When people think of Montessori, they, more often than not, think preschool.  The fact is that Montessori begins at the beginning with infants.  Not just in the classroom but at home.  Montessori is a philosophy, a way of perceiving and approaching the development of the child.  Certainly there is the pedagogical method most people with young children have at least heard of if not directly experienced.  And yes, preschool is where Montessori made her initial educational impact.  But her theories and practices encompass the developing human being from infancy to adulthood.

Montessori recognized the importance of using the child’s innate tendencies and natural drive to grow physically, socially, spiritually, and cognitively.  She saw education as a life’s work not just a classroom activity.   And she believed in the education of children as a means to a better world.  She saw children as capable, contributing members of the community deserving of our respect and allowed the same dignities.    

Even the youngest child impacts their community, just ask any new parent.  Infants may seem dependent and they do need our assistance but they have their own sense of themselves.  Each child has their own likes and dislikes.  It is our responsibility to give them a safe environment with ample opportunities to explore the possibilities in order for them to know themselves and know the world around them. Discovering the joys of learning and developing social and intellectual discipline lay the foundation for a happy, productive life.  The children develop an appreciation for the world while becoming responsible human beings and active members of a harmonious society.

In general theory, Montessori classrooms are designed for a mixed age group to allow for both individual and social development.  The more experienced children model or actively share what they have learned with those new to the group.  Each child’s unique personality is encouraged and each child is respected as an important member of the group.  

At the older levels, primary, elementary, and on up,  a three year age range provides the social structure necessary to achieve these goals.  At the infant and toddler level, an 18 month age range more adequately serves the needs of the child.  There are opportunities for these children to interact with older students as well, as this is also an important component to their overall growth within the community.   

The infants and toddlers, along with the primary, are part of the first plane of development.  A time of great transformation from complete dependency to “let me do it myself”.   A time when all the world is new.  But even as new individuals in the world, they are respected as a dynamic part of the community as a whole.  The community of family, the community of friends, the community of school and the community of humanity.  How important it is to give them a start that recognizes their innate potential and contribution from the moment they arrive!                  

Montessori coined the infant environment the Nido, or nest, environment.  She saw it as a safe and nurturing place in which infants learn to trust and explore the world and the social community around them.  She recognized these early positive interactions as crucial to the overall well-being of the child and the development of their full potential.  As in all Montessori classrooms, the preparation of the environment and consistency are hallmarks.

Having said that, the infant environment does not look much like other early experience classrooms.  Yes, there are cribs, a state requirement, not a developmental one.  In fact, if not otherwise mandated by state guidelines,  the Montessori environment would have mats on the floor for sleeping.  This removes the obstacles a crib poses in terms of movement and exploration.  

Before you express your shock at the notion of an infant on a mat on the floor, let’s also remember, a Montessori environment, whether at home or school, is prepared for the child’s developmental needs.  It is designed with the freedom of movement in mind.  It is safe and free of obstacles.  It houses developmentally appropriate stimuli that encourages focus, reaching, grasping, crawling, and eventually, pulling up and walking.  

There are no highchairs in a Montessori infant environment.  Children too young to sit up on their own are fed in the arms of a caring adult.  Once they are able to sit up on their own and are eating some solid foods, an infant chair and table are provided.  The child sits at the table and eats, supervised, of course.

There are no pacifiers in a Montessori environment.  They are not necessary.  Pacifiers are designed to quiet a child for the convenience of the adult not for the developmental aims of the child.  Comforting an infant and helping them move beyond dependency is our responsibility.  

What you will find in a Montessori infant environment is a community of children guided by a trained and caring adult.

  There are infant-sized tables and chairs, reachable shelves displaying activities for independent use and interaction with others in the environment.  There are activities that encourage reaching, cause and effect relationship, permanence, focus, perceptual development and expression.  There is a large mirror at floor level to observe oneself and the environment from different angles.  The imagery is tasteful, engaging and uncluttered. The infant is encouraged to reach out into the environment and gradually move purposefully towards the objects of their desire.  Each child is respected as a whole individual and the Nido, or nest, serves as a safe and reassuring beginning. 

Dr. Montessori’s vision of children and her belief in their innate skills and contributions coupled with her scientific knowledge, has created a blueprint for educating children in a manner consistent with human development.  Through her method, children build a solid foundation of knowledge and skills, and develop a life-long love of learning.  And it all starts the day you bring that new life into the world.

The infant environment for children 8 weeks to 18 months, offers a serene and nurturing experience that fosters trust and facilitates exploration.  The imagery is tasteful and engaging– from the mirror to observe oneself to the quiet feedings in the arms of a caring adult. 

The infant is encouraged to reach out into the environment and gradually move purposefully towards the objects of their desire while remaining secure in the nido, or nest.  

Each child is respected as a whole individual and the Nido, or nest, serves as safe and reassuring beginning.