For many parents, the question “Is my child ready for preschool?” surfaces quietly at first.

It might show up during a difficult morning routine. Or after another long nap struggle. Or when you notice your child suddenly insisting on doing everything themselves, yet still melting down moments later.

This question rarely comes from comparing children. It comes from something deeper. A sense that your child is changing, and a quiet wondering about whether the environment around them is still the right fit.

At Guidepost Montessori, we hear this question every day. And we want to say this clearly from the start:

Preschool readiness is not about knowing letters, numbers, or colors. It is not about sitting still. And it is not about being “ahead.”

Preschool readiness is about development. And development is not a checklist to pass or fail.

This guide is designed to help you understand what preschool readiness really looks like between ages 2 and 5, how to recognize the signs your child may be ready, and how to think about the type of environment that best supports them at each stage.

What Preschool Readiness Really Means

When parents search for “preschool readiness,” they are often hoping for clarity. But many articles reduce readiness to academic milestones or surface-level behaviors.

Developmentally, readiness is about something else entirely.

Preschool readiness reflects a child’s growing ability to:

• Separate with trust
• Participate in a shared environment
• Care for themselves with increasing independence
• Engage with others with support
• Concentrate for short periods of time
• Recover from big emotions with help

These capacities unfold gradually. They look different in every child. And they are shaped significantly by the environment adults create around them.

In Montessori education, readiness is not a gate. It is a signal. A signal that a child may benefit from a thoughtfully prepared environment that supports their next stage of growth.

Preschool Readiness at Age 2

Many parents wonder whether age 2 is too young for preschool. The better question is whether the environment matches a two-year-old’s developmental needs.

At this age, readiness is less about group participation and more about emerging independence.

Signs a 2-year-old may be ready for a preschool environment

• Shows interest in helping with simple tasks like wiping a spill or putting toys away
• Wants to feed themselves, even if it is messy
• Begins to follow simple routines with support
• Shows curiosity about other children, even if play is still parallel
• Can separate from a caregiver for short periods with reassurance
• Communicates needs through words, gestures, or consistent cues

A two-year-old does not need to be verbal, compliant, or socially confident to be ready. What matters is whether they are beginning to seek autonomy and engagement beyond the home.

A developmentally appropriate preschool environment at this age emphasizes:

• Predictable routines
• Calm transitions
• Freedom of movement
• Practical life activities
• Warm, consistent adults

Preschool Readiness at Age 3

Age 3 is often when parents notice a shift. Children may become more expressive, more opinionated, and more emotionally intense.

This is not regression. It is growth.

At this stage, readiness often shows up as a desire to belong and participate.

Signs a 3-year-old may be ready for preschool

• Begins to engage in short periods of focused activity
• Shows interest in doing things “by myself”
• Can follow multi-step routines with reminders
• Experiences big emotions but can recover with adult support
• Begins to engage socially, even if conflicts are common
• Shows pride in completing tasks independently

Many parents worry that emotional outbursts mean a child is not ready. In reality, preschool is often the environment where emotional regulation develops most naturally when adults are trained to support it.

For three-year-olds, the environment matters more than the age.

Preschool Readiness at Age 4

By age 4, children are often developmentally primed for deeper engagement, longer concentration, and more complex social interactions.

Readiness at this age is less about basic separation and more about sustained participation.

Signs a 4-year-old may be ready for preschool

• Can concentrate on an activity for 15–30 minutes
• Takes pride in doing meaningful work
• Begins to resolve simple conflicts with guidance
• Understands and follows classroom routines
• Shows curiosity about letters, numbers, and patterns naturally
• Seeks responsibility and leadership roles

At this stage, the biggest risk is placing a child in an environment that prioritizes performance over process.

Four-year-olds thrive when learning feels purposeful, hands-on, and self-directed rather than rushed or tested.

Preschool Readiness at Age 5

Five-year-olds often carry quiet confidence when they have had time to develop foundational independence.

Preschool readiness at this age is often about refinement rather than readiness itself.

Signs a 5-year-old is thriving in a preschool environment

• Sustains concentration for extended periods
• Takes initiative and responsibility
• Mentors younger peers
• Navigates social situations with increasing empathy
• Approaches learning with curiosity rather than pressure
• Demonstrates self-regulation with occasional support

In Montessori environments, five-year-olds often serve as classroom leaders. Their confidence grows not because they are pushed ahead, but because they have mastered the fundamentals at their own pace.

A Preschool Readiness Checklist for Parents

Rather than asking whether your child meets every item below, consider how often you find yourself answering “sometimes.”

That is where growth lives.

Developmental readiness reflections

• My child shows interest in doing things independently
• My child benefits from predictable routines
• My child is curious about their environment
• My child can focus on activities that interest them
• My child expresses emotions, even when big
• My child enjoys being part of something beyond the home

Readiness is not a moment. It is a pattern.

Is My Child Ready for Preschool? What Parents Are Really Asking

Many parents search for “preschool vs daycare” when what they are really asking is:

Will my child be cared for, and will they grow?

Daycare focuses primarily on supervision and care. Preschool focuses on development. Montessori environments integrate both by treating care as part of learning.

The distinction is not about hours or labels. It is about intention, training, and environment.

A preschool environment that honors development:

• Supports independence
• Encourages concentration
• Allows freedom within structure
• Trains adults to observe rather than control
• Respects each child’s individual timeline

Why Preschool Readiness Is Not About Academics

One of the most common misconceptions parents encounter is the idea that preschool readiness means academic readiness.

In reality, early academics emerge naturally when foundational capacities are in place.

Children learn best when they:

• Feel emotionally safe
• Trust the adults around them
• Have agency over their work
• Experience success through effort
• Move their bodies
• Use their hands

When these needs are met, letters and numbers follow organically.

