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Tag: Montessori Education

Is Montessori Community School the right fit for my child and family?

Montessori Community School offers an authentic Montessori education while supporting a charming and safe community for our students and their families. Choosing the right school can be a difficult task as increasing numbers in research show the impact of early education on the growing brain. So, beyond why a parent might choose a Montessori education for their child, I would like to answer some common questions about what sets Montessori Community School apart and how you will know if it is the right fit for your family.

  • Tour, Admissions Meetings and Observation: Inquiring parents are required to visit our facility prior to acceptance of their child. This allows parents to “get a feel” for our campus and to learn specifics about each program from a knowledgeable member of our staff. Following attendance at a tour or an admissions meeting, parents are invited to observe in one of our classrooms. While an observation is not required, our goal is to help parents have a clear understanding of and comfort in the design of our programs before their child attends classes.
  • Focus on the whole child and their developmental needs: Montessori Community School offers an authentic Montessori education where equal attention is given to a child’s academic, social, and emotional needs. Along with learning at their own academic pace, children are given opportunities to learn self regulation and time management, develop and exercise independence and are given many opportunities to practice and refine social graces. Be it math or conflict resolution, lessons are given as needed, allowing children to progress at their own rate and ensuring success of one skill before moving on to the next.
  • Mistakes are the best way to learn: We live in a time where safety concerns have made it difficult to give our children space to make mistakes. Montessori Community School is a safe place for children to explore, practice, and learn from their mistakes. Our staff is committed to helping students work through challenges in a safe and controlled environment, preparing them for the world outside of school. Self correcting materials allow children to identify mistakes within their academics and encourage children to try something until they feel confident enough to move on.
  • Multi age classrooms: Angeline Stoll Lillard, in her authoritative research review Montessori: The Science Behind the Genius, describes the Montessori multi-age setting this way: “Montessori encourages learning from peers in part by using three-year age groupings. This ensures that as children move through the classroom they will be exposed to older and younger peers, facilitating both imitative learning and peer tutoring… Dr. Montessori was quite clear about the need for this mix of ages.” These multi age groupings also allow teachers, students and parents to develop close relationships, making a team approach to education manageable and effective.
  • Children get to choose and children get to move: Children like to make choices; they like to be the masters of themselves. In a safe and carefully prepared environment, MCS students are given the option to choose which area of the classroom to work in at any given time. The carefully prepared environment ensures that there are materials and activities to meet a variety of interest and skill level. They decide how much time or energy should be put into a particular task and children are encouraged to revisit materials or lessons as needed, are invited to move forward when they feel they are ready, and have the opportunity to actively research topics that interest them while giving adequate time and attention to the foundational skills needed in each academic area of the curriculum. Children in every program at MCS are able to move throughout the classroom, and sometimes beyond, to meet the very important need for movement in their growing bodies. Movement from work to lesson to snack and so forth ensures that children can stay engaged in their work process throughout the entire uninterrupted work cycles. Growing and changing bodies have many options for work spaces and styles.
  • Community: MCS prides itself on having a close knit and caring community. You will find community in individual classrooms as students stay in one class for an entire cycle and because of the longevity of our teaching staff. MCS staff have been with us anywhere from 2 to 25 years. MCS parents are committed to supporting our students, our staff and our programs and a variety of organizations exist to allow parent involvement and support. A number of events encourage the community to come together on a regular basis.
  • Variety in schedules: As part of our commitment to community and family, MCS offers a variety of scheduling options. Parents can be assured that their children are well cared for, well loved, and respected for their individuality and uniqueness without having to transfer to a different program part way through the parents work day.

Interested parents are invited to learn more about MCS at an upcoming Admissions Information Meeting on January 17, 2019 from 6:00-7:30pm. Adults only, sorry no child care provided for this event.

Social Development in the Montessori Classroom

Through the years I have often been asked about Montessori students and their development of social skills. Some parents, when considering a Montessori education, become concerned that because of the size of the facility, the mixed age groupings, or the limited number of classrooms that their child will somehow be “missing out” on some aspects of social development. The short answer is that although there might not be as many children on our campus, the opportunities to develop socially are unlimited in the organization of the classrooms and curriculum.

“Social life does not consist of a group of individuals remaining close together, side by side, nor in their advancing en masse under the command of a captain like a regiment on the march, nor like an ordinary class of school children. The social life of man is founded upon work, harmoniously organised and upon social virtues – and these are the attitudes which develop to an exceptional degree amongst our children. Constancy in their work, patience when having to wait, the power of adapting themselves to the innumerable circumstances which present themselves in their daily contact with each other, reciprocal helpfulness and so on, are all exercises which represent a real and practical social life and which we see, for the first time, being organised amongst the children in a school. In fact, whereas schools used to be equipped only so as to accommodate children, seated passively side by side, who were expected to receive from the teacher (we might almost say in a parasitic manner), our schools, on the contrary, have an equipment which is adapted to all those forms of work which are necessary in an active and independent little community. The individual work in which the child is able to isolate himself and to concentrate, serves to perfect his individuality and the nearer man gets to perfection, the better is he able to associate harmoniously with others. A strong social movement cannot exist without prepared individuals, just as the members of an orchestra cannot play together harmoniously unless each individual has been thoroughly trained by repeated exercise when alone.”

