providence

Learning Through the Senses

Thu, 06 Nov 2025 16:41:01 GMT

How Montessori Builds the Foundation for Abstract Thinking

Walk into a classroom at Providence Montessori School, and you will see children touching, tasting, listening, and exploring. These sensory experiences are not just pleasant activities. They are the foundation for how children learn to think. In Montessori education, the senses are the starting point for intellectual growth.

Why Sensory Learning Matters

Dr. Maria Montessori called the hand “the instrument of the mind.” When children move, touch, and explore, they are building mental patterns that will later support reasoning, imagination, and problem solving. Sensory learning helps children notice details, compare differences, and make meaningful connections.

Across the Montessori Levels

Toddler Community
Young children are constantly sorting, matching, and experimenting with size and shape using materials like knobbed cylinders. These early activities help them recognize differences and form the first steps toward classification and order.

Primary (Preschool and Kindergarten)
Children refine their senses with materials such as the Pink Tower, Color Tablets, and Smelling Bottles. These experiences teach them to see relationships in size, color, sound, and scent while developing focus and precision, skills nurtured daily in our primary classrooms.

Lower Elementary
Students begin to connect concrete observations with abstract ideas. Geometry materials and classification exercises strengthen their ability to recognize patterns and systems in the world around them. At Providence, this stage bridges hands-on exploration with growing intellectual independence.

Upper Elementary
Older students apply sensory training to science and mathematics. They observe, measure, and experiment, then move toward abstract thinking using formulas and theories to explain their discoveries. Providence students develop a deeper understanding by moving from experience to insight.

Supporting the Senses at Home

Families can foster the same type of learning with simple daily activities. Cooking together invites children to touch, taste, and smell while learning about measurement and sequence. A walk outdoors becomes a chance to listen to birds, notice textures, or compare shades of green. Sorting laundry by color or fabric type can also strengthen observation and attention to detail.

Seeing and Thinking More Clearly

Through sensorial learning, Providence students develop both keen perception and clear thought. They learn to see the world not just as a collection of sights and sounds, but as a living system of relationships waiting to be understood.

To learn more about how Providence Montessori School nurtures sensory exploration and intellectual growth, visit our campus to see learning through the senses in action. Tours for those interested in enrollment can be scheduled by visiting our website and clicking the “Schedule a Tour” button. Parents of currently enrolled students are welcome to schedule classroom observations by phoning the front office at (859) 255-7330.

The Importance of the Kindergarten Year

diane.spencer@provmont.org (Diane Spencer) — Wed, 30 Oct 2024 19:10:30 GMT

The capstone year: How everything culminates to prepare your child for the elementary years and beyond

The Montessori philosophy is built on a three-year cycle where children of mixed ages work and learn together, with each year playing a unique and vital role in their development. The kindergarten year, the final year in this cycle, is when everything your child has been working on comes together. It is a time when they solidify the foundational skills they have been building in areas such as literacy, math, and practical life, and when their natural curiosity and love of learning truly blossom.

After investing in a Montessori education thus far, it is well worth having your child stay for that third year to fully reap the benefits of your investment.

Here are just a few key reasons why the kindergarten year is essential:

Leadership and Confidence: In kindergarten, your child moves from being one of the younger members of the class to a leader. This shift provides invaluable opportunities to mentor younger students, reinforcing their knowledge and building leadership skills. They grow in confidence, knowing they are role models in the classroom, and they are eager to take part in specials classes (Spanish, Music, Physical Education, Art, and Library).

Mastery of Skills: The Montessori curriculum is designed to allow children to revisit concepts at increasingly complex levels over the three-year cycle. By the kindergarten year, children are approaching mastery of these concepts. Their problem-solving abilities, reading comprehension, and mathematical thinking deepen significantly as they apply what they have learned in more abstract and complex ways. Continuing to work with hands-on Montessori materials provides opportunities for reinforcement, leading children to internalize these concrete experiences, shifting further towards abstract thinking. Leaving too soon doesn’t allow that internalization to occur, and some of those early learning experiences can simply fade away.