What Kind of Preschool Environment Supports Readiness Best

A developmentally aligned preschool environment offers:

• Mixed-age classrooms that normalize growth
• A calm, orderly physical space
• Hands-on materials designed for self-correction
• Trained educators who observe before intervening
• Respect for each child’s pace

This is why Montessori environments are uniquely suited to support preschool readiness across ages 2–5.

At Guidepost Montessori, readiness is not measured by tests or timelines. It is supported through observation, intentional design, and trust in the child’s development.

A Final Reassurance for Parents

If you are asking whether your child is ready for preschool, it likely means you are paying attention.

That matters.

Readiness is not about pushing children forward. It is about recognizing when they are ready for a broader world, and choosing an environment that meets them with respect, patience, and care.

If you are exploring what that environment could look like, we invite you to learn more about how Montessori supports children at every stage of early development.

Additionally, if you live locally near one of our schools, we’d welcome you to book a tour and see a Guidepost classroom in action!

Whatever decision you make, trust that your attention, care, and intention are already laying a strong foundation for your child’s next chapter.

This post Is My Child Ready for Preschool? A Developmental Guide for Ages 2–5 first appeared on Guidepost Montessori and is written by Karolina Potterton

When the Headlines Miss the Full Story 

In education, the loudest headlines often tell only two stories: innovation or collapse. 

The truth is always more complex. 

This is the story of Guidepost Global Education (GGE), the new parent organization guiding the world’s largest Montessori network of schools, Guidepost Montessori. 

What Happened to Higher Ground Education

The story begins with growth. 

Over the past decade, the Montessori movement has expanded faster than ever before. Families everywhere are seeking meaningful, hands-on education that helps children grow with confidence and purpose. Higher Ground Education (HGE) built Guidepost Montessori into one of the largest Montessori brands in the world. 

But with rapid growth came complexity. HGE expanded far beyond its original early-years mission, adding elementary, middle, and high school programs, along with software, virtual, and homeschool ventures, and several non-core acquisitions. The focus shifted, operations became overextended, and the schools that once sat at the heart of the mission began to feel the strain. 

In the spring of 2025, before any bankruptcy filing and before the headlines, a decisive change took place. A new, independent organization was formed: Guidepost Global Education (GGE). 

GGE was created to separate from HGE and preserve what mattered most: the thriving Guidepost Montessori schools and the families they serve. Led by seasoned leadership, GGE was built with one focus—early childhood education and long-term stability for families and educators. 

Today, Guidepost Montessori is a stable, growing network delivering high-fidelity Montessori education to families across the United States and beyond. 

It was not a rescue. It was a reset, a deliberate step to protect what was working beautifully inside classrooms every single day. 

What Actually Happened to Guidepost Montessori Schools 

It is natural for parents to feel uneasy when they read headlines about school closures. Some reports suggested a rapid collapse across the Guidepost network. The reality was far more measured and far more hopeful. 

When Guidepost Global Education was formed, its mission was clear: stabilize the network, protect thriving schools, and ensure continuity for families and teachers. 

Today, 83 schools remain open and thriving under GGE, operating with the same classrooms, educators, and leadership that families know and trust. 

Schools that no longer carry the Guidepost name were primarily newer campuses still building enrollment. In most cases, families were offered continuity through transitions to nearby Guidepost campuses or other early-years providers such as KinderCare or Bright Horizons. 

Only three schools closed due to landlord-related evictions, an outcome GGE worked excruciatingly hard to prevent and thankfully kept rare. 

In the end, roughly 8,000 of 10,000 children enrolled in Guidepost Montessori schools across the U.S. continued their Montessori education without interruption. About 2,000 transitioned elsewhere through these changes. 

Guidepost Global: A Separate and Independent Organization 

When families hear the word bankruptcy, it is easy to assume every part of a former company was affected. 

In this case, that is simply not true. 

Guidepost Global Education (GGE) is not a continuation of HGE. It is a new and fully independent organization that existed before HGE’s bankruptcy to safeguard the thriving Guidepost Montessori schools and families. 

GGE has its own ownership structure, leadership team, and financial foundation. Its purpose is singular: to operate schools with long-term stability and integrity. 

None of GGE’s schools or assets were included in HGE’s Chapter 11 proceedings in the U.S. Bankruptcy Court for the Northern District of Texas. 

For families, this means something simple and powerful: 

• Your child’s school is part of a financially independent organization built for stability. 

• The focus is education, not side ventures. 

• The commitment is long-term and mission-driven. 

This independence allows GGE to center on what matters most: the daily experience in every classroom, where children explore, learn, and grow through Montessori.

Continuity, Not Disruption 

Some headlines painted chaos, suggesting families were “left adrift.” 
The reality for most families looked very different. 

For more than 8,000 families, classroom life continued seamlessly. Teachers arrived as usual. Children worked in the same calm, purposeful environments. 

The transition to GGE was carefully planned to protect continuity and minimize disruption. Our goal was simple: when each child walked into school the next morning, they would see the same familiar faces, the same materials, and the same calm rhythm of a Montessori day. 

We acknowledge, however, that a few campuses under former HGE management experienced abrupt closures. For those families who arrived to locked doors, that experience was painful and unfair. Although those events occurred before GGE’s formation, we are deeply sorry. 

That empathy is part of why we built GGE differently, to ensure such instability never happens again. 

Unfortunately, some commentators used those isolated closures to paint a one-dimensional narrative about investor-backed education. Those stories overlooked the reality that Guidepost Global Education was formed precisely to protect families and teachers from the very instability being criticized. 

In many communities, the transition was so smooth that families hardly noticed a change. That was intentional. GGE’s leadership worked quietly and tirelessly to prioritize stability first, communication second, and reassurance always. 

