For decades, STEM has been hailed as an effective education model: one which prepares children for the jobs they will have when they grow up. The acronym — which stands for Science, Technology, Engineering and Mathematics — refers to the subject areas most closely tied to the careers growing rapidly in the worldwide economy, all of which require specialist skills such as numeracy, critical thinking, and the ability to assess data. STEM education can help children succeed in a modern, technology-driven society by preparing them for jobs that do not yet exist (in a future we can't predict). However, just like the Montessori Method, STEM goes well beyond preparing children for work. It allows children to develop the skills they need to be happy in 

areas of their lives, not just their careers, by encouraging free exploration and independent thought.

To help explain the significance of STEM, The Prepared Montessorian invited education experts for a live panel debate, moderated by our Elementary Trainer, Letty Rising. Guests included Mario Valle, Visualization Scientist at the Swiss National Supercomputing Center, Dario Cardile, CEO at artificial intelligence company Indigo, and Rahul Raghavan, Founder and Owner of the Montessori school, PEP School v2.

Here are a few highlights of that discussion:

 STEM has become increasingly desirable in both childhood and adult education. We're seeing it everywhere. It seems like whenever we read something about a new educational approach, STEM is being incorporated... I'm particularly interested in the way Montessori and STEM education are connected. Dr. Maria Montessori was one of the first people to think of education in terms of aiding (rather than directing) the child; to help the child construct himself, versus doing the work for him, and treating his mind like an empty vessel to fill up with knowledge. Just like the Montessori Method, STEM doesn't necessarily have a set curriculum, because the world is changing so much. It's more a set of concepts, ideas and skills which involves thinking, collaboration, problem solving, and questioning things — and that seems to resonate very strongly with parents and educators right now. 

 STEM helps children prepare for the future. I have an iPhone from 2007, and I remember how surprised we were when it first came out. We don't know what the iPhone will look like in the next 10 years. So, we need to focus on helping children develop real, important skills rather than memorize facts. But there is much more to STEM than future-proofing our children. Generally speaking, there is too much theory in traditional education today. In STEM education, I see children who are free to work with their hands, and who learn through exploration. This seems much more natural, valuable, and enjoyable. Children have the freedom to think and experiment. There's no single, right answer. Instead, students learn what solution has the highest possibility, or has the most advantages. This reflects the reality of adult life, and changes the learning environment into a laboratory where it is okay to make errors.

What are the key challenges that educators and parents face when implementing STEM?

 I think there is a belief that offering high quality STEM education is expensive. But this belief it not true. It's not expensive to have a garden. The night sky is free. Birds and animals abound. There is so much you can observe if we open ourselves up, seeing what's available, and approaching things with a creative mindset.

As educators, the second mindset we need to shift is the one around how we educate. A lot of us come from traditional schooling backgrounds, and often feel unaccustomed to working with experiments at school. We need to undergo our own transformations to become comfortable with making mistakes and not putting pressure on children to learn certain things at certain times. And I feel that's a journey that takes time for each new teacher. Once they realize that it's okay to make mistakes and that we're all here to learn with the child and not teach to the child... I think that's when all the windows open up to me. It is a journey. And I feel we should be open to that; that it's not going to happen overnight.

 Parents and educators need to be aligned in order for STEM education to work, and that can be an obstacle, partly because most of us are bound by the national curriculum. So our children have to pass certain examinations at school which emphasize memorization over true understanding, and not much time can be spent on developing mastery over a subject. In my career, I've seen parents place a lot of value on exam performance, and then their children go to school where the teachers say exams do not matter. I've also seen parents have open conversations with their children about learning, but once the children get to the school, the teachers say that it doesn't matter 

 they learn something, they just need to memorize a certain number of facts in time for the next exam. Then the child ends up confused. If educators and teachers on one side can align with parents on the other, this may help remove the barrier which is stopping the child being fully successful.

What essential skills are needed for success in STEM?

 What seems most important now, due to the proliferation of data and how easy it is to access that data through search engines like Google, is 

. If you're not interested in learning something, then Google is of no use, because you need a question to ask it! We can teach machines certain skills, such as how to copy, memorize, obey, and keep score. These are not the essential skills that 

 need in STEM. Secondly, the ability to build models is very important. And by that, I mean 

. When you learn new things, you need to be able to picture them in your mind, to form a hypothesis and then decide how you want to act. This comes much more easily to the children who have grown up in a learning environment where they could explore. This is because you need to learn how to fail. And this is something you should acquire at school during your formative years, not at university.

 There's a misconception that you need to be good at mathematics in order to be successful in STEM. That's totally false. A philosopher has as much ability to understand, realize, and experiment as a mathematician; and I say that as a mathematician! So when people say, "I'm not good at mathematics, so I won't be good at STEM," or "I'm good at numbers, so I'll be good at STEM," or "I love computers, so I'll be good at STEM," or "I'm not good with computers, so I won't like STEM," they have misunderstood the role of STEM skills. And that's something we see in Montessori too. The essential skill in STEM is the ability to learn from your mistakes. The ability to learn and to experiment.

