Full of Possibilities
K. Meagan Ledendecker, Director of Education
The elementary years bring a number of physical, emotional, and psychological changes. We thought it might be useful to share some of the key characteristics and needs of children ages six to twelve. We often refer to this list to remember what is going on developmentally for our elementary children.
Physicial Stamina
Elementary-age children have a newfound vitality and seemingly boundless energy. They can run, climb trees, play games, swim, and ride bicycles from sunrise to sunset. In addition to this in creased physical stamina, they are stronger and tougher than they were in their early childhood years. As a result, they are less likely to seek adult help if they get hurt, and usually don’t want much fuss over scrapes and bruises from an active day.
Separation from Family
As they enter this stage of development, elementary-age children may suddenly start to walk ahead of their families and are reluctant to hold their parents’ hands. Their offhand wave as they run down the school path is a sign of maturation and a new level of independence.
Even the school environment is no longer enough! They want to enter society itself. To serve this need, Montessori elementary classrooms provide Going Out experiences. These mini field trips are conceived, orga nized, and carried out by a small group of children, rather than by the adult. In exploring society and the many re sources available outside the class room, children develop social skills, independence, and learn to shoul der new levels of responsibility in new situations.
Group Instinct
Six to twelve-year-olds also have an urge to be with others in various forms of organized activity. They are trying to make sense of social rules, including how a group is organized, who leads, who follows, and what sacrifices need to be made. As a result, they also show great loyalty to their friends or members of their cohort.
Practically, this means that in the classroom we focus on giving presentations to groups of children, and we understand that the children will want to work together rather than by themselves.
Moral Development
Children of this age also want to use their own judgment. They are working hard to understand things for themselves. Often this emerges as impertinence or a domineering attitude, but really it’s a sign of their work toward mental independence. They are trying to identify what is good and what isn’t, and they can easily resent what seems like an arbitrary limitation.
At this age, children often need to understand the reasons behind requests or rules. What may seem like impertinence may just be the child asking “Why?” when an adult gives directions.
Due to a developing sense of justice, it is during this time that fairness takes on primary importance. Elementary children get very upset if something seems unfair or if adults don’t keep their promises.
Children of this age also have a strong sense of honesty. This honesty can also emerge as an excruciating frankness, which may also be interpreted by some adults as rudeness. In fact, all that may be happening is that children are calling it as they see it!
This is when tattling can take center stage. When elementary children report someone else’s actions, it’s often their attempt to figure out if the choices others made were right or wrong.
This moral sense and the growing ability to judge can lead children to become more self-evaluative. While this can be a positive development, often we will see elementary children becoming dissatisfied with something like their artwork not living up to their expectations.
Hero Worship
Their focus on morality also sparks a strong attraction toward heroes, from sporting personalities, teachers, movie and television stars, and singers, to history’s great innovators and leaders. Just as we can’t control a child’s choice of friends, we can’t control who they admire or emulate. That being said, in the classroom, we offer many different examples of fascinating heroes, from the first human to control fire to the leaf that produces food for the plant.
Imagination
Elementary children want to know the whys and wherefores of everything and as such investigate all areas of knowledge. They want to understand the structure of an atom, the decay of a star, or the disappearance of the dinosaurs. They use the power of their imagination to travel through time and space. Imagination is a key to our approach with the elementary child.
Development of the Intellect
A powerful drive to know the reasons for things helps with the development of their intellect. Facts and names were once of absorbing interest, and now it is a drive to find out How? and Why? Elementary children are drawn to ideas and enjoy discussions in which they can explore ideas and logical trains of thought. They now have a hunger for knowledge and understanding that is fueled by their immense intellectual power and the development of their reasoning mind.
Whereas younger children need a physical order, elementary children are less interested in neatness, cleanliness, and even self-care. Instead, they are intent on developing an internal, mental order. When this urge to develop a measure of mental order meets the need to know the reasons for things, we find that the children develop an interest in classification.
Developing Power of Abstraction
Younger children need lots of sensorial experiences, while elementary-age children begin to move from the concrete toward the abstract. They are developing their powers of abstraction and strive
to operate on an abstract plane. Elementary children show a great attachment to abstract subjects when they arrive at them through manual activity.
