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All Day – All Year Montessori: A Living Community

All Day – All Year Montessori: A Living Community

Michele Aspinall by Michele Aspinall | Montessori Blog12 Mar, 2018

I love Montessori. Not merely the materials and the way that they call to each child at different stages of development. I love Montessori as a way of living. I love the endless opportunities that a Montessori environment offers each child who enters it. I love the way that the small community that is created accepts every new child as if he was a long-lost family member reunited. I love that the “oldest” children in the environment not only teach the youngest; they mentor, nurture, adore, and protect them. So, why tack on a Before or After school Program at the beginning and end of a child’s school day? Is it truly to suit the child or is it simply easier for the adults to sustain? Throughout the years, I have become a bit of a crusader of All Day Montessori. I am an advocate of eliminating before and after school care in Montessori schools in order to encourage all of these wonderful things to continue to grow into something that resembles a living community: All Day and ideally All Year.

Every day for the last twenty years I have been fortunate enough to call two very special places “home”. I can say with confidence that the children who I share my professional space with today also see it as a home away from home. How can I be so sure? Well, if you were to ask me the same question within the first five years of this very unstable All Day, All Year program I would have likely cried and then said that I wasn’t sure of anything on any given day. If it weren’t for those first terribly unsettling years, I would not be able to say with confidence that children who stay at school for longer hours than a traditional school day, are best served in a Montessori classroom ALL DAY LONG. Their classroom. Their space. Isn’t that what we might call authentic Montessori?

There is a need for longer hours at school. There is no disputing that. Parents are workers and workers are parents, both out of necessity and preference. That’s in large part because many families in today’s economy rely on two incomes in order to pay the bills. The traditional primary class model is one that provides a school day from 8:30 am-3:00 pm. In order to meet the needs of parents and their demanding work schedules, many schools today offer before and after-school care. We (Countryside Montessori School) started, as many do, with a daycare set-up that was offered in the morning before the children went to their Montessori environments and then again after school when class ended. We offered 7:00 am drop- off, which included a light breakfast (cereal, toast, etc.). Also offered, was 12:00 pm lunch drop-in, which included lunch for children too young to stay for extended day. Finally, there was also an after-school option of 3:00 pm – 6:00 pm. This before/after care room could accommodate approximately 35 children at one time. It was available year-round, and only closed on major holidays. Parents could sign-up for any or all of those options – some even on a daily basis. It was named “Care Club”. When Care Club began almost 40 years ago, it contained no Montessori materials. The room was equipped with books, puzzles, blocks and traditional toys. I began directing Care Club when I joined the Countryside staff thirty years ago.

As many daycares can become, the program was essentially a revolving door for adults. The children could never really be sure of who was coming and going. Keeping ground rules consistent was unrealistic. Adults aside, the number of transitions in the children’s day was enough to make anyone feel muddled. Try to imagine every two to three hours being asked to pack up all your stuff and move to another room after you have finally settled in.

The day went a little bit like this for most children in Care Club: Having been pulled out of bed early in order to get to school on time, most days started badly for many children. After breakfast, they played with toys for a short time and then were asked to gather their belongings (again) and head to their Montessori class. After the morning class, all non-extended day children would come back to the day care room to have lunch and nap. After naps, the youngest children would play for a bit and at 3:00pm the extended day and elementary children enrolled in daycare would join us. The daycare room was located in the middle of the school so there would often be groups of children walking past the room to go home. For the daycare children, this was yet another reminder that they were different. Looking back, it is so clear why they weren’t interested in becoming connected to anything . . . they were simply waiting. Waiting for someone to tell them where to go next.

At the time, it seemed to make sense that the children needed “a break” in their day and the way to meet that need was to supply them with material that you’d find in their homes. Toys! As far as the toy selections in Care Club . . . well, they were endless. Subsequently, I felt that if I skimmed back and really focused on making good choices to place in the room, it would make a difference in the children’s behavior. I brought in toys and games that involved concentration and cooperation. However, it didn’t take long to figure out that it made little difference what kind of toy I put on the shelves . . . the children were equally abusive with each one. I’ll be honest with you, it didn’t feel right or even comfortable, but it was representative of how we often see children interact with each other in similar settings. Also, at this time I was not yet Montessori trained. It simply didn’t occur to me that it could be better.

