materials, and you have an environment that kids simply cannot resist.

We think learning is fun, or at least it should be. We are invested in helping our students become adults who love to learn and pursue learning independently for the rest of their lives. Even the most basic of skills can be delivered in ways that are exciting. Take the Montessori positive snake game for example: it’s a game, and it involves making snakes out of colorful groupings of beads, then eventually transforming the snake until it’s entirely gold. But more than that, the student is learning how to exchange smaller numbers to make ten in preparation for multiplication work.

5. Service-Mindedness

We believe it’s of critical importance to give our children a sense of the world as a whole and to really see the ways in which everything is connected and interdependent. This belief is embedded into our curriculum, and most easily seen in our history lessons.

In lower elementary, children learn first about the beginnings of our universe, followed by the formation of Earth, then the evolution of life on our planet. Later on, they explore early humans and early civilizations. It isn’t until adolescence that they begin to learn about more recent periods in history. This is intentional. We believe learning about those who have come before us instills a sense of gratitude and dedication to others.

We also make a point of launching student-driven service projects. These tend to start small, and may focus on the school community. As students get older, their capabilities and visions expand outward into the greater local community. These projects look different every year because they’re student-led. For example, last school year our students ran a bake sale to fundraise for the Honduran Foundation for Children with Cancer.

These five traits are really just a glimpse of some of Montessori’s most revered values. There are plenty more. Want to see for yourself? You can easily schedule a tour or request to observe in a classroom.

How to Connect with Your Child After School

Fri, 02 Dec 2022 15:02:10 GMT

Does this sound familiar? You ask your child about their day when picking them up from school and learn little to nothing from their response. It can be challenging for parents who did not attend Montessori schools to think of more specific questions about their child’s day. How can you ask specific questions if you’re unsure about how their day is laid out?

First of all, as parents at a Montessori school, you have the unique opportunity to come and observe your child’s classroom any time. Please reach out to the office at info@chesterfieldmontessori.org to schedule a time to observe. Additionally, we can offer some tips to help you navigate after-school conversations with your children.

As adults, if we are asked right as our day ends, “What did you do today?” we can easily feel overwhelmed and think, "I don't know; I did a lot, but nothing I can specifically recall." Children go through the same thing, especially when they don’t have all the language to describe what they’re learning. It’s important to focus on redirecting after-school conversation with your child.

Your child knows that you will want to hear about their day. Children want to be engaging and interesting to adults. They want to give you valuable information, so they will fill their minds by collecting these things they know how to report. Negative stories draw us in, understandably so; therefore, children notice this and begin to compile throughout the day a list of things they can share when asked, “How was your day?”

As parents, it’s natural to want any glimpses into your children's days. But, in order to help them be their most successful, moving away from negative reporting is important work. This is certainly not to say you shouldn't reach out when your child reports concerns, but it’s also helpful to shift the pick-up focus to more positive things.

Lead by Example

The first thing you should do when picking up your kids is give them a big smile and you’re undivided attention the moment you see them. Avoid having your phone out or other distractions. Then, if you want to learn about your child’s day, start by sharing about your workday. Provide specific details that mirror information you’d like to learn from your child.

For example, if you want to learn more about the peers your child works closely with, try talk about your coworkers and a problem you solved together. Then, prompt your child by asking something like, “Did you solve a problem with any of your friends at school today?”

Setting an example with specific questions might help your child recognize a time that went similarly during their day. Even if they can’t think of an example, talking about the specifics of your day – what you did, where you went, what you enjoyed and what you disliked – demonstrates to your child how to discuss theirs. This strategy may not yield immediate discussion or results, but continued practice models examples that your child will notice and eventually copy.

Also, ask them specific questions about the stories they share. At the end of your questioning, you can summarize the story for them, which sets a great example for talking about their day. While some questions might be challenging or take more time for younger children to process, the prompts will linger in their mind for the future, as they collect moments they want to share with you.

Helpful Questions to Ask:

What was the best part of your day?

What did you try really hard to do today?

Did you offer to help anyone?

Did you have a hard time with anything today?

What did you do today at recess?

Is there someone you want to be friends with?

Did anything make you laugh today?

Were you able to do something you really wanted to do today?

At Home Activities

Looking for positives takes, even as adults, requires a lot of coaching. One thing that Heather OverKamp, the Director of Education and Admissions, practices with her family is sharing three things they’re grateful for at dinner or before bed. “I’ve been amazed at the difference it's made for me, especially when I've had a difficult day,” she said.

It’s also important to give your child space to unwind after school and do what they want to do. Children are developing socially at all levels in different ways. They are trying to find their way around their classroom environments, their place among peers, and their confidence in difficult situations. Meaningful conversations will come with time, so try to be patient with them.

No matter the strategies used, talking with your children about their day is an important thing to do as a parent. Engaging and encouraging them to talk about their day is a great way to strengthen emotional connections by demonstrating that you care about the details of their life and what they want to tell you. Modeling behavior also helps them develop storytelling skills, learn about time sequencing, self-identify strengths and deduce answers. So, start chatting on your ride home today!

Please reach out if you have any questions. Know that we are here to partner with your entire family.

Material Spotlight: The Pink Tower

abby@chesterfieldmontessor.org (Abby Wojcik) — Mon, 14 Nov 2022 14:00:02 GMT

The Pink Tower is probably the most iconic of all Montessori materials, and it’s often referred to as the “symbol of Montessori.” Developed by Dr. Maria Montessori herself, it remains complete unchanged through time. You’ll find it in AMI Montessori classrooms around the world.

The simplicity of the wooden blocks makes the Pink Tower a perfect tool for students. It is a sensorial material comprised of ten cubes in three different dimensions (ranging in size from one cubic centimeter to ten cubic centimeters).

Purpose of the Pink Tower

Like most Montessori activities, there are a variety of purposes behind tasks. There is a surface level element for children to practice something specific, while also connecting to other areas of the classroom and future skills that they’ll need.

The Pink Tower functions in a handful of ways:

helps a child build a concept of size in three dimensions. This includes working on visual perception and awareness of dimension, both leading to an understanding of size in the environment.
develops a child’s fine muscular coordination. As they master this work, they’ll progress to perfecting hand movements, and the coordination of movement.
prepares children for abstract mathematical concepts, including spatial volume and the cube root.
encourages students to use multiple senses at once. This a perfect example of how Montessori materials are created in such a way to compliment a child’s stage of development, where they use all their senses to learn.

Dr. Montessori believed that working with the sensorial materials enables children to refine their senses, have a clearer understanding of what they are seeing, feeling, touching or smelling, and helps with the development of intelligence.

The Pink Tower is introduced around age 2 ½ to 3 years, and it’s likely that when a child first attempts to build the tower, they won’t be able to do it exactly right. However, through repetition, development of hand-eye coordination, and the ability to see visually where their mistakes are, the child is learning move their hands in a precise way. In this way, they are also practicing self-control.

Why is it Pink?

It’s certainly not random that pink is the color for this material. When Dr. Maria Montessori experimented with different colors, she observed that children were more attracted to the color pink, compared to other colors.

It’s also important that the cubes in the Pink Tower are a uniform color, shape and texture. This helps the child focus on only one quality of the material: its size!

Because the only difference from one cube to the next is its size, we are isolating the difficulty for the child. Isolation of difficulty is a Montessori educational technique that involves removing unnecessary obstacles, allowing the child to focus on and master only one difficult element.

In a typical set of blocks, there is usually a plethora of colors. But with the Pink Tower, children work on visual discriminating between sizes without attending to the distraction that different colors might present.

Extensions of the Pink Tower

There are many extensions to the basic exercise of building the tower. For instance, once a child has mastered building the tower, they can lay the cubes out in linear or spiral fashion on the rug, as well as compare the dimensions of the cubes with other materials in the classroom. The more they experiment with organizing, the more they demonstrate their understanding of the concepts.

Additionally, there are other materials in the Montessori environment that branch off the child’s understanding of the Pink Tower. The Brown Stairs and Red Rods, for example, also use isolation of difficulty to help children differentiate between width and height. These more advanced materials get introduced once a child has sufficient practice with the Pink Tower. Students will combine these materials to create new structures and arrangements.

Sense of Accomplishment

We often see a child as young as three years old, sometimes not much taller than the tower itself, very gingerly and with great concentration placing the smallest cube (only one cubic centimeter) atop the tower as the crowning achievement of their work. A sense of order and aesthetic is very pleasing to children, so it’s no wonder why Dr. Maria Montessori’s original Pink Tower remains a classic favorite for students and educators.

"A child who has become master of his acts through long and repeated exercises, and who has been encouraged by the pleasant and interesting activities in which he has been engaged, is a child filled with health and joy and remarkable for his calmness and discipline." - Dr. Maria Montessori, ('The Discovery of the Child', Clio Press Ltd, 92).

Annual Pink Tower Campaign

Like the blocks that grow from largest to smallest to build the Pink Tower, our fundraiser is most successful when it builds on a solid foundation of support from our entire community.

Our Annual Pink Tower Campaign helps us to do two main things:

Invest in the professional development of our staff through continuing education and the AMI Refresher Course, which keeps our faculty at the top of their field and ensures that we are staying true to our mission.

Increase socioeconomic diversity of our school through robust tuition assistance for current and prospective families. The need for financial assistance increases year by year, and we would like the opportunity to continue helping our community as much as possible.

Please consider making a gift of any amount by following this link . We’re grateful for any all and all contributions!! We are also grateful to everyone who provides so much love and support to CMS, from gifts to the Annual Campaign and volunteering your time, to the dedication of your children. We would not be where we are today without YOU.

Art and Creativity in the Montessori Classroom

abby@chesterfieldmontessor.org (Abby Wojcik) — Mon, 03 Oct 2022 15:00:06 GMT

"Imagination does not become great until human beings, given the courage and strength, use it to create."

—Dr. Maria Montessori

What is creativity?

Creativity is a difficult concept to define, and even more difficult to measure. A general understanding of creativity is that it is the ability to generate independent and novel ideas that can be used to solve problems or create new contributions.

A study published in 2019 by the Journal of Montessori Research suggests that creativity is not an intrinsic characteristic, but an ability that can be influenced by contextual factors. Several studies on creative ability have demonstrated the impact of educational context, such instructions from teachers, tasks and exercises, and classroom space. These factors have the potential either foster or suppress creativity development, according to these studies.

There are a number of traits of the Montessori environment that researchers identified as being potential contributing factors in terms of cultivating creativity. Many of the elements identified have been proven to be supporters of creativity in other studies as well. These factors include:

● Emphasis on independence and choice

● Physical differences in the classroom environment

● Flexibility in regards to time

● Focus on intrinsic motivation

● Opportunities for collaboration

● A sense of control over one’s work and activities

Practicing basic skills

The Montessori philosophy encourages freedom, within limits , and art is no different. Once a child has received an art lesson, they are free to do the activity on their own. This ensures that the child knows how to start the task, use the materials gracefully, and clean up after themselves.

As with all things Montessori, our art curriculum builds from simple to complex. The basic skills of cutting with scissors, using a glue stick or liquid glue, and the proper use and care of a paintbrush all translate into other areas of the classroom. For example, a child might paint their world map with watercolors or trace and cut the shapes in the geometric cabinet drawers out of colored construction paper. Coloring, cutting, and gluing are part of life in an active Montessori classroom and it’s important that the children learn to do so independently and with confidence.

Art activities that are available on the shelves range from very basic with minimal steps to longer, multi-step lessons. In Primary, children are building on these skills, gaining confidence and exercising their creativity in the art arena. In the Elementary Program, students begin thinking of their own art projects that coincide with the research they’re doing.

Music and Montessori

Numerous studies, along with the work of Dr. Montessori herself, have indicated that early childhood exposure to education in music and auditory sensory have overwhelmingly positive and powerful impacts on children.

Just as with other areas of study and skills that must be mastered, it appears that there is a sensitive period for learning music that ends prior to age 7. This means that while of course children have an ability to learn music after that age, they are in a prime position to master those skills earlier.

At CMS, students are practicing and engaging with music in a variety of ways. There are music bells in the Primary and Elementary classrooms, which students have the freedom to play during their work periods. Guides are always singing and teaching new songs to the class. Our lead guide for Lower Elementary , Ms. Rosie, taught the class one of her favorite songs, ‘It is time now,’ which we recorded and shared with families. Additionally, we regularly hold recitals for students to showcase to their families the songs, musical numbers, and dances they’ve been working on.

Curiosity and imagination

Gabriel Garcia Marquez, Nobel laureate author of novels such as Love in the Time of Cholera and One Hundred Years of Solitude , was a Montessori child. He once said, “I do not believe there is a method better than Montessori for making children sensitive to the beauties of the world and awakening their curiosity regarding the secrets of life.”

Rather than feeding children information we deem important, we spark their curiosity with stories - real stories about the wonders of our world - and provide them with materials that lead to self-discovery. The Great Lessons at the elementary level are a perfect example. The first Great Lesson teaches children about the beginnings of our universe in a wholly captivating manner. The children look forward to receiving this lesson at the beginning of each year, yet their developmental readiness allows them to glean something different each time. The teacher, in turn, can choose to expand the learning in any number of directions (the solar system, states of matter, rocks and minerals, etc.).

One common myth is that Montessori discourages imagination. This is simply untrue. Dr. Maria Montessori observed that young children prefer reality over fantasy, but imagination is something altogether different. In her book, To Educate the Human Potential, she said:

“Human consciousness comes into the world as a flaming ball of imagination. […] The secret of good teaching is to regard the children’s intelligence as a fertile field in which seeds may be sown to grow under the heat of flaming imagination. Our aim therefore is not merely to make children understand, and still else to force them to memorize, but so to touch their imagination as to enthuse them to their inmost core.”

To learn more about Montessori and creativity, please take a few minutes to watch this video . Award-winning Montessori educator Judi Bauerlein discusses the links between Montessori and creativity, highlighting thoughts from famous Montessori graduates, as well as connections between Maria Montessori’s work and what we now know about child development.