This is not a story of loss. It is a story of protection and renewal—educators and leaders choosing to rebuild around what truly matters: the children in our classrooms and the future they deserve. 

A Message to Our Families 

To our families and educators: thank you for your trust and partnership through this period of change. 

Behind the scenes stands a team that cares deeply—people who chose to form Guidepost Global Education because they believed in the guides, the classrooms, and the communities that make Guidepost special. 

For much of the past year, we worked quietly while legal processes unfolded, often unable to speak publicly. It has not been easy to watch headlines circulate that tell only part of the story. Now we can share the facts openly and honestly. 

Families deserve to hear directly from the source, not from speculation or rumor, but from the people who have worked day and night to ensure Montessori education continues to thrive on a stable, global scale. 

If you come across an article or headline that raises questions, please remember this: 
We are here. We are steady. We are committed to your children. 

If you ever have questions about your campus or our broader network, please reach out to your school leader or contact us at info@GuidepostEducation.com. 

Together, we are building something lasting to give every child the opportunity to thrive in a high-quality Montessori environment. 

We do this with care, clarity, and respect, one school, one family, one child at a time. 

This post Guidepost Montessori: Emerging Strong and Independent After Higher Ground Education’s Chapter 11 Bankruptcy first appeared on Guidepost Montessori and is written by Karolina Potterton

Imagine this: your child begins their Montessori journey in Chicago. Months later, your family takes an assignment in Hong Kong and your child continues seamlessly at another Guidepost school. Over winter break, you spend the holidays in Bali, where your child attends a holiday camp, exploring new cultures while still surrounded by the same familiar Montessori materials.

Your child can also connect with other children in the global community, enhancing their learning experience.

This is no longer just a dream. With our new partnership between Guidepost Montessori and Cosmic Education Group, a network of 23 Montessori schools across Asia, Guidepost families in the United States now have access to the world’s first truly global Montessori network.

Together, we’ve created something no other early childhood network has achieved: a community of more than 100 schools across five countries and dozens of cities, from New York to Singapore to Bali.

Why This Matters for Families

Parents today are on the move more than ever. Careers, opportunities, and family adventures often mean relocation. But moving doesn’t have to mean disrupting your child’s education.

With Guidepost and Cosmic together, families can now count on:

• Seamless transitions: Montessori’s individualized approach, paired with Guidepost’s systematically tracked learning plans, moves with your child. Lessons started in Austin can continue in Hong Kong without interruption or repetition.
• Roaming with confidence: No matter where you are—Chicago, Singapore, or Bali—your child will experience the same authentic Montessori program led by trained teachers. Every classroom is familiar, giving children a true home away from home.
• Language and culture depth: With Cosmic’s bilingual programs, children can build meaningful exposure to Mandarin and other languages while experiencing the richness of new cultures.

Why Montessori Resonates Globally

Montessori has always been about more than academics. It is about independence, confidence, and joy in learning. In today’s connected world, those values matter more than ever.

At Guidepost, children learn to embrace challenge, adapt with resilience, and find joy in discovery. With this partnership, those same qualities are nurtured across borders. Your child can grow in an environment that travels with your family and prepares them for a truly global future.

More Than School: A Global Community

For our team at Guidepost, this partnership isn’t just about classrooms. It’s about building a connected global community for both families and staff.

• Families in San Francisco can connect with peers in Singapore through shared projects.
• Children in New York City can exchange letters and artwork with classmates in Hong Kong.
• Teachers in Beijing can collaborate with peers in Northern Virginia, enriching classrooms on both sides of the globe.

How to Take Part

• For Parents: Interested in how global roaming might work for your family? Speak with your Head of School or reach out to our admissions team at aoteam-us@guidepostmontessori.com.
• For Staff: Curious about teaching abroad or growing your career internationally? Ask your manager about pathways to global opportunities.

This post A Global Montessori Network Becomes Reality first appeared on Guidepost Montessori and is written by Karolina Potterton

Exploring how Montessori’s timeless approach to independence and curiosity still gives families an edge in a world of new education trends.

Education Has Changed. Parenting Has Too.

Most of today’s parents grew up in classrooms where authority was rarely questioned. Whatever the teacher said was “the law,” whether it was right or wrong. School was about compliance, not curiosity.

Fast forward to today: modern parents don’t accept answers at face value. We ask questions, research options, and want our children raised as critical thinkers, not rule-followers. And this is exactly why Montessori continues to resonate with families who want something deeper than the latest education trend.

Montessori Meets Parents Where We Are

At Guidepost Montessori, our school leaders offer unique insight as both educators and parents.

That’s why we turned to Caroline Cooper, our Senior Head of School in the DMV area and Head of School at Guidepost Montessori at Gambrills, for her perspective. She shared:

That sense of freedom and capability is what so many parents long to pass on to their children. Yet in today’s world, safety and structure matter more than ever. Montessori classrooms strike this balance perfectly: independence within security.

What This Looks Like in Practice

Montessori environments are tech-free, hands-on, and human-centered. Instead of screens, children work with real materials. Instead of rigid lessons, they explore at their own pace. And instead of constant correction, they are guided toward discovery, responsibility, and self-confidence.

Caroline explains:

“Montessori classrooms are designed with this balance at their core. They honor children’s independence while surrounding them with structure and predictability. Independence isn’t just encouraged—it’s woven into every part of the learning process. For parents, the appeal lies in knowing that our children are being trusted and respected while still supported in a safe, nurturing environment.”

