Our Elementary program is new for 2008-2009.  We will update this page as we get underway.  Please
check back regularly for updated information.  

ABOUT MONTESSORI ELEMENTARY

Overview:  
Montessori elementary uses the primary program as its foundation, building upon the curriculum by
revising the lessons in more detail and expanding on them.  The goal of the elementary program is to
help children learn their individual academic and emotional potential as well as their role within their
social group and the global community.  
  The elementary child has entered into a plane of development where they are naturally predisposed
to investigate, create, and explore new ideas.  The elementary program encourages students to
conduct their own research, analyse what they have found and come to their own conclusions.  In this
way, the child can take ownership of their own learning and a sense of personal accomplishment is
established.  These children develop into life-long learners.  Our curriculum has no outer limits except
mankind’s knowledge and imagination.  
When you walk into a Montessori elementary classroom, you may see a small group sitting on the floor,
with an adult facilitating a lesson.  Other children may be working individually or with partners or in
groups of three or for.  There are shelves full of science experiments and models and other handsome
project materials.  There are cartons and cabinets full of card materials and research project outline
forms to help children remember the steps in find things out for themselves.  There are various
collections of textbook and other reference materials laid out within convenient reach of the hands on
project materials.  And every child has a form to help him/her track his/her daily progress as he/she
fulfills his/her work contract, covering subjects step by step according to the individualized path that
he/she agreed to with their teacher.  
  
The Great Lessons:
The elementary program begins with the telling of one version the “The Story of the Universe”, the first
of five stories known as the Great Lessons.  The Great Lessons are connected stories that span the
enormous historical frames of time and space.  The stories introduce the history of life on earth from
one-celled animals and plants to human being.  They introduce the beginning of language and numbers
and other human invention.  These five lessons are the foundation for the elementary program and
introduce the framework of science, math, social studies, and language.  No subject is studied in
isolation from the other but are intertwined.  
  After the introduction to the Great Lessons the children freely explore their own questions that arise
from these stories.  They may work in small groups or individually.  The teacher observes the children
and their questions and carefully presents materials that encourage the children to answer their
questions.  The children begin to develop a sense of importance of making a contribution to the
continuing stream of human progress.  Thus Montessori elementary provides the foundations for life
commitment.

The Prepared Environment and Materials:
   The Montessori elementary environment balances the child’s developing imagination and powers of
abstraction with concrete, hands on material.  Each material is designed to lead to discovery and
understanding.   The elementary child is moving from the concrete to the abstract.  Montessori
materials in the elementary classroom support this move.  For instance math is presented through
three-dimensional, manipulative materials that reveal simultaneously arithmetic, geometric, and
algebraic correlations—each providing a concrete way to experience an abstract concept.  Likewise,
the grammar materials use symbols and visual patterns to help the child discover parts of speech and
analyze the structure, style and logic of sentences.  These exercised refine reading and writing skill and
lay the foundation for foreign language study.  

Integrated Art, Music, and Physical Education:
   Art, music and physical education are a vitalizing part of the already integrated Montessori
elementary prepared environment.  Many classrooms have an art area with different papers, drawing
materials, and coloring implements—chalk, crayon, watercolor, acrylics.  Art projects are natural
extensions of the classroom work.  For example, a child can make a tapestry of geometric figures, a
three-dimensional salt map of a continent, or a mural of Colonial life.  All these projects reinforce and
expand academic and artistic skills.  Work in not curtailed by the four walls and imposed schedule of a
separate art room..
  Music activities also compliment the child’s work.  National anthems, folk songs, and historical
ballads key into the social studies areas, for instance.  Writing music and plays provides occasion for
dramatic integration of all the arts: drama, speech, painting, literature.  Some schools offer a unique
Montessori approach to music study through the use of manipulatives such as bells, tone bars,
specially designed cards, and musical instruments to foster sound recognition, experience with
different tonal relationships, and actual composition of notes on the staff.
  Physical education is likewise integrated into the day.  Montessori schools provide access to the
outdoors so that individual children or small groups can choose to go out and garden, play soccer,
swing, etc..

Social Development in Multi-Age Groupings:
   Parents often ask whether the Montessori elementary program, with its emphasis on small group
activity, provides enough opportunities for social development.  Moreover, they may wonder whether a
multi-age class affords enough same age peers for each child to have a wide choice of friends.  
Like Montessori preschool, Montessori elementary is  based on three-year age groupings.  Students in
first, second and third years are grouped together in the same classroom, just as three, four and five
year olds are together in the preschool.  At both levels, the multi-age groupings provides children with
opportunities for broad social development.  
Friendships developed in a multi-age setting have depth.  Children make an effort to get along
because they know they will be together for three years.  Moreover, the presence of a wide range of
ages and abilities builds in each child a tolerance and appreciation for people’s differences.  Shy,
introverted, or less socially experienced children often become outgoing and confident with those who
are younger.  Self-confident youngsters are given the opportunity for even greater leadership roles.  
Relationships and their complexities are supported by alert and sensitive adults who are trained to
observe and enhance social interactions, not to repress it.  
The multi-age groupings also enhance learning.  The youngest children receive stimulation from the
older children’s activities before the younger ones even receive the lessons.  And of course, they want
to emulate the older children’s progress.  The older children, in turn, benefit from helping the younger
ones.  They reinforce their own knowledge by “teaching” younger children.  Each Montessori
elementary classroom has a heritage.  The knowledge and behavior of this heritage are passed on
from one year to the next.  The older children provide leadership, reliable friendships, and learning,
which same-age peers don’t always provide.  
The elementary child is in a period of heightened social development, so he/she needs group
experiences.  Multi-age groupings mean more small-group options relative to ability and interest.  They
also mean maximizing the potential of each individual child in an environment that has a place for
everyone, providing a profound sense of belonging.  

The Montessori Elementary Teacher:
   Just as in preschool, a child in Montessori elementary has the same teacher for three years.  This
trained professional is an “enlightened generalist” with knowledge deep enough to know the fascinating
details of each of the disciplines and broad enough to connect those details into a “big picture”.  
He/She is fully trained in the principles of child development.  
  The Montessori elementary teacher does not specialize in subject matter; she/he specializes in the
whole child.  A teacher who has a child for all subjects for three years gains an intimate knowledge of
the child, which is seldom possible in a one-year classroom relationship.  The teacher is keenly tuned
in to the unique personality of each child.  This sensitivity permits the teacher to guide each child into
areas of natural interest.  

The Community Includes Parents:
   The Montessori elementary classroom in many ways resembles an extended family.  Everyone knows
everyone.  Work is shared, and learning is vitalized by social life.  There is free communication and
movement.  The exchange of facts and discoveries becomes second nature.  
  Parent involvement adds to this community spirit.  Because parents are treated as collaborators in
Montessori, they are often invited into the classroom to share and participate in activities.  Children
begin to see that their educational experience is the result of their parent’s direct input and action.  The
school is a community, and all are involved with events such as performances, “going out”, and
celebrations.  


Reference:

Kahn, David.  (1995)What is Montessori Elementary? North American Montessori Association
Elementary Program
Rainier View Montessori Academy
9716 224th st E
Graham WA 98388         
(253) 262-3292