9 monte ss or i materiALS set

"When parents ask us about purchasing Montessori materials for home use, we often encourage them to pause and reflect," says Maria Torres, a Montessori guide with 15 years of experience. "The magic of these materials in the classroom setting comes partly from their novelty and the way they're presented. When children have unlimited access to them at home, it can actually diminish their special appeal in the classroom."

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This doesn't mean your home can't support your child's Montessori education, quite the opposite! The key lies in understanding the deeper principles of the Montessori approach and finding creative ways to apply them in your home environment without duplicating the classroom experience.

Consider the kitchen, for instance. Rather than purchasing specialized Montessori practical life materials, you might create a designated space where your child can independently access appropriately sized tools for food preparation. A low drawer with child-sized implements allows children to make their own snacks, pour their own drinks, and help with meal preparation. Likewise, set up the lowest shelf in the refrigerator to hold wholesome snacks and drinks that they can prepare. This approach not only develops the same skills as classroom materials but does so in a real-world context that children find deeply satisfying.

The same principle applies to other areas of development. Instead of investing in the iconic Pink Tower or Brown Stairs, parents can create rich sensorial experiences through everyday activities. Elizabeth Morgan, a parent of two Montessori students, discovered this organically. "We started taking nature walks and collecting objects of different sizes, weights, and textures," she explains. "My children became fascinated with comparing pinecones, sorting rocks, and creating their own classification systems. It dawned on us that this was Montessori thinking in action, without any specialized materials."

Language development provides another opportunity for organic learning at home. While Montessori classrooms use specific materials, such as Sandpaper Letters and a Movable Alphabet, home language experiences can be woven naturally throughout the day. Rich conversations during meals, storytelling at bedtime, and casual writing opportunities, such as helping to make shopping lists, all support literacy development without requiring specialized materials.

When it comes to mathematics, daily life offers countless opportunities for mathematical thinking. Counting stairs as you climb them, measuring ingredients while cooking, or sorting laundry all develop mathematical understanding in meaningful ways. These real-life applications often prove more valuable than having formal mathematical materials at home.

There are, however, times when purchasing specific Montessori materials might make sense. Your child's teacher might recommend particular materials to support specific learning needs, or you might want certain items for extended breaks from school. In these cases, the key is to communicate openly with your child's guide about what would be most beneficial.

Some parents have found creative middle-ground solutions. The Wilson family, for instance, created a rotating selection of seasonal materials that complement, rather than duplicate, classroom work. During summer, they might bring out materials for nature study and gardening. In winter, they focus on Practical Life skills, such as food preparation and craft work. This approach keeps activities fresh and engaging while supporting their children's development.

The most successful home environments typically focus on creating opportunities for independence, concentration, and Practical Life skills rather than academic materials. A thoughtfully prepared space might include a designated area for artistic expression, easily accessible shelves for books and activities, and child-sized furniture that allows for autonomous movement and work.

As Sarah Chen eventually discovered, creating a supportive home environment had less to do with purchasing specific materials and more to do with applying Montessori principles in daily life. "Once we shifted our focus from materials to opportunities," she reflects, "we started seeing possibilities everywhere. Our home became a place where learning happened naturally, through living."

This approach not only supports children's development but also maintains the special relationship they have with their classroom environment. After all, the goal isn't to recreate school at home but to create a complementary space where children can continue to grow and develop in their own unique way.

The beauty of this approach lies in its simplicity and authenticity. By focusing on real-life experiences and genuine opportunities for independence, parents can create an environment that genuinely supports their child's Montessori education. No specialized materials required! 

Lorna McGrath is a Montessori teacher educator, conference presenter, and Montessori consultant. Lorna has 41 years of experience in the field of education, teaching children from 18 months through 6 years old, and from 12 through 18 years old in both public schools and independent Montessori schools.