Parents Today Want the “Why”

Modern parents are informed decision-makers. We don’t just follow tradition—we compare, research, and reflect before choosing. Montessori stands up to that scrutiny. With more than 100 years of practice and research, beautifully prepared classrooms, and highly trained guides, the method consistently delivers:

• Strong academics that rival and often exceed traditional schools
• Practical life skills that build resilience and responsibility
• Social confidence rooted in collaboration, not competition
• A lasting joy in learning that extends far beyond childhood

“For parents who value both data and lived experience,” Caroline notes, “Montessori consistently proves itself to be more than an educational method; it is a preparation for life.”

Montessori: The Choice of Innovators

When parents weigh school options today, it’s easy to get distracted by the newest alternative models. Yet some of the world’s most innovative thinkers quietly trace their success back to Montessori classrooms.

The so-called “Montessori Mafia” includes Google co-founders Larry Page and Sergey Brin, Amazon’s Jeff Bezos, Wikipedia’s Jimmy Wales, video game pioneer Will Wright, Julia Child, and even Taylor Swift. Their paths look wildly different, but they share a foundation in self-directed, curiosity-driven learning.

What makes this matter for parents? Montessori schools were designed to do what the best workplaces now demand: encourage collaboration, problem-solving, and exploration over rigid compliance. Page and Brin didn’t set out to “launch Google.” They were exploring how to make library searches better and stumbled into a business model that reshaped the internet. Bezos built Amazon with the mindset of planting lots of small seeds, knowing that most wouldn’t grow but some would bloom into whole new markets.

These are not accidents. They reflect the Montessori principles of experimentation, iteration, and discovery. When children grow up in environments that reward curiosity instead of punishing mistakes, they carry that mindset into adulthood.

Montessori may not always grab headlines, but even in the age of rising alternatives, it remains the quiet foundation behind many of the boldest ideas in modern history.

(Pictured above: The Google Guys, Larry Page and Sergey Brin)

A Personal Journey Into Montessori

Caroline’s story reflects what many families experience:

“I had been working in traditional childcare as a Director for over a decade. I valued my career deeply, but as a parent, I wanted something different—something more—for my own young children. My youngest son was 9 months old and my oldest was 2.5 when I toured a Guidepost Montessori school. After that, there was no going back. The more I learned, the clearer it became that this was the path I wanted for my family.”

Years later, she sees the difference every day:

“They prepare their own snacks, dress themselves without reminders, and contribute to household responsibilities with pride. What might seem like small tasks are in fact the building blocks of independence, responsibility, and genuine self-confidence.”

Why Montessori Resonates Now

So why should more parents choose Montessori in a time when countless alternatives are emerging?

Because it gives children freedom within structure.
Because it teaches independence without sacrificing security.
Because it empowers children to think critically and act confidently in a world that needs those skills more than ever.

At Guidepost, we see this daily: children growing into capable, confident learners, and parents finding peace of mind knowing their child is thriving.

This post Amid Rising School Alternatives, Why Montessori Remains a Smart Choice for Parents first appeared on Guidepost Montessori and is written by Lu

Simple, proven activities you can do at home to strengthen little hands, tune young ears, and spark early writing and reading—without worksheets or pressure.

The Gift of Literacy

As a parent, one of the greatest gifts you can give your child is the ability to read. Literacy is the cornerstone of academic success and lifelong learning. Once a child learns to read, their mind opens to a world of ideas, imagination, and possibility.

Most parents know how important reading is, but many feel uncertain about where to start. Should you introduce letters early? Focus on sight words? Wait until kindergarten? The questions can feel overwhelming.

The good news is you don’t have to guess. With the right approach, you can build your child’s foundation for reading and writing in ways that are simple, joyful, and effective—right at home!

Why Early Literacy Can Feel Confusing

Through a Montessori lens, children learn best when two things grow together: strong hands and tuned ears. Our goal is to prepare the body for writing and the ear for reading long before we expect pencils or books to do the work.

Keep these truths in mind:

• Children build the hand before the handwriting. Practical work steadies the wrist and strengthens the fingers.
• Children learn sounds before symbols. Clear, playful sound work makes letters meaningful.
• Writing often comes before fluent reading. Many children build and then write phonetic words before they read sentences.
• The goal is confidence and accuracy, not speed.

What You Can Try This Week

You don’t need to overhaul your home. Short, friendly routines work best. Here’s where to begin.

Build the Hand at Home

Everyday life is full of literacy prep:

• Unload the dishwasher. Sort forks and spoons, stack plates and bowls.
• Help with laundry. Match socks, roll washcloths, fold small towels.
• Feed the pets. Scoop kibble, pour water, wipe spills.
• Pour and transfer. Move water, rice, or beans between containers with child-sized scoops or tongs.
• Wipe and squeeze. Spray, wipe, squeeze a sponge, or sweep with a small broom.
• Open and close. Explore lids, zippers, snaps, jars, and containers.
• Trace and draw. Trace lids or cookie cutters, then fill shapes with lines and curves.
• Encourage pencil grip. Offer short crayons or a golf pencil to naturally promote a tripod grip.

Tune the Ear

Simple sound games build a strong foundation for reading:

• Clap it out. Say a word, clap each syllable, then ask for the first sound.
• Bath game. Stretch first sounds as you name items: “Sss-soap,” “T-t-towel.”
• Mystery bag. Fill a bag with small objects (cup, key, sock, pen, spoon). Pull one out, say the first sound, and sort. (Small object sets work well here.)
• Use sounds, not letter names. Model “/m/ like mom,” not “em.”

Introduce a Few Letters

Once your child is showing interest, start small:

• Salt tray. Use a cookie sheet with a thin layer of salt. Trace one or two letters while saying the sound. Alternatively, you can also purchase a sand tray, just like the one we use in our classrooms.
• Object match. Pair sandpaper letters with objects: /s/ with sock and spoon, /m/ with mug and magnet.
• Fridge words. Use magnetic letters to build short words in “families”: map → mat → man → sat.