Sleep and Young Children: Common misconceptions that will change the way you approach bedtime

Fri, 02 Sep 2022 19:53:45 GMT

In Montessori, we believe in understanding the whole child as a developing human being. We carefully observe how children are interacting with each other and their surroundings. We also partner with families to support children in achieving their full potential. Understanding the role sleep plays in this development is critical.

We have conversations with many parents about difficulties with bedtime and morning routines. You are not alone in this arduous parenting task. Typically, around age 3, the child is discovering their will. They are now socially savvy enough to realize their behaviors can affect change on a given situation.

We work closely with sleep specialists and neurologists (which are also sources from St. Luke’s Hospital ) to guide parents and guardians in a science-based way. Here are some common misconceptions surrounding sleep and young children that they’ve shared:

Misconception : The child who doesn’t fall asleep easily at bedtime is just not sleepy.

Separation anxiety, limit testing, and wanting to play longer are all reasons that children frequently resist going to bed despite physiological sleepiness.

Misconception : Children sleep as much as they need.

Up until about age 3 to 4 months, this may be true. After this time, however, parents and caregivers can significantly influence a child’s sleep through scheduling and bedtime routines.

Misconception : Children outgrow all sleep problems.

Most children outgrow problems such as bedwetting, nightmares, and sleepwalking. However, difficulties such as getting a child to fall asleep and multiple awakenings which require a parent’s presence in order for the child to return to sleep are less likely to resolve on their own, and often require changes in the behavior of the parents and child.

Misconception : If a child sleeps poorly at night, you should eliminate or shorten daytime naps.

Eliminating or shortening daytime sleep rarely corrects a nighttime sleep disturbance, and sometimes makes the situation worse.

Management of Your Child’s Bedtime Routine

Setting and maintaining a consistent bedtime for your child will go a long way. Children love to spend time with a parent, but sometimes a young child will fight to stay awake to be with a parent, and interact with that parent, even when they are sleepy. Waiting until your child asks to go to bed will have them up very late in most cases, and your child can become significantly sleep deprived.

You can help your child draw a close to each day and obtain adequate sleep by establishing a pleasant and realistic bedtime routine that involves some firm rules.

Experimentation with boundaries is a form of learning. This testing, while difficult to go through, is an important part of your child’s development. It is from here that their basis for social and emotional interactions are born. These tests are, in reality, some of your child’s first scientific experiments.

Your child is evaluating questions like: “Do I have to go to bed when they say?” “Am I safe to go to sleep here?” “Can I do this on my own?”

Their behaviors test these questions and your response gives them results. Even the simple task of sitting with them can send the message that they need you there to fall asleep.

Podcast Recommendation : Solving Toddler Sleep Issues with Sleep Expert Lisa Sunbury

“She feels like she’s supporting her child in staying with her for hours so that she can go to sleep in her bed. But with toddlers, sometimes the message that they might get is that something is wrong, that they’re not safe, that they can’t do this on their own if the parent is staying. The parent is conflicted about leaving.”

Your child is new to navigating big emotions and external obligations. We as adults sometimes struggle with these same things. Your child is experimenting to find what works and what doesn’t. The behaviors we respond to now will go into the child’s toolbox, and they will remember, “This is how I can change things.”

It is our job as caretakers of young children to help them to fill their toolbox with positive resources for the job; tools we would be happy to see them using with their grandparents, their teachers, their peers, their future coworkers and partners.

This testing won’t stop overnight, but if all adults remain consistent and give that empowering “You can do this” message, the results will amaze. Please let us know how it’s going, we are here to help.

To Learn More

For more information about how much sleep is needed at each stage of development, visit The National Sleep Foundation.

For information about healthy sleep hygiene for children visit Sleep Foundation .

And if you want to learn more about the science behind sleep, be sure to read Why We Sleep: Unlocking the Power of Sleep and Dreams , by Matthew Walker, Ph.D.

To schedule a tour of our school, click here .

Montessori vs. Daycare: 5 Key Differences

abby@chesterfieldmontessor.org (Abby Wojcik) — Wed, 06 Jul 2022 18:59:44 GMT

Determining the best place to drop your little one off every day is a big decision. Parents want to ensure their child spends their days safe, comfortable, and happy, and under the watchful eye of well-trained and competent adults.

If you’re reading this article, it’s likely you are a parent who is trying to figure out the best possible placement for your child. Allow us to highlight five key differences between a typical daycare center and a Montessori school.

An Emphasis on Education

Montessori goes beyond the reach of a typical daycare facility. While daycares focus on watching and caring for children, Montessori schools do this and more by creating an environment focused on children’s learning.

Rather than filling our classroom with whatever toys look fun, we carefully prepare an environment with materials that have been developed after careful scientific observation and used for over 100 successful years. These materials are still games and toys from the perspective of the child, but they tend to have much different effects on them from a learning perspective.

2. A Natural Environment

Most daycare environments are filled with bright colors, plastic toys, and maybe even a cartoon character or two.

Montessori environments eschew any type of commercialism or characters. They utilize natural materials like wood, plant fibers, and even glass. Natural tones are favored over bright and loud colors, and soft and natural lighting is evident.

Montessori classrooms intentionally bring the natural world inside, with plants, found objects, and pets. Children are directly involved with the care of living things in the classroom.

Daycares may have bright posters on the wall, whereas Montessori environments favor a minimalist approach and examples of art displayed at the level of the child’s viewpoint.

3. Specially-Trained Guides

The training of a Montessori guide goes far beyond the training of a typical daycare worker. To care for young children, both must meet certain requirements such as first aid training, passing a background check, and some knowledge of working with children.

Montessori guides, however, are developmental specialists. Most have college degrees, with many obtaining advanced degrees. They have completed rigorous Montessori credential training, which includes comprehensive instruction on child development, intensive lessons to help them present Montessori materials correctly, work in Montessori philosophy, and so much more.

We encourage you to ask your local daycare facility about their teacher training requirements and compare them to Montessori requirements while you explore your options.

4. The Sense of Community

When your child is enrolled at a Montessori school, it’s so much more than a place to drop them off each morning. The whole family is welcomed as a part of the school community, and special events and traditions work to solidify this sense of community.

Montessori parents are often eager to connect with one another; we all seem to have a sense that a strong community contributes greatly to the wellbeing of our children. It’s helpful to have other parents to ask questions, hear about experiences, and even socialize with.

Montessori schools are also unique in that we welcome parents into the classroom. In fact, we encourage regular observation. The children are used to adults sitting quietly in a corner of the room, so the practice is unobtrusive, and really gives adults a clear picture of the type of work we do. Many parents walk away from observations in awe of the engagement of the children and the depth of the work/play they show.

5. Development of Practical Life Skills

We believe that learning should go beyond just academics, which is why Montessori environments intentionally include practical life lessons. Practical life learning is incredibly appealing to young children as well, as they look to adults in their lives and want to emulate the work they see them doing. Some of the skills they develop in our environments include:

● Care of the environment (cleaning skills)

● Food preparation

● Plant and pet care

● Fastening various types of clothing

● Tying and lacing

● Care of self (washing, brushing, etc.)

● Grace and courtesy lessons: interacting appropriately and politely with others

We encourage you to visit various types of settings in person and ask to observe in the classrooms. Not only will you notice stark differences, we think you’ll find yourself impressed with the scope of skills covered in a Montessori class (as well as the absolute joy of the children who you see there).

We hope this article has been helpful and informative. Please reach out to us if you have any questions or would like to schedule a visit . We would love to meet you and your child.

Signs of Learning, Psychological and Developmental Challenges

Tue, 26 Apr 2022 18:52:00 GMT

There is a wide range of typical development. Often when a child is developing rapidly in one area, another area will lag temporarily. At school, we look for lasting patterns.

Learning Disorder = serious trouble with a specific academic skill or subject. A gap between what is developmentally expected and what a child is able to do.

In a traditional school environment, learning disorders will not typically be noticed until the age of “formal schooling,” (typically over age six). In a Montessori environment, we may notice potential differences earlier, for a few reasons:

Authentic Montessori education is a brain-based curriculum
Children are exposed to (developmentally appropriate) academic work at an earlier age
Our guides are developmental experts

Signs of possible challenges:

Repeatedly avoiding certain types of work or becoming upset/throwing a tantrum when attempting those tasks may mean that the child finds the work too hard.

Fine Motor: difficulty holding crayon/pencil, using utensils, developing two and three finger grip.

Gross Motor: coordination—frequent tripping, falling, running into things (more than expected for a child at that age).
Math: difficulty counting, recognizing object order, grasping concepts such as addition.
Reading: difficulty recognizing sounds and/or rhymes.
Language: delays in expressive and/or receptive language (difficulty processing directions/words; challenges making self understood/expressing needs).
Attention/Focus: Inability to engage with the Montessori materials.
Social problems: difficulty recognizing social cues; frequent negative interactions with other children; defiance in the face of kind redirection by adults.
Inability to sit still: Human beings need to move, and movement is incorporated into each child’s day. There are a few times when children are invited to sit and eat lunch, listen to a story, sing along in circle time or complete a lesson. Some children find this challenging.
Keeping hands to one’s self: Understanding and respecting physical boundaries.
Taking things that don’t belong to them.
Lack of eye contact.
Ongoing difficulties with transitions.
Sleep disturbance, restlessness, muscle tension, fatigue, irritability, changes in: appetite; behavior; school performance.

When we first notice an atypical sign in a child, we will:

Observe
Repeat lessons and/or adapt approach as appropriate
Redirect behavior
Offer Grace and Courtesy lessons
Brainstorm with other teachers, trainers and administration—asking others to observe
Reach out to parents to find out if something is going on at home and perhaps suggest shifts in home routine that could help

If a pattern persists over time, we will reach out to parents and suggest evaluation and additional support.

Early intervention can be hugely beneficial to a child’s development and self-esteem (not an exhaustive list—these are just a few of the interventions/evaluations we regularly recommend)

Hearing/vision screening
Play Therapy
Occupational Therapy
Speech Therapy
Social Skills groups
Behavioral therapy
Psychotherapy
Executive function therapy
Parent coaching individualized to a particular child’s/family’s needs.
Screening for developmental issues and/or neurodivergence (ADD, sensory or other processing disorders, autism spectrum disorder).
Full psychoeducational evaluation to determine how a child learns best .

Your child’s teacher & Ms. Kim have a list of trusted resources if you need support navigating screening and therapy for your child.

Note Well: Do not underestimate the impact of electronics/screen time as well as inadequate sleep and poor nutrition on children’s ability to focus, learn and regulate their bodies and emotions! Talk to your child’s teacher and/or email the office to get more information on these important topics.

The Prepared Environment of a Montessori Classroom

Thu, 24 Mar 2022 19:27:00 GMT

An environment is the context of our life, the context in which we live, and every environment which we’re exposed to plays a role in our development. Our environment is not only made up of the physical setting but also everything and everyone within it.

A prepared environment is a place filled with materials and furniture that are particular to a specific plane/subplane of development , as well as a prepared adult. The child’s development is kept at the center of the prepared environment, and we are always asking ourselves how to best meet the needs of the child so they can active their human tendencies.

A lot of consideration goes in to preparing a Montessori environment because it needs to be developmentally appropriate. It needs to support the child’s sensitive periods, and must be safe and secure for the child. The environment should also be aesthetically pleasing, rather than over-stimulating. Most environments will have artwork at the child’s height and minimal wall-hangings around the classroom. A successful environment aids independence, and the child should be attracted to the way the materials are set up to make their own decision on which material to use.

Also, the prepared environment needs to be functional and purposeful. Child sized furniture and materials in the prepared environment are essential to aid independence. You will notice that there is order, and every material in the environment has it’s designated space. The environment should be clean and inviting for the children. The Guide has placed the shelves in such a way that children are free to move around the classroom, but the shelves are set up so that children must walk and be aware of their movements.

Receiving and Bathroom Areas

Your child’s classroom isn’t the only prepared environment available to them. Every Montessori setting has a receiving area where students keep their belongings. When children arrive at school, they place their coats or bags on their own hook. There is a space for them to store their lunchbox if needed and a place for their indoor shoes that they change into when they arrive. The environment sometimes includes a mirror for them to inspect themselves if they wish to fix their mask or look in the mirror to zip up their coat.

Another prepared environment is the bathroom area, which aids in functional independence. There are child sized toilets and sinks. If there is not a child sized toilet or sink then there are step stools for the children to use. Within the bathroom there is also a designated space for your child’s extra clothes and belongings they may need.

Room and Furnishings

Within the classroom environment, the room and furnishings are created to support the children. Everything in the classroom is child sized: counters, tables, chairs, shelves, dishwasher, sink, and artwork. The tables and chairs are lightweight enough for the children to move but substantial enough to anchor.

The ideal Montessori environment has a large area rug and a hard floor. There is a water source in every Montessori environment, even if there is not a sink available. The windows in the room are usually low and allow natural light to come through, and it is common to have classrooms use natural lighting instead of fluorescent lighting. All wood furniture is preferable and the shelves are low and open, easily accessible to the children. Most classrooms have many plants for plant care , but are also reflective of the the type of leaves in the Botany Cabinet that is in the classroom. The aesthetics of the room are important, but function is of paramount importance.

Four Areas of the Montessori Environment

The Practical life Area supports the development of concentration, will; capacity to make a choice. In this area the child develops functional independence and finds peace and joy in this work. The child develops hand strength and equilibrium (control and coordination of movement). This area also introduces logical sequencing with its materials. While doing practical life work, the child is learning and practicing respect for themselves and their environment. They are feeling sense of mastery and belonging. The result of this area is normalization within the classroom.

The Sensorial Area is all about the refinement of senses. This area also develops the mathematical mind. The sensorial materials encourage repetition, work, and perfection. While working with these materials the child makes order out of the “great chaos” of their mind. Sensorial materials aid the development of intelligence; ability to reason and problem solve. This area of the environment allows the child to understand how people fulfill fundamental needs, and develop their own cultural identities. For example, the Puzzle Maps material is considered sensorial, and it opens the door to not only geography but cultural exploration.