 STEM helps children develop a truly authentic state of independence. In traditional school settings, children are constantly given worksheets to fill out. But if you spend your childhood answering questions other people ask you, it becomes increasingly hard to formulate your own. STEM education encourages children to ask questions, whereas worksheets curtail creativity, and do not reflect reality at all. You don't have worksheets in the adult world.

 Ultimately, STEM education — like Montessori education — creates a better version of society for everyone. From an educational perspective, I think about how beautiful my children are in their ability to ask questions and learn from their mistakes. They have curiosity to learn and the humility to listen. I've seen my kids grow from being very shy to very curious. My daughter doesn't worry when she learns she's made a mistake. It's amazing! She doesn't fear to say she was wrong. Leave aside business, leave aside money, or a growing business. STEM and Montessori education helps children develop an incredible ability to flourish.

This interview has been condensed and edited for clarity.

If you’re interested in learning more, 

 — we have a selection of short courses and professional qualifications.

A global panel of education experts joined our online event, “Developing STEM Thinking for Children,” to help explain what STEM education looks like and how it helps children develop curiosity and independence

What is the real value of STEM education?

In recent years, the term STEM has entered mainstream conversations, but many people still don't fully understand it. What kind of education exactly is it? Is it more conventional, alternative, or progressive? What impact will it have on the future development of education? What new challenges will it pose to teachers? Let’s explore it more and understand the principles and methods it advocates.

STEM is an acronym for: Science, Technology, Engineering, and Mathematics. This term was first proposed by the National Science Foundation in 2001, however, the academic world has not yet notion of STEM education has also been expanded in many different ways. There have also been new additions to the acronym, including STEAM (A = art), STEMM (additional M = medicine), and STEAMS (S=Sociology). 

The most prominent educational principle of STEM involves interdisciplinary integrated learning. In other words, the aim of STEM is to cultivate students’ ability to solve problems within and across disciplines. Consequentially, soft skills of communication, cooperation and collaboration, critical thinking, and creativity are developed as well.

What is the difference between STEM and traditional mathematics and science education?

Traditional mathematics and science education are about acquisition of knowledge, without actual application and problem-solving. STEM education is not simply a linear superposition of the four subjects, but through a variety of learning activities, it supports students in different situations to integrate, use and transfer subject knowledge and skills in different fields and further generate new ideas, methods, technologies and products. 

Why has STEM education become popular in various countries in recent years?

With the rise of the Internet, digital information and technology has changed all aspects of our lives. The connections between different fields and industries have become closer, while the internal structure of industries has also been in constant flux. To remain competitive in digital and intelligence fields, countries urgently need to develop new knowledge and technical talents. This new talent pool needs to know how to acquire, collect, and evaluate information from various channels to quickly master new knowledge and skills to solve complex problems if a country hopes to remain competitive in a complex and changing world.

As a result, major developed countries have formulated policies and measures to strategically promote STEM talent training at the national level and have increased public investment in STEM education. For example, in 2012 the United States has formulated the "K-12 Science Education Framework: Practice, Interdisciplinary Concepts and Core Concepts" and "Next Generation Science Curriculum Standards." In 2006, the United Kingdom has launched STEM teacher training, established a national science learning network, established national STEM demonstration activities, and launched the National Science and Technology Competition and Higher Education STEM Program. In 2017, the Chinese Ministry of Education issued the "Compulsory Education Primary School Science Curriculum Guidelines", advocating interdisciplinary learning methods, and recommending teachers to try STEM education in their teaching practice. This is "the first definition of the Chinese version of STEM."

"I am a Children’s House lead guide, does STEM have anything to do with me?"

If STEM is the product of a new era, then Maria Montessori's educational philosophy is undoubtedly beyond the era, because it is exactly the same as the STEM philosophy a hundred years later.

For example, in the Children’s House classroom during lunchtime, children need to work together to complete the lunch arrangement, count the number of people and the how much tableware they’ll need, plan the steps to complete the task, and discuss the division of labor. Sometimes young children have to complete the work of cooking bread together with older children. The older children use their reading ability to help the younger children read the steps of the recipe, and the younger children execute and control the amount of each ingredient in the process.

"How can I help develop STEM in my children?”

Guides should encourage students' curiosity and desire to explore, establish a cooperative learning atmosphere, help students assess situations, cultivate students' ability to use data and understand evidence, and use critical thinking to solve problems.

Particularly in the preschool years, it is necessary to promote children's scientific literacy by building basic experience in natural science, mathematics and technology, promoting the development of their fine motor skills, and guiding them to observe and understand natural phenomena in a targeted manner.

“Developing STEM Thinking in Children,”

 a live panel discussion with Rahul Raghaven, Dario Cardile, Mario Valle, and Letty Rising. We’ll be exploring how to develop STEM thinking for children to prepare them for an increasingly digital and virtual future. If you would like to learn more about the event, check out our introduction video below!

