Third Plane of Development

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Today we pull from our archives to continue in our series on the Montessori Planes of Development with a look at the third plane, spanning from age twelve to age fifteen – the middle school years. 

As Gretchen Hall, Director of Training at the Montessori Training Center of New England, notes in her 2011 article How Science Fits Into the Whole Montessori Curriculum (The NAMTA Journal, Vol. 36, No. 1, Winter 2011), the third plane child (ages 12-15 years) ...

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Second Plane of Development

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Today we pull from our archives to continue our series on Montessori Planes of Development with a look at the second plane, spanning from age six to twelve – the elementary years. 

As a child moves into the second plane of development (ages 6-12 years) the focus is on “why” and “how”. The child seeks intellectual independence. Gretchen Hall, Director of Training at the Montessori Training Center of New England, notes in her 2011 article How Science Fits Into the Whole Montessori ...

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First Plane of Development

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Today we’re pulling from our archives to continue our series on the Montessori Planes of Development with a look at the first plane, spanning from birth to age six.

The first plane can be best described as a time of exploration. As Gretchen Hall, Director of Training at the Montessori Training Center of New England, points out in her 2011 article How Science Fits Into the Whole Montessori Curriculum (The NAMTA Journal, Vol. 36, No. 1, Winter ...

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Montessori Planes of Development

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Today we’re pulling from our archives to start a short series on Montessori’s Planes of Development. 

Montessori education is based upon three planes of development: birth to age six to twelve, and age twelve to eighteen. As Gretchen Hall, Director of Training at the Montessori Training Center of New England, described in her 2011 article How Science Fits Into the Whole Montessori Curriculum (The NAMT Journal, Vol. 36, No. 1, Winter 2011) each plane is a distinctive ...

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The Importance of the Outdoor Classroom

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We impart a huge “thank you” and express our deepest gratitude to the FMS PTO, Park Landscaping, and all the families who participated in the 5K fundraiser in April 2014 that made the renovation of the outdoor classroom possible!

The Montessori outdoor classroom is an extension of the indoor classroom and offers students the opportunity to experience firsthand; the beauty, wonder and mystery of the natural world. At Foothills Montessori School, the outside classroom is available to each of the Primary ...

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Practical Life – Part 3

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Today we’re pulling from our archives for finish out our series on Practical Life.

One important aspect of the Practical Life environment is that all the materials used are real life life objects. Maria Montessori was a great believer in the “reality” principle – objects and tasks should reflect real life, with instruments adapted to a child’s size and potentiality. The Practical Life activities are naturally interesting exercises for the child since they are activities he/she seen grown-ups do.

The sequencing for ...

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Practical Life – Part 2

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Today we continue our series exploring the Practical Life area of the Montessori classroom, focusing in this post on the ways in which Practical Life skills benefit other curriculum areas. 

Many of the exercises in the Practical Life area are preparation exercises of Sensorial works. The exercises help to fine tune the development of the child’s senses. Many uses of the five senses occur in the Practical Life area: sound, sight, and touch are used in equipment-bases activities, such as bean ...

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Practical Life – Part 1

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We’re pulling from our archives for this helpful series on Practical Life.

In a Montessori classroom the Practical Life area is one of the first areas that a child explores. This section of the classroom provides the child with real-life materials that help to develop coordination, concentration, independence, and order.

Through the exercises of Practical Life, the child learns the skills that enable him to become an independent being. From birth, the child is striving for independence. As concerned adults, parents, and ...

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Teaching Kids to Recognize and Label Their Emotions

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Has your child ever been upset but didn’t have the vocabulary to describe his feelings? Want to help your children communicate with each other more clearly? This tutorial shows how you and your children can create a great “Emotions Book” together that will help your children recognize and label their emotions for better communication.

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