This material is part of the phonogram folders to help with all aspects of language.

The Language Area develops tools of communication, self confidence and a sense of belonging. The children explore writing and reading in this area. For example, the phonogram folders are used extensively to help familiarize the children with ways key sounds are written in the English language. This area is foundational to other curricular areas and all of life, and it helps develop tools for self expression.

The Mathematics Area allows for concrete exploration of abstract mathematical concepts. The child is internalizing abstract concepts-arriving at abstractions. This area gives the child tools to explore human invention.

These teen beads give the child a sensorial impression of the teen numbers.

Finally, there are some ground rules of every Prepared Environment:

The environment belongs to the children. They are the owners.
Respect for one’s self, the rights of others, and the environment.
One activity/material at a time.
Presentation before independent practice.
Prepare the material so it is ready for the next person, in the same place.
Collaborate through mutual consent. (Conversely, wait for unavailable materials.)

Overall, the adults in your child’s environment here at CMS have done a tremendous amount of work preparing your child’s environment. If you have not done so, set up a visit to come in and observe your child in their prepared environment and see how they are set up for success once they come in our doors!

Who Was Mario Montessori?

Tue, 08 Mar 2022 09:00:00 GMT

You’ve heard of Dr. Maria Montessori if you’re familiar with the Montessori Method, but did you know that her work was a family affair? Her son Mario Sr., and grandson, Mario Jr. (as well as numerous other relatives) have worked hard to carry on the Montessori education tradition.

In 1898, Maria Montessori gave birth to her only child, Mario Montesano Montessori. She was in a romantic relationship with the boy’s father, Giuseppe Montesano, a fellow medical doctor. The couple never married, and due to familial and societal pressures of the time, young Mario was sent to live with another family. His mother visited him often, but she didn’t reveal she was his mother until later in his childhood. As an adolescent, he realized the truth and went to live with her.

After traveling with his mother while she worked around the world, Mario eventually settled in the United States and, at age 18, got married. He opened a well-known Montessori school in California, and with his wife Helen and his children, eventually moved to Spain to live with his mother. Mario and Helen had four children together: Marilena, Mario, Rolando, and Renilde.

Mario and his mother worked together closely for the rest of her life. Their relationship was fascinating, and his daughter Marilena wrote about him with great affection and respect. He worked hard to support Dr. Montessori as she explored and furthered her methods, and at many times he contributed to them as well. He worked alongside her to train teachers, handle logistical matters, and nurture her ideas.

Establishing the Association Montessori International

Maria Montessori and Mario Montessori in a casa. Mario is observing a child work with the cylinder blocks using their stereognostic sense.

Mario is well-known for having contributed many ideas and creative elements to the elementary and cosmic education portions of the Montessori approach. He became the director of AMI (Association Montessori International), the organization he and his mother formed in an effort to preserve the integrity of Montessori education. Chesterfield Montessori School is recognized by AMI, which holds us accountable to the rigorous standards of Dr. Montessori’s scientific approach to education. Click here to read more about what sets an AMI school apart from others.

Upon Maria’s death, she appointed her son as the heir to her work, a role which he embraced fully and worked on with dedication for the rest of his life. While he was never formally trained as a teacher, Mario Sr. was recognized as a born, intuitive educator. He spent his life dedicated to supporting children and refining the education methods that are still in use by thousands around the world, even today.

After the divorce between him and his first wife Helen, Mario Sr. married Ada Pierson, who was also a devotee of Montessori education. The couple supported his mother and her work both during her life and after her death, with Pierson continuing after Mario Sr. died in 1982.

Continuing the Legacy

Maria’s grandson Mario Jr. was not an educator, but he made major contributions to his father and grandmother’s work nonetheless. He originally studied agriculture, but went on to specialize in psychology. He dedicated much of his life work to the psychology field, but he always remained a staunch supporter and defender of high-quality Montessori education.

Maria Montessori with her grandson, Mario Jr.

Mario Jr. spoke out against the injustices of a law in the Netherlands that prevented three-year-olds from attending school, therefore preventing them from benefiting from the first year of a Montessori primary education. He also created an organization for Montessori quality control in the Netherlands after observing misuse of the methods in his son’s classroom. He felt strongly that the methods must be used as originally intended in order for children to benefit from them.

CMS is proud to continue the Montessori education tradition just as Dr. Maria Montessori and her family intended it. We believe that when a student’s natural, joyful spirit is fully expressed, they are able to develop into confident, satisfied, contributing members of the global community.

If you're here to learn more about Montessori for yourself or your family, we'd love to chat with you. We welcome you to schedule a tour , or even inquire about observing in classroom to see contemporary, authentic Montessori in action that Mario Montessori himself would be proud of!

AMI 2022 Refresher Course Insights

Mon, 28 Feb 2022 17:27:00 GMT

Beyond Resilience: Creatively Redesigning Our Future

The intent of the event is to:

Rejuvenate educators
Expand our thinking
Deepen our commitment to the children and our understanding of Montessori philosophy
Provide practical tools for enhancing the children’s classroom experience

We attended the Refresher Course virtually over President’s Day weekend. AMI was masterful in helping us connect to other educators to exchange ideas and enthusiasm, even though we were miles apart.

“Times have changed, and science has made great progress, and so has our work; but our principles have only been confirmed , and along with them our conviction that [humanity] can hope for a solution to its problems, among which the most urgent are those of peace and unity , only by turning its attention and energies to the discovery of the child and to the development of the great potentialities of the human personality in the course of its formation.” – Dr. Maria Montessori | From the foreword to The Discovery of the Child

Here are a few takeaways from our weekend:

Melissa Long, Young Children’s (Toddler) Guide: I am still processing the huge amount of information I assimilated during the conference! Our sessions covered everything from the creation of the universe to conception and human development as a way of helping us understand children’s individuation process. We also discussed how Dr. Montessori pioneered egalitarian concepts in education. Her respect for the child was revolutionary, and her ideas about designing curriculum to ensure that all voices are heard continue to resonate today. I will be creating more space for self-reflection and self-observation to ensure that I am cultivating an environment that allows each child to find their voice.

Beckey Chastain, Primary Guide: I am very excited about the ideas our presenter shared for expanding cultural references in our Montessori materials. Cultural references can be from around St. Louis, grounding the children in where they are living now, and also around the world. This is particularly important at our school, where we have families from all over the globe. I want to give our children even more opportunities to see themselves and their loved ones reflected in our classrooms.

Grace McKinney, Primary Guide: This was my third Refresher Course and the first time I’ve had the opportunity learn from a non-western presenter. Hearing the perspective of a male, Thai speaker was an important reminder for me that the western narrative is only one perspective and by no means representative of the majority of the globe. He did a fantastic job of making connections between multiple planes of development. I will be giving more consideration to the experiences the children in my classroom have already had by the time I meet them, and imagining how the foundation they are building in Primary will serve them into later stages of life.

Sara Kruger, Upper Elementary Guide: I ended up watching the entire Refresher Course from school so that I could be in a quiet space, and it was so exciting to be able to shift some things in my classroom as I was inspired by what I learned! I gained useful insights into how to build more observation into my days, as well as strategies for helping the children stretch themselves even more in their follow-up work, and making sure that each child has an opportunity to contribute to group discussions. I got so many ideas that I will be integrating them into the classroom over many months.

Sabreen Sleem, Lower Elementary Assistant and rising Primary Guide: This was my first time attending the refresher course. The speaker provided many ideas to deepen my understanding of the individual child. One thing I am still thinking about is that because the child’s environment outside of the classroom highly contributes to their identity, guides can provide even more support to the child by learning about their culture, values, family and home environment.

Lauren Fox, Toddler Assistant When attending the Prepared Assistant, something that resonated for me was that multi-aged groupings for children is immensely necessary as children learn best from one another, this is apparent every single day in the classroom, as the children all observe each other and soon try the same for themselves. A quote that struck me was “allow the spirit of the child to help us reach our higher selves.” And “there’s unifying power in the child.” We are all working towards our higher selves together and it was a great refresher that patience for ourselves and grace for one another is imperative. I learned so much more that to write it all down would be a novel.

These were just wonderful little reminders that instilled both confidence and a renewed sense of purpose within the classroom!

Marie Geli, Nap/Extended Care Coordinator: I attended the sessions on the Prepared Assistant and I learned so much more about how to incorporate Montessori philosophy into my work! I also enjoyed the session about the importance of movement in education. I appreciate the opportunity very much.

Heather OverKamp, Primary Guide and rising Director of Education and Admissions: This was the first time I attended administrative sessions. I appreciated the insights I gained into constructive communication with colleagues and families and I look forward to integrating them into upcoming staff trainings!

Kim Schneider, Head of School: The session on movement has me thinking about how we can incorporate even more physical activity into the children’s day to enhance brain integration. I also appreciated the discussion of creating a community where humor and joy are regular experiences, not only for the children but for all of the staff. I am grateful that we have such a warm and collaborative relationship between our employees and I feel excited to work with Jennifer and Heather to explore even more ways to ensure that this is a place where people love to work. The happier the staff are, the happier and more content the children will be too, because the energy we adults bring into a child’s space is the most important element of the Montessori prepared environment.

In Celebration of Black History Month

Thu, 24 Feb 2022 17:50:00 GMT

This month is Black History Month; however, this should not be the only time we honor Black Americans. This work should be ongoing and pervasive. Black History Month can be a valuable time to specifically honor Black folks, and to remind us of all the work that still needs to be done.

As you probably know, we believe reading to children is one of the best ways to teach and learn together. You might consider visiting your local library this month to check out some books to read as a family. It’s likely there will be a display waiting for you of books celebrating Black history and culture. Here is one list .

Another important layer to consider is to be conscious of reading and/or buying books written by Black authors. The benefits are twofold: doing this provides you and your child with the most accurate information, and you’re also supporting the work of Black artists financially.

Not sure where to start? Ask your local librarian or bookseller to point you in the right direction. Chances are they’ll be delighted to do so.

Materials Highlight: Memorizing Addition Facts

Wed, 09 Feb 2022 15:09:00 GMT

It’s rare to find anything that’s required to be memorized in a Montessori school. We would much rather teach our students why various things are, than have them learn rote processes that mean nothing to them. Math facts, however, are the exception to this rule…sort of.

Memorizing one’s basic math facts looks a bit different in a Montessori classroom. Instead of the traditional flashcards-and-timed-drills approach, children learn a series of strategies that appeal to them, while still reaching the ultimate academic goal.

Memorizing facts is essential to solid numeric understanding, as well as preparation for efficiently completing more complicated problems later on. This process is started when children are young, and CMS uses specialized materials to help them feel and envision what the numbers are doing.

Addition Strip Board

Pictured here is the first material intended to be used while teaching children to memorize their addition facts. It includes a wooden, gridded board with numbers across the top. Numbers one through ten are written in red, followed by a red vertical line drawn down the board, and numbers eleven through eighteen written in blue. The material also includes a box filled with wooden blue and red strips in varying sizes to be used on the board.

There are many ways to use this board, and CMS guides gradually walk the child through a series of lessons to teach different skills. The basic concept involves the child laying out one wooden strip on the board, then laying another beside it. This allows them to clearly see something like 7+3=10.

Addition strip board lessons may include:

A first exercise introducing the child to the material and the basics of using it.
Random selection and adding of numbers from a box.
Combinations of a number (e.g. ways to make ten)
Combinations with zero
Doubling numbers

The addition strip board may be introduced during the kindergarten year, but is used during the first year of lower elementary as well, or longer if a child needs it.

The Addition Charts

The addition charts are another material that aids children on their path to memorization. The addition charts include four square working charts, two larger rectangular control charts, and a box of numbered tiles for one of the square charts. To decode, the child will complete the work using one of the square charts and use the control chart to check their answers.

The first working addition chart used is what you might imagine having used on paper when you were a child. Numbers one through ten go across the top in blue and also down the left side in red. Answers fill in the grid across the rest of the board, so that if you slide your finger down from the seven on top and right from the three on the left, you will arrive at the answer – ten – in the middle. Children can use this as a way to check their answers, as they use the addition strip board.

The next working chart is known as Addition Chart IV. This chart shows all possible combinations. This means there is significant blank space and children get an introduction to the commutative property. This particular visual helps the child see more patterns within the number facts than they may have previously.

The next working chart is known as Addition Chart V, featuring each sum only once. The child is at this point required to complete even more independently, but as always, can rely on a control chart to check their answers if need be. These control charts are often nearby but flipped upside down by the child to self-encourage and figure out the answers on their own whenever possible.

The last working chart, known as Addition Working Chart VI, is essentially the same but with the center numbers left blank. Children can use this as they use the strip board, creating the problem on the strip board and then filling it in on the working chart, or they can use the working chart on its own, attempting to fill in all the blank spaces with the correct tiles.

The (Addition) Snake Game

There are multiple snake games used in the Montessori math curriculum, yet this is the first. A major aim of this snake game is to revisit the concepts of making ten and exchanging for ten. It is used after children have had sufficient time to use the other addition memorization materials and have begun to memorize some of the facts.

The material consists of three wooden boxes. One contains golden ten bead bars, another contains various colored bead bars for numbers one through nine, and the third contains black and white bead bars that will be used as place holders.

The child may lay out bead bars randomly, or they may follow along with cards given by the guide to complete a problem such as 4+2+8+1+7+9=. The colorful bead bars will be laid out in a zigzag formation, taking on a snake-like appearance. The child will start at one end and count beads until they get to ten, then use the golden ten bars and black and white place holders to take the place of the colored bead bars. This continues until the snake has been all counted up, and the child can count by tens and the remainder to find the answer.

We hope that this article helps explain something new about how math and memorization is taught in our Montessori classrooms. Want to see the materials in person? Reach out today! We would love to set up a time for you to observe in a classroom to see the materials in action, and perhaps have a follow-up meeting with your child’s teacher.