Enought Movement

by Cathie Perolman

MY WIFE AND I HAVE BEEN CONSIDERING PRESCHOOLS FOR OUR ACTIVE THREE-YEAR-OLD. OUR CHILD LOVES TO BE “ON THE MOVE” AND IS HAPPIEST BEING BUSY. WE THOUGHT A MONTESSORI SCHOOL MIGHT BE A GOOD FIT FOR SUCH AN ACTIVE PERSONALITY. WE EXPECTED TO SEE A BIG OPEN SPACE WITH LOTS OF ROOM FOR THEM TO BE ACTIVE AND MOVE FREELY. BUT IT SEEMS TO BE THE SAME IN EVERY ROOM WE VISIT; THERE’S ONE BIG RUG SPACE, AND MOST OF THE ROOM IS DIVIDED INTO SMALLER SPACES.

DEAR CATHIE—

CAN YOU EXPLAIN WHY AND CALM OUR FEARS THAT OUR ACTIVE CHILD WILL REALLY GET ENOUGH MOVEMENT DURING THE MORNING? — DAD

Dear Dad,

Thank you for your concerns. As the mom of a son who seemed a lot like yours as a young child, I can totally identify with your worries.

The Montessori classroom for 3-6-yearold children is designed to resemble a children’s house. It is scaled down in size to be a perfect fit for young children and is divided by area; think of it like rooms in a house. The shelves of materials or activities often divide the room helping the children to see where each area ends and begins. Inside each area is workspace where children can choose to put their work rugs if they so desire. Child-sized tables are also placed in some areas, so table work can be encouraged to happen in that space. There are areas for one child to work as well as group activities.

The big work rug that you noticed in each classroom serves as both a gathering space for the entire class when they have their ‘circle time” or “class meeting” and as a space to spread out and do larger rug works and partner activities. This rug is often filled with the happenings of many children during the morning, which creates opportunities for your young child to see, absorb, and aspire to these.

The Montessori philosophy seeks to “control the environment and not the child.” Running is not permitted in the classroom due to safety concerns, so we make the pathways in the classroom too narrow for running. Long stretches of space are obstructed with furniture, so they are not inviting areas in which to run. Children must walk carefully in order to not bump into anything. This helps them learn to move carefully within the classroom while still meeting their need for movement. The work rugs that are laid out on the floor create a sort of natural maze for the child to walk through. This creates a fun and sometimes challenging experience of careful walking in the classroom.

Classrooms have a line drawn or taped on the floor, and children are taught to walk on that line. First, they simply walk on that line. Later, they carry things that are of greater and greater difficulty. This is a very popular movement activity for young children.

Many of the activities in the classroom also require movement to do them. A child may build the Pink Tower (a set of 10 graduated cubes from 10cm – 1cm) across the room with the random cubes on one rug and the emerging tower in order on another rug across the room. This is an enticing activity for young children. They may collect objects of a single color from around the room and bring them to their rug. They may match the pictures of the children in their class to the real children. These types of works keep children moving all morning, and yes, their need for movement is satisfied in a Montessori classroom. Children also choose the amount of movement that is right for them. They have choices as to which activity they select, how long they work with it, and when they are finished. They might choose to have a “water break” or a snack break” in the middle of an activity or between activities.

Some classrooms have designated movement shelves with activities, such as yoga

Cathie cards, jumping circles that can be laid out, or other movement activities. Children may choose to turn over a timer and jog in a square to expend energy or lay out a walking path and move like an animal as they navigate the path.

The Montessori classroom provides natural opportunities for movement. The purpose of the classroom is to help the child refine their movements as they mature. It will assist your child in learning to develop greater self-control and purposeful movement as they grow their skill level. There are opportunities for gross-motor skills during circle time when the class plays group games as well as during free play outside each day. The balance of these myriads of movement-rich experiences will allow your child many opportunities for growth and development. 

Cathie Perolman has been involved in Montessori education for over 40 years. Cathie has worked in the classroom as a 3-6 assistant; a classroom teacher; a level leader; a teacher trainer; and a college professor. She currently spends her time mentoring teachers, conducting workshops for teachers and administrators; and writing for her blog and for magazines. She also serves as a consultant for schools and as a school validator for the Montessori Schools of Maryland. Cathie is the creator of the Color Coded Sound Games and the Rainbow Reading System as well as other reading and cosmic printable materials to enhance classrooms. Find them at cathieperolman.com.