There was something different about the day-care children, this was apparent. They were detached and uninspired with their daycare environment as well as their Montessori classrooms. In the daycare environment they bickered, damaged materials, they were careless and uninterested; in the classroom, they were only concerned with being with each other and waiting for Care Club to begin. What were the children trying to tell us? We continued to observe and explore, exhausting many possibilities along the way. We tried: adding more toys, limiting toys, adding service-oriented tasks for the All-Year elementary, and finally bringing in some practical life-type activities. After all of our best attempts failed, it was time to seek outside assistance. This day, I remember like no other. This is the day Carol Alver turned my world upside down . . . in a good way. I recall vividly when Carol and I sat down to talk about Care Club. I thought she would give me a few enlightening suggestions on how to make some minor tweaks to the program. This was not the case. In a nutshell, Carol said that it all had to go. The toys, the games, the “Day Care” environment had to go. She proposed that we create an All-Year Montessori environment with hours that would accommodate working parents, but most importantly provide the children with a place that they could call their own. I was rattled and fairly uncertain if I had a job the following day.

The school, however, was intrigued. We were not in the position to make the changes that were necessary to do it the right way. So I continued on, doing my best to offer the children an enriching Day Care environment. In the meantime, I also decided to embark on the AMI primary training. At the same time, our Head of School, Annette Kulle charged Wendy Calise, our Educational Director, with the responsibility of devising a daycare program that was pedagogically sound. She was specifically not to be influenced by the needs of parents; the realities of staffing; the space for such a program; the cost of such a program; or even whether we wanted to do such a program. While I kept myself busy with the training, Wendy was doing her own homework on how to make Carol’s idea work.

Two years later we took the plunge. These were the parameters that were devised for a new All-Year environment:

  • All children enrolled in AYM would be in one class. This would mean pulling the day care children from other primary classes and forming a new fourth class
  • The daycare hours would be shortened, taking a half an hour off each end of the day
  • There was no reason that children should not be in a Montessori environment all day long
  • Transitions needed to be limited
  • Three staff members for the All-year class were sufficient, one trained directress and two full-time assistants
  • In order for the All-Year Montessori teacher to not feel 2nd class – her number of days off would be the same as all other teachers in the school
  • The class size would be 30 – 35 children
  • AYM would need more space than a traditional class
  • The room would be designed so that no other children would need to pass through to go home
  • There would be a place (vestibule) for parents to wait when picking up their children
  • There would be a full kitchen
  • And finally, the program needed to be pedagogically sound

There was no doubt that these children were particularly sensitive to transition. Consequently, I made certain that there were few variations that occurred in their day. However, I really wanted to make their day seamless. Not an easy task with so many hours to consider. Also, there weren’t many successful models to follow. There seems to still remain many educators who feel that children need constant change to keep their interest. We had learned first hand in Care Club that it couldn’t be farther from the truth. So this is what I did . . . I observed. And then when I thought I had enough information, I observed some more. Through my observations, I had discovered countless shifts throughout the school day that were not only disruptive but robbed the children of the ownership that they needed in order to finally settle into THEIR class.

The All-Year class is almost 20 years old and in the best place it has ever been. Currently, the class consists of thirty-five children. We are open from 7:30 – 5:30m, 245 days a year. I continue to be the directress in the environment, and I have two assistant teachers. As previously mentioned, this place has become a home away from home for me and for hundreds of children over the years. As difficult as it was in the beginning to make the change, I can’t imagine working and living in any other environment.

When pondering the idea of Montessori all-day long it would be foolish to not reflect on the very first Children’s House. In 1906 Montessori worked with a group of sixty young children of working parents in the San Lorenzo district of Rome. It was there that she founded the first Casa, essentially what we now are calling All-Year Montessori. ‘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 (cited in Elizabeth Hainstock, 1986, p. 81 – The Essential Montessori). I am living in a community such as this every day. It allows the younger child to experience the daily incentive of older role models, who in turn flourish through the responsibility of leadership. This cycle is continuous, as those being mentored successively aspire to be the role model. Three to six-year-olds remaining in the same class ALL DAY innately eliminates all titles that the children naturally impose on each other. There are no morning children, extended day kids, or even “kindergarten” labels. They are all in it together . . . everyday. They are classmates. They are friends. They become a family. This environment also promotes the understanding that children not only learn ‘with’ each other but ‘from’ each other, minimizing the need for adult guidance and intervention. The peer teaching in an all year environment has limitless boundaries. The robust sense of community allows the children to become confident in their environment and in themselves, using the knowledge and skills they acquire to express their own ideas and creativity. It assists them in recognizing their value, to respect the creative process of others, and develop a willingness to share, regardless of the risks.

