Artifacts Summary

As identified within my commitments and inclusive practices model, fostering collaborative and respectful partnerships with families is foundational to a Montessori learning environment and essential to supporting the development of every child within the school community. In Montessori education, the child is viewed as an active participant in their own learning, and families are recognized as vital partners in supporting continuity between the home and school environments. Strong parent–guide relationships are grounded in intentional communication, mutual respect, and an understanding of cultural differences, as well as alignment between classroom practices and the values of the broader community (Adams et al., 2019). 

In early childhood settings, children are developing independence, social awareness, and foundational academic skills, while families are simultaneously defining their role in supporting their child’s growth and autonomy within a formal educational environment (Zulauf-McCurdy et al., 2024). During this period of rapid development, the role of the guide extends beyond instruction to include observation, communication, and partnership with families. Establishing consistent and transparent communication systems allows guides to address concerns, share observations, and support the child’s development in a way that honors the Montessori principle of educating the whole child. 

Appendix A highlights the Google Classroom I created as a communication and documentation tool that aligns with Montessori values of transparency, reflection, and collaboration. This platform is used to share classroom resources, document learning experiences, and invite family feedback through prompts and open discussion. The Google Classroom functions as a digital E-Portfolio, with secondary links to a shared Google Photo Drive and direct email notifications to families. Consistent with Montessori practices of documentation and observation, this E-Portfolio allows families to gain insight into their child’s work, the prepared environment, and the materials being explored. Research supports the use of E-Portfolios as an effective tool for strengthening parent–teacher communication and engagement (Beaumont-Bates, 2017, as cited in Zulauf-McCurdy et al., 2024). 

As demonstrated in the open forum post within Appendix A, current units of study and classroom experiences are clearly communicated, and families are encouraged to ask questions, share cultural knowledge, contribute materials, or request additional information. This approach reflects community learning and respects families as co-constructors of the educational experience. The forum format also allows families to engage with one another, strengthening relationships across the classroom community and reinforcing a shared commitment to the child’s growth. 

The second artifact, Appendix B, is a social-emotional learning lesson plan that aligns with Montessori principles of grace and courtesy, peaceful conflict resolution, and social responsibility. This lesson focuses on helping students identify positive, respectful solutions to common conflicts and challenges they may encounter within the classroom or community. Social-emotional learning supports children’s ability to develop self-regulation, empathy, and respectful relationships—key components of independence and community life in a Montessori environment (Aksoy & Gresham, 2024). 

Appendix B intentionally incorporates diverse visual representations of problems and solutions, reflecting the Montessori commitment to inclusivity, cultural responsiveness, and respect for individual differences. The lesson is designed using the Universal Design for Learning (UDL) framework to provide multiple means of action and expression, allowing children with varying abilities and learning styles to fully participate. During the third period of the lesson, students demonstrate their understanding either through role playing, matching cards, or sharing personal experiences. This problem-solving lesson is intended to be revisited throughout the school year as part of the prepared environment, with consistent language and modeling reinforced by guides, families, and school leadership. A unified approach supports the development of shared expectations, strengthens the child’s sense of belonging, and reinforces the goal of cultivating a peaceful, respectful, and interconnected learning community. 

Annotated Bibliography