The purpose of education is often seen as the transmission of knowledge from one generation to the next. This is indeed a large part of educating a child, but there is much more to it than that. Here is how Dr. Montessori phrases it, her words as pertinent now as they were 100 years ago:

“Noble ideals and high standards we have always had. They form a great part of what we teach. Yet warfare and strife show no signs of abating. And if education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man’s future.”

What then should be the purpose of education? She continues:

“The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities.”

Nowhere is this better demonstrated than in the 3-6 classroom. Do not be distracted by the learning you see – the maps, the golden beads, the nomenclature cards. These concepts are important, but underneath the first layer of knowledge acquisition there lies the important task of the formation of the human being.

The child meets many stumbling blocks on the path to character development. Overly helpful parents, bossy siblings, unimaginative toys, inappropriate TV shows and movies – the list is a long one. Many people reach adulthood without ever attaining their full potential. What remains instead are the deficiencies and defects that show up in childhood but are never resolved or extinguished.

How, then, does a young child become a healthy adult? Maria Montessori discovered the key: work. And not just any work, but carefully prepared work, engaging both hand and mind. This development can’t be left to chance; it does not happen without thoughtful planning and guidance.

How does the world look from the eyes of a young child? Often, it appears to be smothering, with a dearth of independent choices. Dr. Montessori calls this journey “the child’s conquest of independence”, and ‘conquest’ is indeed an apt choice of words. The child is fighting to attain successive levels of independence. This process happens at all levels: mentally, physically, emotionally, socially, and spiritually.

Just what is being developed during this crucial time? The list includes:

* self-discipline
* compassion
* responsibility
* friendship
* courage
* perseverance
* honesty
* loyalty
* faith

Each of the above virtues is highly desirable in a mature human being, but does not come about accidentally or automatically. In each case, the development of these attributes often takes place when children are facing difficult moral choices. That is another reason why this 3-6 time period is sometimes stormy and intense. There is no easy way to become compassionate, courageous, and loyal.

As many of us begin a new school year in a 3-6 environment, we will observe these struggles over and over again. We will see that the child is not fighting to acquire knowledge – that happens easily enough – but to acquire independence and to develop character. It is a sacred struggle, and one that bears much fruit. We are privileged to see it firsthand.

At this age, a child is changing, growing, and learning at a rapid, sometimes astonishing, pace. Every part of the child’s life is affected: social, emotional, physical, and intellectual. However (and this is key), the Montessori method addresses those changes differently than traditional education does. It’s important to elaborate on those differences, so that we keep the “Montessori mindset” as we observe the children in our care.

What is socialization? Is it when children talk or play with each other? Or is there something more to it? Here’s a common definition of socialization:

“The process whereby individuals are made aware of the behavior that others expect of them as regards the norms, values and culture of their society. Agents of socialization include the family, school, friendship groups, religious institutions and the mass media.”

Ah, so socialization is a process that includes many different experiences over a long period of time. It’s the development of consideration for the needs of the entire community. Playing with other children is just a small part of socialization – and a classroom of similarly-aged kids might not always be the best place for kids to learn the norms, values, and culture of our society.

If you peruse general information on social development in the 3-6 child, you’ll most likely come across a list like this one:

Social Development in the Preschool Age Child

* invents games with simple rules
* still confuses fantasy with reality
* has learned to share, but doesn’t always want to
* expresses anger and jealousy physically
* is not emotionally ready for competition
* often excludes other children in play; often plays alone
* sometimes can be very bossy
* likes to make own decisions
* prefers company of one or two children at a time
* begins to have a very basic understanding of right and wrong
* plays contentedly and independently without constant supervision
* understands and respects rules – often asks permission
* enjoys both giving and receiving
* sometimes needs to get away and be alone

The above list is one I compiled from several different traditional, non-Montessori sources. What stands out here? Why, it seems as though the 3-6 Montessori classroom, with mostly independent work, is actually the perfect place for a child of this age. Children this age are not ready to compete, and often prefer to work alone or with one other child. Sharing is still something that takes a great deal of effort, and there’s still that “let me do it!” toddler-style independence that seeks autonomy in both decision making and actions.

There’s so much going on in a 3-6 classroom that is just below the surface. A knowledgeable observer (teacher, parent) will be able to recognize things like concentration and work diligently not to interrupt a child who is concentrating. It may appear as though they are isolating themselves from the group (or that they are indeed anti-social), but that is not the case. They are developing the ability to concentrate on work, and are actually creating their personhood as they work. This creation is a task suited almost entirely to independent work.

There is definitely socialization in a Montessori classroom, but it takes forms that are different from what people are used to seeing. For instance, there will be a great emphasis on community, and on things that children can do to serve the community. A child may take a work off the shelf, complete it, and put it back neatly without ever speaking to another child or adult – but socialization has taken place! How is this possible? The child, in putting the work back correctly, has shown care for the other members of the classroom. Their needs have been taken into account by the considerate actions of the child.