On any given morning, the delicious fragrances of cinnamon French toast, multi-grain waffles, banana pancakes or cheesy skillet scrambled eggs can be enjoyed throughout the halls of the school. As early as 7:30 am, parents escort children into a vestibule that leads into our AYM class. After good-byes are said at the entrance, the child walks independently into the classroom and the parent sets off to work. The child then tends to his belongings and walks into the kitchen area that is adjoining the class. At this time, he has the choice of either having the hot breakfast that is being prepared by his peers or beginning his day in the class. Once breakfast is made and all morning responsibilities have been fulfilled, the children sit to eat family-style. Some words of thanks for the bountiful meal are shared and then thirty-something children begin their feast. Conversation, laughter, and quiet reflection can all be observed during breakfast all year round. It is a perfect way to ease into a day.

As children finish up and breakfast comes to a close, there is more activity just beginning in the classroom. Children arriving after 8:00 am have already eaten breakfast at home and oftentimes are the ones preparing the class for readiness. In an All Day environment where we want the children to ultimately claim complete ownership, it is essential that they partake in the everyday class preparatory tasks that traditionally the adults are accustomed to completing. A variety of work can be observed in AYM anytime between 8:30 and 11:30; the traditional Montessori materials are in constant use as well as activities such as: baking snack for the class, tending to the garden, watercolor painting or cleaning an animal cage. By 10:30 am the children have already emptied the dishwasher twice. In addition, the laundry has been loaded, unloaded and folded for lunch preparation. In every corner of the room, real, purposeful activity can be observed. A living, working community.

Around 11:30 am a few children slowly begin to wash up and wander into the dining area once again to begin lunch set-up. At 11:45 there still may be a child finishing up a word with the moveable alphabet that he is anxious to get down on his rug before joining us for lunch. There is no hurry we have time. Preparation, eating, and clean up takes us close to an hour and a half. Mealtime is an opportunity for growth. Grace and Courtesy lessons have become as important to me as any other tangible material that can be found on the shelves of the classroom. These are life lessons. They are critical in order to maintain peace and harmony within a very extended day together.

After our second meal of the day, we retreat to our backyard. Most of the children in AYM are at school for ten hours a day. Outdoor play is a must, no matter what the weather brings. A few of the very youngest children who need an afternoon nap settle in shortly after some time outside. The oldest children are partnered up with the youngest to tuck them in, sing a song or rub their backs for comfort. When the others are ready to come in from outside, we gather for a few minutes to discuss the day or what’s to come in that particular week. We then begin our second three-hour work period of the day. This is commonly when I observe the most focused work, sometimes from the youngest in the class. It is not unusual to see a child completely engaged in his work at 5:00 pm. For the last hour, the All Year Elementary children typically go outside or to the gym for some large movement. A handful of the three to six year olds who need large movement join the elementary students. The primary children truly value their time with the elementary group. It is another wondrous occasion for peer teaching to take place on a different level.

I am still faced with some apprehension and a smidge of resistance when visiting schools who are considering an All Day model in replacement of their before and aftercare. The hesitance is typically coming from the staff, the teachers who will ultimately have to make the shift from a traditional school day. I get it. Change is hard. Most of us today live in places that lack community. Neighborhoods aren’t what they used to be. Parents and children aren’t home long enough to develop the kinds of relationships with their neighbors that we had long ago. That’s why it’s so crucial that we help to nurture and inspire the children who stay at school for longer hours to develop a community within our Montessori classrooms. Being involved in a community of friends is vital in the growth and development of our children. Community offers support, a sense of belonging, a strong sense of self and of connection. The children feel emotionally and physically safe and valued; they develop social abilities and have a sense of sharing and caring for each other. Let’s work together to continue to create and develop these All Day/All Year communities. Anything of real value is worth the struggle. The children certainly are.