What Should My Child Do on Snow Days?

Tue, 01 Feb 2022 02:57:00 GMT

Snow days present great opportunities for family fun—and practical life activities for all ages!

The first snow day of the season is an opportunity to let go of the daily routine and allow for fun. Building snow forts and snow people, sledding, drinking hot chocolate, doing puzzles and reading books by the fire are wonderful ways to pass a snowy day. These times away from school, errands, and extracurricular activities can be restorative for you and your child, while also creating opportunities for family bonding.

Beyond traditional snow day fun, there are other ways you can incorporate the Montessori concept of Practical Life work (care of self and the environment) and other valuable learning into days that school is closed due to weather:

Baking and cooking – Invite your Toddler or Primary aged-child to join you in making cookies or a quick bread. Elementary children and Adolescents can be more involved in planning and preparing a family meal.
Singing and playing music – Play some tunes and have a snow day dance party!
Handwork – Practice shoe tying, braiding, zipping, buttoning, spooning beans, pouring liquids, crocheting, knitting and sewing.
Housework – Dusting, polishing mirrors and windows, cleaning out a drawer or a closet, taking out the trash, doing dishes.
Shoveling the driveway – Or clearing snow off of the car.
Science – Research what weather conditions produce ice, sleet, freezing rain and snow; measure the snowfall and discuss how winds and snowdrifts impact accuracy of measurements.
Feed the birds – Observe what species come to the feeder. How many different kinds of birds come to the feeder? Which ones eat from the feeders, and which eat seed off of the ground? Research which birds prefer various types of food.

When snow days happen, remember that we will be back at school before you know it. Lessons will be waiting when we return, and academic progress will continue. Snow days are rare and precious. Enjoy the gifts that they bring.

We know that for some of you, working from home means you won’t get a break because of the snow. However, we hope that you’ll be able to take some time here and there to join your children in surrendering to the forces of nature, and that these tips will help you keep them engaged during the times you are working!

Material Spotlight: Plant Care

Tue, 25 Jan 2022 20:06:00 GMT

Montessori students begin studying biology at a young age, usually around age three during their first year in the Primary environment. This work continues throughout the course of their time with us.

Primary students explore information with more depth than one might imagine, so they end up with a strong base of understanding about living organisms.

Along with zoology, botany is one of the earliest subjects explored. We give our students lessons about plant life, and there are supplemental materials on the shelves for them to explore. The learning doesn’t stop there. When it comes to biology, we believe having living examples is one of the best ways to spark genuine interest and increase understanding. Plants are one of the easiest ways to do this, and within our classrooms and throughout the building you will find many beautiful indoor plants that are maintained by our students at all levels.

The Practical Life Angle

When we think of practical life, all that we teach generally falls under the umbrella of three categories: care of oneself, care of others, and care of the environment. The more we participate in this type of work, the more we realize how connected the categories are.

Plants are one of the best teachers of practical life skills. Keeping living specimens in our classrooms is an essential Montessori practice. Studies have shown the presence of plants to have a positive effect on people’s moods, they are helpful in filtering the air, and they contribute to the natural beauty of our classroom environments.

However, rather than letting a bunch of pretty plants sit there and be cared for by the teachers, we engage our students in the important work of plant care. The children in our classrooms learn how to properly water living plants and to dust their leaves. They learn to recognize that some plants need more sunlight than others, and that it is up to us to ensure they’re placed in proximity to windows accordingly.

Beyond the potted plant, our students learn to appreciate the art of arranging flowers to beautify the classroom. They plant gardens, tend to their seedlings, and harvest their own vegetables. They take on a sense of responsibility for living things that are reliant on them.

Well-cared for plants beautify the learning environment, bringing a sort of energized calm into the atmosphere. Plants are also a wonderful introduction into learning to care for something beyond yourself; they have the ability to teach both empathy and responsibility.

The Science Angle

Starting in Montessori primary classrooms and continuing on throughout their school career, our students study botany each year in various ways. The skills start simply and are often accompanied by gorgeous wooden puzzles, but our study of plants is always rooted in living examples.

The content covered is wide-ranging and often intertwines with other subject areas. Here is a general idea of the scope and sequence of our botany curriculum:

Parts of… (a plant, a tree, a flower, a seed, etc.)
Identification of various leaf shapes
Evolution of plants on Earth
Types of plants
Plant reproduction
Plant respiration
Categories with the plant kingdom
Botany experiments
In-depth studies of types of plants and parts of plants
Native and invasive species
Plants’ roles with ecosystems
Interactions between people and plants
Plants’ roles in economies

There are opportunities throughout your child’s time at CMS to engage in “research projects” about plants. Sometimes young children may choose to write or draw about what they’ve learned, while older children might take an interest in a particular species, looking up information and writing reports to be shared with classmates.

Exposure to botany beginning at a young age, coupled with an understanding of how plant life has evolved over the course of Earth’s history, leads Montessori children to appreciate and understand more about this kingdom than many of their peers. They are encouraged to explore their own interests more as they get older, and it’s often amazing how many of them choose independent exploration of this particular subject.

Bringing It Home

Parents often ask us how they can support the Montessori curriculum in their own homes. While we do not advise families to purchase Montessori materials, as they can only be used correctly after receiving specific training, caring for plants in your home is a wonderful way to bring your child’s school experience into your home.

Start simply! This might even be just picking up a bouquet of flowers at the store, or gathering wildflowers near your home, then asking your child to show you how they learned to arrange them at school. Provide your child with a pair of scissors, a vase or two (or even just empty glass jars!), and access to a sink. If they are still learning, you might guide them in making sure they trim stems at an angle, and explain how this allows the cut flowers to absorb more water. Allow your child to display the flower arrangements inside your home. Here are some more tips on how to follow your child and let them be the leader at home.

It can also be beneficial to let your child assist in taking care of your existing houseplants, or perhaps purchase one or two plants that they can be in charge of at home. Teach them to recognize that different types of plants have different light and watering needs. Remind them to mist or dust leaves occasionally, not only to make the plants look nice, but to help them be more efficient in their photosynthesis.

January is a time when gardeners delight in huddling inside their warm homes, thumbing through seed catalogues and planning out what they will do during the upcoming seasons. Spring will be here before you know it!

Five Ways to Follow the Child

Wed, 15 Dec 2021 20:38:00 GMT

“Follow the Child” It’s a beautiful, perfect, profound, and frequently used Montessori mantra. Our entire educational approach is built upon those three words. They are backed by science, proven by generations of children, and consistently revered by families around the world. It seems so simple, but the truth is, everyday life can make them seem so challenging. Today we break it down into five real, manageable ways to “follow the child” in your daily life.

1. Stop, look, and listen.

Observation is where everything begins. It seems so obvious, but it’s hard. Balancing parenting with the rest of our lives means we are often rushing around, doing our best, and feeling stressed from time to time.

This is not always possible or realistic, but finding the time to slow down to watch your child, to notice what they’re doing, and really listen to what they’re saying will be very beneficial. Not just for 30 seconds, but really take some time to observe them from a distance. You may be paying close attention, but the best way to gain insight is to watch quietly until they forget you’re even there. You will likely be amazed by what you learn!

There’s no need to even draw any concrete conclusions from what you notice; just paying attention and learning more about who your child is at this moment in time will give you amazing insight. It will inform your own parenting in ways you may not expect.

2. Make the time.

Just as we mentioned above, we know this is not always possible. Perhaps one of the greatest challenges of parenting is finding the time for just about everything.

The truth is our children usually need more time than we do. It takes them longer to get ready in the morning, there are falls and injuries that will need tending to, there are feelings that will become hurt, and a whole bunch of other unplanned events that occur during the course of every single day.

When possible, plan some extra time into whatever you’re doing. Expect the unexpected, because it will happen, and extra time will allow you to be whatever your child needs you to be in the moment.

Do children need to learn to be flexible and keep a schedule? Absolutely! But they are learning and being able to stop and address issues as they happen is so valuable. Click here to read more about supporting your child’s independence through different stages of development.

3. Truly and enthusiastically embrace individuality.

As parents we do everything within our power to ensure our children’s success. We care about their nutrition, their education, their emotional well-being, their social skills, and countless other aspects of their lives. We know we can’t control it all, but we just hope that all our hard work will pay off in the end. And it will, but it won’t always look exactly the way we imagined it would.

For each and every one of us there will come at least one point in time when our child will express the desire to choose a path which we did not envision for them. As long as it’s positive (not harmful or hurtful to anyone), our job is to support their endeavors. It sounds so simple, but when faced with the reality, it can be tough.

It can help to practice early and often. They may struggle with something or have incredible and unexpected strengths in other areas. No matter who they are or where their life leads them, children need to know their parents are on their team, no matter what.

4. Examine your own biases.

Our expectations as parents come from a lifetime of information we’ve taken from our own environments and experiences. Whether positive or negative, these perceptions of how things should be color the way we parent our own children.

Remember at the beginning of this article when we encouraged you to slow down and observe your child? The same approach can be used to look within ourselves. Here are some self-inquiry guidelines:

What are my values?
Does what I’m saying reflect those values?
Am I doing this because it was my experience as a child, or because I believe in it?
Is this what society expects, or what I think is right?
Does this support my child?

5. Keep learning.

The never ending task of all humans – parents included – is to always continue learning. Some of this will happen with experience as we grow, and some of it will be information we seek out from other sources.

Not only does a continuation of learning help us to be the best parents we can, but doing so also shows children how much we value curiosity, knowledge, and self-improvement. It lets children know that no one, not even their parents, has all the answers, and that’s okay. It’s more important to want to learn more, to know where to look, and to do our very best.

Elementary History: A Scope and Sequence

Wed, 01 Dec 2021 20:27:00 GMT

Montessori educators begin with the big picture and gradually focus in on the details. That’s why when we teach history, we start at the very beginning. We give students an understanding of the start of the universe. Over the course of their time in Elementary, we give progressively more detailed lessons that zoom in eventually to the various cultures that have existed on Earth throughout history. We find this approach helps give children a frame of reference to begin with.

It all starts in the first grade. History is one of the few areas of learning in the Montessori classroom in which students receive group lessons — sometimes even the whole class at a time. This is because all of the children within a three-year age span are developmentally prepared to engage with the information being presented, and when they participate in these big, impressionistic lessons each year they’re in a class, they gain something new each time.

What do we teach and where do we start? We present an overview of what the Montessori history curriculum looks like in grades 1-6

The Creation of the Universe

Early in the school year — sometimes even the very first week — lower elementary Montessori guides present a fantastic lesson about the beginnings of our universe. It’s all very dramatic and presented in a darkened room and delivered in a story-telling format, although there are a number of ‘science experiments’ sprinkled throughout. From the Big Bang/Great Flaring Forth, to the formation of the first particles, the first elements, states of matter, density, and the sheer vastness of space, there is a LOT of information included. The whole thing ends with the unveiling of a model volcano into which vinegar is poured to cause an ‘eruption’, much to the delight of 6-9 year old children. This lesson ends with an explanation of Earth’s early geological history, and children walk away excited and in awe.

The Concept of Time

At some point during the year, likely near the beginning, children learn a bit more about the mechanics of how humans observe the passing of time. They look at how the year is divided with the help of their fraction materials, they explore years by making their own timelines, and they learn to tell time on the clock. This section of study concludes by intersecting with grammar and learning the three fundamental tenses: past, present, and future. Children revisit the concept of time in various ways throughout their Elementary experience, deepening their understanding along the way.

The Long Black Strip

This lesson is literally so big it has to be done outdoors or in a *very* long hallway. While children stand to the sides, the guide carries out a large, rolled up strip of black felt. The outer end is weighted down, and as she unrolls it they tell the story of Earth’s history. From the formation of our planet itself, to the earliest one-celled organisms, through the evolution of all living things, and so on. The strip is 30 meters long, and each centimeter is meant to represent a million years. By the time the very end is revealed, the children can see a tiny slice of white. This represents the amount of time humans have inhabited the earth. You can imagine what children are feeling when they walk away from such a powerful visual.

The Clock of Eras

As you can tell by now, we like to give children impressionistic lessons, and visual aids that help them develop a frame of reference. The Clock of Eras imagines Earth’s history as if it were encompassed within a twelve hour clock. This circular, laminated cardboard material breaks down the major eras and allows children to see a visual percentage of the total history each section takes up. They are able to see the large chunk of time during which there was no, or nearly no life at all. This is followed by another imposingly long stretch of time during which Earth was host to just one-celled organisms. As life became more complex, the slices of the pie become smaller and smaller, until a minuscule strip of red again shows all of humanity.

The Time Line of Life

The time line of life is exactly what it sounds like: a large and gorgeously illustrated wall hanging that shows how life has evolved from the beginning of the Paleozoic Era. Children are fascinated to learn about the seemingly strange earlier life forms, and how over time they changed and paved the way for others. It’s also exciting for the children to see how there are several organisms that have withstood the test of time and developed ways to adapt regardless of an ever-changing planet.

Fundamental Needs of Humans

What do people need to survive? Children learn about our basic needs, consider how they meet those needs today, and explore how various cultures met those needs throughout history.

The Study of Early Humans

We believe it is critical to teach children about where their ancestors originated. Having an understanding of human history allows us all to respect the enormous progress that has been made in countless ways since the existence of the first humans. We teach students how the earliest humans survived and met their needs, and how their eventual movement around the planet changed the course of history.

Stages in the Progress of Civilization

This area of study is of particular interest to upper elementary-aged children, and their research skills allow them to spend extensive amounts of time reading and discovering for themselves about how civilizations have functioned throughout history. Students dive deep into learning about ancient and more recent cultures and societies across the globe, discovering the many similarities and differences they have both to one another and to humans today.

Once children complete the elementary program, they have a solid understanding of basic history. This allows them to more deeply understand and appreciate whatever history courses they take in the future.

