Why Stay for Upper Elementary?

January 15, 2022

Children at 6 years old are just beginning the pathway of intellectual development that leads them to intellectual independence. They may begin asking more “why” questions, explore concepts abstractly, but their exploration can be chaotic and disorganized. They generally tend to explore all kinds of topics willy nilly, often to the dismay of their parents and teachers! Will they ever consolidate and organize their thoughts? (Or their workspace…or their room?) Will they ever finish anything?

That’s where Upper Elementary comes in. Children enter the Upper Elementary classroom at around 9 years of age, or at grade 4. This is a time for consolidating and crystalizing all the information they gathered in their first three years of elementary. They refine their skills in all academic areas - and social, emotional, and physical areas, too. Important to mention from an academic perspective is that children around the age of 9 or 10 usually start to work less often with some of the familiar and beloved materials. This is nothing to worry about. In fact, it’s completely normal, and it tells us that they are moving towards abstract thinking - refining their powers of intellect.

A simple example of this is a child who often took out the bead chains in Lower Elementary, counting, labelling (and let’s be honest - sometimes just spending quite a bit of time taking down the chain that’s 729 or 1,000 beads long, spreading it all out through the classroom, only to discover that it’s about time for lunch…). That same child might well become a kid who is very sure of their times tables in Upper Elementary - through the simple fact that they were able to manipulate these materials so much.

The beauty of giving children the opportunity to be in a Montessori classroom for Upper Elementary is that these materials are still around to jog their memory and remind them of all the experiences they have had with them, helping them on their path towards abstract thinking. There are also quite a number of advanced materials that are usually used solely in Upper Elementary, such as materials for work with cubing, square root, and cube root. (Please shoot me an email if you actually know what cube root is. Your 6th year might, ask them!)

We like to think of this time of refinement in Upper Elementary as baking a cake in the oven. You wouldn’t go through the whole process of mixing up your ingredients only to throw the batter away, right?

And what’s the icing on the cake? Check back on our blog for the next two articles about the 6th Year and Montessori middle school!

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Music, Drama and Dance in the Montessori Classroom

January 13, 2025

Dear Maria, Winterfest is coming up. What place do music, drama, and dance have in the Montessori classroom? Sincerely, Curious

What are Going Outs?

September 18, 2024

Dear Maria, What are “Going Outs”? How do they help our children learn? Can I help? Sincerely, Cascadia parent Dear Cascadia parent, Going Outs are a key piece of the Montessori elementary experience. A Going Out is a child-led outing from the classroom and can take various forms. Children might go on an errand for the class community or for supplies for a special project (cooking, baking, arts & crafts, special experiment, etc.). They might go and see something in-person that they’ve been researching in class. Going to see a native animal or plant in its natural ecosystem, visiting the zoo to observe an animal, picking up books at the public library or visiting an expert to talk more about a topic or see a special demonstration might all be research-related going outs. The possibilities are endless and limited only to the child’s imagination…and to practicalities, because a vital part of Going Outs is that the children organize everything themselves! They’re responsible for organizing chaperones, transportation, necessary things to bring along, and getting an appointment or tickets if necessary. Going Outs are a huge part of how Elementary children learn about the world and practice independence! Many skills are involved in planning a Going Out, including map reading, learning about money, distance, time management, organizing a group, preparing practical items (using forethought to prepare for weather or unexpected events), and much more! Of course with the youngest children, your child’s guide and assistant will give lessons on Going Outs or assist them with planning their first trips. Young children might be invited to go along with an older and more experienced child and learn the process that way. Guides have established Going Out procedures to aid children in taking on this responsibility for themselves. (Part of these procedures involve notifying Susan in the office and parents & guardians about the going out date, time, and location, so don’t be worried about your child leaving campus without your knowledge.)