Filed Under: Montessori Blog Tagged With: all day, all year, breakfast, children, class, community, environment, school, traditional

Michele Aspinall

About Michele Aspinall

Michele Aspinall began her journey in Montessori at Countryside Montessori School in Northbrook, Illinois as a part-time assistant in the before and after school program in 1989. She went on to assist in the toddler, primary and elementary environments. Michele directed the many variations of the school’s day care program while earning a BA in graphic art in 1995 from the Illinois Institute of Art. She later earned her AMI primary diploma from the Milwaukee Montessori Institute taught by Hildegard Solzbacher and Joen Bettman. Michele is a pioneer in the creation of one of the first authentic All Year Montessori models in the United States. She began her work on this project in 2000, eighteen years ago. Since that time she has nurtured and tailored this program into a truly magnificent experience for children who spend much of their lives at school. The program runs from 7:30 – 5:30 for 245 days per year. Over the last several years Michele has consulted at schools and presented workshops on her program to over hundreds of attendees coming from all over the United States and as far as Mexico, Chile, Canada, Nigeria and New Zealand. Michele continues to teach in the All Year environment today. Michele and her husband Jim live in Northbrook and have two children.

Reader Interactions

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  1. AvatarVeronica Maier says

    March 12, 2018 at 8:29 pm

    What a wonderful article. I have long appreciated All Day Montessori and was very inspired by all of the work your children do especially dishwasher, laundry, and even helping the napping students! Wow. Thank you for sharing!

    Reply
    • AvatarKim Anderson says

      March 13, 2018 at 1:09 am

      Great article!!

      Reply
      • AvatarMichele Aspinall says

        March 19, 2018 at 11:56 pm

        Thank you, Kim!!!

        Reply
    • AvatarMichele Aspinall says

      March 19, 2018 at 11:37 pm

      Thank you so much, Veronica! I appreciate the support and the kind words. It means so very much.

      Reply
  2. AvatarCarol says

    March 14, 2018 at 10:27 am

    Sounds wonderful. How do you manage adult lunch breaks and school term breaks over the year.?

    Reply
    • AvatarMichele Aspinall says

      March 19, 2018 at 11:56 pm

      It really is, Carol!

      Breaks and vacation days are exactly why there’s need for a second full-time/ year round assistant. Otherwise, I’d LOVE to have just the one!
      However, we do stay true to the AMI standards and have only two adults “in” the class at one time on a typical day with 30-38 children (depending on enrollment). There is always something that needs to be done out of class in an All Year program. Come lunchtime, breaks begin and also the need to pass the baton.
      When one of us takes a vacation day, we are down to two people with an added hour to the our day on the front or back end. For example, my shift might be 7:30–4:30 while my assistant would work 8:30–5:30, but on a day when there are all three present, she would only work 8:30–4:30. It has worked very well for us. It also doesn’t hurt to love what you do! 🙂

      Reply
  3. AvatarGabriel says

    March 17, 2018 at 1:41 am

    Dear Michele, this article is fascinating. I am a Montessori researcher, and I write the blog of the Center for Montessori Education of Sao Paulo – Brazil (MACTE). I have to ask if you would be kind to allow the translation of this article to be published in our blog. I will understand if this is not possible, but I do hope it is. Thank you very much for this text. My e-mail: gabrielmsalomao@gmail.com

    Reply
    • AvatarMichele Aspinall says

      March 20, 2018 at 12:02 am

      Thank you for the interest, Gabriel.
      How lovely of you to ask. Of course, you can. I am so thrilled that so many are wanting to learn more about All Day/All Year. I love this model and believe others will feel the same.
      I will message you now. ☺

      Reply
  4. AvatarLinda says

    March 18, 2018 at 1:41 am

    What a wonderful concept. I agree the home like atmosphere is essential for a good program of any type. But Montessori makes it especially so through the philosophy and pedagogy. What a wonderful thing I hope it catches on in other places.

    Reply
    • AvatarMichele Aspinall says

      March 20, 2018 at 12:04 am

      I couldn’t agree more, Linda! I hope so too.
      Thank you so much for taking the time to write.

      Reply
  5. AvatarPlay School Admission Chennai says

    March 27, 2018 at 7:08 am

    Montessori Living Community is great blog. Keep Rocking!!!

    Reply
    • Avatarmichele says

      April 1, 2018 at 6:58 pm

      Thank you so much, Chennai!

      Reply
  6. AvatarDanielle Palm says

    June 18, 2018 at 6:35 pm

    This is very inspiring and it’s exactly what we want to achieve with our school. Thanks for sharing. Can you recommend additional resources that might be helpful for us to achieve such a community? Thanks!