Great Work
No longer content to repeat the same process over and over again, elementary children need variation and elaboration. They like big work and large projects. When they are adding abstractly on paper, for example, they might like to create huge addition problems that can reach from ceiling to floor. They are constantly seeking to stretch limits, and as a result, they like to challenge both their physical and mental stamina.
Sense of Responsibility
With this increase in their level of abstract thought and reasoning, the rise of their imagination, and their exploration of matters of morality, elementary children come to develop a greater sense of responsibility. They are now able to determine and understand the results of their actions. They can empathize with the feelings of other people. They can identify patterns, causes, and effects. They use their imagination to consider the outcomes of the various actions that they might choose to take.
In this way, elementary children are able to judge the rightness or wrongness of their own actions. They are able to take considered actions, observe the result, and then respond appropriately. Thus, they are able to be more socially responsive and often develop a strong sense of ecological awareness.
Come See for Yourself
Although our children can seem a little rougher during their elementary years, it is an amazing time in their lives. In the Montessori classroom we work to support six- to twelve-year-olds’ sense of wonder for the universe, their unending drive to explore new horizons, their love of learning, and their sensitivity to and responsibility for their world. We invite you to schedule a time to come observe so you can see these characteristics in action!
MSBPICNIC community
Dance Senior Elementary & Adolescent Experience
The Adolescent Journey to Adulthood:
Human Tendencies in Action
K. Meagan Ledendecker, Director of Education
As humans, we have unconscious, innate drives that help us adapt, learn, and be in the world. In Montessori, we take care to observe these “human tendencies” and how they show up in different ways at different stages of development so, as humans, we can orient, explore, work, order, calculate, imagine, abstract, communicate, repeat, and self-perfect.
As young people enter adolescence, it becomes even more critical for Montessori adolescent guides to look for these tendencies. When we recognize these internal drives, we can better ensure that the learning environment supports adolescents’ process of selfconstruction.
Orientation
During adolescence, young people need to orient themselves to their new bodies and the new ways their brains are functioning. Sometimes adolescents don’t even quite know who they are from one moment to the next. This can be easily seen in those times when adolescents swing from child-like behavior to adultlike behavior. They also need to orient to a different learning environment, including understanding the new adults in their lives, as well as a new social/peer community. What are the boundaries of this space? What are the boundaries of my body? As a result, Adolescents need orientation to rules and responsibilities. The adults support this orientation by providing time and space for training and introduction. When starting a new skill, introducing a new concept, or even starting a new school year, the adolescent guides are sensitive to the orientation process that needs to happen and also to the fact that adolescents’ executive function skills are still developing.
Adolescents are also navigating issues of their own identity and exploring how they feel comfortable in their world. This normal, developmentally appropriate process can lead to a great deal of creative exploration! They will often want to try on new kinds of self expression, sometimes through their physical presentation such as the fashions and hairstyles they choose or create for themselves.
During adolescence, young people may also explore (or continue exploration of) where they are on the gender spectrum. They seek safe, judgment-free settings in which to see how it feels to be identified by different pronouns. Adults can be supportive through this dynamic process of identity
Theydevelopment.arealso exploring new capabilities and their own bodies. They want (and neurologically need) to take risks. Adults can provide opportunities for healthy risk taking, perhaps through a ropes course, a backpacking trip, or even through big physical expressions while also being sensitive to the physical and psychological disequilibrium that can happen when adolescents are re-orienting and exploring who they are and what is possible.
Work
This exploration of what is possible connects to adolescents’ ability to engage in really hard work. If they feel connected to the purpose of the work, if it has personal value or social value, they can take on big incredible tasks. They will easily take on the task of moving a whole building and do so with vigor. If they have an investment in clearing and burning invasive species, they will work relentlessly to see that it happens. Adolescent guides support these experiences of purposeful work that has a real impact. This often means working side-by-side with the adolescents to get the work started and to help them find a connection to why the work is important. Sharing their own passion for the work is another way adults can support adolescents’ engagement. Likewise, adolescents can dig into hard intellectual work, again if it has meaning and purpose for them and their social group.
Imagination & Abstraction
Often adolescents’ imagination will aid them in the process of big work. Undaunted by limits, they can imagine better, more innovative ways to get something done. To support this, adults need to allow room for failure and mistakes, so that adolescents
Exploration
can experiment and learn from the process. Adults can also allow adolescents room for putting what they imagine into action, rather than focusing on an adult agenda or needing to move things along more efficiently. Adolescents’ ability to think abstractly can help in this process of creating new possibilities.
