by Regan Becker

“A room in which all the children move about usefully, intelligently, and voluntarily, without committing any rough or rude act, would seem to me a classroom very well disciplined indeed.” – Dr. Maria Montessori, The Montessori Method of Education & Social Change

One of the main characteristics of a Montessori classroom is that it contains a mixture of ages. In primary classrooms, that can look like children ages 3-6 years old. (Lighthouse Montessori is licensed to include children as young as two and a half years old.) Dr. Maria Montessori called this learning environment The Children’s House because it is a classroom that is attuned to their size and development, and the materials belong to the children for their use. Peer learning — whose origin is often attributed to Harvard physics professor Eric Mazur in 1991 — began in Montessori Children’s Houses in Italy over a century ago!

Peer learning facilitates knowledge-sharing through both overt teaching and covert modeling of learning in the Montessori classroom. Children learn first from a guide by using the concrete Montessori materials. Children then learn through repeated observation of and sometimes collaboration with other children. Peer learning happens in many classroom situations, and the difference with peer learning in a mixed-age Montessori classroom is that the older children strengthen their learning through coaching and caring for younger children, while younger children are intrinsically motivated to learn more by observing the work of older children. Like children in a family, students learn from one another – both what to do and what not to do. They learn from both the successes and the struggles of their peers.

“The indirect learning that occurs among children is a primary reason for placing children of different ages in one environment. The youngest children are guaranteed models for more mature behavior than they themselves are capable of performing. The older children have opportunities to develop their potential for leadership and social responsibility… Younger children observe the older children work with materials that they will use in the future. Older children spontaneously help the younger ones with materials that have already been introduced to the younger children, but with which they are still developing proficiency.” – Montessori educator Paula Polk Lillard, Montessori Today: A Comprehensive Approach to Education from Birth to Adulthood

*Sensorial: Geography Puzzle Map of South America*

Beyond the academic application of peer learning, the Montessori mixed-age classroom encourages compassion for others’ emotions and provides practice balancing individual needs and the needs of the community. Socially, children in mixed-age classrooms appreciate the value of teamwork, connectivity, and empathy. Multiple times per day, learners see other children’s diverse perspectives through their experiences in the classroom.

While a traditional classroom has children directed toward learning from a single source (a teacher), children in mixed-age Montessori classrooms are constantly taking in information from various points of view. They notice how carefully another child carries a tray with two hands, and when a glass breaks due to lack of attention to spatial sense (or moving too quickly). They observe how filling a cup with too much water can result in spills, and they see how other children take care of the mess without much fuss by locating the cleaning cloths.

“You cannot imagine how well a young child learns from an older child; how patient the older child is with the difficulties of the younger.” – Dr. Maria Montessori

*Practical Life: Art — cleaning up after easel painting*

The mixed-age classroom also changes the role of adults in the classroom. Montessori guides are trained to un-learn the authoritative pedantic role of teacher and to “follow the child” as a guide on the side. Peer learning creates less need for adult intervention and allows for increased adult observation, support, assessment, and evaluation. This sense of community assists children in recognising their own value and abilities, respecting others’ different learning processes, and developing a willingness to help others.

Children are encouraged to ask a friend who is available for help with a work. This “networking” creates a fun and open environment where children are treated as capable and competent. They know where most things are located. They know when a work is missing a certain component. They know when they need more of a certain supply. Children will comment as they pass another child’s table, “You need an underlay for that work, because it has water in it.” This is the Children’s House!

“These intellectual achievements of the children are impressive to adults. However, they do not represent what is most important about the Children’s House and the children’s self-formation there …The children’s good manners, their gentleness with each other, their confidence and ease with those both younger and older than themselves, including adults, their care with their environment, and their eagerness and energy for learning, make clear the potential of the Montessori primary classroom.” – Montessori educator Paula Polk Lillard, Montessori Today: A Comprehensive Approach to Education from Birth to Adulthood

Older children serve as models for behavior with Grace and Courtesy lessons, as well as academic models with advanced work which younger children learn through watching and listening. These visual and auditory lessons create interest, cultivate imagination, and develop confidence. Mixed-age Montessori classrooms develop the 21st century learning skills of collaboration, critical thinking, creativity, and communication.

Children learn patience, because Montessori classrooms purposefully contain one set of each group of materials in the classroom. This helps children to take turns, stoking their passion and motivation. When a child sees other children working with concentration, walking slowly around other children’s rugs, and leaving a work beautiful and complete on the shelf for their peers — the child knows what to expect. When the children are focused on their own work, they become “normalized” – calm, rested, and content.

“There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of cooperation rather than competitiveness. There is respect for the environment and for the individuals within it, which comes through experience of freedom within the community.” – Dr. Maria Montessori

In the Montessori mixed-age classroom, children remain in a known environment with the same guides and cohort for a three-year-cycle. This allows for a depth of trusting relationships, positive interactions between home and school, and increased modeling from a variety of peers. There are always returning learners, and there are always new learners. This expansive time frame honors the child’s learning at their own pace through the scope and sequence of the primary Montessori curriculum.

It is beneficial for children’s social, intellectual, and emotional development to be exposed to mixed-age groups, as early as preschool and kindergarten. Mixed-age groupings encourage children to build strong bonds with others, help them practice social and academic skills, improve verbal and kinesthetic development, increase a sense of responsibility and positive self-regard, and cultivate compassion and sensitivity when others need help.

*Math: Cards and Counters, Odds and Evens*

“They are aware of those around them, and one often sees the small ones intently watching the work of others, particularly the older ones. In doing this they absorb much more than it seems, and are already preparing themselves for more active social participation in the community of the class.” – Dr. Maria Montessori

Mixed-Age Classrooms

by Regan Becker

Spontaneous Activity

The Whole Child