Transitions

Growth and Transitions in the Montessori School                                  Gail Moore

Children grow and become contributing citizens of our world.  During this time of growth children face many transitions.  Some of the transitions during this period are emotioanlly easy and others can be quite challengeing.    I beleive that given the time and gentle introduction to new settings children can and will succeed.

  

Many schools maintain the goal of helping the children overcome the more difficult transitions so they can fully benefit from the Montessori curriculum.  I have detailed one approach below:

Transitions from Home Life to School:  

Children who have never experienced separation before often have to make the transition from the security of home to the school.  Once children experience the joy and constant activity of being at school then routines can be established and security will be found at school. However, separation anxiety is very real and can cause a great deal of stress for first time families.  Often the anxiety is much more difficult for the parents than for the child.   It is my experience that within five or ten minutes after the parent leaves, the child will settle into the daily routine.  Parents often call to check on the progress of their child, which helps the parent feel better about leaving their child.

Transitions from the Infant Room to the Toddler Room: 

The security and comfort of the infant is most important.  Many schools define an infant  as those children who cannot yet walk.   Those infants who can walk are often referred to as Tiny Tots.  Tiny Tots begin by taking their naps in the toddler room so that they become familiar and feel secure in the toddler environment. When the Tiny Tots near the age of 18 months, they begin the process of transitioning to the Toddler class.  Each Tiny Tot will make little visits to the active toddler class.  The length of time that a child stays is based upon the child’s development and abilities.  

Parents are notified about their child’s progress and readiness to make this important step.  If a child is struggling to adjust to the new environment, more time is given in the infant room to allow the child time to develop emotional, social, or academic skills.

Transitions from the Toddler Room to the Primary Room: 

Many toddler students begin to visit the primary classroom as they near their third birthday.    With each consecutive visit, children familiarize themselves with the environment, the guides, and the routines of the Primary class.   Arriving on time becomes a very important part of the daily routine.  Children who can arrive at the beginning of the day are able to use their best learning time to their fullest potential.  They settle in to the group and learn what is important for that particular day.  Friendships are established and children develop a good sense of well-being to fulfill their  greatest potential.

Transitions from Montessori to Higher Levels of Education: 

Many students who can stay in Montessori for their Kindergarten year develop independence, strong leadership and academic skills.   Children who need to attend traditional education facilities in the fall will take some time to adjust to the change in the environment.  There is less freedom of choice in the traditional method, but once the ground rules are understood, the child will usually becomes successful and confident.  Montessori Children demonstrate their ability to express their needs to both children and adults in a respectful manner which facilitates their success in school and in life.