Movement and cognition are closely entwined, and movement can enhance thinking and learning.

This one is pretty straight-forward and similar at both planes. 

Primary: We have walking on the line and the silence game. There is a lot of individual work at this age, but with other people around. The materials are real and concrete – there is nothing abstract here. We focus on reality. 

Elementary: Walking on the line and the silence game continue, but in a different pattern; as they approach adolescence, walking on the line takes on a new depth of need, centering their hormonal development (which begins as early as age 8 – several years before outward signs begin). Now we have group work. The children are moving into abstraction and will have more and more abstract-like materials, including a good deal of work for which no materials are required (and materials offered for these presentations should be shunned because they are inconsistent with the Montessori approach). 

2. Choice

Learning and well-being are improved when people have a sense of control over their lives.

Primary: Free choice as long as respect is maintained. Children can also choose to observe. 

Elementary: Now free choice with respect includes a sense of responsibility – it is still showing respect because now it is respect for the growing young person before us. The elementary child is showing respect to himself when he follows a child/adult planned work plan and notes his work in a work journal. Children at this age do not have the choice to just observe unless the observation is truly constructive. They have a responsibility towards productive work now. In our homes, we have MORE time to spend in learning, so this rule is a bit more lax at home versus schools where the children are in attendance for a limited number of hours. 

Elementary: With the developing responsibility to balance out freedom, the child takes ownership of planning out those interests, no longer relying solely on the adult – it is now a team effort to create one’s own materials, own work choices, own extensions, own follow-ups and own conclusion. We still present the keys  particularly to entice new interests, but also to lay a foundation of knowledge so that all possible interests will have the fullest possible experience. Think projects. 

Tying extrinsic rewards to an activity, like money for reading or high grades for tests, negatively impacts motivation to engage in that activity when the reward is withdrawn.

Primary: No grades; progress can be noted, but should be limited to attention, focus, concentration, interest, JOY. 

Elementary: We still don’t give grades, but can work with rubrics in some situations. We have work plans and journals. And we have the 3rd and 6th grade public school requirements outlined for the children to check into (during those years). 

5. Learning from & with peers

Collaborative arrangements can be very conducive to learning.

Primary: There are limited groups at the primary age – the focus being on individual development. However the young child can observe peers and learn through observation. 

Elementary: The elementary child is expected to work during work-time and not observe just too much. 

6. Learning in context

Learning situated in meaningful contexts is often deeper and richer than learning in abstract contexts.

Primary: At this age, we are presenting keys to the world – seemingly disconnected pieces that the child wants to focus on; remembering that the child is typically in Children’s House for 3 hours a day (15 hours a week), thus the keys we present are part of their bigger life. 

Elementary: Now we present keys to the universe; the children are in school for more hours and we have timelines that pull everything together in big overviews. We are now connecting all those individual pieces together and allowing them to explore the individual pieces that are of most interest to them, while always emphasizing where/how those pieces together with the big picture. 

7. Teacher ways & child ways

Particular forms of adult interaction are associated with more optimal child outcomes.

Primary: Our adult presence is more environmental; setting the atmosphere and the physical environment, while also being present for the emotional needs of the child. Parents spend time with their children and all work together to help the child gain skills of independence. 

Elementary: Now we move to focus on interdependence. The child knows he can stand strong on his own AND he has a solid home base – thus he can trust enough to give himself up for others in group project dynamics. The adult and child work together to form the work plan for the week and follow-up later in the week. The adult is a guide and a mentor for the child. The adult trusts the child and the child trusts the adult. 

8. Order in environment & mind

Order in the environment is beneficial to children.

Primary: Order is external at this age; the environment should be beautiful, neat, uncluttered and inviting. 

Elementary: Now order has been internalized and the outer work of the child is messy; he has it straight inside of himself, so all is well. That is the ideal. More often than not children in our age and time maintain issues due to NOT having this need properly fulfilled at the first plane of development. In either case (ideal or less than ideal), the child needs continued guidance to responsibility for the external environment and respect for others’ use of the space.