1.  How do children learn to socialize?
Children work together and give lessons to other children throughout the day providing opportunities for natural, spontaneous socializing.

2.  How do children learn to share?
Learning to share comes naturally in a Montessori classroom because of the preparation of the environment and implementation of grace and courtesy lessons. As a part of learning to share, children also are taught to respect each other’s work and space. When a child chooses an activity to do, other children must respect that choice and wait until the activity is placed back on the shelf before they may work on it themselves.

3.  When do Montessori children play?
All children learn through play. Because children’s "play" is an opportunity for children to engage in activities that meet their developmental needs, Montessori prefers to call this kind of activity the "work" of childhood. Montessori children often show incredible concentration, order, and self-discipline while "working." Although this is a joyful and playful experience for them, it is sometimes difficult for adults to identify this activity as "play." Children emerge from their concentration full of delight and satisfaction. In addition to this more focused "play" inside the classroom, children also have play time outside of the classroom in the play area, garden, grassy field, sensory tables, and playhouse.

4.  How does Montessori support creativity and imagination?
Creativity and imagination are supported throughout the day through the integration of art, music, dance, drama, etc. into the many activities available to the children. One of the benefits of a Montessori classroom is that opportunities for creativity and imagination are available to children whenever they are interested, not just during designated times of day or specific days of the week. Although Montessori classrooms do not usually have play kitchens and/or dress-up corners, children use real tools, sized just for them, to practice skills that they enjoy.

5.  Is there too much structure?
No. There is order in the classroom, but NOT orders. (The ordered external environment helps young children construct the "inner" order that they seek and need.) Initially, directresses give clear and detailed lessons on how to use each new material or activity when they see that a child is ready for that introduction. However, as children experience more and more materials and activities, they are free to choose from the entire array and to discover new possibilities.

6.  Does Montessori education push children academically?
No. Montessori philosophy supports following the child, allowing each child to develop at his/her own pace. Stories of Montessori children being far ahead of their peers do not reflect an artificial acceleration; it reflects a possibility when children are allowed to follow their interests in a special environment.

7.  Are there any group activities in a primary Montessori class?
Although the emphasis is on a child’s ability to grow and progress individually, children frequently come together for small group activities, usually 2 to 4 at a time, as a natural part of the daily class life. There are also regular class gatherings such as lunch, singing, planning for future events or activities, and for discussion of group matters.

8.  How does the environment meet the needs of the different ages of children?
Young Primary children are independent workers and absorb themselves in their activities. Lessons are short and efficient. After a lesson, children spend lengthy time working with the materials. Children also help, teach, and support one another. Because the classroom community naturally works in this way, directresses have ample time to meet the needs of all ages in the classroom.

9.  Do the freedoms lead to chaos in the classrooms?
No. Freedom of movement and speech are not a recipe for chaos when children are in a supportive, child-centered environment that engages them in interesting learning. The children learn self-discipline, and respect for others, their environment and the learning materials as a part of being in the classroom community. Further, there is little annual classroom turnover. The younger children enter a classroom with a culture already in place because there are older children in their second and third years. The younger children absorb and emulate the behavior and culture of the older children.

10.  What if my child needs more structure?
Every child will receive as much structure as they require. If a child needs more direction or is not yet internally motivated, directresses guide the child until he/she becomes self-directed and disciplined.

11.  How can I help my child at home?
Marbella Montessori encourages parents to show respect for their children and to model respect toward others. Love your child, support your child’s growing independence, listen to your child, involve your child in your daily life activities (cooking, cleaning, etc.), provide order and routine, and read to your child. Come to Parent Education events, schedule classroom observations, attend Parent-Teacher conferences, and read Montessori books, so that you can be better informed about your child’s day. You also can support your child’s educational experience by adopting Montessori methods of speaking to your child and using Montessori methods of a prepared environment.

12.  Why should my child attend a full-day primary?
The Full-Day option offers Primary children a consistent and familiar afternoon in their Montessori classroom where they extend their opportunity to reach their fullest potential -- intellectually, socially, and personally (physically, creatively, and emotionally). For example, a child that requires more repetition to master a task, has more opportunity to repeat his work and gain that mastery; a child that masters tasks more easily, has the opportunity to move on to more advanced materials. Further, all the children grow emotionally and socially from their greater interaction in their classroom community.