Independence and Responsibility: During this final year, your child will have the opportunity to become more independent and take on greater responsibility. This fosters academic success and personal growth, preparing them for the transition to elementary school and beyond.

A Deeper Understanding: Montessori children are given the gift of time. The multi-age environment allows them to explore subjects at their own pace, with the kindergarten year providing the time and space to develop a deep understanding of concepts they have been working with since the beginning of the cycle. This depth of learning is what sets Montessori education apart.

Social and Emotional Growth: In addition to academic growth, the kindergarten year is a critical time for social and emotional development. As the oldest children in the classroom, they develop stronger empathy, conflict resolution skills, and the ability to collaborate effectively with peers of all ages. The Montessori approach intentionally takes into account children’s cognitive, neurological, and emotional development.

Global Citizenship: In Montessori, geography is part of the broader concept of Cosmic Education, which emphasizes the interdependence of all things. Younger students begin to gain an understanding of other cultures through the exploration of artifacts, landmarks, animals, flags, foods, and housing. Through hands-on materials, kindergarten students further their study of maps from continents to learn the names of countries along with the study of land and water forms. They begin to learn physical geography (mountains, rivers, oceans, deserts, and climate zones) leading to an exploration of how people live and an appreciation for diversity. Through their studies, students also learn how to care for our world and all of its inhabitants.

The kindergarten year serves as the culmination of students’ work, preparing them not just for the next step in their education, but for life beyond the classroom. Your commitment to seeing your child through the entire Montessori cycle will provide them with an incredible foundation for their future academic, social, and personal success.

Changing Gears

diane.spencer@provmont.org (Diane Spencer) — Fri, 21 Jul 2023 14:40:23 GMT

From Summertime to a New School Year - July, 2023

At the beginning of summer, we all embrace a more relaxed schedule - staying up later, sleeping in, and having plenty of downtime for fun. As the summer days begin to wane, our attention turns to the upcoming school year. While not as carefree, there is great comfort to be had as we return to a familiar school day schedule. Consistent, well planned routines lead to reduced stress and anxiety for both children and adults and instill good habits in young children.

Here are a few tips to make the transition just a bit easier for both you and your child.

Establish daily routines

A few weeks before the start of school, begin returning to a more appropriate bedtime schedule that includes a predictable routine for your child - taking a bath, putting on pajamas, brushing teeth, and reading before bed. Earlier bedtime naturally leads to an earlier wake up time. The morning routine should include breakfast, brushing teeth, getting dressed, and packing up supplies for the day. No more lounging around in pajamas! It’s hard, we know! Gradually changing to these routines, rather than making an abrupt switch when school starts, will make things easier for everyone. Checklists with pictures can be helpful for children who might need visual cues to help them move from one task to the next.

Get organized

Take the time to designate a spot in your home where necessary items (water bottle, lunch box, jacket, shoes, library books, etc.) can be stored and easily grabbed on the way out the door in the morning. Hang low hooks that children can easily reach to help them stow away their own belongings. This small step helps your child feel capable and independent. In the morning, give your child a moment to think about what he/she will need to take for the day rather than giving explicit instructions. Instead of “Get your water bottle”, provide a cue such as “What will you need if you get thirsty?” Empowering your child in this way instills a sense of accountability. Together, work as a team to keep this area neat and clear of extra clutter.

Plan for the year ahead

Pay close attention to summer communication sent from your child’s teachers and/or the school so you’ll know ahead of time what new supplies your child might need. Watch for forms that need to be filled out prior to the start of school, and be mindful of any due dates so you’re not scrambling to take care of them at the very last minute. Integrate the school calendar into your personal calendar so you’ll be aware of meetings, events, and scheduled “no school” days well in advance.

Pick out clothes in advance

Be sure your young child has clothing and shoes that are easy to manage. A child loves the sense of accomplishment that comes from “doing it all by myself”, so allow plenty of time for your child to get dressed and only offer help if it’s truly needed. When it comes to picking out an outfit, it can be overwhelming for children to make a selection from their entire wardrobe. Instead, have your child choose between two suitable options. Children are much more likely to cooperate if given some freedom of choice, and this should minimize power struggles that can easily occur and cause frustration. For children of all ages, it often works best to pick out clothes the night before and have them all laid out to make for a smoother morning.

