Handwriting in the Montessori Classroom

jenncattell • January 29, 2017

In preparing the young child for what she called his “explosion into writing”, Montessori demonstrates her keen ability to analyze a skill in all its parts. Her genius in preparing the child for written expression lies in providing for the child exercises both in control of the hand and in analysis of the sounds of his/her spoken language. These carefully thought out exercises were planned to develop in advance the skills that would need to come together at a moment of intellectual insight : when the child is ready to express his thoughts in writing!

Montessori identified 4-4.5 years as the age at which the child is most ready to make the connection between the sounds of his spoken language and the written symbols for those sounds. (Montessori, 100). She developed the Sandpaper Letters for the child’s first pairing of the sounds and letters of the alphabet. The child repeats the sounds of these individual textured letters and traces them with his fingers, using the same sequence of motions he will later use to write the letters on paper. Upon mastery of the Sandpaper Letters, the child is introduced to the Movable Alphabet and uses his hands to arrange the letters to construct his repertoire of spoken words, spelling by the sounds, not the names of the letters. Ongoing lessons with the Movable Alphabet develop spelling skills, as the child builds increasingly complex words without ever picking up a pencil.

Montessori was careful to distinguish between the intellectual process of word building and the physical act of writing with pencil and paper. In the proper grip of the writing instrument and the movements necessary to form the letters of the alphabet, the hand needs its own preparation. Careful handling of the sensorial materials, practice with the Metal Insets and Sandpaper Letters, and daily work with the practical life activities refine the fine motor skills, develop the pincer grip, and prepare the child for the physical act of writing which is to come.

The act of communicating our thoughts on paper is a complex activity which involves physical coordination of movement, muscular memory, a specific grip on the writing instrument, memory of a set of symbols that represent specific sounds, not to mention left-to-right and up and down sequence, spacing between words, and placement on lined paper. As old habits can be very difficult to change, it is important that when children show an interest in writing and coloring, we help them to form good habits. Here are some suggestions of how you can foster writing habits that will serve your child well:

When your child shows an interest in writing, provide short pieces of chalk and a chalkboard; for coloring, provide short pieces of crayons. Shorter pencils, chalk and crayons help to encourage the desired pincer (tripod) grip for writing.
Teach your child lowercase letters. By far, the letters we write most are lowercase letters; capital letters are generally easily added later.
If you wish to work with your child on handwriting, ask his/her teacher to send home a copy of the guide used at school to practice handwriting. This will provide consistency in practicing between school and home.
When practicing handwriting, group letters for practice by similarities, e.g., letters with circles, letters with humps, letters with slanted lines, etc.
When children are making their first attempts at writing letters with pencil, begin with unlined paper. When they feel secure in the correct pencil grip and formation of the letters, introduce lined paper. Check with your child’s teacher to source, if possible, the same paper used in the classroom.
Try providing triangular pencils (Ticonderoga – My First Tri-Write) to encourage your child’s tripod grasp.
Encourage, but follow your child’s lead to determine how long he/she is able to practice handwriting at a sitting. This varies, especially with younger children who may want to practice just a line or two at a time.

To learn more about the importance of handwriting and tips to encourage handwriting success, please visit:

www.readingrockets.org /article/ importance – teaching – handwriting

References:

Montessori, Maria. The Formation of Man. Thiruvanmiyur, Madras: Kalakshetra Publications, 1985.

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More Than a Method: Honoring the Legacy of Dr. Maria Montessori

September 1, 2025

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. However, rather than accept this assumption, Dr. Montessori looked closer. A Discovery That Changed Everything In 1900, Dr. Montessori was appointed director of a university program for children with developmental delays. Observing their sensory-seeking behaviors in bleak institutional settings, she began studying how sensory experiences affect cognitive development. She designed hands-on materials and engaged the children in purposeful activity. The results were stunning: children who had been dismissed by society not only improved, but some went on to pass the same standardized exams given to their peers in traditional schools. Dr. Montessori’s response was not one of self-congratulation. Instead, she challenged the broader education system, asking: If children with significant delays could thrive when given the right environment and tools, why weren’t typically developing children doing better in school? 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!