Wednesday, January 1, 2020

The First Great Lesson: the Coming of the Universe


“Let us give the child a vision of the whole universe… for all things are part of the universe and are connected with each other to form one whole unity.” – Dr. Maria Montessori


One of the hallmarks of the Lower Elementary Montessori classroom is the sequence of Great Lessons about the Coming of the Universe, Earth, and Humankind as central to the scientific studies in the Cosmic Curriculum. This is where concepts from physics, chemistry, and astronomy are introduced -- often via experiments or easily replicable demonstrations. This is where myths from cultures across place and time are shared; this is where the child begins to wonder about the grandest question: how did the universe originate?

“It is not enough for the teacher to love the child. She must first love and understand the universe.” – Dr. Maria Montessori




While respectful of global belief systems, Montessori education in the First Great Lesson – the Coming of the Universe – is based solidly in science. In fact, the juxtaposition of cultural myths and evolving hypotheses helps children ages 6-9 delineate what is factual and what is imagined, what is provable and what is improbable.

“The things he sees are not just remembered. They form part of his soul.” – Dr. Maria Montessori



These experiments and materials help the child see the inter-relationship between the unfathomably large multiverses and the smallest known spark of life, the atom, made up of even smaller particles – protons, neutrons, and electrons. Children are excited to see the order in this infinitesimal set of concentric circles and to use materials to recreate this brilliant structure of the building blocks of matter, the things that constitute stars and bananas and mountains and babies.

“Regard the child’s intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming intelligence.” – Dr. Maria Montessori



Freedom of movement in Montessori education is not only the ability of children to work on mats, as well as tables. Freedom of movement is not only their choice within limits of sequential shelf materials to grasp math, language, and science concepts. Freedom of movement is not only their right to work alone or with a partner; it also means that children can freely move between concepts. The Parts of an Atom connects to experiments in osmosis to pin-poking constellations or drawing them using oil pastels. This freedom of movement in thought stimulates the imagination and makes space for the connections that exist amongst all things over time and through space.