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Written by: Alison Egan. Photos are all from my own camera from when I worked as a Montessori teacher in China, my first year was Nursery and other three years I was in the 3-6yr old classroom which they call Early Childhood Montessori. Permission given by parents to take photos but have used no names.

Many people ask about the Montessori philosophy as if it's kinda some sort of enigma or mysterious curriculum and since there are so many interpretations out there in the world, I have decided to put out the 'Montessori' that I know and tend to follow as best I can in my classrooms and at home.

The most distinguishing feature of the Montessori philosophy is the emphasis on positive classroom/nursery atmosphere and the prepared environment which must be ‘’scientifically planned and methodically formed’’

The Montessori environment is a bright, beautifully decorated, aesthetically pleasing, prepared environment where children are free to respond to their innate passion to work. This environment offers all of the essential elements for optimal development and the key components are; the children, teacher/parent and physical surroundings, including all of the specifically designed Montessori material which should be in perfect condition and ready to use. It is absolutely essential to mention here that in order to ensure a positive learning environment, the teacher/parent should make sure all parts of the materials are working and no pieces are missing or that there are no extra pieces that may confuse the child. This causes frustration and sets the child off to a bad start.

This is a nursery classroom I worked at in my first year. Children were 2yrs-3yrs old. All toilet trained!!! Look how bright and spacious the environment is and how the children are all doing their own thing independently.

For the purpose of this blog, I have divided it into the three main components that are integral in ensuring a positive classroom/home nursery atmosphere and all play a role in environment; the physical surroundings (including material), other children and the teacher/directress.

The physical surroundings and materials

‘’Through their use of the materials, the children reach high levels of abstract knowledge and creative thought. ‘’ Paula Polk Lillard

All the materials of the classroom should have a particular purpose to refine the senses, develop essential cognitive skills and concentration levels as well as possessing a luring quality to attract the child’s eye and encourage them to engage with them. For example; in the math area the teacher/parent could prepare beautifully coloured pouches or baskets for carrying the beads or other counters or a bright silk box could be used to carry small objects in the language area for vocabulary development.

Another element of the environment is that all material should be easily accessible to the child and in sequential order(easiest activity to most difficult) on child-sized shelving within reach and that all work be prepared on trays which make it easier for the child to carry to a nearby table or carpet area. Maybe this is more for a school environment as to me, having loads of trays on shelves at home is not very practical! Harry can just learn to carry the activity piece by piece as I am not going out buying a load of trays! Baskets from the dollar store do just fine too.

Sequence is very important and should have simple works to the more difficult, concrete to more abstract placed from top-left to bottom right. This helps ensure a sense of order which the child is very sensitive to at this particular age (2-4yrs old). This top-left to bottom-right shelving order is indirectly preparing them for other skills that will be developed later on such as writing.

This is 2-year old learning in the practical life area how to spoon, which in turn helps him to feed himself, build concentration and focus and move towards independence. He is allowed to cheat coz he's so cute!!

A major differentiating feature of the Montessori classroom which distinguishes it from traditional classrooms is the busy, humming working atmosphere which is going on at all times. There are no tables or chairs all in a row with children sitting down doing their work from books. Instead Montessori believed that children needed movement in their work cycle and should have freedom to wander around to the different areas of the classroom, choosing independently what individual activities they want to do, sitting at sporadically placed tables or working on floor mats. This allowed for some social interaction as well as development of gross motor skills developed from carrying mats and materials around the room. The Montessori philosophy is that education should be the development of the whole child not just their intellect. It's kinda like the famous Google-office style of schooling, which is where Google got the idea since Larry Page and Sergey Brin were both Montessori educated. Like in the googleplex, you will commonly find children working on a floor on a floor mat in a small group or sprawled across a beanbag reading or building words with the moveable alphabet.

Four-year old is giving a lesson to her younger peer building CVC words with the short 'u' vowel using the moveable alphabet and object boxes from the language area. Three-year old looks in on the lesson. Example of the mentoring that goes… — Four-year old is giving a lesson to her younger peer building CVC words with the short 'u' vowel using the moveable alphabet and object boxes from the language area. Three-year old looks in on the lesson. Example of the mentoring that goes on in the Montessori environment. Notice also there is a curved line on the carpet with tape......

Working together in a team to discuss the different elements of earth and the different types of transport; land, sea and air.

A common feature is the 'line' which appears taped on the floor, usually with colourful masking tape. This allows children to walk along the line, helping them with their balance as at this age they are out of proportion, top heavy and have an innate desire to reach equilibrium. This line helps them to do this in the most peaceful way so the line, marked on the floor is vital for a positive class atmosphere. It can also be used to centre the child's focus if they are being unproductive in their work or distracting other children. They can walk along the line and sing a song or try balance a bean bag on their head!

CheckIng on the goldfish after feeding them coffee beans from the practical life section!!

Nature also plays a huge role in creating a beautiful classroom atmosphere as well as teaching the children how to care for the environment. Plants should be ubiquitous in the room and flowers should bloom on every table if possible. Flower arranging is part of the practical life area of the curriculum so children should be encouraged to do this by themselves. I also usually have class pets such as gold-fish to teach them responsibility and empathy.