"STEM Education Does This", edited by Wang Su and Li Zhengfu, Education Science Press

"American STEM Lesson Design (Primary School Volume)", edited by Chen Ruping, Education Science Press

"Project Teaching: Creating an Immersive Learning Experience for Students", Susie Boss, John Larmer, Renmin University of China Press

Blog written by Montessori Mentor, Chen Chen

Why is STEM education such a popular topic? 

"It is not always imperative to see big things, but it is of paramount importance to see the beginnings of things."

72 years ago, Maria Montessori wrote those words about children, about the precious, powerful potential that exists in the infant and that blossoms —, in slow-motion across two decades —, as they become an adult. Today, on the anniversary of her 151st birthday, the Prepared Montessorian is pleased to be able to 

 — a renowned Montessori expert and author of Montessori: The Science Behind the Genius — that demonstrates the ongoing impact of Montessori’s ideas in the scientific and educational worlds today. 

In the talk at this year’s Discovering the Child conference, Dr. Lillard surveys the contemporary landscape of Montessori’s research legacy.

Some signs of the potential Montessori wrote about in 

 are obvious. A child smiles or laughs or rolls or crawls for the first time. But some are subtle. The way an infant pays attention to the mouths of a speaking adult. The way a toddler reconnects with interrupted effort at a seemingly simple task. The things a child ignores altogether or the things she gravitates towards and repeats a hundred times. These were the things to which Montessori was drawn, and the type of observation to which she credited her broader insights.

The same point applies to the observations themselves. Some of what Montessori noticed and accomplished was dramatic. She gained international renown for helping grossly underprivileged children acquire literacy at an extraordinarily young age. She became known as an advocate of freedoms for and the rights of children. But some of her ideas are more subtler:.

That sustained, serious work can be inspired in children, and that it is different from play.

That children enjoy using their freedom to practice self-restraint as much as self-expression. 

That the seeds of human reason lie in sensory exploration.

,” Dr. Lillard, a professor of psychology at the University of Virginia who has been studying Montessori’s methods for more than two decades, offers up a survey of Montessori’s research legacy.

The way that Montessori forms an interconnected system; the advantages of this and the challenges this poses for research.

The centrality of self-determination to both Montessori and learning and development more generally.

The impact of well-executed Montessori on literacy, executive functioning, long-term wellbeing, the “achievement gap”, and more.

Dr. Lillard and her research team are actively looking for any schools (Montessori or not) to participate in their research. If your school is interested, please contact Dr. Lillard at lillard@virginia.edu noting the type of school, location, and number and ages of children served.

The references in the talk are included below, to follow up as your interest and convenience permits.

Burbank, M. D., Goldsmith, M. M., Spikner, J., & Park, K. (2020). Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms. 

Courtier P., Gardes, M.L., Van der Henst, J.B., Noveck, I.A., Croset, M.C., Epinet-Duclos, J., Léone, J., & Prado, J. (2021). Effects of Montessori education on the academic, cognitive, and social development of disadvantaged preschoolers: A randomized controlled study in the French public-school system. 

Culclasure, B. T., Daoust, C. J., Cote, S. M., & Zoll, S. (2019). Designing a logic model    to inform Montessori research.

Danner, F., & Lonky, E. (1981). A cognitive-developmental approach to the effects of rewards on intrinsic motivation. 

Kidd, C., Palmeri, H., & Aslin, R. N. (2013). Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability. 

Kidd, C., Piantadosi, S. T., & Aslin, R. N. (2014). The Goldilocks effect in infant auditory attention. 

Lillard A., & Else-Quest, N. (2006). The early years. Evaluating Montessori education. 

(5795), 1893-4. doi:10.1126/science.1132362

Lillard, A.S. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. 

Lillard, A. S., & Heise, M. J. (2016). Removing supplementary materials from Montessori classrooms changed child outcomes.

Montessori: The science behind the genius

Lillard, A. S., Heise, M. J. R., Eve M., Tong, X., Hart, A., & Bray, P. M. (2017). Montessori preschool elevates and equalizes child outcomes: A longitudinal study. 

Lillard, A.S. (2019). Shunned and admired: Montessori, self-determination, and a case for radical  school reform. 

, 939–965. doi:10.1007/s10648-019-09483-3

Lillard, A. S., & McHugh, V. (2019). Authentic Montessori: The dottoressa’s view at the end of her life Part I: The Environment.

Lillard, A.S., Taggart, J., Yonas, D., & Seale, M.N. (In Press). An alternative to “No Excuses”: Considering Montessori as culturally responsive pedagogy.

Rovee‐Collier, C., Hayne, H., Collier, G., Griesler, P. C., & Rovee, G. B. (1996). Diet selection by chicks. Developmental psychobiology, 29(3), 241-272.

Téglás, E. & Bonatti, L. L. (2016). Infants anticipate probabilistic but not deterministic  outcomes. 