Cultivating Gratitude through Grace and Courtesy

Tue, 23 Nov 2021 21:02:00 GMT

November naturally brings our awareness to seasonal shifts and togetherness. It’s a time of abundance, harvest, and ultimately gratitude for the life we are given. Finding space to express our gratitude is a universal quality that certainly can be cultivated early. Maria Montessori understood this well, and one can find this reflected in the very principles we hold dear each and every day. In fact, a large part of our curriculum is centered around the concept of Grace and Courtesy. Grace and Courtesy lessons offer the child many opportunities to practice their manners with one another.

Grace & Courtesy Lessons

We start in small ways and branch out into the larger community. For example, we learn how to introduce oneself, how to open and shut a door, how to say ‘excuse me’ or offer help if one bumps into another, how to offer a gift, how to walk around another’s work, and so on. Grace and Courtesy lessons are offered naturally throughout our work periods so that children have the tools to gracefully move about their environments and are equipped with the phrasing to use when life inevitably bumps into them!

Maria Montessori said, “A child who becomes a master of his acts through repeated exercises of grace and courtesy, and who has been encouraged by the pleasant and interesting activities in which he has been engaged, is a child filled with health and joy and remarkable for his calmness and discipline.”

Practicing at Home

We hope that this season will inspire families to practice their own unique Grace and Courtesy in the home. Perhaps this translates as working with your Elementary age child on baking projects, making greeting cards to share, or checking on a neighbor who may be in need.

Cultivating the patience and skill needed to sit through a longer family meal time with your Toddler or Primary age child can be a challenge this holiday season. To help, practice and role play how to politely ask for more of something, or how to say no thank you, how to pass a dish, and how to serve oneself.

Children love to help, so offer opportunities at any age to assist with the food preparation, setting the table, or even create a dish of their own. This will help your child feel a sense of belonging and empowerment that they will carry with them into the future. Ultimately, allowing the space for everyone to contribute, to feel included and valued, will open up more reflection when that important question is asked: “So what are you grateful for?”

Three Good Things Gratitude Activity

In our day-to-day lives, it’s easy to get caught up in the things that go wrong and feel like we’re living under our own private rain cloud; at the same time, we tend to adapt to the good things and people in our lives, taking them for granted. As a result, we often overlook everyday beauty and goodness—a kind gesture from a stranger, or the warmth of the sun on a chilly morning. In the process, we frequently miss opportunities for happiness and connection.

A simple, conscious gratitude practice can help counterbalance those tendencies. Although emotions like disappointment are natural and serve an important purpose, it can be draining to focus all our attention on them. By remembering and listing three positive things that happened in your day—and considering what caused them—you tune into the sources of goodness in your life. It’s a habit that can change the emotional tone of your day, energizing you with positive feelings of gratitude—which may be why this practice is associated with significant increases in happiness.

Each day for at least one week, write down three things that went well for you today, and provide an explanation for why they went well. It’s important to create a physical record of your items by writing them down. These can be small, everyday events or more important milestones such as, “My partner made the coffee today,” “My grandparents were happy when I brought them groceries,” or “I earned a big promotion.”

By giving yourself the space to focus on the positive, this practice teaches you to notice, remember, and savor the better things in life. It may prompt you to pay closer attention to positive events down the road and engage in them more fully—both in the moment and later on, when you can reminisce and share these experiences with others. Reflecting on the cause of the event may help attune you to the deeper sources of goodness in your life, fostering a mindset of gratitude.

Podcast Episode: 100 Good Things

We wish you all a safe and happy holiday season!

Books to Honor Native Authors

Tue, 16 Nov 2021 19:53:00 GMT

November is Native American Heritage month. We therefore recommend reading books by native authors that celebrate their culture and traditions. Read below for some new titles for your child to explore this month.

My Heart Fills with Happiness by Monique Gray Smith, illustrated by Julie Flett

A sweet board book recommended for infants and toddlers, but would also be enjoyed by many preschoolers. Winner of a BC Book Prize, the simple text and bold illustrations guide readers through many of the ways we find joy in our everyday lives. Some of the examples are universal to us all: “when…I see the face of someone I love”, “I sing” “I feel the sun dancing on my cheeks”. Other examples, as well as the artist’s renderings, honor uniquely native cultural elements: “I smell bannock baking in the oven”, traditional native dress, and the importance of oral tradition. Native children will be able to see themselves (or people like them) in this book; non-native children will have an opportunity to see and learn a little about indigenous culture. Giving children such opportunities in the literature they read is so important, and the earlier we begin doing so in their lives, the better!

Fry Bread: A Native American Family Story by Kevin Noble Maillard, illustrated by Juana Martinez-Neal

A lovely picture book that children through about grade 1 will enjoy. Fry bread is a native food that was born out of necessity; when indigenous people were forced to move out of their homelands and into places that did not support their traditional agriculture, the United States government provided them with supplies like canned goods and flour. Fry bread was created to prevent starvation, and while its history is complicated, it is seen by many native people today as a comfort food that has woven itself into the fabric of their collective history. This book focuses on how fry bread can be enjoyed by all our senses, and how it makes people feel. There is even a recipe at the end of the book so that you can try it at home! Winner of the 2020 Robert F. Sibert Informational Book Medal and a 2020 American Indian Youth Literature Picture Book honor.

We Are Water Protectors by Carole Lindstrom, illustrated by Michaela Goade

Winner of the 2021 Caldecott Medal, We Are Water Protectors is an excellent picture book suitable for children through first grade. Water is fundamental to us all, and its importance is revered in indigenous stories and culture. Narrated by a young girl, this story imparts the critical nature of water on Earth and talks about the native prediction of a destructive black snake that has long been foretold as a threat to water and life. Connecting the black snake to today’s oil pipelines, the story then illustrates the role native people have played in important protests across North America. Stunning illustrations show the power a community of caring people can have when they stand for what they believe in.

Pikiq by Yayo

Young Pikiq, and his friends the crow and snowy discover a box one day that was left behind by an explorer. Inside they find wonderful items: art supplies and a book about far away plants and animals. Pikiq dives right in and begins drawing as many as he can, and in the days that follow, his imagination lets him see these fantastic plants and beasts everywhere he goes. A pink armadillo walks across the inside wall of his icy home, tropical birds perch on caribou antlers, trees begin to look like elephants, and he even imagines making a kayak out of banana leaves. At the end of the book we realize it was all a dream, but Pikiq is excited to draw everything anyway!

Bowow Powow by Brenda J. Child, translated by Gordon Jourdain, illustrated by Jonathan Thunder

Written in English and translated into Ojibwe, this story celebrates the magic of the powwow: a gathering of native nations to celebrate music, dance, food, community, and heritage. Young Windy Girl finds the perfect dog – Itchy Boy. Together, they pile into her uncle’s truck and listen to his stories about the powwows of his youth. The best part of Windy Girl’s summer is attending the powwow, eating blueberry snow cones, watching the dancers, and falling asleep under the stars to the sounds of the drums. This picture book won a 2020 American Indian Youth Literature award.

Indian No More by Charlene Willing McManis and Traci Sorell

This middle grade book is recommended for children in grades 4-8. Loosely mirroring McManis’ own childhood experiences, main character Regina Petit’s family’s native status was revoked by the United States government in the 1950s. During this time, entire native nations were expelled from their lands and were forced to move elsewhere in search of economic opportunities. The Petits moved from Oregon to Los Angeles, losing their culture, community, and way of life. Regina meets some new friends in her diverse neighborhood, but experiences racism (directed both toward her family and her friends’) for the first time. This book shows some of the many ways people deal with such experiences; Regina’s grandmother focuses on passing native knowledge and stories on to her granddaughters, Regina’s mother expresses her anger but finds solace in her new community, and Regina’s father unsuccessfully attempts to reject his native heritage in an effort to become “American”. A beautifully crafted piece of historical fiction, this book has won multiple awards, including being named one of the best books of 2019 by American Indians in Children’s Literature.

Apple in the Middle by Dawn Quigley

Thirteen-year-old Apple has spent her whole life never feeling like she fits in anywhere. Her mother, a native American, died the day she gave birth to Apple, and her father is too heartbroken to ever talk about what happened or Apple’s heritage. One summer he decides she should spend a few months with her grandparents – who she’s never met – on their reservation. Apple meets people who accept her for who she is, she learns about her mother and her ancestors, she finds herself immersed in culture and traditions, and best of all – she begins to figure out who she really is. A 2020 American Indian Youth Literature honored book, this young adult title would appeal to teens.

Heart Unbroken by Cynthia Leithich Smith

This 2020 winner of the American Indian Youth Literature award is the final young adult title on our list, and highly recommended for teens. Seventeen-year-old Louise dumps her popular football-player boyfriend when he makes disparaging remarks about native Americans. While she doesn’t always talk about it in her predominantly white town, Lou has great pride and deep respect for her native heritage. At the start of her senior year of high school, she joins the school newspaper and begins writing about issues that are important to her. Right around the same time, her brother (a freshman), is given the part of the Tinman in the school’s production of The Wizard of Oz. Steeped in racism, the local parent organization begins to protest – outraged at the newly established diversity within the theater department. Lou goes through many of the same experiences all high school seniors do, while also finding ways to fight for what’s right and give voice to the often silenced.

Four Montessori Quotes that Give Us Perspective

Tue, 02 Nov 2021 19:44:00 GMT

Dr. Maria Montessori was a scientist and physician, first and foremost. She stumbled her way into education when she observed the mistreatment of children put into her care. She recognized that adults (especially at the time) did not give children the credit and respect they deserved, and this launched her work that eventually became Montessori education.

Dr. Montessori was all of those things, but she was also a prolific writer and speaker. Her words have been translated into countless languages around the world. A century later, the language can sometimes show its age, but it’s often beautiful, poetic, and inspiring. And that’s not to mention the brilliant ideas behind the words.

People love to quote Montessori, and for good reason. Here we share four excerpts from Dr. Montessori’s writing that we find particularly interesting.

“This is education, understood as a help to life; an education from birth, which feeds a peaceful revolution and unites all in a common aim, attracting them as to a single center. Mothers, fathers, politicians: all must combine in their respect and help for this delicate work of formation, which the little child carries on in the depth of a profound psychological mystery, under the tutelage of an inner guide. This is the bright new hope for mankind.” -Dr. Maria Montessori, The Absorbent Mind

Education is a profoundly important venture, on behalf of the individual as well as society as a whole. The way we choose to educate our children is perhaps the single greatest action we can take to pave the way for a better future for humanity.

Education is a partnership. It takes well-trained instructors, inspirational leaders, participatory family members, and engaged communities to work alongside one another in support of the children. To know that all these parties can join together and work toward the common good is a pretty amazing concept, and incredibly powerful to see in action.

“An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.” -Dr. Maria Montessori, Education and Peace

Individuality and flexibility are two critical components of any successful education. Human beings are not photocopies and we cannot treat them as such. To develop a curriculum that is delivered unwaveringly to a diverse group of children without any deviation from the predetermined path does not serve the child.

To employ an educational process that supports the individual development of the child not only honors their own unique path, but it stands to be timeless. Human development, with all its variations, remains fairly similar throughout the generations. Even as the world changes around us, and we look toward an unpredictable future, Montessori education prepares children for what lies ahead.

We teach children to ask their own questions and seek their own answers. We guide children to listen to their inner passions. We explicitly show them how to interact with other people around them so that they may honor their individuality while working cooperatively. To do these things is to prepare them for anything.

“The mind takes some time to develop interest, to be set in motion, to get warmed up into a subject, to attain a state of profitable work. If at this time there is interruption, not only is a period of profitable work lost, but the interruption, produces an unpleasant sensation which is identical to fatigue. Fatigue also is caused by work unsuitable to the individual. Suitable work reduces fatigue on account of the pleasure derived from the work itself. Thus the two causes of fatigue are unsuitable work and premature interruption of work.” – Dr. Maria Montessori, What You Should Know About Your Child

Adults traditionally have a habit of inserting themselves too frequently into the work of the child. We feel duty-bound to teach and to guide, when in reality it’s our job to clear the path and stand back while they take the journey themselves. Getting in the way is rarely done with ill intent; it’s simply what we learned when we were children. We want to be helpful. And it can take a lot of unlearning to allow our children to truly learn for themselves.

There is a very delicate balance, and it takes a lot of observation to get things right. We learn to sit back, notice what the child is doing, take a pause, and notice some more. We fight the urge to jump in and correct things for them, for those are precisely the moments when learning happens. If a child is allowed to make mistakes and then to fix those mistakes, they gain not only skill knowledge, but the confidence to repeat the process in the future.

That’s not to say we should never step in. The careful observation we mentioned also helps adults ensure that a child is not faced with a challenge they are not yet prepared to face alone. The key is to understand basic child development while simultaneously paying close attention to the individual’s needs.

“To let the child do as he likes when he has not yet developed any powers of control, is to betray the idea of freedom … Real freedom, instead, is a consequence of development; it is the development of latent guides, aided by education.” -Dr. Maria Montessori, The Absorbent Mind

Taking the last point a step further, Montessori educators and parents need to understand what freedom with limits really means.

Should a child be permitted to eat candy for breakfast every day? Should they be expected to eat every meal that is placed before them without opinion? No, on both counts. What lies in the middle can vary from time to time, but perhaps the child is allowed to serve themselves an amount they know they can eat, or perhaps they get to have a say in what they would like to eat some of the time. The same principle can (and should) be applied to almost everything.

We must give children limited, developmentally appropriate choices.

As they gain new skills, we give new choices. It’s an ever-evolving dance between choice and structure, but it’s one of the most important things we can do for our children.

Want to read more? Let us know and we can recommend some great books!

Inclusivity in the Montessori Classroom

Wed, 20 Oct 2021 19:09:00 GMT

Montessori is a method of Education as well as a general philosophy on human development. If we could summarize it into one sentence it might be something like this: A deep understanding of human development, coupled with careful observations and a meticulously prepared environment, allows an individual the freedom to explore their world to the best of their ability.

Wouldn’t it be amazing if we could do that for everyone?