Polishing the leaves after watering the plant.

Music is also a huge part of the classroom that could be played in the background to help calm the atmosphere. I usually play tranquil Irish Celtic music or slow classical instrumental music and least distracting. For tidying up their work, I would usually use a wind-up music box, or the Montessori bells

Helen Zora 18 note Acrylic Clear Gold Hand Cranked Gurdy Musical Mechanism Music Box(Over The Rainbow)

Helen Zora

Other children

In Montessori classes there is also a mixed age-group of children (e.g 3-6years) allowing all children to develop their minds and their personalities at their own pace while allowing the the younger, less developed to learn from role-models in the older children. This kind of classroom facilitates mentoring where the more advanced can help the less advanced and therefore stimulate and motivate a learning atmosphere with a need for interdependence. Having different ages in the classroom also helps eliminate competition or jealousy instead encouraging a helping atmosphere. This kind of environment is very comforting to the child as it almost feels like a family or community because in real-life they will be interacting with children of all ages.

Here you can see the older child helping the younger child to put on their shoes. How sweet is this!! Or sometimes they might help wipe their tears with tissue if they cry. Melts my heart.

These so-called role models, or more advanced children then become mini teachers or peace-keepers helping ensure the smooth running of the class as they help the younger ones with their work and correcting the ones who disobey any rules. This kind of empowerment is very healthy in their development.

The Teacher/Directress

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” –Haim Ginott

The specialized Montessori directress realizes the importance of independent learning as well as the power of the ‘’absorbent mind’’ and takes a step back in the classroom. Rather than leading she becomes the follower. She is always positive, calm and graceful and NEVER disturbs or interrupts a busy or focused child..unless they are of course in some kind of danger!

‘‘Absorption is now helped and enriched by active experience ”

She is the role-model in the classroom ALWAYS therefore it is of vital importance that she epitomizes joy, gratitude, patience and all virtues that she wants her children to posses. She is an integral part to the environment and the overall atmosphere of the classroom as she, like Ginott says makes the weather or mood of the class.

Her voice should be gentle and she must never shout. She is responsible for the stimulation of the absorbent mind with curriculum development and should always prepare appropriate material for each child. For example, if she notices the child is interested in airplanes she could maybe use small toy airplanes or laminated airplane pictures as counters in the math area or use moveable alphabet to write out the different airplane vocabulary; wings, window, engine, pilot. The directress will be able to ascertain when an individual child is in their sensitive period therefore observation is key. Additionally, she should always try to present concrete or real object before the abstract so therefore real objects should be omnipresent in all areas of the curriculum. So a real mini truck should be presented before flash card to help give the real impression of what the word means.

The object in his hand was presented first, then he can match it to the card.

3 year old learns fruit vocabulary with real fruit in a basket so he can also smell the fruit and feel its real and true texture. Sometimes I would find little teeth marks in the fruit so I guess they were learning through all of their senses!! haha

The curriculum development should be child-centered and appropriate for their stage of development. She should give the presentations gracefully and in a sequential manner ensuring not to give a child a presentation that he/she is not yet ready for. It is up to her accurate judgment whether a particular child is ready for a particular work. Giving a lesson in three different periods allows child to learn at their own pace and can allow the teacher to assess the readiness for the child to move to the next step without anxiety.

Essentially she is like an interior designer, designing the environment is key in the Montessori classroom so therefore appropriately designing and locating material is a main part of her job.

Montessori nursery classroom 2-3yrs old in Beijing.

Classroom leadership is also very important to ensure that everything runs smoothly in the environment. She must establish and implement appropriate ground rules and metaphorically 'stick to her guns' ensuring that each child abides by these rules in order to keep the peace. This is important for the other children too as it gives them confidence and security that the teacher can manage the classroom in such a way that allows them not to be disturbed in their work and they know what is acceptable behavior and what is not. This gives a sense of security to the children and therefore creates a more harmonious atmosphere between all.

I believe that creating a good routine or timetable for the class is essential for positive environment too as children love and need a sense of order in their daily lives. We see that children love repetition and routine and feel much more settled in this kind of environment.

Having said all that, it is important not to take the job too seriously and to have fun and go with it! She shouldn't be afraid to act goofy or silly at certain times, it is children we are dealing with here and we must not forget that. Look at their smiles! I loved making them laugh, even if it was at my own expense. I always included dancing and singing in my daily circle-time and at playtime I would engage in their imaginary play and encourage role playing and fictional story telling. I know Maria Montessori said that children find the real world fascinating enough and don't need fairytales but I think every child needs a bit of good old fashioned fairytales. I was raised on songs and stories of fiction and wouldn't like to deprive any child of that!

In conclusion, knowing this secret of childhood that is the absorbent mind, it is imperative that we as Montessori directresses make sure we provide the child with an appropriate environment to optimize their learning experience. Without providing a beautiful and appropriate environment we are actually depriving the child and therefore will fail to see the beauty and wonder of 'the absorbent mind'.

Written by: Alison Egan. Photos are all from my own camera and permission given by parents to take photos but have used no names.