Tip: End on success. Stop while it still feels easy. Celebrate one win, put materials away, and return tomorrow.

Read Aloud Every Day

Reading aloud is the single most powerful thing you can do:

• Keep it warm and unhurried.
• Talk about the pictures and words.
• Choose books your child loves and read them often. (Board book sets are perfect.)
• Remember: joy fuels attention.

If Your Child Is Bilingual

• Pick a simple routine for each language (one parent per language works well).
• Play the same sound games in both languages.
• Choose picture books in both languages so stories feel familiar.
• Always use the sound that matches the language you’re speaking.

A Simple Arc to Expect

Every child moves at their own pace, but here’s a common pattern:

• Age 3 to early 4: Stronger hand control, tracing shapes, growing sound awareness, first letter sounds.
• Age 4 to early 5: Builds words with a moveable alphabet, writes phonetic words, reads short phrases.
• Age 5 and up: Writes sentences, reads simple books, begins non-phonetic words.

A Final Word for Parents

Early literacy is not a race. Those first sound games are the launchpad. With consistency at home and school, children progress at their own pace and often move ahead of peers in more conventional programs.

Want ideas tuned to your child? Ask your guide for two or three home activities to try next. The goal is to nurture a joyful reader in the making, with care that meets your child right where they are.

This post Montessori Early Literacy: How to Help Your Child Read with Confidence by Age 5 first appeared on Guidepost Montessori and is written by Lu

How to Celebrate a Montessori Birthday at Home or in the Classroom with Walking Around the Sun

Birthdays are more than cake and candles. In Montessori, they are a quiet, meaningful celebration of who a child is and how far they have come. At Guidepost Montessori, we honor this day with a simple ritual called Walking Around the Sun. It is joyful, symbolic, and centered entirely on the child.

What is “Walking Around the Sun”?

The celebration begins with two symbols: a picture of the sun placed at the center of the circle, and a small globe to represent the Earth. The birthday child holds the globe and walks around the “sun” once for each year of their life.

With each orbit, a photo and short memory from that year are shared by the guide or a parent. The ritual is simple, but the meaning is powerful:

• The sun represents a steady, life-giving center.
• The globe shows our Earth moving through time.
• Each orbit marks a year lived, making the passage of time real and concrete for children.

Beginning in our Children’s House classrooms (ages 3–6), month labels may also be placed around the sun, connecting the child’s journey to the rhythm of the year. In Toddler environments, visuals are kept simpler and fully safe, while older groups may choose to add a candle-lighting ritual if appropriate.

Why This Matters

Walking Around the Sun reflects Montessori’s deepest values:

• Respect for the child. Each life is honored as unique and worthy.
• Connection to time and nature. The child can see and feel how the Earth’s orbit marks the passing of a year.
• Community. Classmates listen, celebrate, and witness the child’s story together.
• Reflection. The child remembers where they’ve been and looks forward to what’s ahead.

It’s a way of saying: your story matters, and we celebrate it with you.

A Montessori Birthday in Practice

At Guidepost, we prepare for birthdays with care so that each child feels truly seen:

• The classroom team plans in advance and invites parents to contribute.
• Photos and short stories are shared during the walk.
• The celebration ends gently, with the child choosing whether to be sung to.
• Optional elements — such as a friendship circle, a healthy snack, or a small gift for the classroom — may also be included, depending on the family’s wishes.

Parents are invited to contribute one photo and a short memory from each year of their child’s life. Some choose to attend the celebration in person, others virtually.

Celebrating at Home

One of the gifts of Montessori is that its rituals can extend into family life. You can try a version of Walking Around the Sun at home:

1. Place a picture of the sun (or even a candle) at the center of your table. If you’d like to purchase the items we use, you can find a Celebration Sun mat here and a Seasons mat here.
2. Invite your child to hold a small globe and walk around the sun once for each year of life.
3. Share one photo and memory from each year.
4. End with a simple family song or words of gratitude.

(Pictured above: a lovely home photo from Home and On the Way’s version of an at-home Montessori birthday walk around the sun)

Siblings often love joining in, sharing their own memories of the birthday child. It becomes not just a birthday tradition, but a family tradition.

There are several versions of “The Earth Goes ‘Round the Sun” song. This is the song we sing in our classrooms:
(Tune: “The Farmer in the Dell”)

The Earth goes ‘round the sun,
The Earth goes ‘round the sun,
And every time it goes around,
Another year is done.

Why These Celebrations Matter for Children’s Development

Long after the cake is gone, children remember these moments. Walking Around the Sun helps them feel connected to time, to nature, and to the people who love them. It gives them the chance to step into the center of the circle, not just as “older” but as someone with a story worth celebrating.

Birthdays remind us not only how old a child is, but who they are becoming.

At Guidepost Montessori, we are honored to walk with them — one year, one orbit, one sunlit step at a time.

This post Walking Around the Sun: A Montessori Birthday That Truly Honors the Child first appeared on Guidepost Montessori and is written by Lu

A look at Guidepost’s partner teacher-training institute, Prepared Montessorian Institute, and how it provides guides best-in-class training

When you observe a 20-month-old toddler serve herself a snack, throw away scraps and stack her dirty plate when she finishes, and wash her hands before going back to work—all without a word of reminder from an adult—the Montessori classroom feels a bit like a fanciful dream.

When you watch the same child at 3-years-old select a literacy material like the sandpaper letters or moveable alphabet, focus intently, persist through challenges and distractions, and continue to work over a period of weeks, gradually teaching herself to read—the Montessori method seems nothing short of miraculous.

Yet both of these achievements, and countless others like them, were made possible by the efforts of a Montessori guide (teacher)—preparing the environment, observing and understanding the child’s needs, and offering timely support and guidance.