For more studies by Dr. Angeline Lillard, visit 

https://psychology.as.virginia.edu/lillard

Montessori in the 21st Century

VIDEO: Dr. Angeline Lillard on Montessori in the 21st Century

As a Montessori training institute, we deeply embrace technology. This is somewhat controversial. Montessori education and technology have, well, an interesting relationship.

Technology unlocks levels of convenience and connectivity that much of the world noticed (whether we wanted to or not) as we found ways to persist in work and relationships during the pandemic. We felt the power of connecting instantly with anyone in the world and saw how video conferencing could help us communicate with voice and facial expressions that add richness to virtual connections. Even if we can’t touch and feel, it’s close to the real thing. I’m not sure how many people would have enjoyed online birthday parties or yoga classes before we had to, and I’m not sure most people prefer them to “the real things” but they are at least better than not connecting with loved ones or activities at all.

In Montessori training environments, the use of technology is often viewed in a similar way. Many believe that online teacher training opportunities aren’t perfect. The convenience, accessibility, and reduction in cost (as opposed to in-person training opportunities) are tantalizing since so many share the goal of widening the reach of Montessori education, but there remains a common belief that online training reduces the quality of the learning and sense of community that can be fostered in person. And this is understandable. The Montessori methodology invites children to engage and learn with all their senses, so how could one learn to the approach online where smell, touch, and taste are yet to be able to be transmitted online (we’re still waiting for Wonkavision to take hold!).

These downsides are significant enough to prompt many Montessori educators to refuse to engage in online learning opportunities at all.

I think this is short-sighted. Online learning is not inherently worse, it is simply different. And different can be a good thing. What matters more than the medium of delivery is how creatively crafted learning opportunities unfold for adults, and, at the Prepared Montessorian Institute, we’ve implemented tech in ways to amplify the learning, not just be a second-best option in the days of remote everything. Here’s one example: 

As Montessori educators, we’re constantly reminded of the power of observation. The way we understand children is by observing them. The way we know which learning opportunities to prepare for a class comes through observation. The way we understand our own effectiveness is by observing its impact on children. It’s a crucial skill and it takes practice to become excellent at it.

The current best way to practice the skill is to head into a classroom, find a chair, write down what you see (not what you expect or judgments, but what you actually witness), then later reflect on what it all means. This is an incredibly valuable exercise, and one that we recommend you take to help improve your observation skills. But the circumstances in a Montessori classroom on any given day are unique and unrepeatable. Sure, children in Montessori classrooms everywhere use similar materials and engage in similar ways with their work, but 

That’s what makes this exercise limited. As adults, we thrive in a collaborative learning process with other educators. If each of us went into different classrooms, we’d witness different activities and draw different conclusions. Because we’re new to observing and simply trying to get better at it, we wouldn’t know if we observed in the most effective way. Did we choose the most meaningful moments to take note of or see children’s behavior communicating something clear even without words? Probably not. How could you know what the most significant inputs looked like? You could invite another person to observe with you and to compare notes and discuss afterwards – the combination of your perspectives adds up to more understanding for each of you than if you did it alone. But you couldn’t invite 10 or 20 or 100 observers without completely disturbing the harmony of a classroom. That opportunity to draw on the thoughts of a larger group, all of whom have observed the same classroom in the same window of time, is tricky, but with the help of technology, it’s now possible.

Practically, it’s also hard to get into a Montessori classroom. Every time a new adult walks into a classroom with young children, the dynamic shifts, sometimes in just small ways, sometimes in major ones, so when you’re observing, you might not be observing a “typical” day or even an optimal day. And sometimes it’s hard to even find a Montessori classroom that’ll take you without driving far away or joining at an inconvenient time.

At the Prepared Montessorian Institute, we think about these things all the time, and we’re working to remove the barriers that make developing the skill of observation a practical challenge.

So, we’re introducing an opportunity for our learners: a multifaceted virtual observation experience where you can complete some, and eventually all, of your diploma-required classroom observation hours on your own time anywhere in the world but share the experience with a network of colleagues who will also witness the exact same classrooms, children, and moments as you. You’ll observe classrooms, sometimes with the point of view selected for you, inviting you to look deeply at a specific moment in time that is particularly intriguing and other times you’ll observe with 360-degree camera footage where you decide where to look, just as you would in a live classroom, and learn how to notice things when there are so many different places that could draw your attention. Afterwards, you’ll have a group people, all of whom have observed the exact same classroom in action, to talk about it. You’ll learn if you made good choices around where to look, whether or not you noticed subtleties or interpreted behavior in a nuanced way.

We offer this unique observational opportunity for those who join us in our quest to be the most effective Montessori educators we can be. And in this case, the technology piece won’t just be more convenient. And it definitely won’t be second-best. In a 

 of ways, it’ll be even better than witnessing life as it unfolds.

Blog written by Executive Director, Joel Mendes. 