Montessori classrooms have different kinds of periods throughout the day, just as most schools do. During worktime, the emphasis may not be on child/child interaction, but there are other times when this occurs naturally. For instance, children may take a break from independent work to have a snack with a friend. At line time they will become familiar with group dynamics, and at lunch or recess they will have chances to talk, play games, and otherwise engage with other children.

Generally, when people decry the lack of child interaction (playing, really) in a Montessori classroom, it is because they do not yet actually understand what is taking place – they only see what seems to be missing. These conversations can be “teachable moments” for other adults as they begin to learn about how a child’s character is developed and strengthened through independent work.

As educators, we should always be observing the social interaction between children. We will commonly see children pass through different phases: for a few months, a child may work completely alone, and then suddenly want a work partner every day. Children generally know what they need, and we show them great respect by honoring their choices and not forcing them to do something that they don’t want to do. A Montessori school, with its perfectly prepared environment, is the ideal place for a child to develop their own self – which they can share with others at different times and in different ways.

If a child seems unable to interact with anyone in any situation, that should be a signal to parents and teachers that some intervention or therapy is necessary. Otherwise, there can be much freedom in allowing child to decide their own level of social participation in the classroom. Some children are naturally more social than others. In other cases, special situations (being new to the classroom, or family issues like a move or a new baby) can cause changes in a child’s social development. It’s important that regardless of a child’s natural gregariousness, everyone feels welcomed and valued in the community.

The Italian government realized that these younger children needed some direction and instruction, and asked Dr. Montessori to start a school for them. She was breaking new ground with this school, as up until now many people believed that children younger than seven couldn’t actually learn anything. (Picture: the opening ceremonies on Jan. 6th, 1907, at the first Casa dei Bambini).

Even though her theories grew to include both children both older and younger than the 3-6 age group, that period of learning is still the foundation of the Montessori method, and is the most widely associated with Montessori even today. It was here that the first true Montessori materials were developed – the ones we use even today: the pink tower, the brown stair, the cylinder blocks, the color tablets. Here children were first given their own “real” tools for cleaning: brooms, sponges, washcloths, mops, and buckets.

In this enriched environment, children who were heretofore completely unschooled began to thrive. They learned to care for themselves and their bodies, for the environment, and they began to teach themselves how to read and perform mathematical operations. This was a living laboratory where Dr. Montessori could make careful observations of the children as they worked.

Many very crucial concepts arose from this first school: the idea of following the child, of respect for the child, the absorbent mind, the prepared environment, and the importance of children working with their hands to obtain information about the world around them.

As she observed, Maria Montessori realized that the children in her care could not actually be taught anything, but they were able to learn on their own if provided with the right materials and presentations. She realized the importance of precise presentations; for many of us, this seems to be overly fussy, and yet she saw how the children at this age were in a sensitive period for precise movements.

The 0-3 age group will naturally have some leeway in how the materials are used, and the elementary child has moved on to being captivated by ideas rather than materials, but presentations given to the 3-6 age child should be accurate and fastidious. It’s sometimes daunting to sit down next to a child of this age group and show them how to use a certain material.

There’s a reason that 3-6 directresses practice the materials often and usually review the steps of presentations before they give them. It’s not wrong to feel a little bit of pressure when presenting to this age group; it keeps you on your toes so that you don’t become vague or sloppy with your movements and directions.

There’s a lot more to say about 3-6, so I’m excited to embark on this adventure and I welcome your questions and comments!

Many times people ask me what the very basic items are that are necessary for a 3-6 classroom. This can be a parent who is looking to homeschool with Montessori, or a teacher or director who is opening a new classroom. This list is flexible, and should be modified to fit the specific needs of a home or school. It’s just a starting point, and materials can always be added as needed.

So, here are the very basics of a 3-6 classroom setup:

Essential General Equipment:

1. Child-sized table and chair
2. Rug (flat, off-white) and table mat (cloth placemat)
3. Pencils and paper
4. Plants, animals (pets) and artwork
5. Age-appropriate books of all kinds

Essentials for Practical Life:

1. Pouring, spooning, tweezing, and tonging work
2. Cleaning equipment (child-sized broom, sponge, scrub brush, etc.)

Essentials for Sensorial:

1. Pink Tower
2. Red Rods
4. Color Tablets – Box 1

Essentials for Math:

1. Spindle Boxes
2. Sandpaper Numerals
3. Cards & Counters
4. Golden Bead Set

Essentials for Language:

1. Matching Cards
2. Sandpaper Letters
3. Movable Alphabet Set

Essentials for Cultural:

1. Globe and world map puzzle
2. Nomenclature Cards (plants, animals)
3. Land and Water Forms (cards, clay, and water)

Essentials for Art and Music:

1. Musical instruments (rhythm instruments)
2. Art supplies including paint, scissors, glue, crayons, etc.

Essential Teacher Tools:

1. Comprehensive List for 3-6
2. Montessori Play & Learn by Lesley Britton
3. Shu-Chen Jenny-Yen’s Online 3-6 Albums
4. MTC Online 3-6 Albums

Many thanks to Hanya, of My Montessori House, for the original list of 3-6 essentials.