Our Gifts to Children

Montessori School of Louisville • November 27, 2023

The brain of a young child works differently than the brain of an adult. Sensorial experiences shape children’s brains, forming neurological webs that last throughout their life. 


The fact that our interactions with young people help shape their future selves opens up an incredible opportunity. Each experience can be a gift. Often the simplest moments can carry the most meaning.


During the rush of this season, we have the opportunity to slow down and really be present with the young children in our lives. By being open to the wonder and delight our children experience, we gain new perspective while also giving the best gift of all: our total attention. 


This may mean taking a deep breath and momentarily turning off the chatter of the to-do list, squatting down to a child’s eye level, smiling, and just listening or seeing what they want to share. A helpful holiday mantra can be: Talk less. Listen more.


In addition to giving our full attention, whether for 20 seconds or 20 minutes, we can also offer to teach a young person a new skill. The key to these teaching moments is to focus on each distinct step so the skill is simple and attainable. Even very young children can be involved with tasks like setting the table, wrapping gifts, and tending to simple household maintenance. They appreciate being involved with routine activities and they want to contribute in a meaningful way.


Dr. Jane Healy, author of numerous books, including Your Child’s Growing Mind, reminds us that children need the opportunity to repeatedly practice activities that seem second nature to adults: “Self-help skills and household jobs are very important for the child to master–help your child, but encourage him to do it himself even if the job isn’t done exactly your way!”


When encouraging or supporting a child in trying a new skill or participating in a new task, be sure to take the child’s perspective into account. Showing how to do something is often the most effective and verbalized instructions can be kept to a minimum. In fact, it is best to not talk while showing something and to not show something while talking! This allows the child to focus on absorbing one kind of sensory input, thus keeping the information clear in their mind. 


These kinds of ordered and clear experiences are key to a child’s development. “Impressions do not merely enter his mind; they form it,” explained Dr. Maria Montessori a physician turned educator who spent intensive time observing children, making scientific notes, and thus coming to an enlightened understanding of childhood development.


Dr. Montessori observed how children respond positively to organization, both in terms of expected routines and physical space. Current research, such as that comparing the HOME inventory (Home Observation for Measurement of the Environment) to longitudinal information collected in the Bayley Mental Development Inventory, shows that organized environments lead to higher intelligence scores.* 


We all know that the holiday season throws our routines and even our physical settings a bit askew. With this in mind, children benefit greatly from adults in their lives maintaining a calm sense of order during this busy time. 


In order to create a calm, ordered environment, we ourselves need to have balance and clarity in our own lives! Staying present in the moment, breathing deeply, and ultimately taking care of our own needs allows us to offer our best selves to the children around us. 


What we offer to our children, in terms of our presence, special activities, or toys, can provide opportunities to aid their development. During this time of gift-giving, for example, we can provide objects that have an intelligent purpose and help children contribute in a meaningful way to the order around them. Child-sized, yet real, items are particularly valuable: cooking tools, building tools, yard tools, and even mops and brooms. 


Children don’t stay young for long, and the early years are extremely formative. In her book, Understanding the Human Being: The Importance of the First Three Years of Life, Silvana Quattrocchi Montanaro explains the significance of a young child’s experiences: “Everything that comes from the environment is received, processed and stored in the brain cells with no effort using a form of unconscious absorption. This intense mental activity is always going on, even in prenatal life, and it characterizes ‘the absorbent mind’.” 


For those interested in learning more about optimal environments for these “absorbent minds,” schedule a visit to our school. We can share more about setting up home environments that best support child development and show how our learning environments are specifically designed for neurological growth.


Knowing that the young children around us are absorbing everything about their surroundings, this season let’s give them our attention, meaningful ways to contribute to daily tasks, and a calm, ordered environment. As a result, we’re helping some remarkable young people as they develop into capable, caring young adults.


*For more information on this research, check out the book, Montessori: The Science Behind the Genius by Angeline Stoll Lillard.


