Independent, child-directed, hands-on, interest-based learning…
So, what does all of that philosophy look like when put into practice?
What can you really expect in a Montessori classroom?
Where does learning happen?
Because the Montessori Method follows a child’s natural stages of development, the design of each classroom reflects that.
The absorbent minds of our children, something Dr. Montessori was keenly aware of, are like sponges. From infancy, they soak up almost immeasurable amounts of information from their environments. Effortlessly, continuously, and indiscriminately, children explore the world around them and embrace what they observe through their senses and experiences. We believe in the absolute importance of nurturing that growth, so our infant and toddler classrooms facilitate programs designed to assist the parents as primary guides of their children. Until age three, parents accompany their children in our classroom experience.
In a short time, children become acutely aware of their own ability to navigate the world of learning—a conscious absorbent mind, and the realm of what’s known as our Children’s House. Imagine walking into a sunlit space, filled with child-sized furniture and open shelves of materials placed invitingly within the reach of any small hand. Glass, metal, wood, textiles…well-made and practical items placed on trays and baskets convey a sense of order and expectation. “This is for you,” everything seems to say. “You’re welcome here.” Creativity and discovery are intentionally fostered as three to six-year-olds play independently at the work designed to help the children master kills over time through self-directed, self-correcting practice.
The busy hum of young learners invested in exploration blooms into the conversation and activity of our Lower Elementary Classrooms. Blocks of uninterrupted learning time give structure to the day. Mixed-aged classrooms in all of our environments* (*suggest chart that depicts three to six years old in Children’s House, seven to nine years old in Lower El, 10-12 years old in Upper El, 13-15 years old in Middle School) allow older children to help nurture and teach younger children, while simultaneously bolstering the older children’s self-confidence.
A look through the window of an Upper Elementary Classroom shows learners engaging in small group lessons, discussions about work through the day, independent exploration, and more. By understanding the young adolescent’s need for social interaction supported by boundaries, purposeful time is devoted and activities are structured to support meaningful growth. Service within the classroom and the school community is planned for and expected. Interactions with the broader community are developed and guided. The hum of meaningful conversation and engaged learners tells the observer: This is a wonderful place to be.
The Middle School experience rounds off the continuum as each learner enters adolescent years. “Montessori is really about humanity,” says one of our middle school guides, “being human—embracing the best in ourselves and in each other and working toward a better future for all—it’s so much more than education; it’s just life.” Dr. Montessori, especially in her later years, began focusing more on adolescence and realized the incredible importance of it. So much social and moral development takes place, and those things are difficult to change afterward. In the midst of the challenging work of academic studies and physical and emotional development, adolescents are experiencing one of the toughest phases of growth in their lives. Our middle school guides work alongside our learners with love and compassion and a true understanding of the positive qualities of their developing personalities.
The classrooms of Hudson Montessori School, from our youngest learning environments to the oldest, are purposefully structured to support each child as an individual, life-long learner. We would love to show you what that looks like at your in-person visit.
