Sacred Mornings

Mornings in a prepared Montessori environment are such a special time. Each day, upon arrival, the guides work with loving diligence to ensure each material is in impeccable order to begin the day. This preparation is done with mindful intention; ensuring each child’s need for order is being respected. It is a reverent time - a time for the guide to not only prepare the physical environment, but also to prepare mentally for the joys and challenges of the day.



The morning arrival of children is considered a sacred time in the Casa. This time is just as important to the adults as it is to the children. In this world of hustle and bustle, this is an opportunity to hang troubles on the hook outside the door, and welcome each child with our whole heart; a time to be absolutely present.

 

This is an incredibly busy life. The day, for many families, consists of both parents working demanding jobs, soccer practice, piano lessons, tutoring, martial arts, religion classes, etc. Even if this is not exact, there is some variation of our days and nights being very full, and very busy. This hectic pace can tend to run into the morning; making us feel rushed and unprepared to get out the door on time. In spite our best efforts to plan, mornings can be a time of stress and unforeseen little crises. Shoes and coats are suddenly missing, the dog got out the door, the baby has a fever, on and on.

 

Morning greeting offers an opportunity to reset. As the children arrive, two adults are present at the door to welcome them into the building. One adult will typically help the child inside, as the other chats a bit with mom, dad, grandma etc, gathering gear and collecting any vital information to pass along to the guide: someone has been sick, someone had a late night, someone wasn’t hungry, and so forth. This information will be delivered via note, hung on a cork board so as not to interrupt the ritual of the morning greeting. Upon entering the building, each child has a hook and a bag labeled with their name to organize their belongings; again, calling to their need for order. Children love recognizing their names, and the peace that comes with the responsibility of caring completely for their own gear. Older children take such pride in helping the younger children to recognize their names and help them to get their items organized in the bags. When this is complete, the children are ready to enter their prepared environment.

 

Each morning, teacher and assistant are seated peacefully in chairs on either side of the room. As the children enter, we take time to genuinely connect to each and every child. We shake hands while making eye contact and greet them with grace, “Good morning, I am so glad to see you today. I am so glad you are here.” This is done in earnest; each day is a new day. Many children will share a story from home, some are feeling joyful, some are sad and wish to remain by our sides for a time to have a moment to collect themselves prior to beginning the day. This is a time of absolute peace. The children know this time is completely for them. In a world where adult conversation is often considered to take precedence or come prior to listening to the words of children, this time and space is secured. In a digital age that can condition adults to feel each communication is an emergency, that each email and text must receive an immediate response; morning greeting is a protected time. There can be no interruption. Even if the morning prior to arrival has gone exactly to plan, and been a time of peace; the children rely on the solid routine this start to the day brings. This is a gift for child and adult alike. Punctual arrival ensures this special moment is not lost to your child.

 

Morning greeting also acts a vital lesson in social graces. My hopes are high that the children who have started their day in this manner will engage, shake hands, make eye contact, and listen to humanity in earnest. That each day will be a new day for them. That they will be able to set aside “emergencies” and truly be there to protect sacred moments. Morning greeting is genuinely one of my very favorite moments of my day. I genuinely thank you for sharing your children with us, and giving us the opportunity to start our days in such a beautiful way.

Creating Community in Montessori Toddler Environments

June 3, 2025
Discover how Montessori builds toddler communities where belonging, growth, and meaningful connection are nurtured every day.

Montessori Materials Explained: The Fundamental Needs Charts

May 26, 2025
Exploring Human Connection: The Fundamental Needs Charts in Montessori In the Montessori elementary classroom, we support children’s natural curiosity about what it means to be human. One of the tools we use for this exploration is the Fundamental Needs Charts, which illustrate the universal needs that connect all people, past and present. Understanding Our Shared Humanity The purpose of these charts is to help children recognize their own needs and see how human beings across time and cultures have worked to fulfill them. Through this, children begin to develop a deeper awareness of their place in history and the common threads that unite all people. There are two charts that children use first as an overview and then as a tool for research. The first chart provides a broad overview of fundamental needs, divided into material needs (food, shelter, clothing, defense, transportation) and spiritual needs (art, music, religion, communication). The second chart focuses specifically on the human need for food, a concept that even the youngest elementary students can appreciate! Unlike traditional text-heavy resources, these charts rely on visual representations, which makes them accessible to younger elementary children. The charts also provide a visual model of how to organize an investigation into ancient civilizations and cultures. A Framework for Exploration Elementary-aged children are naturally curious about how things work and why people live the way they do. The Fundamental Needs Charts provide a structured way to study history and culture, allowing children to ask meaningful questions: How did different civilizations meet their needs for food and shelter? How did people create art, music, and systems of belief? What innovations, like the wheel, changed the way humans lived? Are spiritual needs as essential as physical ones for survival? These questions encourage children to think critically and compare cultures in a way that fosters both curiosity and respect for diversity. From Concrete to Abstract Thinking At first, children relate to physical needs like food and warmth because they have personally experienced hunger or cold. They also begin to grasp more abstract concepts, such as the role of art, music, and communication in human development. We introduce the first chart through conversation: What did you have for breakfast this morning? How did you get to school? Did you wear a seat belt? Why did you choose the clothes you have on today? What do you plan to do this weekend? We often write little slips with students’ answers. Then, we display the first chart and, together with the children, figure out how to put the different answers into the different categories. Children love this personal connection to the material, and the process lays the stage for how information can be organized thematically. Encouraging Independent Research The Fundamental Needs Charts do not present every possible human need–this is intentional. Instead, they provide a model that encourages children to create their own charts based on their research. This process deepens their understanding and allows them to make connections between cultures in a meaningful way. Younger children often love making “needs” collages from magazine pictures or even charts of their own personal “fundamental needs” such as “What I Eat.” Sometimes, children may make booklets or write a story or report about a particular aspect of the chart, such as “How We Get to School” or foods that come from fish or foods that are flowers! Or they may make a chart with all the different ways human beings transport themselves, or about human houses. The possibilities are endless! As they continue their studies, older children transition to The History Question Charts, which rely more on text and research. These allow for a more detailed examination of historical patterns, further reinforcing the idea that history is a story of human beings working to meet their needs. Education for Peace Dr. Maria Montessori believed that education should help children see themselves as part of a larger human family. By studying the universal needs that all people share, children develop a sense of human solidarity through space and time. They learn that while cultures may differ in their approaches, our fundamental needs unite us all. This understanding fosters empathy, respect, and a sense of interconnectedness—essential components of education for peace. The Fundamental Needs of Human Beings Charts are more than just learning tools; they are a gateway to understanding human history, culture, and identity. Visit our classrooms to see how our learning activities help young people become interconnected citizens!