Enought Movement

MY WIFE AND I HAVE BEEN CONSIDERING PRESCHOOLS FOR OUR ACTIVE THREE-YEAR-OLD. OUR CHILD LOVES TO BE “ON THE MOVE” AND IS HAPPIEST BEING BUSY. WE THOUGHT A MONTESSORI SCHOOL MIGHT BE A GOOD FIT FOR SUCH AN ACTIVE PERSONALITY. WE EXPECTED TO SEE A BIG OPEN SPACE WITH LOTS OF ROOM FOR THEM TO BE ACTIVE AND MOVE FREELY. BUT IT SEEMS TO BE THE SAME IN EVERY ROOM WE VISIT; THERE’S ONE BIG RUG SPACE, AND MOST OF THE ROOM IS DIVIDED INTO SMALLER SPACES.

CAN YOU EXPLAIN WHY AND CALM OUR FEARS THAT OUR ACTIVE CHILD WILL REALLY GET ENOUGH MOVEMENT DURING THE MORNING? — DAD

Dear Dad,

Thank you for your concerns. As the mom of a son who seemed a lot like yours as a young child, I can totally identify with your worries.

The Montessori classroom for 3-6-yearold children is designed to resemble a children’s house. It is scaled down in size to be a perfect fit for young children and is divided by area; think of it like rooms in a house. The shelves of materials or activities often divide the room helping the children to see where each area ends and begins. Inside each area is workspace where children can choose to put their work rugs if they so desire. Child-sized tables are also placed in some areas, so table work can be encouraged to happen in that space. There are areas for one child to work as well as group activities.

The big work rug that you noticed in each classroom serves as both a gathering space for the entire class when they have their ‘circle time” or “class meeting” and as a space to spread out and do larger rug works and partner activities. This rug is

often filled with the happenings of many children during the morning, which creates opportunities for your young child to see, absorb, and aspire to these.

The Montessori philosophy seeks to “control the environment and not the child.” Running is not permitted in the classroom due to safety concerns, so we make the pathways in the classroom too narrow for running. Long stretches of space are obstructed with furniture, so they are not inviting areas in which to run. Children must walk carefully in order to not bump into anything. This helps them learn to move carefully within the classroom while still meeting their need for movement. The work rugs that are laid out on the floor create a sort of natural maze for the child to walk through. This creates a fun and sometimes challenging experience of careful walking in the classroom.

Classrooms have a line drawn or taped on the floor, and children are taught to walk on that line. First, they simply walk on that line. Later, they carry things that are of greater and greater difficulty. This

is a very popular movement activity for young children.

Many of the activities in the classroom also require movement to do them. A child may build the Pink Tower (a set of 10 graduated cubes from 10cm – 1cm) across the room with the random cubes on one rug and the emerging tower in order on another rug across the room. This is an enticing activity for young children. They may collect objects of a single color from around the room and bring them to their rug. They may match the pictures of the children in their class to the real children. These types of works keep children moving all morning, and yes, their need for movement is satisfied in a Montessori classroom. Children also choose the amount of movement that is right for them. They have choices as to which activity they select, how long they work with it, and when they are finished. They might choose to have a “water break” or a snack break” in the middle of an activity or between activities.

Some classrooms have designated movement shelves with activities, such as yoga

cards, jumping circles that can be laid out, or other movement activities. Children may choose to turn over a timer and jog in a square to expend energy or lay out a walking path and move like an animal as they navigate the path.

The Montessori classroom provides natural opportunities for movement. The purpose of the classroom is to help the child refine their movements as they mature. It will assist your child in learning to develop greater self-control and purposeful movement as they grow their skill level. There are opportunities for gross-motor skills during circle time when the class plays group games as well as during free play outside each day. The balance of these myriads of movement-rich experiences will allow your child many opportunities for growth and development. 