Want to find out more or experience our learning opportunities? Ask us a question or sign up for one of our courses: 

https://preparedmontessorian.com/programs

If you are searching for more information about technology and observation in the classroom, check out one of the panel discussions from our Discovering the Child Conference: "Panel: A Birds Eye View on the Classroom" Presented by Rebecca Girn, Rivkah Schack, & Dr. Laura Mazer. Click on the link below to watch: 

One Way Technology Improves a Montessori Educator’s Skills

A child’s early mathematical ability comes from an exploration of the world with all five senses. Those early experiences, in the first weeks and months of life, are preparations that lead to later success.

For example, newborns discover that their cries lead to an adult reaction. If we can consistently address the child, and satisfy their needs, this is the Mathematical Mind’s first lesson on cause and effect.

, the Mathematical Mind is the human capacity that helps each of us recognize patterns, categorize experiences, and understand the surrounding world. The child under three uses her senses to unconsciously absorb everything that happens to her. Then, the Mathematical Mind categorizes those experiences.

That’s why it’s important to give infants experiences to categorize by putting them in touch with their environment. They need time to explore on a mat on the floor. Place interesting, safe, objects nearby, but just out of reach. They are grasping with their fingers, but also with their minds, making sense of the wondrous world around them.

Tummy and floor time allows them to learn about how their body moves and relates to the environment while also helping to build intelligence. Through experimentation, they discover gravity and physics. Babies love the game of dropping objects and waiting for someone else to pick it up.

Two-dimensional educational experiences are no substitute for what a child will discover through hands-on play.

At around 9-10 months, babies discover that words have meaning, allowing them to categorize human speech into an understood language. We typically don’t think we need to “teach” a baby to talk. If we provide an immersive language environment, it happens effortlessly.

The same is true for mathematics. Sensorial experiences and spoken language provide the framework for the Mathematical Mind to do its work. When interacting with babies and toddlers, incorporate words that reflect the concepts of mathematics. You can narrate the child’s activity (if doing so doesn’t break their concentration).

“Try it again,” or “Take your time.”

“Yes, the cube fits into the square,” or “Twist the piece until it fits,” or “You have too many, take some out.”

“Which comes next?” or “Are they the same size?”

Incorporate mathematical vocabulary like: ‘increases,’ ‘less than/greater than’ ‘enough,’ ‘now,’ ‘later,’ ‘sharing,’ ‘equal,’ and so on.

Have conversations involving numbers, counting and arithmetic with and around your children.

When you are at the grocery store, discuss how much food you are buying and why. “This many ounces of rice will feed our family of six for one week.”

Model telling time, counting money or other objects, measuring, and calculating.

Do math in front of your children, using paper and pencil instead of a device to calculate, or talk through the process of doing a math problem in your head.

When the child is older and is introduced to formal math presentations, they will have seen math’s practical application in their own life, done by people they love.

Food preparation, practical life activities, and any opportunity to match, sort, or build, support the categorization done by the Mathematical Mind. To successfully chop a cucumber or build a tower, the child must coordinate their movements to achieve the goal.

Incorporate Daily Life Into the Discovery of Math

Through the activities of daily life, children discover that the world is full of tools, such as a toothbrush, a cup, or a hand towel. Math is a tool, too. This foundation is important because it means the child understands that the tools they need are out there — they just need to find the right one for the task. The spoon is a better tool for eating soup than a knife. Similarly, with mathematical concepts, they might later ask, “Do I need statistics or algebra?”

Around 18-months, they also begin to understand one-to-one correspondence between concrete things. For example: “There is one sock and one foot; two sleeves and two arms.” Very young children can set the table. They can say, “One, two, three forks for one, two, three people.”

They can recognize numbers, and even count by memory, but in general, children do not fully understand the connection between symbol and quantity until three or four years old. Around this time, a child could see the numeral 8 and accurately count eight objects.

Connecting symbol and quantity is a developmental achievement that takes time to acquire. For children under age three, we can support this development by providing opportunities for exploration, using mathematical language, and involving them in the activities of daily life. Each and every experience is categorized by the Mathematical Mind and creates the early building blocks that add up to math proficiency later in childhood.

Blog written by Montessori Mentor, Emily Daggett. Special thanks to Mariana Bissonnette and Nadxieli Toledo Bustamante for their wisdom related to this topic.

Exploring the World and Categorizing Experiences are the Early Building Blocks that Add Up to Math Proficiency

On July 25 and 26th, 2021, we hosted our annual global conference 

 educators, caregivers, and school administrators from over 

 countries in the world to engage in conversations about education, parenting, childhood development, and the Montessori pedagogy. This 24-hour live virtual conference included presentations, interactive workshops, panel discussions, and Q&As in 4 languages from 

 global speakers, including researchers, educators, parents, authors, entrepreneurs, and industry leaders on the shared quest of “

,” activating our hope for the future through working with children today. Furthermore, the event hosted over 25 partners and brands with virtual booths to share their services, organizations, and products with the conference participants.