Montessori schools do their very best to make this goal a reality each and every day! Below are just a few of the variables we take into consideration.

Age

As you already know, our classrooms are multi-age. This may not be typical when compared to most conventional educational settings, but it’s very intentional and an integral part of what we do. We believe children of varied ages have much to offer one another, and having a span of a few years in one classroom allows for the blending of different abilities, so everyone always has a buddy to work with. Multi-age classrooms give children opportunities they wouldn’t have elsewhere, such as older models for the young children, and a chance for older children to explore leadership roles.

Beyond the typical three year age span, we like to take every opportunity for children to interact between the levels. In the same way we see within the walls of a single classroom, the younger children at our school are able to look to the older children as models, and the oldest children have chances to lead in new ways.

Did you know that Montessori can be for adults as well? Some adults read about Montessori and learn to incorporate the principles into their own lives. Others go on to obtain Montessori teaching credentials or explore Montessori higher education. There have even been studies regarding the benefits of applying the Montessori approach to dementia care.

Gender

Montessori schools aim to honor children as they are. We acknowledge that society places certain expectations on children according to their gender. It can be a challenge for children whose identity does not conform according to these expectations, as for example, when a child prefers certain toys and colors that our society has deemed gender specific.

Our goal is to acknowledge these differences, to work hard to eliminate expectations that do not serve the children, and to create a nurturing environment where all children feel supported and accepted.

Race

To fully educate a child, a school must acknowledge that child and family’s experience. We believe that race is an important part of a person’s identity and must be recognized. We want our students to be proud of who they are, and we also want to recognize the struggles that some face due to the color of their skin.

While people of color have known and felt these struggles for centuries, society as a whole is beginning to recognize their reality in recent years. There is still so much work ahead of us, but we are hopeful that we may be on the verge of a shift in cultural awareness.

In our classrooms, we do what we can to support this work. We include families of all backgrounds. We ensure there is literature in our classrooms that is representative not only of the children who are in the room, but of all types of people. As educators, we aim to keep learning, keep supporting, and keep moving forward.

Cultural Heritage

In Montessori classrooms, different cultures are something to be celebrated. We may not celebrate holidays in the same way many other schools do, but we do enjoy exploring different cultural celebrations from around the world. We believe that learning about each other’s unique traditions helps bring us closer together. We encourage parents to come into our classrooms to share cultural traditions. This might be making latkes with the children for Hanukkah, creating a Nowruz table in the lobby for Persian New Year, or making clay lamps with students for Diwali. Children love to learn about other cultures. If your family has something special to share, we encourage you to get in touch with your child’s teacher and see if there’s a way to incorporate something into the school year! These experiences are enriching for everyone involved.

Different Abilities

By design, Montessori education is supportive of children with different abilities. The two most obvious examples of this are our multi-age classrooms and individually-paced learning. No two children are alike, and we believe teaching a single, rigid curriculum to a whole room full of children actually serves very few. Differentiation is a popular buzzword in education; we believe true differentiation is about individualizing the curriculum so that it meets the specific needs of each and every child.

Because Montessori honors the child as they are, and aims to guide them on their own path, it makes sense that it’s the perfect environment for many children with special needs. Some needs are more visible than others, but we believe that every child has the right to be a valued member of our community, and our World!

Questions, Comments, we love to hear from you! Reach out anytime .

Material Spotlight: The Puzzle Maps

Mon, 11 Oct 2021 19:06:00 GMT

In the first installment of our new materials spotlight series, we celebrate and explain the Montessori Puzzle Maps. Beautifully and colorfully painted and carefully crafted out of wood, they can be found in both Primary and Lower Elementary classrooms. While they are used differently in the two environments, Educators take a developmentally appropriate approach to utilizing this beautiful Geography material.

The Material

In a Montessori classroom, one will find a wooden rack that contains a series of puzzle maps. They are arranged intentionally, starting with the top shelf and working downward:

The planisphere: two blue circles with removable colored continents
A map of the child’s continent (North America): puzzle pieces indicate countries
A map of the child’s country (United States): puzzle pieces indicate states
Maps of the other continents of the world: pieces indicating countries

There is typically also a set of control maps, or corresponding laminated paper maps that have the pieces drawn to scale and labeled. Children may use these as reference depending upon the activity.

An Introduction

Of course, we begin with the top map of the world. Previously, the child will have worked with the Montessori globes, so they will have some idea about the world, the continents, and the oceans.

Using the three-period lesson format, the guide introduces (or reviews) the names of the continents. The guide will demonstrate how to properly retrieve the puzzle, lay it out on a work mat, remove each piece carefully and replace them while naming them. Some classes may have laminated paper labels the child can lay on top of the pieces while they work.

A critical part of the introductory lesson is showing the child how to properly put the puzzle back together and return it to the correct shelf in the rack. Our guides take great care in making sure lessons are not just about the academic skills, but also about how to respect the materials, ensuring they will be in good working order for the next child.

The Work

Once the child has been given the introductory lesson, they may return to this work whenever they like. As with everything else in the Montessori environment, if the child continues to feel drawn to a material, they are still getting something out of the experience. This may appear overly repetitive to our adult eyes, but it’s important that we suspend those judgments and allow the child to trust their instincts.

Now that the child is familiar with the world map, they are welcome to proceed downward through the others. Their teacher does not necessarily need to give a lesson for each one (although they may, for various reasons, such as introducing the names of countries, rivers, oceans, etc…). Understanding the basic concepts of the puzzle maps, how to care for them, and put them away, will free the child to explore them all!

During the Elementary years, we encourage children to use an atlas alongside them while they work. This may also be presented in Primary (pictured here). While control maps are useful and serve their purpose, it’s important that they begin to develop their proficiency with a variety of reference tools. When using an atlas, they often need to refer to the table of contents, find the correct page, and look carefully for labels that don’t correspond exactly with the colors and fonts they are used to seeing on the Montessori control maps. This is just one of the many ways we gently guide children toward being able to find answers for themselves.

Extensions

The puzzle maps are such a popular material among children, that it’s only natural we should offer extension work to create more learning experiences for those who are ready and eager. Just a small sampling of the possibilities:

Pin punching: In the Primary Classroom, children may trace continent pieces onto construction paper and use the pin punching tool to perforate each one. They may then adhere them to perforated blue spheres, thereby recreating the map so that they may have a copy to keep.
Map making: Giving children large pieces of white paper, they may carefully trace, label, and color each individual piece.
Embark on research projects: Children who have enjoyed and mastered the puzzle maps may then choose to read and write about various continents or countries.
Continent studies: Some teachers choose one continent each semester to focus on in depth. While the puzzle maps serve as a focal starting point, the study will include exploration of biomes, animals, culture, and more.

What’s Next?

Children love the puzzle maps, so they often spend years absorbing everything they can from them. Eventually, however, they are ready for more. At some point during the Elementary years we introduce the pin maps. These are smaller wooden boards with maps drawn on them, and with three tiny holes drilled into each country: one for the country’s name, flag, and capital city. Corresponding metal pins with labels are available for the child to use as they learn to identify each. Control maps are available for the child’s reference.

As with many other materials, the pin maps are introduced in steps. First, the child will just focus on learning to label each country. Once they have mastered that skill, they will move on to flags, and eventually, the capital cities.

Want to learn more? We love to hear your questions and feedback. Let us know!

Why AMI

Thu, 30 Sep 2021 19:33:00 GMT

Montessori is the largest pedagogy (Educational Approach) in the world. Dr. Maria Montessori’s work is well-respected and researched, so many schools incorporate her ideas in various ways. Some schools belong to an accrediting organization that ensures certain standards are met; many do not.

In addition to the National Association of Independent Schools (NAIS), the Independent Schools Association of the Central States (ISACS), and the Independent Schools Association of St. Louis (ISSL), Chesterfield Montessori School is recognized by Association Montessori Internationale (AMI). AMI is the accrediting organization established in 1929 by Dr. Maria Montessori and her son, Mario. AMI schools must meet rigorous standards to ensure that they are faithfully embodying Dr. Montessori’s scientific approach to education.

11 Differentiating Features of an AMI School:

1. Highly Trained Teachers. AMI teachers complete intensive and transformational training focused on understanding the child and deep study of the Montessori materials. AMI schools hire only AMI-trained teachers to guide their classrooms.

2 . Master Trainers. The internationally-certified trainers who lead AMI teacher trainings must have at least one AMI Diploma and several years of Montessori classroom experience before undergoing yet another seven-year program, which certifies them to facilitate teacher trainings. Every teacher who has an AMI diploma undergoes training with one of these consummate professionals.

3. Prepared Environment. AMI Montessori classrooms are beautiful, ordered spaces complete with the full range of authentic Montessori materials appropriate for the specific needs of the age group they serve.

4 . Multi-age Classrooms. The classrooms in AMI schools group children in accordance with the planes of development(developmental stages) identified by Dr. Montessori. Multi-age classrooms facilitate rich learning experiences for the children, who absorb much information through indirect exposure to lessons given to others. In addition to receiving lessons directly from the teacher, children receive support from their friends in the classroom who are further along in their work. This reinforces learning for everyone. In addition, older children act as role models, which results in grace and courtesy in both groups. Classrooms are calm, peaceful and busy with children deeply engaged in work.

5. Uninterrupted Work Cycles. AMI classrooms have protected, uninterrupted work cycles of two to three hours, depending on the age of the children. This is important because it allows the children to immerse themselves in their work, without being interrupted by adult agendas such as special classes or schedules. The work cycle demonstrates respect for the importance of the children’s interests and work, and also supports the development of focus and concentration.

6. Standards are consistent from classroom to classroom and from school to school. If your child is at an AMI school and moves into another classroom down the hall, or transfers to an AMI school in another city or country, the transition should be seamless because the teacher training and the materials are the same.

7. Resistance to Fads. While certain aspects of Montessori education evolve appropriately to reflect research and discovery (for instance, human understanding of natural history has changed since Dr. Montessori’s time), the materials and instruction Dr. Montessori developed over 50 years of meticulous observation remain the same. Emerging neuroscience, business thought leaders, tech giants and the World Bank Group all agree that an authentic Montessori education creates optimal brain development, creativity, adaptability and emotional intelligence, preparing young people to meet the global challenges of tomorrow.

8 . High Quality over Time. AMI trained consultants visit each AMI classroom at least once every three years to support the teachers and ensure that the school consistently embodies AMI standards.

9 . Individualized. In an AMI classroom, each student works at her or his own pace. Teachers observe the children carefully each day to understand their particular interests and needs. Within a structure designed to meet the particular developmental needs of each age group, children are free to follow their interests and pursue their passions, which stimulates a lifelong love of learning. This individualized approach reveals the unique potential of each child.

10. Hands-on. Dr. Montessori discovered the critical link between the hand and the brain over 100 years ago. As children use their hands in purposeful work, they become deeply engaged. They develop concentration and focus, and their neurological systems move toward optimal functioning. Industries have begun bemoaning the lack of fine motor skills in graduates, as many schools have stopped focusing on handwork altogether in favor of technology. At CMS, however, students of all ages use their hands, bodies and minds each day. Toddlers carry trays, wash windows and water plants in language-rich classrooms that support their work in large and small muscle development. Primary children use hands-on materials designed to prepare them to write in cursive, read and calculate. Elementary children create complex posters and models to demonstrate their research in multiple disciplines, and you might notice many of them knitting or crocheting during group meetings. Adolescents spend many hours each week working outdoors and building items to support their entrepreneurial endeavors, in addition to the deep dives into academic pursuits. All These activities result in happy, well-balanced human beings who are intellectually curious and feel confident in their ability to meaningfully contribute to their communities.

11. Evidence-based. AMI Montessori education improves outcomes. We know this because Dr. Montessori developed her methods by observing children and allowing them to show her how they learn. She designed her materials through scientific experimentation over decades of work with thousands of individuals. Additionally, pediatric neuroscience, which allows us to look into the brain, supports what Dr. Montessori surmised through observation. Finally, recent studies specifically focused on Montessori education demonstrate that high-fidelity Montessori programs improve executive function. Quite simply, authentic Montessori education works.

Freedom Within Limits: What Does it Look Like?

Tue, 14 Sep 2021 19:54:00 GMT

One of the most common misunderstandings about Montessori education surrounds the freedom we give the children in our care. Generally speaking, once you step inside a classroom and observe what really goes on, it is clear how freedom and responsibility aid in a child’s development in the classroom.

Montessori isn’t a trademarked concept, though. Anyone (school or individual) can claim to be “Montessori” but that doesn’t necessarily make it so. This is why specific, high-quality teacher training programs, along with our accreditation through the Association Montessori Internationale ( AMI ) is critical to ensuring a high quality program!

Montessori philosophy relies heavily on freedom of choice. We also rely heavily on appropriate limits. There is a critical balance, and achieving this balance is what gives children the sense of dignity, empowerment, and success they deserve. Children are no less human than adults, and they deserve respect, albeit in developmentally appropriate ways that support their growth.

What does this look like in our learning environments, and how might parents utilize these strategies in the home? Read on to learn more.

The physical boundaries of the environment

Montessori schools and guides are very intentional in the ways they structure the physical classroom environment. We want our students to be able to move freely around the space, but we don’t want that movement to inspire behaviors that are distracting to others or unsafe. The good news is there are plenty of things we can do to ensure choice, safety, and learning, all at the same time.

In classrooms for younger children, we avoid having wide open spaces that invite running indoors. The wooden shelves that house learning materials are strategically placed to block paths that children may otherwise utilize in such a way. Instead, we provide indoor-appropriate movement opportunities, we teach children how to use them, and we make sure they are located in spaces that don’t disrupt the work of others. We also make sure there is time and space built into the day that allows for running outside.

Dr. Montessori valued the opportunities available to children outdoors and in nature, so our school works hard to provide appropriate and safe space for children to explore. This looks vastly different depending on the child. A four-year-old might enjoy a fenced-in area with raised garden beds, trees, and grassy fields. An 11-year-old might walk to an adjacent wooded area under the supervision of an adult where they independently gather materials with peers to make forts and other structures.