Cathie Perolman has been involved in Montessori education for over 40 years. Cathie has worked in the classroom as a 3-6 assistant; a classroom teacher; a level leader; a teacher trainer; and a college professor. She currently spends her time mentoring teachers, conducting workshops for teachers and administrators; and writing for her blog and for magazines. She also serves as a consultant for schools and as a school validator for the Montessori Schools of Maryland. Cathie is the creator of the Color Coded Sound Games and the Rainbow Reading System as well as other reading and cosmic printable materials to enhance classrooms. Find them at cathieperolman.com.

Our Blue Planet

Written by Leisa Stewrat-Sharpe

Illustrated by Emily Dove

This is incredibly rich in content, giving a brief synopsis of the underwater world: the creatures; their habits; their purpose; and their power. David Attenborough begins the journey with a thoughtful foreword and ends it with a challenge to all of the human race.

This is incredibly rich in content, giving a brief synopsis of the underwater world: the creatures; their habits; their purpose; and their power. David Attenborough begins the journey with a thoughtful foreword and ends it with a challenge to all of the human race.

It is a book to be read in sections so that the amazing information can be taken and expanded upon through

research. Children will be fascinated by all that goes on in earth's deepest, darkest places. When we are amazed and in awe, we tend to be motivated to learn and to take action.

This book contains stories from BBC’s Blue Planet II

The book ends with some simple things that we can do to protect and preserve our planet.

The book ends with some simple things that we can do to protect and preserve our planet.

• Power Down: reduce energy use

• The Lungs of Our Planet: plant more trees

• Become a Sea-Life Spotter: gather valuable information for scientists

• Plastic Is Not Fantastic: don’t use single-use plastic

• Reduce, Reuse, Recycle: reduce plastic waste; repair to reuse clothing or donate it to a charity for others to reuse; recycle cardboard; compost vegetable or fruit peelings

• Reduce, Reuse, Recycle: reduce plastic waste; repair to reuse clothing or donate it to a charity for others to reuse; recycle cardboard; compost vegetable or fruit peelings

This is an amazing book that can be used with children of all ages with caring adult guidance and encouragement.

I was fortunate to travel the Columbia River in Washington State in late summer 2024. While on the cruise we learned a great deal about the Lewis and Clark expedition and Sacagawea. National Geographic Kids publishes many wonderful readers for children at different reading levels. I recommend any books in their reading series. This book is written for children who are fluent readers. It is set up with Grab a Book Book reviews by Lorna

I was fortunate to travel the Columbia River in Washington State in late summer 2024. While on the cruise we learned a great deal about the Lewis and Clark expedition and Sacagawea. National Geographic Kids publishes many wonderful readers for children at different reading levels. I recommend any books in their reading series. This book is written for children who are fluent readers. It is set up with Grab a Book Book reviews by Lorna

Sacagawea

by KitsonJazynka

I was fortunate to travel the Columbia River in Washington State in late summer 2024. While on the cruise we learned a great deal about the Lewis and Clark expedition and Sacagawea. National Geographic Kids publishes many wonderful readers for children at different reading levels. I recommend any books in their reading series. This book is written for children who are fluent readers. It is set up with interesting information and illustrations, as well as with vocabulary that may be new to some readers. The new words are defined after they are used in context and include a pronunciation guide. At the back of the book is a glossary, an index, and a quick quiz.

I learned interesting and factual information about Sacagawea’s life, her experiences on the journey, and her important contributions to the success of the Corps of Discovery. It is an engaging book for young readers in the elementary years.

Seaman’s Journal: On the Trail with Lewis and Clark & Illustrated by Patricia Reeder Eubank

As I took my first glances through the pages I thought, “Wow! Eye-catching illustrations!” They are colorful, realistic, and give readers almost as much information as the text.

Seaman was a Newfoundland dog, owned by Captain Meriwether Lewis. Seaman traveled with Captain Lewis

and the Corps of Discovery across what is now the United States. The author chose to write this book as if Seaman was writing.

The events in this story are based on Lewis’s journal. It is a captivating account of the 8,000-mile journey across America to the Pacific Ocean and back from a dog’s eye view! Children from 5 to 10 years old will not only enjoy it but will learn a great deal about this historic adventure.