Out of the more than 35 hours of engaging sessions, here is a peak into some of the best moments. To start, we were honored to have leading Montessori researcher, Dr. Angeline Lillard, Professor of Psychology at the University of Virginia and Author of 

Montessori: The Science Behind the Genius

 be our Global Keynote speaker. She shared conclusions from her research and emphasized that, “

Montessori is really a system in which self-determination is central

.” She answered the question, “Why Montessori Now?” by particularly pointing out that Montessori allows our children to develop and address the following 21st century issues and needs: Environmental Crisis, Social Justice, Entrepreneurship, Knowledge Base, and Meaning in Life. Angeline’s words were echoed by Judith Cunningham, President of Montessori Model UN, in her talk, ““Montessori’s Vision Of Peace: Sustainability, Solidarity And Social Justice.” She noted that when students have a sense of efficacy, the sense of paralysis, guilt and anxiety about the future goes away. Dr Maria Montessori fought against all forms of discrimination and we can develop children as agents of change.

In order to develop our children, we must meet the market demand for quality education. Dr. Nancy Chang, Program Director at the Shanghai Montessori Education Academy, was our China Keynote speaker who spoke about how Montessori institutions need to be responsible to parents and careful for the students. By demonstrating the effectiveness of the development of the 4 Cs (Critical Thinking, Communication, Collaboration, & Creativity) through Montessori, institutions will meet the market demand because parents will be able to see how their children are progressing for this quickly changing world. Ray Girn, CEO and Founder of Higher Ground Education, and the closing keynote speaker reflected on how the Montessori method reflected all of the aforementioned keynote speakers’ takeaways. He focused on the role of adults stating: “

Our job as parents and educators is to help our children future-proof themselves. 

It is to help them develop the capacity to adapt, to self-regulate, to apply thought to new situations, to respond to whatever circumstances and to seize the opportunities that life presents.” Finally, Ashley @hapafamilyvlog, YouTube Parenting Influencer and Certified Montessori Educator, and our parenting keynote speaker mirrored Ray’s focus by answering “What’s the goal in choosing a Montessori lifestyle in raising our children?”:

Our goal is long-term. By offering our child to freedom to move, explore, learn, participate, to just be in their environment, by following our child’s interest as they grow, by respecting them for who they are without trying to change them, by modeling and offering the real respect that they deserve as human beings, we are laying the foundations for our child to become independent, capable, self-motivated and self-disciplined, and happy individuals.

In conclusion, Maria created a high autonomy AND a high structure pedagogy that is both timely and timeless. We believe it is the solution for humanity in the 21st century and on.

We wanted to make this not just another online conference because a 24-hour virtual event sounds like a lot of screen time – you might wonder how we involved our participants in such event during a global pandemic other than watching a session? Here’s are some participant experience highlights:

 – After each talk, participants could go into a backstage area and engage in a live and casual Q&A with our speakers.

 - At any time, participants could make 1:1 connections across the world.

 - Over 2,500 people were reached with our conference activities such as a word puzzle, scavenger hunt, bingo and more to win prizes generously donated by conference partners.

- Our partners hosted booths with live info sessions, job fairs, special discounts, and more.

- Over 2000 messages and video calls were sent and activated between the live chat, polls, and Q&A in conference sessions. 

 - Our talks were both educational and fun with different formats (i.e., panels) and topics (i.e., wine tasting and art appreciation).

 - Different places around the world, following their COVID guidelines, hosted watch parties (check out the photo below!).

 - After the conference, participants received recordings on demand, additional information and discounts from partners, and even a bonus presentation!

What our participants said about their experience

Of course, we wanted to hear what everyone was thinking from our speakers to expo partners to registrants. Here are particularly nice feedback we received from participants:

[Caregiver] Good day! So far, I have attended multiple sessions over the last 20 hours. I feel empowered and happy to hear so many perspectives and people sharing the Montessori worldview around the world. It has been a wonderful experience to hear, connect, explore and share! Visiting all Expo has also been a great experience of so many great offerings. Thank you for this educational and joyful experience.

[Educator] As I watch every segment of topics, I am thinking how can I make our school as part of solution in this present pandemic problem where most of our learners are forced to use printed modules as weekly assignment ... As I listen to every word of our speakers in this conference, it revives my desire to make Montessori as part of the solution because I believe Montessori is correct that this methodology is timely and timeless. Your dedication and love for Montessori pedagogy inspired me and refreshed me to stay in our world of education as what Montessori said that this must be for all children of the world.

[Educator] My biggest takeaway was that I as much as I thought I knew about Montessori after being a guide for 10 years, there is always so much more to learn! I absolutely loved the options for all of the presentations, sessions, and workshops - I felt spoiled for choice. I also loved being introduced to new vendors, so many of which I look forward to exploring further… and making purchases. I am going back to Montessori after being in another non-traditional education setting for two years and this conference was a reminder of how Montessori is truly my passion in life and education. I relearned some things I had forgotten, so I will go back and reread my favorite Montessori books, as well as my albums. I have a renewed sense of purpose and look forward to bringing my excitement to my new school!