Maintain positive vibes

If this will be your child’s very first school experience, be aware that he/she is very attuned to your emotions. Keep it positive! When talking about school, you can wonder aloud about what sorts of fun things your child will be doing each day. If your child senses that you feel good about her going to school, she will be more likely to feel the same. If they sense your worry and anxiety, they are much more likely to feel apprehensive. On that first day (and the days that follow), separate from your child in a manner that’s quick and upbeat (See you later! I can’t wait to hear about your day!), and wait until your child is out of sight to have a good cry on that first day of school drop off. We’ve all been there and it’s not easy, but long, drawn out goodbyes are not at all helpful to your child (or you). Rest assured that our teachers have a great deal of experience comforting and redirecting children after a tearful goodbye and, chances are, your child has long since moved on with his day while you still remain in a state of anguish. Feel free to call the school if you need reassurance. We are more than happy to walk into the classroom and check to be sure your child has settled in for the day and report back to you. And don’t worry… it WILL get easier.

https://www.providencemontessoriky.org/

The Role of the Montessori Teacher

Fri, 09 Sep 2022 15:55:02 GMT

What, exactly, is the role of the Montessori teacher? How is it so different from that of any other teacher?

Sometimes it’s easiest to begin by explaining what a Montessori teacher isn’t.

A Montessori teacher is less like the traditional idea of an instructor, and more like a gentle guide. They don’t consider it their job to give a child information. They rather lead children in the general direction and give them the tools they need to find the information themselves.

Maria Montessori once said, “The greatest sign of success for a teacher...is to be able to say, ‘The children are now working as if I did not exist.’”

Montessori Teachers Cultivate Independence

In a Montessori classroom, rather than seeing a teacher at the front of the classroom giving the same lesson to every child, the teacher will be working quietly with individual children or small groups. While that is happening the rest of the children are free to spend their time doing the work that calls to them. A Montessori teacher works hard to create structures that allow children to be independent and to trust themselves as learners.

One large part of what a Montessori teacher does is to intentionally prepare a classroom environment that is developmentally appropriate, is inviting to children, and supports them on their journey to work independently. This environment is constantly changing in tiny ways as the teacher notices new and evolving needs of the students.

Montessori Teachers are Trained to Think Like Scientists

Parents should know that Montessori teachers are highly trained. Most have recognized Montessori credentials in addition to their college degrees. Montessori certification programs are intensive and demanding; one might compare them as being the equivalent of another college degree. These training programs don’t just teach Montessori educators how to use the specialized materials; there is extensive coursework about Montessori philosophy, child development, and integrating the arts.

When it comes to assessments, Montessori teachers don’t rely on standardized tests; they rely on the power of observation. They have notebooks brimming with evidence of what their students have mastered, need more support with, and are curious about. They are constantly recording what they notice children working on, how that work is being executed, and ideas they might have in anticipation of a child’s next steps. Montessori teachers literally sit beside a child and determine exactly what they know about a wide range of content areas.

Montessori Teachers Think Long-Term

Because of Montessori’s three-year cycles, teachers have the unique ability to consider their big picture when working with students. There is a natural tendency to allow the children to genuinely learn at their own pace. Getting to know a child and their family well over the course of a few years really supports this approach.

Montessori Teachers are Often Called ‘Guides’

...and for good reason. While children in Montessori classrooms have an abundance of choice in their educational pursuits, Montessori is based on the idea of ‘freedom within limits’. It’s the Montessori teacher’s job to carefully craft those limits. Children rely on having a certain amount of structure in place. This gives them comfort and a safe place in which they can take risks and try new things. Montessori teachers set some boundaries and then carefully help students navigate within them.

What if your second grader loves to read but tends to avoid math? Their Montessori teacher will find ways to ensure the math still gets done. Sometimes this involves a gentle discussion with a child about time management skills, priorities, or setting goals. Sometimes the teacher will find a way to integrate the child’s interests into the less desirable work. Sometimes all it takes is a minor change in the environment. Montessori teachers gives children freedom, but they assist children in finding their way to success in this environment.