Something, Someday

Written by Amanda Gorman, Presidential Inaugural Poet 2016

Illustrated by Christian Robinson

Amanda Gorman once again has written a poem for children that is full of determination, hope, and friendship. The essence of this piece is about how to make a difference in our world. According to her poem, the keys are to have a vision of how it might work, the need to keep working even in small increments, keep hope in your heart, and others will gather around as friends and helpers with the same vision. What I imagined as I read this

book is another project that I and others are working on, unrelated to cleaning up our world (recycling, repurposing, reusing), and I thought these same principles could be applied to many different ideas, projects, and plans. It’s so simple and yet profound.

The illustrations are reminiscent of Ezra Jack Keats's work. Very nicely done, including diversity in ages, races, and physical abilities, and shown in an urban environment.

I would recommend this book for children ages 4-8 years old. I would also recommend that parents, caregivers, or classroom teachers read this book to a child or children. Then explore together what possibilities there are, or might be, in life for making sometimes seemingly impossible dreams into reality.

Emmy in the Key of Code

Written by Aime Lucida

“A definite book to teach you about code, life, and the essence of computer programming.”

I am 11 years old, and I love this book. I read it twice! It taught me about coding and how to handle life. Emmy in the Key of Code is a realistic fiction book about a twelve-year-old girl who needs to make music to save her life.

Emmy is a 6th grader and is the protagonist of the story. She faces lots of challenges that are outside her comfort zone. Emmy goes into a new school where she meets Abigail who helps Emmy find the way to make music with her new life of coding. Abigail is Emmy’s best friend and faces the challenge of making her own decisions while helping others. Ms. Delaney is Emmy’s computer teacher and teaches Java and binary code. In the book, Emmy’s first computer program was Hello World. Hello, World is the first code new programmers use to get the hang of coding with any computer language. Francis is the antagonist of Emmy and makes her feel like an outsider of coding; however, girls were the first computer scientists.

In this book, you get to meet Jeopardy, who is Emmy's loved golden retriever. One of my favorite lines from the book is when Emmy made music with her computer coding: “Public, Static, Void, Main, String, Bracket, Bracket, Args!” which are the building blocks of Java coding.

What makes this book interesting to me is that Aimee Lucido balanced the antagonist’s moves and the protagonist’s moves. Lucido wrote this book uniquely by writing words in a whole

new way. For example, she scattered the words all over the page. Emmy in the Key of Code is a book I would read over and over again. A perfect book for people interested in coding.

Reviewed by Jayden Allsop, Trinidad, NewGate Global Campus, 7th grade.

Wildwood

Written by Colin Meloy

In Colin Meloy’s fantasy adventure novel Wildwood (the first book in a trilogy), the story follows two seventh graders on their journey through a magical forest to rescue a baby who has been kidnapped by crows. Along the way, they are caught in a deeper plot of an age-old conflict that, if left to play out, could lead to a disastrous ending for everyone involved.

Leading an ordinary life in Portland, Oregon, twelve-year-old Prue Mckeel lives with her parents and baby brother, Mac. She is a skilled artist who is intelligent, courageous, and a true warrior that has been warned of one

thing since she was young: Never venture into the Impassable Wilderness. One day in the park, she is looking after Mac, when suddenly a “murder” of crows swoops down and carries him into, you guessed it, the dreadful Impassable Wilderness. Determined to find her brother and bring him home, she braves the journey with her classmate Curtis Mehlberg, encountering fantastical animals and a civilization that has been hidden for years.

Wildwood is a coming-of-age tale full of magic, danger, suspense, and wonder. I would recommend this novel to anyone who enjoys a good fantasy book, but more specifically ages 10-13, as I feel they will be able to connect and relate much better with our two protagonists.

Some things I enjoyed about this book are the beautiful, detailed illustrations done by Carson Ellis that are sprinkled throughout the story. These especially help if you have trouble with visual imagery or simply want the author’s perspective about what is happening. Another thing I enjoyed is the writing style. It is clear and easy to understand, while still holding detail and depth. This is a bit of a longer book, spanning around 540 pages, but it is worth the read as it transports you into the exciting world of Wildwood.

I rate this book 5 stars.

Reviewed by Nadia Chance, grade 9, age 14, student of NewGate Global Campus