There is always room to hear criticism and improve. From the feedback, we learned what participants enjoyed (see the word cloud below!) and what they want for next year. To summarize themes for next year’s conference, our participants want even more diverse topics (i.e., Montessori & STEM, Latin American presentations, daily work of guides, multiples of children, presentations from male caregivers) and accessibility to the sessions (i.e., captions, handouts).

We will be hosting events (i.e., speaker series, blogs, conference video posts) throughout the year before our 2022 conference. Conference registrants will receive free admission to our post-conference events. Currently, we are working with Rahul Raghaven, Founder of PEP School v2, India, to plan our first event. He presented the live workshop called “Elementary Math and Introducing Data Science and Statistics,” at the conference. Thus, our first Speaker Series will be about STEM in Montessori!

Furthermore, starting TODAY anybody can check out three presentations from our conference on our 

Opening Address, Joel Mendes, Executive Director, The Prepared Montessorian

Live Workshop on Montessori Elementary Curriculum “Math and Introducing Data Science and Statistics,” Rahul Raghavan, Founder of PEP School v2, India

Parenting Workshop, “Montessori Language Development Principles and Supporting Multilingualism,” Gabrielle Kotkov, Montessori Guide and Founder, Multilingual Montessori

) and stay tuned for more information about events and more conference video postings!

Highlights from the Discovering the Child Conference

The general public typically thinks of Montessori education as being only for early childhood. Yet, the method is for the entire development of the child from 0-18. Our Elementary Diploma Course is the combined 6 – 12 age range training, which includes: Lower Elementary (I) (6-9 years) and Upper Elementary (II) (9-12 years). We believe it’s an asset to guides to be familiar with the full range of elementary lessons, so they can serve children who might be working at a level different from their age group. Some applicants only work in a lower classroom or an upper classroom. Some come from non-education backgrounds. Some are homeschoolers or teach virtually. No matter their path beforehand, all of our guides-in-training share the same common goal – to obtain a MACTE accredited diploma for the Elementary years. 

In the summer of 2019, our first Elementary Diploma course cohort traveled to Southern California for their first in-residency studies. A dozen plus eager guides-in-training didn’t know that this was the beginning of life-long friendships nor did they know that a global pandemic was going to disrupt their two-year training. In less than one year into their studies, chugging along in their virtual seminars and in-person observations and practice teaching, they were hit with COVID and quarantine. Their schools were shut down and went to virtual learning. Their personal lives were upheaved. Fortunately, our diploma courses are built on a digitally flexible foundation so evolving the curriculum didn’t cause as much disruption as other areas of the guides-in-training lives due to the pandemic. 

For the next year and half, the cohort became a tight-knit and resilient group who leaned on each other for accountability and support. Several guides-in-training had babies, several moved, and several were able to use their experience with distance learning with their children who had to switch online. Together, they reached their goal and graduated in June 2021.

Perhaps the distance learning isn’t hard to imagine since many people in the world learned how to adjust to work and school from home. However, you may wonder, how did we conduct a graduation ceremony virtually with our graduates who span across North America? Well, first, after two years, we definitely knew optimal times to meet. Second, Zoom is a very good friend. Third, we gathered materials for a lovely graduation box and sent it to each graduate prior to the ceremony. When our graduates opened the box, they sifted through gold tissue paper to find a printed graduation program, handwritten cards from instructors, their Diploma encased in a photo holder, “Tao of Montessori” Book, a special Montessori-themed gift and confetti to celebrate. The program consisted of opening remarks, reflections, a graduation game, opening of the graduation box, and a closing toast of course! In true Montessori fashion, the "students" had a major role, such as organizing a hilarious online Kahoot quiz game that showcased interesting facts about each of us. It showed how well we knew each other! You can hear all of the graduates’ sentiments from their graduation video which you can view 

Major themes stood out from the ceremony. These graduates had a deeper understanding of Montessori than they expected. They cherished the relationships that were built with their classmates. Finally, they appreciated their passionate and uplifting instructors for helping them through their successes and obstacles. I mean, just look at those cute cookies sent to the Elementary head trainer, Lindsay Journo, with Montessori grammar symbols?

Our First Graduating Elementary Cohort

We are thrilled to announce a partnership with SOL International Montessori Training Center (SOL IMTC) Vietnam. SOL IMTC is one of the largest early education training centers in Vietnam, offering humanistic services to anyone who is interest in early childhood. Their aim is to help every child become a happy, successful adult, who has developed to their full potential.

Founded by Ms. Nguyen Thi Thanh Huyen in July 2015, SOL IMTC had a goal of reaching 1 million Vietnamese people. Just one year later, the organization became MACTE accredited and the 10th branch of the Canadian Montessori Training Institute in Vietnam. To this day, SOL IMTC has provided training to thousands of parents, educators and conducted consultation with hundreds of schools across Vietnam. They are well on their way to reaching the 1 million!

