Why Multi-Age Grouping In Montessori Schools

Trista Coy • September 20, 2019

By Marcia Kidd

Families new to Montessori are sometimes puzzled by one of the hallmarks of Montessori education, the multi-aged classroom . How does it work, and how do teachers manage to teach children of different ages and skills? A visitor to an MSL classroom reported this experience:

A three-year-old and an older student waited for the teacher to come to the work rug to begin a lesson on the North America Puzzle Map. “You’re supposed to sit criss-cross applesauce, like this,” said the older student. Done! The younger student then reached out to remove one of the puzzle pieces. Again, “You need to wait for the teacher”, said the older student. Like magic, imitating her older classmate, the younger student placed her hands in her lap and waited!

While stabilizing the behavior of the classroom, older peers routinely offer academic support to their classmates as well. Of the multi-age classroom, Angeline Lillard, professor of psychology at the University of Virginia, writes:

“Montessori encourages learning from peers in part by using three-year age groupings. This ensures that as children move through the classroom they will be exposed to older and younger peers, facilitating both imitative learning and peer tutoring…Dr. Montessori was quite clear about the need for this mix of ages.”

Montessori schools strive to build classrooms with a balanced number of first, second and third year students at each level. Our observations of family life would lead us to believe that this is a natural way for children to learn from other children. We often see this first in our own families, where younger children imitate the behaviors of older siblings, who in turn assume leadership roles in teaching their younger brothers and sisters. It is interesting to note that in life, traditional education is one of the few places where people are grouped solely on the basis of age.

Recognized as essential to best practices in Montessori schools, the advantages of the 3-year age range in the Montessori classroom are many:

Classroom management is facilitated when each year approximately two-thirds of the class are returning students, who already know the layout and rules of the classroom. Their independence and work habits free teachers to give extra time and attention to first level students during the first days and weeks of the school year.
Older students mentor younger students, modelling appropriate behavior and academic skills. Younger students imitate the behaviors they observe and learn by watching the work of their older peers, who reinforce their own understanding by teaching the younger students. In this setting, there is less competition, and more of a feeling of community and collaboration develops.
The larger range of curriculum and materials in the multi-age classroom provides appropriate challenges for students at all levels, while allowing them to remain with their social peers. Students are able to learn at their own pace, regardless of grade level, as teachers present lessons individually and when children demonstrate readiness.
Learning is maximized, with fewer stops and starts, by having the same teachers for three years. The time it takes teachers to get to know students and assess their skills each year is thus eliminated.
Leadership opportunities provided by the 3-year age span encourage the development of responsibility, prosocial behavior, and authentic self-esteem.

Please visit the following websites to learn more on Montessori multi-age grouping:

Montessori Services, “Three Year Multi-Age Grouping”

Montessori Services, “Observation Plus Imitation Equals Learning”

International School, “The Importance of Mixed Age Grouping in Montessori”

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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!