Choosing what to work on

As adults, we don’t like to be micromanaged. Neither do children. Even a small degree of autonomy allows a person to feel like their decision-making is valued and trusted. This overarching idea is kept in the forefront of our minds, but it does look different at different levels.

During the first plane of development (newborn – age 6) children are given presentations on how to use various materials and complete various tasks. During their independent work cycle they are generally permitted to choose which of these tasks they would like to repeat and in what order. This allows them to follow their interests and develop skills they are internally primed to master without being tethered to a prescribed one-size-fits-all program. As they enter the final year or this period, their guide may start to implement some of the structures seen in the second plane to ease their transition and provide for evolving developmental needs.

During the elementary years, there are certain academic expectations. Children in Montessori environments are given regular lessons on topics of interest as well as to teach basic math and language skills. They are still able to choose their work, as well as make choices about what they would like to spend more time on and study in depth. Our guides are watching closely, however, to make sure children do not avoid subjects. (More on that later in this article)

Honoring personal health needs

We don’t believe children should have to ask permission to address their own basic needs. Whether it be using the toilet, getting a drink of water, or having a snack, all people (children included) should be able to listen to their own bodies and care for those needs on demand.

When children are very young, they need more assistance, but we teach them to listen to their bodies’ cues and guide them through the processes. As they get older and more independent, we build structures into the environment that allow them to meet their needs independently. Even as young as age three, children serve themselves a snack if a seat is available at the snack table. They know where their water cup is located and how to clean up a spill if it happens. The restroom is located in the classroom or nearby so that they can use it without the help of an adult.

Multiple winning options

Want to give kids choice while still achieving specific goals? Give win-win options. We use this strategy in the classroom, but parents can use it at home as well. Some examples:

“Would you rather get dressed or eat breakfast first?”

“I need help with some of the chores. Are you in the mood for washing dishes or doing laundry?”

“It’s almost bedtime. Please go get into your pajamas and brush your teeth, and any time you have leftover before 8:00 we can use to read together.”

“You need to pack some more protein in your lunch for tomorrow. Would you like sliced turkey or some hummus?”

*Keep in mind that fewer options make decision-making easier. This is especially important to consider when a child is younger or if the decision is causing any kind of stress.

Guidance and discussion

As children get older, it’s important to be transparent in the process of offering increasing freedom. We tell children that we value their input, that we want them to blaze their own trails, and that we are here to support them on the journey.

Remember above when we talked about addressing when a child avoids a particular subject? There are many reasons why they might do so, but it’s usually because the skill is too challenging or too easy. By observing the child at work we can often get an idea of what’s going on, but with children elementary-aged and older, a conversation can be incredibly enlightening.

Once we find out why the avoidance is occurring, we can help develop a plan. The child may need to be introduced to time management strategies. They may need a refresher lesson. They may need to be challenged in a whole new way. Montessori schools are structured so that opportunities for these quick but important check-in meetings are frequent. Long blocks of time dedicated to learning and working independently, coupled with a variety of goals that extend far beyond academics, allow students and guides to work together toward productive independence.

Questions? Comments? We love to hear from parents. Reach out any time !

Supporting Independence through Stages of Development

Tue, 07 Sep 2021 19:47:00 GMT

“The child’s development follows a path of successive stages of independence, and our knowledge of this must guide us in our behavior towards him… This is the art of serving the spirit, an art which can be practiced to perfection only when working among children.” -Dr. Maria Montessori

It’s nothing new to hear us advocating for children’s independence. After all, it’s a cornerstone of our Montessori practice, and we believe one of the most important keys to fully educating a child.It’s also no surprise to consider that independence looks vastly different depending on your child’s developmental stage.

When we meet a child where they are and offer them opportunities to do things for themselves, it’s simply amazing to encounter what they are capable of. Here are a few ideas that parents can consider when aiming to support their child’s independence.

Young Children’s Community: Dressing

This section is perhaps the most fun in this entire article. Toddlers learning to dress themselves is not only an important skill, but it is, frankly, adorable.

Start simple and give limited choice. Let your child choose between two different shirts, then show them how to go about putting it on. In the beginning, they will need lots of help, but as time goes on resist the urge to insert their tiny hands into the sleeves and give them a chance to figure it out. They will. It will take some time and many unsuccessful attempts, but each time they try they will get closer to being able to do it themselves.

As time goes on, your child might select their whole outfit. Another practical tip is to choose (or have them help you choose) a week’s worth of outfits ahead of time. Hang enough low hooks on your child’s bedroom wall and allow them to choose their clothing and get dressed each day. As with everything, this will be slow going in the beginning, but in the long run the independence gained will not only save time but instill critical feelings of confidence.

After a little practice, all that’s left to do is sit back and enjoy the interestingly paired items of clothing and the smile on your child’s face.

Primary: Helping Tasks

Shocking but true: between the ages of 3 and 6, kids LOVE chores. By helping them learn and engage in important daily tasks while they are young, you are instilling habits that will last a lifetime.

Our children watch us go about our daily lives and they want to be a part of what we do. They want to be like us, so when they see you sweeping the floor, they want to help. From dusting, to laundry, from cooking to caring for pets and plants, your child wants in on the fun. Let them!

There are countless tasks that young children are fully capable of completing (or at the very least, assisting with). Rather than list them here, we share some general guidelines to help the process along:

Follow your child’s interests. They will let you know, whether by actions or words, what they want to try.
Carve out time to slow down and let this work happen. Will it take them ten times longer to sweep up their own spill than if you did it for them? Absolutely. But putting the time in now is well worth it in the long run.
Embrace mistakes. Teach them to embrace mistakes. Mistakes are how we learn.
Learn to view chores as contributions we all make to our families. By working together (children included), everyone is part of a team. With this mindset, your child will take great pride in their work.

Elementary: Trust Moments

This step varies significantly from child to child and in each family. Your family’s values and comfort level, combined with your child’s individual development and abilities should be carefully considered.

During the elementary years, your child is ready to start setting off on their own in tiny ways. Letting them do so can feel thrilling for them, yet completely nerve-wracking for us. Take it slow and talk a lot about what each added freedom entails.

Basically, you’re finding small ways you can give your child opportunities to be safe, trustworthy, and independent. Some examples:

Playing alone in the backyard – Discuss clear boundaries and expectations. In the beginning, you may be watching like a hawk from the kitchen window, but in time this will become a great option for your child as well as for you.
Retrieving items at the grocery store – Start small by asking them to grab something within your line of sight, but gradually ask them to retrieve an item from one or two aisles over. As a bonus, this will speed up your shopping trip!
Walking the dog/getting the mail – Similar to playing alone in the yard, set clear safety rules and talk about “what ifs”. What will your child do if they hear a car coming? What if the dog tries to chase a squirrel? Ask these questions repeatedly until you feel confident they fully understand.
Going to a friend’s house – This may not be something new, but as they get older children will want to spend more time with their friends. Again, talk about how they might handle various situations, but also discuss how they might contact you if they need to.
Babysitting – In the beginning, this might mean your 8-year-old reads to their 4-year-old sibling while you cook dinner. By the end of the elementary years, however, your child might actually be ready to take on some real babysitting jobs.

Adolescents: Exploring Interests

As your child leaves their younger years behind and inches toward adulthood, they will naturally begin to explore different interests as they figure out who they are and what they like. All they really need from us is to support this exploration. This will range significantly, from hobbies to potential careers.

We spend many years caring for our children when they are young and giving them every advantage possible so that they may grow to become successful and happy adults. Nothing can quite prepare us for this eventuality, though. And what we imagine our child blossoming into can be very different from the future they imagine for themselves. In these moments, we like to remind ourselves that we have worked hard to guide our child’s independence. They are individual human beings capable of making hard decisions. They will make mistakes, but they will also surprise us.

Our children often turn to us for guidance and support throughout adulthood. Perhaps the greatest feeling of all is to step back and appreciate that this unique human being, who steps out to make their mark on the world, let us hold their hand for a few years while they figure out how to do it!

Video: CMS Alumni Conversations, March 2021

Fri, 06 Aug 2021 19:57:00 GMT

Thanks to all who joined us for our Alumni Panel: Passion for Learning, Success for Life! It was a fun and interesting evening with several CMS alumni who shared about how being part of an authentic Montessori experience through the Elementary and/or Adolescent years has shaped them.

CMS Board Member and aluma Miriam Cruz, an entrepreneur with a background in finance and non-profit work, facilitated the discussion, which included panelists who are still in middle school, high school and college, as well as those pursuing graduate school and enjoying interesting and fulfilling careers.

A few themes from the event included:

Intellectual curiosity: abiding love of learning; a desire to pursue knowledge for the sake of discovery
Enjoyment of intellectual work: homework, tests and big projects are experienced as “fun”
Resilience and Resourcefulness: ease and fortitude in the face of the unexpected
Emotional intelligence: comfort in new social situations; an ability to work with people of a variety of ages and backgrounds; satisfying relationships with mentors and friends
Creativity: practice at exploring big questions and searching for understanding, instead of only memorizing facts, leads to novel ways of approaching problems

Perhaps most interesting and heartwarming was the common feeling among the panelists that being long-term Montessorians made them kinder and better human beings. It was evident that each of them embodies the Grace and Courtesy that was part of their Montessori education.

We hope you’ll enjoy hearing from the alums in their own words and voices, so we’re providing a recording of the event below.

Panelist Emily Widder, an MIT grad who is pursuing her Master’s in Engineering at Stanford while working as an Astrodynamics Engineer at Boeing in California, emailed me afterwards to say, “Thank you, Ms. Kim, for organizing such a lovely event! I definitely could have spoken for a lot longer about all that CMS has given me, so please feel free to pass along my contact info to any parents who still have questions. I’m happy to hop on a zoom call, email, chat on the phone, or all of the above!” So, if you have follow up questions for Emily, please let us know and we will put you in touch with her.

Click here for the video recording .

Kimberly V. Schneider, M.Ed., JD, LPC
Head of School

The Easiest Way to Improve Your Child's Behavior

Fri, 14 May 2021 17:00:00 GMT

Our teachers delight in coaching parents about mindful, developmentally-based approaches to preventing unwanted behaviors. Montessori offers so much insight into understanding children’s motivations and helping us create more meaningful connections with them. However, even before considering the ways we interact with the children, the answer to improving your child’s behavior may be as simple as addressing one of these fundamental areas:

Adequate sleep
Proper nutrition
Screen time

We will address sleep and nutrition in future articles. In our experience as educators in recent years, however, unwanted behaviors are most often linked to screens. Choosing to eliminate or severely restrict a child’s time with screens, including video games, phones, television, computers and various other devices, can feel like a radical move in these times. Nevertheless, many families experience significant, even startlingly positive, changes in their children’s mood and behavior when they modify how they and their children interact with screens.

Screen time use by infants, toddlers and preschoolers has exploded over the last decade, concerning experts about the impact of television, tablets and smartphones on these critical years of rapid brain development. A recent study scanned the brains of children 3 to 5 years old and found those who used screens more than the recommended one hour a day without parental involvement had lower levels of development in the brain’s white matter — an area key to the development of language, literacy and cognitive skills.

https://www.wraltechwire.com/2019/11/05/study-toddlers-using-screens-more-than-1-hour-a-day-are-hurting-their-brains/

Additionally, several studies have linked screen time to symptoms of ADD/ADHD, impulsivity, anger, and myriad difficulties around behaving appropriately with others.

https://www.todaysparent.com/family/parenting/heres-why-screens-bring-out-the-worst-in-your-kid/

Young children have difficulty differentiating what they experience on a screen from what is appropriate in day to day life. Therefore, they naturally act out what they see and hear in their relationships at school and home. Even adults are affected by the media they consume. The impact on a developing brain is that much more profound.

So if you’re thinking about the easiest way to bring about a more peaceful home environment, consider eliminating or greatly reducing the time everyone on the family spends using devices. Your child’s teacher would be happy to offer guidance on what home activities would be developmentally appropriate to replace time now spent on screens. In general, however, inviting your child to join you in caring for the household is a great way to practice “Montessori at home.” Helping plan and prepare meals, folding clothes, cleaning out a closet, caring for a pet, getting the mail, taking out the trash, weeding the garden are all examples of ways children can help. Along the way, you might also find that you have more moments of fun and connection.

Statement on the Violence at the U. S. Capitol

Mon, 11 Jan 2021 16:36:00 GMT

Dear CMS Families,

The unprecedented event of the violence at the U.S. Capitol on Wednesday and the aftermath of events has left many of us shaken, in a year that has already been extremely difficult and stressful. This is a year when we, as educators and parents, have had to use all of our reserves to keep hope strong, and our communications clear.

We never expected the pandemic, and we certainly never expected that our democracy would be challenged in this way. The unrelenting violence that harms people of color in every community in the United States is something that also must be discussed and navigated with our children. Racism, violence and hatred in any form is never acceptable.

We understand that the chaos, disruption and uncertainty may have affected your child. Children will certainly have questions about why this is happening, and wonder if everything going to be okay. We know that even if students do not come into the classroom talking about all these events, they are most likely thinking about them.

We recognize that our students need us, as teachers, administrators and parents, to help them make sense of today’s world on a personal, emotional level. As Montessori educators we constantly model, using Grace and Courtesy lessons, the civil and considerate way to talk about issues, and show by our behavior how to manage stress and frustration productively. We do this all while maintaining a strong and solid sense of community. At CMS, we always strive to provide our students with a safe place to express themselves and feel reassured.

We have a duty to keep hope strong for this future generation. Providing hope and a sense of stability amid chaos will not only empower our young people but encourage them to take an active role in building a healthier, more just future.

Dr. Montessori wrote, “True peace suggests the triumph of justice and love among men; it reveals the existence of a better world where harmony reigns. Preventing conflict is the working of politics; establishing peace is the work of education. Education is the best weapon for peace.”