Huyen, SOL IMTC’s CEO, said “The Prepared Montessorian has youth, flexibility, and modernity when it comes to modernizing Montessori education - this is very consistent with the spirit of SOL which is to guide learners to apply in practice and succeed and be happy with the knowledge learned.” She will be a part of the panel at the Discovering the Child conference speaking about Montessori in Asia. Check out 

On Saturday, May 29, 2021, The Prepared Montessorian delivered its “

” course to almost 900 attendees with simultaneous Vietnamese translation.

Much preparation and care were supported operationally by both organizations to ensure seamless Zoom access, smooth translation experience, and cultural sensitivity. Emily Daggett, a Montessori Mentor, instructed the first session with enthusiasm and professionalism in the early morning hours of her time zone. There was such an abundance of questions that showed how parenting, education and child development are topics that unite us. From nuanced situations to common questions we’ve heard from students across the world, such as “How can I help my child understand I need to cook dinner and can’t play with them all day?” to “Where do I even begin?” The Vietnamese audience displayed incredible energy and curiosity. 

We can’t wait to answer the questions that come up during the Montessori in the Home courses!

First International Partnership Launched: SOL International Montessori Training Center in Vietnam

With the amount of time many of us spend online these days, it’s hard not to feel drained by long virtual meetings. To counteract the deleterious effects of Zoom fatigue, the Prepared Montessorian has been working overtime to ensure the 

 conference stays fun and lively — and full of surprises.

In addition to the 60+ insightful sessions we have planned, we’ve also organized a bunch of unexpected activities to help keep spirits high. Here’s five that you should definitely look out for:

Trust us, this is not your average wine tasting. During this session we’ll draw upon the key principles of Montessori pedagogy to deepen your understanding of wine. This tasting emphasizes independence, values individuality, and is presented by a teacher whose job is to guide, not lead. Bring a glass of wine, pen and paper, and an open mind!

Self-Reflection as a Vehicle for the Transformation of the Montessori Educator with Elizabeth Slade

Take some time to pause and reflect. This workshop will introduce a new self-reflection tool, which has been designed collaboratively by a group of Montessori teacher trainers and coaches. The goal is to introduce the importance of reflection in teacher training, and to encourage participants to continue the practice beyond the classroom.

Art appreciation is often thought of as an elective that allows students to be creative. However, the value of art appreciation goes far beyond exercising creativity. Just like reading literature, reading artwork leads to a deeper understanding of humanity and one’s self. In this session, you will experience an innovative art appreciation lesson, and see how riveting and deeply meaningful the visual arts can be. 

At any time during the conference, you can visit the Networking Area in order to meet other guests. It's a bit like mingling at a real conference, where you get to exchange introductions while waiting for a workshop to start — just hit the "Ready" button on the conference browser before a session starts, and you’ll enter a series of one-on-one meetings. Each session will last 3 minutes, and participants will have the option to set up separate one-on-one meetings if they both want to carry on talking with the people they meet.

Time to get competitive! Thanks to our corporate partners, we’re offering a wide variety of giveaways and prizes throughout the 

 conference. Join a virtual scavenger hunt, grab tickets for one of our raffle competitions, or test your knowledge during a trivia quiz — but keep it friendly!

From Wine Tastings to Art Appreciation, There’s a Lot More Than Listening To Do at This Year’s Discovering the Child Conference

For organizations that want to create a diverse and inclusive culture, 

 offers an entirely different kind of antiracism training — and it’s rooted in love. The Prepared Montessorian has invited Chloe Valdary, the founder of 

, to discuss how this innovative antiracism framework came to be and whether it’s still relevant today (spoiler alert: it is!). 

Just one of many compelling conversations happening this year at the 

, Valdary’s full interview with Matt Bateman will air on June 26, 2021 at 6 p.m. EST. Check out Valdary and Bateman's introduction on 

is an antiracism and resilience training program which is rooted in compassion (rather than anything destructive like guilt or blame). It takes a deep-dive into the forces that drive human beings toward progress, the role of humanity in the formation of identity, and the philosophy of criticism.

The ultimate aim of the course is help participants learn to see the world through a wider lens as they become more aware of the richness of their own complexity — and by extension, the complexity of others. This, Valdary argues, is what breaks down barriers and helps people resolve conflict in a kind, respectful way.

The Theory of Enchantment has three guiding principles:

1. Treat people like human beings, not political abstractions.

2. Criticize to uplift and empower, never to tear down, never to destroy.

3. Root everything you do in love and compassion.

Why we gravitate towards pop culture brands like 

The parallels between compassionate antiracism and Montessori pedagogy

Valdary's antiracism program, which seeks to resolve community conflict by inspiring people with a positive vision of themselves, has interesting parallels with Montessori pedagogy.

Speaker Spotlight: Chloe Valdary Unpacks The Theory of Enchantment at This Year’s Discovering the Child Conference 

The Extended Day Training is aimed at supporting Assistant Guides working in the Extended Day program at Guidepost Montessori Schools. Extended Day Guides are often the "face" of the campus, as this is when parents pick up their children, and we want to help you bring high quality programming to the later part of the day.

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