Montessori teachers value independence, self-reliance, and intrinsic motivation.

They also value cooperation, kindness, and strength in community.

Still curious? Call us to set up an appointment today to observe in a classroom. See what Montessori is really all about.

The Benefits of Multi-age Grouping

Fri, 12 Aug 2022 15:45:52 GMT

One hallmark of a Montessori education is the use of multi-age classrooms.

Infants and toddlers may be together or separate, with a toddler classroom serving children 18 months to three years. Primary classrooms are for children ages 3-6, with preschool and kindergarten-aged children together. The elementary years serve children ages 6-12; some schools separate into lower (6-9) and upper (9-12) elementary, while many split elementary into two groups. Even Montessori middle- and high-school students learn in multi-age classrooms.

While Montessori is not the only type of education that utilizes this approach, it’s not what most people are used to. What are the benefits of structuring a classroom this way? Read on to learn more...

Learning at an Individual Pace

Children in multi-age classrooms tend to have a little more flexibility when it comes to mastering skills within a specific timeframe. We know that learning is not linear, and that learners have periods of significant growth, plateaus, and even the occasional regression. In multi-age classrooms, children are typically able to work at their own pace without the added pressure of keeping up with the whole group, or even being held back by the whole group.

When children in a classroom range in ages, everyone has someone they can work with, regardless of their skill level. Children don’t feel left behind if they struggle with a concept, and they also don’t feel bored by repetition of something they have already mastered. Teachers who teach in multi-age classrooms typically have deep knowledge for a range of developmental abilities, leaving them well-equipped to differentiate instruction for each individual child.

Building Stronger Relationships

Traditionally children move from one class to the next each year. This means not only a new set of academic expectations, different routines, and different classroom structures, but a different teacher.

In multi-age classrooms teachers have a longer period of time to get to know a student and their family, and vice versa. When teachers really get to know a student, they are able to tailor instruction in regards to both content and delivery. They know how to hook a specific child onto a topic or into a lesson. They know what kind of environment a child needs to feel successful.

Parents have an opportunity to get to know teachers better this way, too. If your child has the same teacher for two or three years, the lines of communication are strengthened. Parents get to know the teacher’s style and expectations. The home to school connection becomes more seamless, and the biggest beneficiary is the child.

Mentors and Leaders

When a child spends multiple years in the same class they are afforded two very special opportunities.

Children who are new to the class are fortunate enough to be surrounded by helpful peer mentors. Children often learn best from one another, and they seek to do so naturally. First and second year students watch as the older children enjoy advanced, challenging work, and this inspires them. They look to the older children for guidance, and the older children are happy to provide it.

After a year or two in the same room, students have a chance to practice leadership skills. In Montessori classrooms, the older children are often seen giving lessons, helping to clean up spills, or reaching out a comforting hand to their younger friends.

The best part is kids make the transition from observer to leader in their own time. It doesn’t happen for all children at the same time, but when it does it’s pretty magical to observe.

Mirroring Real-Life

There is no other area in life in which people are split into groups with others who are exactly their chronological age. Whether in the family, the workforce or elsewhere, people ultimately need to coexist with people older and younger than themselves. Doing so makes for a more enriching environment, replete with a variety of ideas and skills.

Why not start the experience with young children in school?

Moving On

While staying in the same class for multiple school years has many benefits, a child will eventually transition into a new class. While this can feel bittersweet (for everyone involved!) children are typically ready when it is time.

The Montessori approach is always considering what is most supportive of children depending on their development. When formulating how to divide children into groupings, Maria Montessori relied on her ideas about the Planes of Development. There are very distinctive growth milestones children tend to reach at about age 3, another set around age 6, and yet another at age 12. The groupings in our schools are intentional, and they give kids a chance to feel comfortable in their community, while also preparing them to soar forward when the time is right.