    Reply
    • AvatarMichele Aspinall says

      July 22, 2018 at 8:51 pm

      Thank you for your interest in my article, Danielle! As I mentioned, I am so pleased that so many are excited to learn more about All Day/All Year. This model is my passion and I want to share the idea with as many people I possibly can. I actually just returned from New Zealand doing just that! I spoke to a group of passionate Montessorians about the idea of an extended school day and year at their annual MANZ conference.

      On a related note, are you familiar with our Montessori Teachers Institute for Professional Studies? It offers a variety of continuing education opportunities for Montessori teachers as well as support for teachers and schools in the form of mentorship and consultation. We have a 6-day summer workshop coming up here in Northbrook, Illinois. I will be presenting a two-day workshop on All Year Montessori in 2 weeks if you can swing it. 😉 Here’s the info . . . https://www.mtips.org/all-year-montessori. If you can’t make it, I take my show on the road. I may in fact, may be your resource! If down the line you are looking for a consultation . . . here’s my email: michelea@countrysidemontessori.org

      Thank you again for reaching out and the kind words. -Michele

      Reply
  7. AvatarMarites says

    July 12, 2018 at 4:07 am

    Thanks for sharing. Such an inspiration….

    Reply
    • AvatarMichele Aspinall says

      July 22, 2018 at 8:52 pm

      Thank you, Marites!

      Reply
  8. AvatarAmy Webb says

    October 19, 2018 at 2:00 am

    Hey Michelle- I talked to you previously and you mentioned that you have a class. Do you know if you will have it in the summer of 2019. I would love to attend this year. I really enjoy reading your posts!

    Reply
    • Avatarmichele aspinall says

      December 5, 2018 at 12:32 pm

      Hi Amy! I’m hoping that I replied to the email you sent directly, but just in case thought I’d plant the same info here as well.

      We will not being offering the AYM workshop this year. We tend to do an
      every other year rotation. We actually are no longer offering workshops in
      the summer months. We are focussing more on on-site consultations and
      possibly online options in the future. Our Spring Seminar 2019 just opened up online. While I am not presenting AYM, I can’t help to weave it into my presentations. 😉 Maybe I’ll see you there! Here is that info: https://www.mtips.org/the-exploration-of-science-through-art

      How did you become familiar with Montessori Teachers Institute of Professional Studies (MTIPS)? https://www.mtips.org
      I’m not sure you’re aware, but along with a variety of continuing education opportunities and workshops for Montessori teachers, we also offer support for teachers and schools in the form of mentorship and consultation. Check out our consultation page: https://www.mtips.org/programs If you find that your school needs a consultation regarding the implementation of an AYM/ADM (or on Baking, Implementing Art, Assistant Training, Kindergarten Leaders, etc.) just give me holler. It’s what I’m spending most of my vacation days doing. 😉

      Sorry for the bombardment of information, but I get a little excited when people express an interest in AYM. 😉

      Michele Aspinall
      Director of All Year Montessori
      MTIPS Consultant/Presenter

      C: (847)498.1105
      W: http://www.countrysideday.org
      1985 Pfingsten Rd. Northbrook, IL 60062

      Reply
  9. AvatarSara says

    November 28, 2018 at 8:13 pm

    Hi Michelle!

    This is so interesting to me and I would love to talk further with you about the implementation of this idea. Is there a way that I could e-mail you to ask you some questions?

    Reply
    • Avatarmichele aspinall says

      December 5, 2018 at 12:03 pm

      Certainly, Sara. My email is michelea@countrysideday.org

      Reply
    • Avatarmichele aspinall says

      December 5, 2018 at 1:54 pm

      Of course, Sara. My email is michelea@countrysideday.org

      Reply
  10. AvatarCatherine says

    May 22, 2019 at 7:23 am

    I was fortunate enough to hear Michelle speak in New Zealand in 2018 and found her talks incredibly inspirational. I’m about to become head directress of a brand new all day Montessori preschool and we will be implementing many of the ideas and practices Michelle talks about. I’ve loved reading this article as it has reminded me how wonderful all day Montessori can be for children and what a special second home we can help create for children.
    Thank you for championing the idea that children can have a supportive, authentic Montessori learning journey regardless of the hours they are in care for.

    Reply
  11. Avatarmuruganram says

    September 25, 2019 at 1:50 pm

    Darwin Montessori school are Prepared Environments For they Enhance Activity of Self Perfection,Communication And developing Exactness For kids Knowledge.

    Reply
  12. AvatarShruthi says

    April 25, 2020 at 5:45 am

    This is really a great blog just stumbled upon,keep rocking

    Reply

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