Becoming the kind of excellent guide who can create an environment that supports a child’s independence, and who can inspire a child to choose to apply effort, to learn deeply, and to gain mastery, requires a specialized set of knowledge and skills. Guidepost Montessori partners with a teacher-training institute, Prepared Montessorian Institute (PMI), to provide our guides with one-of-a-kind resources and the support system they need to thrive in the classroom.

What is PMI?

Prepared Montessorian Institute is a comprehensive Montessori learning center that helps current and prospective guides (teachers) become more knowledgeable about the Montessori method and how to implement it in the classroom.

Prepared Montessorian Institute is accredited by MACTE, the only accrediting body recognized by the U.S. Department of Education. Though the institute has only been in operation since 2019, they have grown to enroll more people in their certification programs than any other accredited Montessori-training program—many of whom are now guides at Guidepost campuses across the country! Over 1,000 Guidepost educators have joined PMI’s training programs. Roughly 1 out of every 5 Guidepost assistant guides and 2 out of every 3 Lead guides at Guidepost are in training or have already graduated from PMI.

PMI offers certification programs for every age group: whether an educator is interested in working with infants and toddlers or with adolescents in high school. Each certification program is rigorous and all-encompassing. Current and future Montessori educators learn the fundamentals of Montessori theory, how to present the full scope-and-sequence of Montessori materials for their chosen age range, how to apply positive classroom management techniques to create a benevolent classroom culture, and so much more.

The program is delivered in a hybrid style: some sessions are live on zoom, some are recorded resources for independent study, some are activities to be carried out in live Montessori classrooms with children, and some are at our Training Center locations with immersive experiences of intensive studies. These multiple mediums allow for people in our program to study at their own pace, in their own style, and in all circumstances.

Uniting Theory and Practice for a Best-in-Class Certification Program

Most teacher-training programs, whether Montessori or otherwise, spend years teaching theory before the educator ever steps foot in the classroom. Once in the classroom, however, the educator quickly discovers that things don’t operate according to a textbook’s theories. The classroom is dynamic, and many educators find themselves in their first few years of their career overwhelmed, blindsided by curveball situations, and alone. It’s no wonder that 44% of new teachers leave the profession within the first five years of their career.

Inspired by Montessori’s approach—observing students carefully, understanding their stage of development, and designing materials and hands-on experiences to scaffold their progress— PMI has designed an approach to adult-education that considers the unique challenges and circumstances of a new Montessori educator.

PMI offers the only Montessori teacher-training program designed to combine theory and practice from day one. Like a medical in-residency or engineering co-op, PMI and Guidepost partner to offer guides-in-training the opportunity to study the fundamentals of Montessori while immediately applying them in the classroom with the support of their colleagues and mentors.

Through this partnership, guides are able to learn what they need at the moment they need it to support the children in their classrooms. The program blends online, in-person, and practicum learning components to create a feedback loop between what guides learn in their training classes and how they actually manifest in the classrooms, where curveballs are common! PMI doesn’t just help people know what it takes to have a perfect Montessori classroom, but also how to respond when it isn’t perfect yet, and which steps to take to get it there.

Best of all, guides are not alone while gaining expertise as educators. Through Guidepost’s wide network of campuses offering opportunity for collaboration, regional team leaders with programmatic expertise who can provide in-classroom observations and support, and their PMI classes and mentorship, guides have a one-of-a-kind support network to lean on as they hone their craft.

The end result? Certified guides who know—through theory and practice—how to set up a Montessori classroom that meets the needs of every child and helps each unlock their full potential.

Are you ready to launch your teacher-training to the next level?

Are you ready to re-imagine education? Both for children and for educators-in-training? Do you believe a teacher-training program should do more to prepare educators for the situations they’ll encounter in the classroom, more to support them as they’re honing their skills, and more to help them launch an impactful career? Then, we encourage you to check out PMI and the Guidepost career openings near you!

Here’s a brochure that goes over the details of PMI’s Diploma programs for educators looking to become Montessori certified.

The best place to get even more information is to visit www.preparedmontessorian.com or reach out to the PMI team at hello@preparedmontessorian.com 

PMI Courses for Parents and the Montessori-Curious

Many Montessori educators found the approach because they first were Montessori-curious parents. PMI fully believes that the greatest educator of an individual child is their parent or primary caregiver. No one knows the child more and no one has as constant of an influence on the child.

PMI offers introductory and other short courses for parents who either want to learn more about the methodology, to enroll their children in a Montessori school, or to bring Montessori’s approach into their daily lives at home, as well as courses to help parents approach pivotal parenting moments like toilet learning with Montessori’s guiding philosophy.

One of the best places to start is the course called “How Montessori Education Works” a free course on the learning platform Udemy that you can find here: https://www.udemy.com/course/how-montessori-education-works/

PMI also offers courses that we love to share which are targeted to help with parenting situations like toilet learning, how to bring Montessori into the home, or how to speak so children hear you. These courses can be found here: https://preparedmontessorian.com/parent

This post How Prepared Montessorian Institute Prepares Guides for the Classroom from Day One first appeared on Guidepost Montessori and is written by Lu

Explore why the third year of Children’s House, which corresponds with the age that children traditionally start kindergarten, is so critically important.

Our Children’s House programs, like all high-fidelity Montessori programs, exist on a three-year cycle. Not experiencing the culmination of the first two years of work and progress is like stopping a movie before the happy ending, or riding 2/3 of the way up the Empire State Building and then turning around and riding back down again, before you see the view from the top.

