Waterpark Montessori Affiliates

Welcome to Waterpark Montessori Affiliates. You are now a member of the Waterpark family and we are delighted you could join us.

By becoming a member you get:

> Access to special offers on many of our products

> A new presentation each month on a Montessori material/exercise for your chosen age group to keep your continued professional development up-to-date

> Interesting articles on pedagogy

> Access to our webinars for unlimited time

> Short videos directed at answering some difficult questions you may have as educators

> A book club with an opportunity to discuss relevant texts and literature with your fellow educators

> Access to an extensive library that we have gathered over many years

Age Group: 0-3 Years and 3-6 Years

Carrying a Chair

  1. Lifting and carrying a chair
  2. Sitting on a chair
  3. Placing a chair under a table


  • A chair
  • A table


  • One of the first exercises in 3-6 class
  • Parallel to: Roll and unroll mats

APPROXIMATE AGE: 2.5-3 years


  1. Lifting and carrying a chair

Bring the child to the chair. Carefully lift the chair up and carry it to another place of the room. Place it down slowly and carefully, one leg at the time. Pause. Then invite the child to do the same.

  1. Sitting on a chair

Show the child how to remove the chair away from the table having enough distance between chair and table and then show him how to sit on the chair. 

  1. Placing a chair under a table

Place both hands on the back of the chair, lift slightly and push it back into the table. Do it gently, deliberately, and slowly. 


  • Always place one leg of the chair first.
  • When doing exercises at a table remember to replace the chair before lifting the material to be returned to the shelf.
  • Always lift a chair with one hand on the back and one under the seat.
  • Guides must take great care to use chairs in this manner at all times.
  • Show exercise with the child beside you, assisting with the task.
  • Expand vocabulary by using language before and after stages of demonstration – do not interrupt the activity.

Age Group: 6-9 Year

Montessori Rhythm Exercises

  1. Walking on the line with different rhythms and moods  
  1. Clapping games 
  1. Rhythm and movement 
  1. Instruments for rhythm 
  1. Rhythm cards  
  1. Stress beat and counting beats  
  1. Hand movements for counting tempo 
  1. Naming note and rest values 
  1. Bar lines and bar rhythms 


  • The line 
  • Rhythm cards  
  • Large note and rest symbol cards (A4) 
  • Matching cards for note and rest values 

SEQUENCE:  Parallel to bells and tone bars, tempo, dynamics and notation exercises 

APPROXIMATE AGE:  a) – d)3 -7 years;  e) – i) 6 -12 years 


  1. Walking on the line with different rhythms and moods 

The children walk on the line as they did in pre-school. Play music of varying rhythms and moods. Change the tune often and wait for the children to change their rhythm naturally. Do not try to ‘teach’ rhythm.  

  1. Clapping games 

Play clapping games. The adult claps a rhythm, the child/children imitate. The rhythms must be very simple at first (for example three regular claps) and may then progress to more complicated sequences. 

  1. Rhythm and movement 

When playing rhythm games as above expand beyond clapping. Invite the children to tap rhythms with their feet or other parts of their bodies. Invite them to invent movements to match the rhythm. Introduce them to basic dance steps. Demonstrate different types of movement – walking, running, marching, skipping, hopping, galloping, polka and so on. 

  1. Instruments for rhythm  

Offer the children instruments such as drum, castanet, tambourine, triangle, rhythm sticks. They carry these as they walk on the line. Do not show how to beat in time but allow it to follow the natural rhythm of their movements. 

  1. Rhythm cards  

Play or clap rhythms for the children and ask them to repeat back. Introduce one of the Rhythm Cards with groups of notes, then play/clap rhythms from other rhythm cards. Display the rhythm cards while you play/clap. Point out to the child that the notes on the rhythm cards are grouped. 

  1. Stress beat and counting beats  

Introduce the stress beat when playing rhythm games. Exaggerate the movement or the clap for the first beat in each bar (group of notes). Play counting games to identify how many beats in a bar. 

  1. Hand movements for counting tempo 

Introduce the hand movements for conducting (up, down, across) for different number of beats in a bar.  

  1. Naming note and rest values 

Use boxes “Note values and rests”, “Note Values (Fractions)” and “Notes and Rests”. Introduce the symbols for note and rest values gradually. Start with whole note (4 beats) and half note or semibreve (2 beats). Introduce with the large symbols cards (A4). Then present the child with the matching exercise, using the control chart as a guide and later as a check. (These should be organized into several sets to be introduced gradually.) Later you may show the fraction relationship of note values. 

  1. Bar lines and bar rhythms 

Note: This exercise should be demonstrated after notation exercises where the stave has been introduced. See Exercise 6MontMusic6-12 – The Montessori Notation Boards. 

With the rhythm chart, introduce bar lines. Tell the children that these are for dividing the notes into groups. These groups match the rhythm of music. Explain that we hear the stress of rhythm on the first beat after the bar line. Relate to the values of notes. Introduce simple 2/4 time first with two crotchets (one beat notes) in each bar. Show how this is written on the stave, explaining that (just as in fractions) the upper digit tells us how many beats and the lower digit tells us the value of the beats. Ask the child to play simple tunes with 2/4 rhythm. When the child is familiar with this you can introduce 4/4 rhythms and then 3/ 4 rhythms. Later more complex rhythms can be presented if the child is interested in proceeding. 


  • See The Montessori Elementary Material for charts and suggested tunes. 
  • When combined with Musical Notation these activities allow for experimentation and freedom in discovery. Children often compose tunes as they experiment with the bells or tone bars. They may be encouraged to write these down but if writing dampens their enthusiasm do not force this. 
  • See “Metrics in Poetry”, and “Advanced Montessori Method II”. 


Whole note – semibreve 4 beats helnote 
Half note – minim 2 beats halnote 
Quarter note – crotchet 1 beat firedelsnote 
Eighth note – quaver half beat åttedelsnote 
Sixteenth note – semi-quaver quarter beat sekstendelsnote 

Here is another idea for introducing rhythm with a group. You will need: 

  • A4 sheets with rhythm elements used in this exercise 
  • Box with matching cards of rhythm notation 
  • Repeat rhythm notation, use rhythm language: ta, titi, taja; Use A4 sheets with rhythm elements on each, put them together into different sequences, read aloud (rhythm language). 
  • Give the children an example e.g.. “butterfly” – let them put together the corresponding rhythm with sheets; (repeat individually for each child: say and clap the word, clap only, clap with rhythm language); extend this to sentences “Å jeg vet en seter”: clap and sing this – find the rhythm notation. 
  • Lay out rhythm notation examples from the box; sing and clap the beginnings of the songs: let the children find the correct rhythm sequence.  
  • Demonstrate how to use the box: 
  • Choose one rhythm card, put it on the table: read it (clap and rhythm language). 
  • Choose one song card, put it on the left of the rhythm card; sing and clap the song – clap the rhythm card. 
  • Compare if the rhythms match, put the cards together (control on the back of the cards); if they don’t match, choose a new song and continue until you find the right song.