Grasping the World: Geography for Young Children

October 3, 2022

Between mass media and family travel, young children are exposed to all sorts of language about their planet. They may hear phrases like “going around the world,” “as the world turns,” or “the other side of the world.” Young children absorb this information yet still need concrete experiences to help make sense of what “the world” even means!

 

Over 100 years ago, Dr. Maria Montessori observed how younger children were drawn to the globes that older children were using. Through careful observation, Dr. Montessori came to understand how young children crave a concrete understanding of concepts like the world, the earth, and the globe.


Concrete Materials

In Montessori, we offer concrete materials so children can experience accurate representations of these abstract concepts. We start by providing a small globe. The land surfaces are covered with fine sandpaper and the water surfaces are covered with smooth blue paint, so children can tactically explore the distribution of land and water surfaces over planet earth. With the globe, children get to literally grasp the shape of the planet and have a richer understanding of phrases like “going around the world.”

 

We also have a set of materials so children can learn about different kinds of land and water forms. Children can pour water into beautifully created models of an island, lake, peninsula, gulf, isthmus, strait, cape, bay, archipelago, or system of lakes. The water flows into the water area (painted blue) and moves around the land area (painted brown). As children learn the names of these land and water forms, they also explore folders with photographs of actual land and water forms from around the world. 

 

Montessori classrooms also have a second globe to show how the land surfaces are divided into continents. Each continent is painted a different color (green for Africa, red for Europe, orange for North America, pink for South America, brown for Oceania, and white for Antarctica). The color coding of the continents stays consistent throughout all the materials, which helps with association and retention.

 

Once children have grasped this concept of the land and water distinctions on the globe, we show them a flat puzzle map divided by the Eastern and Western hemispheres with each continent (color-coded as above) as a separate puzzle piece. This continent puzzle map gives children the chance to see all of the continents at once as they look on a two-dimensional map. 

 

We also offer maps of each continent to show the political partitions formed by countries. Each puzzle piece is a country, with the knob for picking up the piece located at the country’s capital. Children initially use these puzzle maps in a very sensorial way, taking the maps apart and putting them back together. As children engage with this experience, we begin introducing the names of the continents and then the countries. Young children absorb this vocabulary effortlessly and delight in learning the names of all the countries. As children get older, they also enjoy taking on additional challenges, sometimes even closing their eyes, feeling all the way around the puzzle piece, and then naming the country!


Cultivating Appreciation

Although this is all rather impressive, it’s important to remember that our purpose is not to turn children into walking encyclopedias. Even when children may come to rather astonishing intellectual skills, these abilities are a by-product. Our purpose is to offer young children activities to help them understand their place in the world, become aware of the oneness of humanity, and appreciate the incredible variation among people that results from physical geography and humans’ creative efforts and inventions.

 

To help in this effort, we share collections of pictures of human life organized by continent. These pictures offer impressions of different modern cultures, lifestyles, and traditions. The pictures reflect commonalities of human needs and the great variety of ways humans fulfill these needs. The photographs highlight regional food, farming, shelter, transportation, daily life, traditions, and the physical geography represented in landmarks, climate, flora, and fauna.

 

As children develop a relationship with the world around them, they may also explore more about the different places in the world, including climates, plants, and animals. Often children love to begin creating their own maps by carefully tracing the puzzle map pieces and coloring and labeling the continents and countries.

 

In Montessori education, children absorb a great deal of geography skill knowledge! But our focus is on giving children the opportunity to develop a constructive and creative relationship with the whole world, as well as a love for how our planet offers a diverse home to the whole of humanity. Schedule a tour to see this love of geography in action!

 

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August 31 marked the birthday of Dr. Maria Montessori. Thus, we want to take time to honor the roots of this movement, the visionary contributions of Dr. Montessori herself, and our shared responsibility to carry her legacy forward. At the heart of Montessori education is a deep respect for human potential. Unlike traditional models that begin with the adult's idea of what a child should learn, the Montessori approach emerged from deep observation and genuine curiosity. Dr. Montessori did not set out to create a new educational system. Rather, she observed children with scientific curiosity and developed an approach in response to their needs. It’s important to remember that Dr. Montessori was first and foremost a scientist. She was one of the first female physicians in Italy, graduating in 1896 with a specialization in pediatrics and psychiatry. In her medical practice, she encountered children who were often seen as uneducable. 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This question launched a lifetime of work dedicated to understanding and supporting the natural development of all children. The Birth of the Montessori Method In 1907, Dr. Montessori opened her first classroom, the Casa dei Bambini, in the working-class neighborhood of San Lorenzo in Rome. Tasked with overseeing daycare for children too young for public school, she began by introducing simple, practical activities, starting with self-care and environmental care. She also provided an array of materials designed to engage children’s hands and minds. The transformation was extraordinary. Children who had previously been described as wild and unruly became calm, focused, and joyful. They took pride in their appearance and their surroundings. They concentrated for long stretches of time, developed social awareness, and, unprompted, began asking to learn how to read and write. Dr. Montessori was fascinated by what she called “spontaneous discipline” and the deep love of work she observed in the children. Through observation and experimentation, she continued to refine the materials, the environment, and the adult's role. Education Rooted in Development What emerged was a revolutionary approach: an educational philosophy based on the science of human development. Rather than seeing the adult as the source of knowledge and the child as an empty vessel, Dr. Montessori recognized that children come into the world with innate potential and a deep drive to learn. Montessori education supports this natural unfolding by honoring what Dr. Montessori called human tendencies, such as exploration, orientation, order, communication, work, and repetition, through carefully prepared environments that meet the specific needs of each developmental stage. The adult's role is not to instruct, but to guide, observe, prepare, and support. This vision of human development extends beyond the individual to a larger understanding of humans as part of a cosmic web of interrelationships. In this interconnected world, every part plays a role in maintaining balance and harmony. Humans have a unique place in this system, and our role requires conscious awareness, humility, and stewardship. In addition to fostering rich academic growth, Montessori education cultivates mature, adaptive, and compassionate individuals who are capable of making meaningful contributions to our interconnected world. The Enduring Impact of Montessori’s Vision Dr. Montessori eventually left her medical practice and professorship to fully devote her life to this work. She lectured around the world, trained teachers, wrote extensively, and advocated for children’s rights. She also always insisted that the focus remain on the children, not on her. Through decades of scientific observation, experimentation, and cross-cultural study, Dr. Montessori discovered that children, when provided with the right conditions at the right time, flourish. Her insights have stood the test of time. Today, there are approximately 15,000 Montessori schools worldwide, with over 3,000 located in the United States alone. For over a century, Montessori education has empowered children to reach their full potential—academically, socially, and emotionally. Yet Montessori is not just about individual success. It’s about building a better society. We know that children are not just preparing for the future. They are the future. By focusing on children’s holistic development, we are supporting a generation of individuals who are more connected to themselves, to one another, and to the planet. Carrying the Legacy Forward Dr. Montessori’s vision asks us to do more than remember her birthday. We need to believe in children, observe them closely, and prepare environments that honor their needs. This also means that we, as adults, approach our role with humility and a sense of curiosity. Our job is to accompany children as they create the future. In this way, Montessori education becomes not just a method, but a movement, one rooted in peace, interdependence, and the full development of the human being. Thank you for being part of this vision. Together, here in Louisville, Kentucky, we are carrying the Montessori legacy forward, not only by what we teach, but by how we believe in the children before us. Come visit to learn more!
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