The First Year of Children’s House: Preparing the Foundations

Children come into our Children’s House classrooms between 2.5 and 3 years old. They are newly in control of their bodies, capable of a great deal, and eager to work. Their eyes grow wide at the amazing materials arrayed before them on shelf after shelf. They can’t wait for their Guide to start “presenting” those materials to them—a quiet, beautiful ritual where the Guide demonstrates a material to an individual child, and then offers it to the child to use. Each of those moments feels like a special, private gift. Children are inspired to use the materials with purpose and reverence.

We start them off with Practical Life exercises: real-world exercises tied to daily life, that emphasize the beauty, complexity, and causality inherent in the daily work of living a human life. Caring for oneself; preparing food to eat and to share; maintaining an orderly, clean, beautiful shared community environment; gaining ever-increasing independence. This is work that is inherently motivating to young children because it allows them to experience themselves as developing human beings and project themselves as one day being adults, fully capable and confident in living their lives in an adult world. They feel incredible pride in the work they do. This is where earned self-esteem develops. It is also the means for developing all the core cognitive habits that are necessary for any kind of academic learning, such as concentration, executive functioning skills, self-control, emotional regulation and so much more.

The Second Year of Children’s House

From this foundation, starting in the first year and continuing into the second year, children launch onto a sequence of carefully ordered materials, each designed to teach a particular skill or concept.

• The Sensorial Materials train the senses, the window to all learning. Children learn to compare, contrast, match, grade, sort, order, and describe with precise language, across the full range of sensory qualities. The powers of observation and perception developed through these exercises are the basis for scientific thinking. They train your child’s ability to grasp the world, categorize and conceptualize it, and then use that data to delve into deeper causes.

• The Language Materials also begin in the first year of Children’s House and continue into the second year. We start with spoken language, systematic vocabulary building, and the development of phonemic awareness. From there, children learn the letter sounds and common phonograms, and begin writing words. They also work with a variety of exercises designed to develop the hand’s coordination and strength for writing with a pencil.

• The Math Materials arise out of the Sensorial Materials in an elegant progression. The child first gains sensory experience with quantities—then learns to measure those quantities. The math materials progress from counting and measuring, into all four operations to the thousands place, and all the way through to an introduction to fractions.

The Third Year of Children’s House: The Capstone Year

The third year of Children’s House, corresponding to the traditional age children start Kindergarten, is when all the preparation and earlier learning come together and flower into highly advanced academic work. Children who stay for the third year gain access to more advanced academic curriculum as compared to their peers in traditional programs. This is achieved by the highly motivating and exciting Montessori materials, which build deep understanding, allowing children to gain increasingly abstract knowledge while working with their hands.

Children also benefit from the position of leadership that they have earned in the classroom over the course of two years of work. They have the satisfaction of looking back at how far they have come, and helping younger children to travel that same distance. This is invaluable in helping children to take a “growth mindset”: the mindset that learning and skill mastery is the natural result of effort and practice, and that any new learning or skill is open to anyone who puts in that work.

Children who leave in the middle of Children’s House to attend a traditional Kindergarten will often be bored and frustrated. They’ll enter a classroom where most of the children have never been in school before, nor engaged in any serious academic learning. The teacher’s focus, then, will be to help those children just learn how to be in a classroom, rather than much real work or challenge to occupy the mind and body. Children from a Montessori background will have little to stimulate or challenge them the way they have become accustomed to. Depending on the child, this can lead to negative behaviors, as the child casts about for some kind of outlet for their developmental energy. Montessori children will also be confused by the rigid structure, where everyone does the same thing at the same time and no one is allowed to be active without following an adult’s instruction.

If a Guidepost near you doesn’t currently offer an elementary program, which will further capitalize on the child’s gains, a much more natural transition from Montessori to a traditional school program takes place at 1st grade. By this time, the rest of the child’s peer group has settled down to being in school, and the general expectation is that it is time to get serious with learning. By this grade, most traditional schools are better equipped to meet the needs of a child who is academically advanced compared with peers, and to offer challenges that feed the child’s mind and energies. Meanwhile, in that last year of Children’s House, all of the preliminary work your child has done to build up their cognitive powers and solidify component skills all comes together and flowers in impressive academic learning in the Capstone Year in our Montessori program. Rather than being bored or frustrated, most children will experience a leap forward in both their academic abilities and their inner confidence—and that solidified sense of self will carry them forward into the remainder of their education, and their life.

This post Kindergarten at Guidepost first appeared on Guidepost Montessori and is written by Lu

This guide provides a comprehensive overview of which Montessori principles can be applied from birth and why they’re beneficial

Today, more families are discovering Montessori as a means to support children’s development with an evidence-based lens, adopting principles that prioritize respectful communication, meaningful engagement, and independence. In this guide, we will give a comprehensive overview of which Montessori principles can be applied from birth and why these principles bring both immediate and long-term benefits.

What is Montessori

Montessori is a 150-year-old method of education that is growing around the world to this day. Its founder, Dr. Maria Montessori, was a practicing physician, scientist, and educator. Her work dispelled the notion that children are “formed beings” ready to reel-off knowledge bestowed upon them by an all-knowing adult. Furthermore, she found that children acquire and retain knowledge far more meaningfully when the adult is no longer leading that exchange. Instead, she advocated for us to “follow the child” after uncovering how capable children are when provided with an environment that activates their curiosity, agency, and concentration. 

She believed the first 24 years of life were crucial to support children in becoming well-adjusted citizens of their time and place. She called on parents and educators to more deeply respect learning as the natural process that it is – one that “must begin at birth.”

Why Montessori from Birth

To understand Montessori from birth, we must let go of traditional attitudes towards education. This is a model that honors learning as it intersects with living, where the goal is to help each child realize their full potential.

