Mindfulness & Montessori

Recently, I watched a TED MED talk that sparked my interest, featuring Dr. Daniel Siegel and actress Goldie Hawn -- whose Hawn Foundation has studied the effects of mindfulness practices on students in the United States, the UK, and Canada. At first, I was struck by the intentionality and vast amount of science behind the Hawn Foundation’s research. Later, I realized that its MindUP program aligned closely with Maria Montessori’s philosophy as well as lessons in peace education and practical life in the Montessori lower elementary classroom. Recently, I read and would like to share highlights from Hawn’s book 10 Mindful Minutes: Giving Our Children – and Ourselves – the Social and Emotional Skills to Reduce Stress and Anxiety for Healthier, Happier Lives. (PLAY their TED MED video below!)

The MindUp program is based on scientific research into mindfulness practices that develop social and emotional intelligence. It accomplishes this through training attention, strengthening the mind, creating empathy and compassion, and engaging the senses to develop the 3 Rs beyond writing, reading, and ‘rithmetic: reflection, relationships, and resilience. Dr. Siegel refers to the term “mindsight” as “the process by which we can learn how to focus our attention on the internal world of the mind in a way that will literally change the wiring and architecture of the brain” (xiv). This kind of “heart-mind education” informs students about the parts and functions of the brain – such as the Wise Old Owl of the prefrontal cortex and the barking dog of the amygdala (p. 59) – as well as demonstrating effects on the brain of practices such as breathing breaks, generosity (what we call in my classroom “helping works”), use of the senses, and positive cognition and communication.

A University of British Columbia scientist found results of mindfulness that include better reading scores, reduced aggression, increased concentration and attention, a higher degree of listening skills, and improved management of stress (xxvi). Peers often rate students engaged in mindfulness practices as kind, trustworthy, and helpful. Scientists also note that higher levels of cortisol (a hormone released during distress) interfere with memory recall. Working memory is also impaired by “mental restlessness” and “relentless stimuli” (p. 21), visual input composing about 80% of what children take in through their senses in the modern world. 10 Mindful Minutes offers many amazing suggestions for teachers and parents to engage children with their senses through mindfulness “games”. Many activities suggested in the book mirror long-standing lessons in the Montessori 6-9 classroom, such as a mystery bag and Who Am I? games (for mindful listening or seeing), the use of scented oils (introduced at the 3-6 level) for mindful smelling, and classification of tastes and flavors very similar to those used in living/non-living biology lessons.

The practice of mindfulness is as central to the Montessori method as are the materials and lessons which materialize the abstract. Those new to Montessori often ask about its regard for the whole child – considering physical, emotional, social, and spiritual needs as well as intellectual. Montessori respected the life of the child so much that she flipped conventional thinking around educational practices, classroom power dynamics, a prepared environment honoring beauty and order, appreciation for varied paces of learning, and the need to do for oneself and participate in community with others. The National Academy of Sciences reports that three minutes of mindfulness practice per day (p. 67) produces positive change in focus, observation, and relaxation as well as decreased stress, reactive emotions, and illness. The amount of time is less important than the frequency and repetition of such calming activities, which build new neural pathways (p. 37) and create new social and emotional habits. 

This fall, I introduced to my students during our movement class an exercise called Yin Yoga, which involves deepening certain stretches for three or more minutes. The benefits of such practice are physical, emotional, and spiritual: ligaments learn to stretch through endurance  and breathing, feelings come and go as the mind counts upwards to 180 (the number of seconds in three minutes), and peace and relaxation set in as one lets go of a desire for control. I explained to my students that one meaning of the word yin is “acceptance,” while its counter yang can mean “action”. Yin practices – such as yoga, sensory perception, compassion, and mindfulness – strengthen the body, mind, and spirit. 


I noticed a link between the book’s study of “mindful movement” to the Montessori philosophy, which advocates honoring the child through “purposeful movement” (p. 97). Current brain research shows that dopamine, the hormone released during physical exercise, improves memory, optimism, problem-solving, and cognition. It also reduces discomfort, grows new brain cells, and is present not only in exercise but also (as shown through neuro-imaging in MRIs) through positive thinking (pp. 95, 106). The positive effects of dopamine are doubled when a person reflects on a memory of physical movement, use of one’s senses, or a time s/he felt happy (p. 118). I see this also when we use our outdoor fabric labyrinth, a place where children take their time, become centered, and experience peace.  

The relationship between the scientific findings in 10 Mindful Minutes and curriculum planned by Maria Montessori over a century ago speaks also to the value of altruism. Maria Montessori observed the child, watching his/her behaviors for insights into the best practices for the child’s self-education. Montessori observed that the child learns best with his/her hands touching and manipulating beautiful, natural, ordered materials. Montessori observed that the child learns best in concert with others of a mixed-age range -- by learning from others’ actions, practicing and training the body’s movements and the brain’s comprehension, then modeling skills to others. Montessori observed that the child learns best when all of his/her senses are engaged, when s/he is encouraged to work at a personal rate in an environment that encourages self-sufficiency. A Cornell University study reports that helping others increases energy, self-esteem, and a sense of mastery in one’s life (p. 179). Helping also “activates personal initiative, stimulates curiosity, encourages exploration… and increases happiness” (p.183) – characteristics which are present daily in the life of children in our Montessori 6-9 classrooms.