Maria Montessori

The Early Childhood Aspens class invites the Willows class to a formal lunch to celebrate their friendship in November. 


As her philosophy developed, many standards were set into place which help a student develop socially. Some of those include:

  • Grace & Courtesy: An essential part of the Montessori curriculum is the opportunity for children to develop skills of grace and courtesy. Children learn to interact appropriately with one another through dialogue with adults, they learn to greet and host guests into their classroom, and they learn to dialogue with their peers in classroom meetings. As early as three years old students use the “peace table” as a place to they learn to recognize personal feelings and express themselves. They often share a “peace object” of some kind (ie; rock, flower…) that can be passed back and forth as they work to solve problems with their peers. As part of the Grace and Courtesy curriculum, children prepare and share snacks within the classroom. They are given lessons on appropriate meal behavior and sometimes teachers will join students at the lunch table to model appropriate meal behavior.
  • Small Group Lessons: Though many lessons are presented to students individually, at all levels students participate in small group lessons. These lessons allow students to express their thoughts and ideas in a safe environment. As they dialogue with one another regarding their thoughts about a particular subject, teachers can assess conversational skills as well as how much or little a child may be grasping an important concept. When a child is uncertain or misunderstands a concept, teachers will represent material in a different way or within a different setting rather than reprimanding or shaming a child for misunderstanding. In these group lessons, students learn to listen to and respect other children’s perspective.
  • Care of Environment: At entry into a Montessori environment children are given lessons on care of the environment around them. They are taught that the space in which they learn is their space, it belongs to them. They are taught the value of community and learn their role in a community. They are also taught to respect and value the roles of their peers within the same community.
  • Freedom to solve problems: Along with lessons on how to solve problems, children are given the freedom to actually practice the skill in a safe environment with caring and observant adults nearby. Montessori believed that children like to work out their own social problems and she said, “When adults interfere in this first stage of preparation for social life, they nearly always make mistakes….Problems abound at every step and it gives the children great pleasure to face them. They feel irritated if we intervene, and find a way if left to themselves.” In order to accommodate this freedom, teachers use lunch, recess, and transition times to continually model appropriate social interactions. The time for lessons does not stop once the bell to step outside the classroom rings.
  • Lack of Competition: Mixed age classrooms, individual progression, and self-correcting materials are all contributors to the ability to avoid competition among children in a Montessori environment. Students have a natural tendency to assist one another and collaborate. Oftentimes only one material of its kind will exist within a classroom, teaching children patience as well as allowing them to plan ahead, and accommodate change. Montessori said, regarding classroom materials, “The chid comes to see that he must respect the work of others, not because someone said he must, but because this is a reality he meets in his daily experience.”
  • Self-Correcting Materials: Work in the environment is set up to allow the child to use the materials to check their work. As students discover mistakes for themselves, the ability to correct becomes innate and they do not lack confidence for fear of being told they are wrong. It also allows the children to have purposeful movement.
  • Celebration of Individuality: As students are allowed the opportunity to choose what to work on and how long to spend on an activity and the ability to not be rushed to understand concepts, they are able to celebrate their individuality. Some children will grasp a concept more easily than another, some students will embrace one subject at a different time than their peers and as they work with those sensitive periods they grow as individuals. Then, within their roles as an important part of the classroom community, they are able to share concepts with others.

In these ways and others, children in a Montessori environment are given the very best opportunities for appropriate social development.

We don’t stop playing because we grow old, we grow old because we stop playing.

We are looking forward to the opportunity for our Early Childhood parents to participate in the ThroughPlay study through the University of Utah.  MCS parents can expect to receive a link to the questionnaire via email shortly.  Completion of the questionnaire is a prerequisite to receiving an invitation to the presentation mentioned above.

MCS will offer child care to our families.  If you plan to attend this presentation and are interested in child care here at MCS, please email Britney at

Montessori, Why Not?

I choose a Montessori school for my son almost as an act of faith. At that time my knowledge of the method was null, besides having heard of small chairs and colored beads. But seeing my son happy day after day encouraged me to study and deepen the Montessori’s ideas. What I had discovered astonished me as a father and as a scientist. As a father, I found how children are really respected and prepared for the future. As a scientist, I found solid scientific foundations for everything Maria Montessori proposed.

And now, that my son completed his Montessori experience, I have many examples from these years to show that, I hope, could convince other parents that their fears and concerns have no reason to exist and that sending their children to a Montessori school is the best gift they can make to them.

Good morning and thanks for the invitation!

I’m a Montessori father and I’m here today to share with you the reasons why I sent my son to a Montessori school and why I’m convinced this had been the best gift I ever had done to him.

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