Some of you were originally drawn to Montessori because you have read about how different and special the approach is. Some of you were looking for a high-quality daycare or preschool and stumbled upon us.

There is a plethora of reasons families choose to send their children to Montessori schools. Most families are thrilled with their decision once they see how their child is nurtured, encouraged, and celebrated in our environments.

Something interesting tends to happen around when the child approaches kindergarten and first grade.

Families feel the pull of traditional schooling. They begin to worry that the differences that make Montessori so wonderful just will not cut it when it comes to preparing their older child for life. There may be excellent public-school options available to them.

It can be hard to go against what you did as a child, or what your family or friends are doing for their children. Decisions about your child’s schooling are incredibly personal.

The three/four-year cycles in our Primary/Children’s Houses are intentional, and there are some great reasons to give your child the gift of that third year.

Feeling on the fence about your child’s kindergarten options? Below are some points to help clarify some of the reasons we think children thrive when they can complete their primary cycle in a Montessori program.

Mastery of Skills

The final (3rd or 4th year, depending on child’s age/birthdate) year in a primary classroom is a chance for students to really shine academically. Everything they have been working on comes full circle and their understanding of concepts solidifies in a way it could not have developmentally until now.

Much of what the children are learning in the earlier years of our primary environments is indirect and direct preparation for the lessons our kindergartners receive and the materials they will work with.

Not only are our kindergarten children understanding concepts in new ways, but they can demonstrate this knowledge. Educators from all backgrounds will agree that when a person is able to teach someone a skill, they have themselves demonstrated mastery of the skill. Our classrooms are designed so that older students help to teach younger ones. This teaching serves multiple purposes, one of which is to demonstrate their own understanding. One of the many benefits of the multi-age classroom is that our kindergarteners really enjoy taking on the role of giving lessons to their younger peers. This builds confidence as well as skill proficiency.

Opportunities for Leadership

Teaching lessons to younger children is not just about academic proficiency; it is also a chance for kids to experience leadership. Solid leadership is about allowing those with experience to take on a role of guiding others with less experience. So much of this type of leadership is done by modeling, and our kindergartners serve as the absolute best models for our younger students.

When your child first entered the classroom, they went through a period in which they needed to figure out expectations, routines, and so much more. Children need to learn how to be independent, how to interact with one another and adults, how to care for the environment, and so on. As adults who guide the children, we model and verbalize what children need to learn, but we recognize that they often learn more from watching their peers.

Older children relish in this opportunity. It feels good to know that you are helping someone else. It feels good to acknowledge how far you have come, and how you are now able to guide others along their own path. Our kindergarteners know about this role because we discuss it with them often. By the time they step into it, they are well prepared.

Continued Respect for Individuality

Montessori schools respect each child’s individual path and believe even young people deserve to be treated with dignity. There are many ways in which we differ from conventional schools, here are a few important practical differences:

• Allowing the child to use the restroom when they need to, without having to ask permission from an adult

• Encouraging children to eat a snack when they are hungry and drink when they feel thirsty

• Creating a structure that allows children to take breaks when they need to, and to focus deeply on their work for extended periods of time without being interrupted

• Giving children academic choice within limits (they may be required to complete certain tasks, but it is okay if they choose the order in which the tasks are done)

• Creating flexible seating choices so that children have options to sit alone or with friends, in a chair or on the floor

Advanced Academic Expectations

The AMI Montessori curriculum tends to exceed the scope of what is traditionally taught to preschool and Kindergarten aged children. We do not push children to learn what is beyond their capabilities, we just know that children are capable of more than most people realize. When given the opportunity, children can do amazing things.

We honor the fact that every single child develops at their own rate. While there are observed “typical” developmental milestones there is are not set timelines for various skills to be mastered. It is not uncommon, however, for Montessori students to:

• Be reading before they enter kindergarten

• Be writing sentences and short stories by the end of the kindergarten year

• Learn cursive handwriting before entering elementary school

• Have an understanding of basic grammatical principles at age five

• Be working with numbers into the thousands at age four

• Begin adding large numbers and have a basic understanding of exchanging for tens

• Engage with basic geometry concepts not typically introduced until many years later

• Enjoy skills and content taught in the areas of biology and geography beginning at age three

Deep-Dives Into Areas of Personal Interest

One of the best parts of being in a Montessori classroom is being provided the time to explore one’s own interests. The flexible nature of the day means children can practice various skills while learning about what creates a spark for them personally.

Is the child into dinosaurs, geography, plants, history, etc.? Books, paper, and art supplies for are provided for the children to write about, draw and explore their topics of interest.

Are they proud of their family’s culture and heritage? We make space for children and families to give presentations and share their traditions.

Do they dream about being a veterinarian as an adult? Older children may be given more responsibilities to care for class pets and find creative ways to connect the zoology materials in the classroom to the animals they know and love in real life.

In a Montessori classroom, the possibilities are endless. The experience is unlike anything that can be found in other educational settings, and each year a child experiences in a Montessori environment is a gift.