Adolescents are also abstracting patterns and social norms. They are able to start thinking about their own thinking (metacognition). Adults can offer opportunities for adolescents to connect these new abilities to their intellectual pursuits. This can also be an amazing time for adolescents to explore forms of self-expression and appreciate the abstractions that can be found in forms of art. Often adolescents are even creating their own form of language or social norms with their peers.
Adolescents’ imagination can also manifest itself in their focus on what others may think of them. This tendency to think there is an “imaginary audience” watching them all the time or to imagine that they are center stage in an experience, can be challenging for young adolescents. Adolescent guides offer opportunities for adolescents to experience and understand different perspectives, while also taking care regarding how sensitive adolescents can be in moments of feeling like the spotlight is on them or that they are misunderstood.
Order
Although adolescents may not seem like they need order, they still need the consistency of routines and order in their environment. They benefit from having all the tools back where they belong at the end of their work: the kitchen utensils back in the correct drawer and school items back in their cubby. How that cubby or drawer looks may not be completely ordered, but adolescents
will experience the value of being able to access kitchen tongs when they need tongs! Like toddlers who need the comfort and order of a regular routine, adolescents also need to rely on an ordered schedule, especially when so much is changing for them internally. It’s worth noting that adolescents might have a completely messy and disorderly room, but then will go through a period of redefining themselves and creating a space that matches a new persona they want to convey.
Repetition, Self-Perfection, & Calculation
The tendency for repetition or exactness can often be seen in adolescents’ desire to play the same guitar chord over and over or to jump up and touch the doorframe each time they pass through. They are experiencing new abilities and being able to repeat and make those abilities more precise can really appeal to them. This also relates to the tendency to self-perfect. Adolescents want to perfect that one move to sink the basketball into the net. They want to get the drawing of a character or a face just right. They may also need to repeat or perfect a way of connecting to their social group–a joke that the group bonds over, a funny dance move, a line from a movie–and this repetition reinforces that they belong to the group. They are also calculating constantly: where do I fit in, how do the connections through social media accounts show my status in the social hierarchy, how can I fine-tune my appearance to convey changes in my identity.
Association & Communication
The need for association and communication is paramount for adolescents. They want and need to learn in association and communication with their peers. They work things out together. They need to debate and discuss. Adolescent guides provide healthy opportunities for this through seminars or Socratic dialogue, so adolescents can learn how to listen respectfully, hear others’ perspectives, and communicate their own thoughts. Adolescent guides also honor adolescents’ need to connect with others, being sensitive to the constant talking that often needs to happen for adolescents to work through ideas or feel connected to their peers.
Ultimately, adolescent guides are observing for these tendencies so they can make sure the prepared environment matches the adolescents’ social, emotional, moral, and physical needs and characteristics during this critical time in their development. Let us know if you’d like to learn more about how the MSB adolescent program helps our young people on their journey to adulthood!
LAST DAY OF SCHOOL
The Montessori School of the
GRADBerUATES
UATESThankyouJulieandCaitlinforhelpingmegetthroughthisyearandthankyousomuchforthegoodfeedbacklastyearonmysong.ThankyouAvieforkeepingtheschoolafloatandbeinganawesomeperson.ThankyouBonnyandPatriciaforbeingmyfirstteachers.ThankyouKehrformakingsureIgothomewithallmystuffwhenIwaslittleandbeinganamazingadvisoryperson.ThankyouJoeyforhavinglotsoffunnyjokesandnewartprojectsespeciallytheoneswhereIgettomakemyownideas.ThankyouMeaganforbeinganamazingteacherandhelpingmewithalotofthingsthroughoutmytimeatMSB.Thankyoutomyfriends,andmostofall,thankyoutomyfamily.EveryonehelpedmegettowhereIamtoday.I’mgoingtomisseveryonehere.Theyarethebestpartofthisschool.Myfriends,family,andmyguidesarethebestpartofmylife,andIwillneverforgetthat.IamleavingtheonlyschoolI’veknownformyentirelife.NextyearIwillbemovingontohighschool,makingnewfriends,andfacingnewchallenges,butIwillbringmyexperiencesandfriendshipsfromMontessoriwithme. ATHAN DUNGEY Waconah RHS Dalton, MA “ kshires Graduating Class of 2022
When I first came to MSB I never realized how much I would learn outside of academics. The first thing that shifted was social dynamics. Before I came here I never really had to function everyday with the same group of people––it was challenging but also rewarding. Time management also turned out to be much more important and challenging than I anticipated. This taught me about taking responsibility for my actions. I also learned how to work in a group, which is a big part of daily life in AE so I certainly got a lot of practice! Group work was one place where I learned the most about myself
CHLOE HOWARD Berkshire School Sheffield, MA
BRENNA LEAHEY
Monument Mountain RHS Great Barrington, MA
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I’ve been here for 10 years and I have learned so many skills here that you don’t really get at other schools like problem solving, perseverance, and overcoming obstacles. I am grateful. Thank you.