We thank you for entrusting your children to us, and for remaining in partnership with us for the education of your child. As the old saying goes, “It takes a village.”

Please know that we always remain available to provide support, share ideas and engage in thoughtful discussion as we begin 2021 together.

In peace,

Ms. Lise and Ms. Kim

Statement on the Death of George Floyd

Mon, 11 Jan 2021 16:33:00 GMT

Dear CMS Community,

My heart is heavy as I reflect on the murder of George Floyd by police.

As tragic as this particular situation is, what is even more painful and outrageous is how violence against Black people continues to happen in such a systemic way. George Floyd is only the most recent among the names we’ve come to know. Thanks to modern technology, our whole nation is now bearing witness to these senseless and horrible incidents. When racial violence happens again and again at the hands of people who are acting in the name of society, each member of that society should consider how to co-create a world where every human being is truly seen, heard and valued. Our children, all of our children, deserve nothing less.

As Montessorians, we bear a special responsibility for examining our prejudices. Dr. Montessori believed that world peace was possible—if, and only if—adults recognize and dismantle our biases. Why is this work of overcoming bias so critical? Because Dr. Montessori’s observation of children over many decades showed her that adult biases of every sort are the main obstacles to children’s development. In order for children to realize their incredible potential, to realize what is possible for humanity, we adults must transform ourselves. AMI Trainer A.M. Joosten, spoke of the great challenge of applying Dr. Montessori’s work in our classrooms and lives as “achieving a revolution within ourselves and of our whole outlook, of our whole attitude and of everything we are.”

Over the past year at CMS, we’ve been exploring how to overcome bias in ourselves and our school. We discussed cultural and racial bias in our staff training last fall, and several of our staff have attended anti-racism trainings for educators. We’ve begun examining the books in our classrooms with a diversity lens, and creating wish lists for books that are inclusive and representative of many cultures, ethnicities, races and viewpoints. Our AP students just completed a unit on civil rights. And, we recognize this is only the beginning.

As we plan for next school year, our faculty will consider how to actively discuss race with children in developmentally appropriate ways.

We would love for you to be part of that conversation. In the months to come, we will reach out to you to create a dialogue around these issues. All of us at CMS look forward to engaging with you and your family in this important work. As AMI Trainer Uma Rumani says, “Montessori is not something that we do. It is who we are.” We will be giving special consideration to what that means for our beautifully diverse community of families.

For now, we want to support you as you grapple with how to talk to your children about race. Therefore, we are passing along some resources and insights offered by St. Louis University Professor Dr. Kira Banks. Dr. Banks’ organization Raising Equity helps families and schools raise children with an equity mindset.

Dr. Banks emphasizes that when we talk about race with children, it is important to explain the origins of racism, and how the system of racism perpetuates itself today. She highlights the following as resources with which parents can engage:

13th, a documentary analyzing the criminalization of African Americans and the U.S. prison boom. Suitable for children late elementary school age and older.
A Young People’s History of the United States, by Howard Zinn. Also suitable for children late elementary school age and older.
We Stories – an organization dedicated to engaging white families to change the conversation about and build momentum towards racial equity in St. Louis through books and reading. Suitable for early elementary school age and younger children.

To learn more about Dr. Kira Banks and Raising Equity, visit her on Facebook , Twitter , Instagram , or YouTube . Dr. Banks’ website is http://kirabanks.com/

Maria Montessori survived two world wars. Though she lived through times when human beings inflicted horrific atrocities upon each other, Dr. Montessori did not lose hope. She continued to train teachers in her method, so that children around the world might realize their potential. Dr. Montessori knew that liberating the possibilities in each human being was the prerequisite for peace. She wrote, “An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.”

Even in these difficult times, I have hope, because I have seen the foundations of peace, day after day, in our CMS classrooms. The faculty, staff and I look forward to being with the children again soon.

Sincerely,

Kimberly V. Schneider, M.Ed., JD, LPC
Head of School

Why Choose Montessori

Mon, 29 Jun 2020 17:09:14 GMT

Montessori education has been successfully serving children and families around the world for over a century, remaining an agent of consistency and peace through global wars, social change, and, now, a pandemic. The principles remain—and for good reason. Our methods are consistently backed by current research in education, neuroscience, and human development. As we move forward into a new future, we believe Montessori has what it takes to prepare children both during an unpredictable time and the years beyond it.

Montessori Meets Children Where They Are, Without Judgment

Conventional methods of education were developed specifically to prepare large numbers of children to enter the workforce. Traditionally, little thought has been given to differentiating instruction or catering to the needs of individual children, nor does it have the flexibility to consider a new kind of workforce for today’s children. Though current trends in standard education recognize the need for this individualized approach, schools and teachers often have their hands tied. When tied to state testing and standards, there is little room for teachers to authentically attend to each child’s individual needs.

Montessori schools are specifically designed to allow each child to move at their own pace. We know that learning is not linear and that children are not ready to learn specific skills according to an adult-prepared timeline or in perfect harmony with their peers. Children who need more support with certain skills can receive that support, and those who are ready to move ahead can seek out the challenges they crave. We do not teach a whole class of children the same skill at the same time; though seemingly efficient, it does not necessarily serve children. No two people should be expected to grow at the same rate, and it’s our job as educators to meet children where they are and give them the support they need to reach their potential.

Montessori Emphasizes More Than Just Academics…

Many schools may use the phrase ‘teaching the whole child.’ In a Montessori setting, we mean it. We do not teach just to convey academic information but instead focus on the integration of subject matter and real-life issues. In fact, academics share equal emphasis alongside the child’s emotional, social, and physical development. Art and movement naturally integrate into the child’s everyday activities rather than being isolated as separate areas of study. We intentionally teach children how to navigate and resolve social conflict and guide them to adapt to common courtesies and social norms. We also support their independence from a very young age, inviting them to be active agents in their learning from the beginning.

Our greatest task is, we believe, to give children a global view of the world. We want them to understand the interconnectedness of all people and things so that they may become fully integrated members of their greater community.

…But the Academics Are a Huge Strength

All this considered, the academic curriculum in Montessori classrooms often exceeds what parents would find in a typical classroom setting. It is not uncommon to see four-year-olds in our schools reading, six-year-olds completing long division problems, and nine-year-olds classifying botanical specimens. Children complete these tasks joyfully, in part because we present information in such a way that children discover it for themselves rather than passively taking in facts given by an adult. They feel the excitement in learning because they hold an active role in choosing their everyday activities.

Another reason Montessori students seem to work at an advanced academic level is because of our teacher’s attention to what we call sensitive periods. Through years of observation, Dr. Maria Montessori noticed that young children seemed particularly interested and ready to develop certain skills during specific time periods in their childhood. While there is variation between individual children, she noticed some general patterns that have helped us develop our curriculum. One interesting example is that of the study of geometry. Many of us were first exposed to the subject during our high school years. However, based on Montessori’s years of observation, Primary- and Elementary-aged children are not only interested in geometry, but have a great capacity to retain much more information than we would typically expect. Because of this, you may hear your five-year-old talking about rectangular prisms or your seven-year-old discussing the differences between isosceles, right, and scalene triangles.

Our Schools Cultivate Community

A Montessori school is more than just a school. First and foremost, we are there for our students in the midst of both celebrations and crises. We believe schools have the capacity to be so much more than a place to learn. We aim to make meaningful connections across classrooms, families, and our greater community. At Chesterfield Montessori School, we do this by:

Giving our guides opportunities to connect with one another for professional development
Encouraging our guides to form connections within the larger Montessori network
Making sure parents and guides have ample time to discuss the child’s growth and needs
Providing opportunities for parents to form relationships with one another
Supporting families through Parent Education evenings and other events
Gathering as a whole school periodically
Cultivating bonds between children at different levels
Reaching out to make connections with the local community
Giving our educators and families a voice in school decision making

We also believe that it is our job to take the guesswork out of making these types of connections. We aim to build in structures that make it simple for everyone to find commonalities and open streams of communication seamlessly. Though this has been reshaped in the time we’ve been apart for Distance Learning, we’ve developed outlets through which children and families can stay safely and meaningfully connected.

Montessori Aims to Lift Up Humanity

Lifting humanity may seem like a lofty goal for your child’s school. From the very beginning, however, Dr. Montessori saw it as her mission to improve the world through education. She believed that by giving children the honor and respect they deserved, the benefits would ripple through to families, the community, and society at large. She believed in equality of all people and saw that education has the potential to be a great source of peace for future generations.

Montessori schools around the world aim to cultivate peace. Peace starts between individuals and teaching our youngest students how to be kind and gracious toward one another. Our teachers also impart respect for the environment and reverence towards the wide diversity of cultures around the globe—many of which are represented in our diverse school community. Combined, these elements are meant to cultivate within the child a respect for themselves and others, as well as a desire to ensure compassion and equity for all.

Choosing a Montessori education for your child means choosing a path for an independent, confident, peaceful, globally-minded young person to emerge before your eyes. In the midst of uncertainty in our world, we would love to support you and your family in the process.

Chesterfield Montessori School

The Montessori Path to Literacy: What Makes CMS Different

The Building Blocks: Key Materials in the CMS Primary Classrooms (& Why They Matter)

Why We Teach Cursive First

Phonological Awareness: The Umbrella

The Language & Literacy Program

What Can You Do at Home?

Alumni Spotlight: CMS Students Continuing to Thrive

Alya Pellegrini: Sharing a Love of Latin

Henry Noel: Curiosity Across Many Fields

Foundations That Last

Education vs. Learning: Insights from a Chesterfield Montessori Parent

School takes up a third of a child's life, so that time's got to be spent well. The habits developed therein compound like interest, so it's crucial to spend that livelihood skillfully and wisely.

Regarding Knowledge:

Regarding Education:

A Closer Look at the CMS Prepared Environment

Prepared Environments, Prepared Adults, and Peaceful Relationships ﻿

The Prepared Adult

Peaceful Relationships

Seeing the Infant Clearly: Montessori Principles for the First Year

Preparing the Environment to Support Your Infant

The Role of the Caregiver

What Families Gain from an Infant & Caregiver Class

Infant Caregiver Class with Lakshmi Shekhar at Chesterfield Montessori School

Class Details and Registration

Open House at CMS: A Day of Discovery

Join us for a Montessori Day of Discovery Saturday, January 31, 2026 at 9:00 - 11:30 AM

Past participants say:

I Always Knew CMS Was Right for My Child — Here’s Why

From a current CMS parent: How trusting my intuition led me to Chesterfield Montessori School, and what I’ve learned about the benefits of guided learning.

The Power of Guided Learning

Book Review: The Anxious Generation by Jonathan Haidt

9 Secrets for a Harmonious Home with Tweens and Teens

The popular narrative about preteen and teen years is that they are difficult and conflictual. While these years are marked by turbulent changes in your child’s body, brain and emotions, harmony is possible with the right mindset and environment.

Nurturing Your Toddler's Growth: Intentional Community at Chesterfield Montessori

What Is Community?

Partnering with Families

Building the Toddler Community

A Living, Breathing Community

Innovative Practices at CMS lead to Elementary Success

Like all CMS students, Elementary students have individualized lesson plans. At the Elementary level, children experience more freedom to pursue their intellectual interests—within appropriate limits.

Homework at CMS

Screen-Free Environment

Interdisciplinary Approach

AMI 2025 Refresher Course Insights

Adaptation: Innovating and Thinking for the Future

Here are a few takeaways from our weekend:

How CMS Leads the Way in Embracing Diversity and Cultural Inclusion

Since its founding in 1981 by Anita Chastain, an immigrant from Germany, CMS has proudly welcomed families from St. Louis, across the USA, and around the world to our community.

The scope of our population helps strengthen us as a community and a family.

Celebrating Birthdays at CMS

“Every child reveals himself, and it is remarkable how clearly individual differences stand out if we follow this procedure.” -Dr. Maria Montessori

The Montessori Birthday Walk

Purpose of a Birthday Celebration

Celebrating in Elementary

More than Daycare: 9 Ways to Know if a School Will Awaken Your Toddler’s Potential

The “toddler” phase of a young child’s life is brief yet crucial. Newly mobile, they can move through the world, seeing and touching things that were not apparent to them a few months ago. ﻿

Fostering Toilet Independence

Going to the toilet is just another human function that children want to learn and imitate. Your children will love the independence gained from this developmental milestone, just as they did when learning to walk!

When is your child ready for toilet independence?

How do you begin with the toilet independence?

Night-time toilet independence

Take-aways

CMS Prepares Adolescents for Success in High School and Life

CMS Activities Bring Students Outside of the Classroom

Supporting the Whole Child to Prepare Them for High School

How CMS Could Benefit Your Child

Embracing Nature at Chesterfield Montessori

Chesterfield Montessori School emphasizes the prepared environment, where every element is designed to support a child’s natural development. The outdoors, with its endless wonders, is the ultimate prepared environment, fostering exploration, creativity and physical well-being.

Supporting CMS’s Nature-based Learning

Mastering the Art of Handwriting, the CMS Way

In a world that’s becoming increasingly digital, some might wonder if it’s still valuable to learn cursive handwriting or to handwrite at all.

Spiral Curriculum at CMS

Authentic Materials

Tangible Results

Writing in Elementary

Misconceptions about Montessori debunked!

There is so much information — and misinformation — out there about Montessori education. It can be hard to know what is true about Montessori schools and what are rumors. We want to hone in on the common misconceptions and debunk these misunderstandings about our school pedagogy.

12 Ways to Keep Your Intellectually Gifted Child Interested in Learning

Intellectually curious children are driven to learn, but that drive can dissipate if the child is not given an environment that allows them to thrive.

Prepared Environments, Prepared Adults, and Peaceful Relationships

Join us for a Montessori Day of Discovery
Saturday, January 31, 2026 at 9:00 - 11:30 AM

The “toddler” phase of a young child’s life is brief yet crucial. Newly mobile, they can move through the world, seeing and touching things that were not apparent to them a few months ago.