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August 31 marked the birthday of Dr. Maria Montessori. Thus, we want to take time to honor the roots of this movement, the visionary contributions of Dr. Montessori herself, and our shared responsibility to carry her legacy forward. At the heart of Montessori education is a deep respect for human potential. Unlike traditional models that begin with the adult's idea of what a child should learn, the Montessori approach emerged from deep observation and genuine curiosity. Dr. Montessori did not set out to create a new educational system. Rather, she observed children with scientific curiosity and developed an approach in response to their needs. It’s important to remember that Dr. Montessori was first and foremost a scientist. She was one of the first female physicians in Italy, graduating in 1896 with a specialization in pediatrics and psychiatry. In her medical practice, she encountered children who were often seen as uneducable. However, rather than accept this assumption, Dr. Montessori looked closer. A Discovery That Changed Everything In 1900, Dr. Montessori was appointed director of a university program for children with developmental delays. Observing their sensory-seeking behaviors in bleak institutional settings, she began studying how sensory experiences affect cognitive development. She designed hands-on materials and engaged the children in purposeful activity. The results were stunning: children who had been dismissed by society not only improved, but some went on to pass the same standardized exams given to their peers in traditional schools. Dr. Montessori’s response was not one of self-congratulation. Instead, she challenged the broader education system, asking: If children with significant delays could thrive when given the right environment and tools, why weren’t typically developing children doing better in school? This question launched a lifetime of work dedicated to understanding and supporting the natural development of all children. The Birth of the Montessori Method In 1907, Dr. Montessori opened her first classroom, the Casa dei Bambini, in the working-class neighborhood of San Lorenzo in Rome. Tasked with overseeing daycare for children too young for public school, she began by introducing simple, practical activities, starting with self-care and environmental care. She also provided an array of materials designed to engage children’s hands and minds. The transformation was extraordinary. Children who had previously been described as wild and unruly became calm, focused, and joyful. They took pride in their appearance and their surroundings. They concentrated for long stretches of time, developed social awareness, and, unprompted, began asking to learn how to read and write. Dr. Montessori was fascinated by what she called “spontaneous discipline” and the deep love of work she observed in the children. Through observation and experimentation, she continued to refine the materials, the environment, and the adult's role. Education Rooted in Development What emerged was a revolutionary approach: an educational philosophy based on the science of human development. Rather than seeing the adult as the source of knowledge and the child as an empty vessel, Dr. Montessori recognized that children come into the world with innate potential and a deep drive to learn. Montessori education supports this natural unfolding by honoring what Dr. Montessori called human tendencies, such as exploration, orientation, order, communication, work, and repetition, through carefully prepared environments that meet the specific needs of each developmental stage. The adult's role is not to instruct, but to guide, observe, prepare, and support. This vision of human development extends beyond the individual to a larger understanding of humans as part of a cosmic web of interrelationships. In this interconnected world, every part plays a role in maintaining balance and harmony. Humans have a unique place in this system, and our role requires conscious awareness, humility, and stewardship. In addition to fostering rich academic growth, Montessori education cultivates mature, adaptive, and compassionate individuals who are capable of making meaningful contributions to our interconnected world. The Enduring Impact of Montessori’s Vision Dr. Montessori eventually left her medical practice and professorship to fully devote her life to this work. She lectured around the world, trained teachers, wrote extensively, and advocated for children’s rights. She also always insisted that the focus remain on the children, not on her. Through decades of scientific observation, experimentation, and cross-cultural study, Dr. Montessori discovered that children, when provided with the right conditions at the right time, flourish. Her insights have stood the test of time. Today, there are approximately 15,000 Montessori schools worldwide, with over 3,000 located in the United States alone. For over a century, Montessori education has empowered children to reach their full potential—academically, socially, and emotionally. Yet Montessori is not just about individual success. It’s about building a better society. We know that children are not just preparing for the future. They are the future. By focusing on children’s holistic development, we are supporting a generation of individuals who are more connected to themselves, to one another, and to the planet. Carrying the Legacy Forward Dr. Montessori’s vision asks us to do more than remember her birthday. We need to believe in children, observe them closely, and prepare environments that honor their needs. This also means that we, as adults, approach our role with humility and a sense of curiosity. Our job is to accompany children as they create the future. In this way, Montessori education becomes not just a method, but a movement, one rooted in peace, interdependence, and the full development of the human being. Thank you for being part of this vision. Together, here in Louisville, Kentucky, we are carrying the Montessori legacy forward, not only by what we teach, but by how we believe in the children before us. Come visit to learn more!
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