The Planes of Development

Fri, 08 Jul 2022 15:35:22 GMT

Maria Montessori based her entire educational philosophy on the idea that children developed through a series of four planes. Each of these planes is easy to recognize and has clear, defining characteristics. If we study and understand these stages, we can approach our interactions with children with a new perspective.

Learning about the planes of development isn’t just for Montessori educators. Understanding your child’s development can help at home, too.

The First Plane: birth-6 years

During this stage children absorb everything like sponges. They are, indeed, excellent examples of what Montessori called ‘The Absorbent Mind.’ This is a time in which we are able to utilize what Montessori called sensitive periods of learning. While each child is different, there are typical patterns that emerge in regards to brain development and general readiness to learn particular skills.

During the first three years of this plane, all learning is done outside of the child’s conscious mind. They learn by exploring their senses and interacting with their environment. During the second half of the plane, from about 3-6 years, children enter the conscious stage of learning. They learn by using their hands, and specialized materials in the Montessori classroom were developed with this consideration.

During this time, children have a wonderful sense of order. They are methodical and can appreciate the many steps involved in practical life lessons in their classrooms. The organization of the works on their classroom shelves is intentional, which appeals again to this sense of order.

The first plane is a time in which children proclaim, “I can do it myself”; it is a time of physical independence.

The Second Plane: 6-12 years

During the elementary years, children begin to look outside themselves. They suddenly develop a strong desire to form peer groups. Previously, during the first plane, a child would be content to focus on their own work while sitting near others. In the second plane, a child is compelled to actually work with their friends. It is during this time that children are ready to learn about collaboration.

During the second plane, there is a sudden and marked period of physical growth. This may be a contributing factor to the observation that many children of this age seem to lack an awareness of their body, often bumping into things and knocking things over. Children begin to lose their teeth around this time as well. Their sense of order and neatness tend to fade a bit during this plane.

Throughout the second plane, children’s imaginations are ignited. Since Montessori education is based in reality, we find ways to deliver real information to children through storytelling and other similar methods. For example, when teaching children about the beginnings of our universe, Montessori schools use what is called a Great Lesson. The first Great Lesson is a dramatic story, told to children with the use of props, experiments, and dramatics (think: a black balloon filled with glitter is popped to illustrate the Big Bang, with bits of paper in a dish of water used while talking about particles gathering together). This lesson is fascinating for children in the way it is presented, but gives them basic information about the solar system, states of matter, and other important concepts.

Children in the second plane have a voracious appetite for information, and are often drawn strongly to what we in Montessori call the cultural subjects: science, history, and geography. While we support their rapid language and mathematical growth during this time, we are also responsible for providing them with a variety of rich cultural lessons and experiences.

It is important to note that children develop a sense of moral justice at this time. They are very concerned with what is fair, and creating the rules to a new game is often as important (if not more so) than playing the actual game itself.

This is the period of time in which children are striving for intellectual independence.

The Third Plane: 12-18

The third plane of development encompasses the adolescent years. During the second plane, children become aware of social connections, but in the third plane those become critical. During this time, children rely heavily on their relationships with their peers. They feel a strong desire to remain independent from adults, although they are not quite ready to do this entirely. It is our job to find ways that allow them to experiment with independence while also providing a safe structure in which they may do so.

Children in the third plane tend to require more sleep, and they sleep later than when they were younger. They long for authentic learning experiences, and Dr. Montessori imagined just that. Her ideas of Erdkinder (children of the earth) led her to contemplate a school setting that would support children’s development during this time. She imagined a farm school, in which children would work to keep the farm operational, but also contribute to planning and decision making while doing so.

During the third plane children are refining their moral compass while developing a stronger sense of responsibility.

The Fourth Plane: 18-24

The final plane is a time in which young adults are striving for financial independence. They are often living away from home for the first time, and they use this time to figure out where they fit into their society. Many make choices to further their education and/or explore career paths.

It is during the fourth plane that people begin to develop a truer sense of who they are as individuals.

Each plane of development should be mindfully nurtured. If a child is able to experience one developmental phase in a rich and carefully prepared environment, they are ready to fully take on the next phase when it is time.