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When I first joined Montessori, it was all so new and different but that’s what I loved about it. It presented me with opportunities that I would never have anywhere else like going to New York City and whitewater rafting. My teachers and peers supported me while I experienced so many amazing things, learned so much, and grew. Thank you Montessori, for being the best school I could ever hope for. “
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I was five years old when I walked into Children’s House one day. I immediately walked up to Joey and told him that someone had put bubblegum in my little pink rain boot. So Joey and I made a song called bubblegum in my boot. This was my first great experience at Montessori. My years in Elementary were some of the best years ever. From reading with Cooper, to doing PEMDAS with Gussie, everything has helped shape me into who I am today. But the most valuable experience that I have had at MSB was probably my time in the AE. Group work taught me how to collaborate with my peers, daily work taught me how to be efficient and thorough with my work, and the people who brought it all together were Caitlin and Julie. I will always remember the kindness and calmness that you brought to the classroom.
I cannot express to you how much I have enjoyed my time here. I would like to thank my parents and grandparents for sending me to Montessori. I think it was a pretty great choice.
EILISH TRAVIS
Pittsfield High School Pittsfield, MA
FIONA CLARY Miss Pittsfield,Hall’sMA
EVIE LYNCH
Lenox Memorial HS Lenox, MA
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Montessori has gifted me with a lot of things but the most important thing that I was given is freedom. I had come from a school that had shut down my creativity and my ability to express myself. When I first came to this school in 7th grade I was shocked at how much the students were encouraged to voice their thoughts and to do it creatively and I saw how we really did have a voice and it mattered.
In my two years here I have learned basic things like math and science but I have also learned life lessons that I will carry on with me for the rest of my life. “
MABLE COONEY Monument Mountain RHS Great Barrington, MA
MATTEO FERIOLI
Lenox Memorial HS Lenox, MA
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I came to MSB in 2016. and it was a big change. Elementary was really fun. I made a ton of new friends and my favorite lessons were the chequer board and the decimal chequer board. AE was a lot different. There was so much more work to do, and with due dates! But I managed to do it! I am both proud and grateful.
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My MSB experience started when I was three years old. I can’t imagine the person I would be today if I had gone to any other school, private or not. I’ve learned so much about myself here and have mastered so many skills––studying, communication, time management (still kinda working on that one), and many others. I can’t say enough about how much this school and its community has meant to me over the past eleven years. I think Meagan and Todd are two of the most inspirational people I know, and I thank them for making this school.
NOAH WALKER
Monument Mountain RHS Great Barrington, MA
SIOBHAN FEDELL
Mount Everett RS Sheffield, MA
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My 13 years at this school have prepared me so much for high school, and I am so grateful for all the experiences and friends I have gained at MSB. But I am even more grateful to my teachers for guiding me throughout my Montessori education.
I would like to thank my toddler guides for being so patient and kind. I would like to apologize to my Children’s House teachers.
I know I could be quite a handful. My Elementary guides really encouraged me to become a leader in my community. In AE, my guides allowed me to try new things, have new experiences, and gave me so much room to grow and change. “ “
When I decided to come to Montessori I remember everyone being so welcoming and treating me like I had been at the school for my whole life. If there were only one thing that I learned at MSB that I would take with me, it would be to be kind and that a little goes a long way. “
XAVIER ZORN
Mount Everett RS Sheffield, MA
WREN COVENDECKER
Darrow
WYATT MARKHAM Monument Mountain RHS Great Barrington, MA
Lebanon,SchoolNY
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