“The education of even a small child, therefore, does not aim at preparing him for school, but for life. – Maria Montessori ”

Babies are wired to learn through their senses: the scent of mom, the sound of the birds, the sight of bright lights, and the touch of the grass. Montessori advocated for us to recognize this sensorial processing with greater awe and intent. While it is true that babies are heavily dependent on our caregiving – from one diaper change and feeding to the next – it is also true that they are astonishingly capable. We see this with the rapid development of expressive language and movement skills – going from supine to walking, crying to speaking, all at their own lead.

The “why” is simply the acknowledgment that we as parents have a crucial role in our baby’s development – one that supports their capabilities, not just their dependencies. It’s not just our children who stand to gain; we do too. By learning how our children learn, we empower ourselves to move away from reactive overwhelm to proactive connection – achieving a state of peace, love, purpose, and respect.

The Role of a Montessori Parent

Montessori addressed parents during the 1930s when her method grew in popularity. 

“It is tremendously important that we should understand the spontaneous way in which the child develops himself. We are so anxious to help, to us it seems the burden of growth and development is so great that we must do all we can to make the pathway easy. And so, our love may easily overreach itself, and by providing too many urges, too many cautions and corrections, turn the child from the natural path of his development and cause his energy to be diverted. – From the article collection Maria Montessori Speaks to Parents”

This still resonates. Offering our support with respect to a child’s agency is a timeless balancing act. Our role is to guide, not to direct. 

Applying Montessori Principles at Birth

To better understand how babies are capable, we must acknowledge the human tendencies that Montessori wrote about. These are natural drives we all have, such as our most basic need for safety. But there are more that we experience from birth: orientation, association with others, communication, exploration. Our babies are biologically wired to adapt to their surroundings by acting on these drives that help them make sense of the world.

Montessori also discovered two distinct abilities of early childhood that work in tandem with these natural drives: the absorbent mind and the sensitive learning periods – both of which occur at birth but only until the age of six.

1. The Absorbent Mind: Infants and young children share a time-sensitive “absorbent mind,” where the capacity to learn is as effortless as it will ever be. Often compared to a sponge, babies can soak up knowledge around them just by being in their environment. Conscious learning doesn’t kick in until around age three, and before that, we are “unconscious learners.” We can’t remember learning during this time, but we know that it is foundational.

“The things he sees are not just remembered; they form a part of his soul. – Maria Montessori”

2. Sensitive Periods: These are times of intense interest in acquiring particular skills, like language, order, movement, and social relations. During these windows, babies and young children are intrinsically driven to master related skills. If we overreach with our own agendas or miss these windows, it can make learning – and parenting – harder than it needs to be. 

Thus, when we talk about treating our babies as capable, this is what we mean. The power to learn comes from within – it’s not on us to lead. 

Baby’s First Prepared Environment

If practicing Montessori is about respect for the child, and not the stuff, why is the Prepared Environment such a focal point? The Prepared Environment is the Montessori way of intentionally setting up a child’s space so that the child can feel purposeful, capable and connected.

Young children are constantly getting feedback from their surroundings. If your workspace is calm and organized, you feel more focused. The same relationship exists for babies and children but with even greater sensitivity due to their absorbent minds. Hence, preparing their space purposefully – free of excess and with a clear invitation for self-discovery – is the cornerstone for practicing Montessori. 

This often gets conflated with needing to buy stuff, which is a misconception. Your baby’s first Prepared Environment is a framework to help them orient, explore, and act on those inner drives. You can achieve this goal without materialistic items. 

A prepared Montessori space facilitates: 

• Freedom within limits: the room is safe and accessible so that the child can be independent.
• Structure and order: the room is uncluttered, logical and age-appropriate so that they can orient to their surroundings and concentrate.
• Reality, nature, and beauty: the room is interesting, and it does not relegate the child to “pretend only,” but showcases elements of the real world.

A Montessori Nursery

Unlike a traditional nursery designed around the parents, a Montessori nursery is designed around the baby. Many Montessori families leave open floor space where the baby can safely play and move, rather than filling the walls with adult-sized furniture. Artwork and mobiles are lowered to the baby’s eye level. Even the sleep surface is lowered, with preference given to a floor bed in place of a crib. 

A Montessori nursery is a flexible space that evolves with the baby’s capabilities. It typically entails:

• A floor bed
• Muted, calm colors
• Artwork hung low (with imagery that reflects reality)
• A rug or play mat for floor time
• A low mirror for visibility of the room and eventual care of self
• A basket or front-facing display for books

Freedom of Movement

We also need to prepare for baby’s wakeful space. While baby gear is the default today, it is too restrictive for their developing mobility. From birth, the desire to move is purposeful and is one of the sensitive learning periods. Motor milestones progress from head to toe as part of the body’s development with the nervous system. Though this process occurs naturally, cultivating opportunities for babies to move helps them gain related strength and coordination.

There are benefits to free movement beyond motor skills. Instead of placing baby into something that offers the same experience every time, like a jumper, you place baby in an open, but defined space called a movement area. Here, the baby gets to choose how to move and what to explore, all within the safe limits of what you’ve made available.

This self-directed exploration means the baby is an active participant – not just a passive observer. This builds their confidence and ability to concentrate, planting the seeds for independent play, thus, better supporting a parent’s need to be “hands free” in the long run. They internalize the message, “I can do this,” when we respect their first moments of play as their own. 

A Note on Clothing:

In the womb, babies have free access to their hands and feet. Instead of immediately swaddling baby down, covering their hands with mittens and feet with socks, we can skip those restrictive clothing items all together. The outfits we choose throughout all stages of their motor development should be practical and properly fitting. Non-restrictive clothing minimizes frustration with their first movements and sets them up for success with respect to freedom of movement. If we place our baby down at a time when they are working to crawl, for example, but they are wearing a dress that catches their knees, then we have added an obstacle for them. Too many obstacles can lower their self-motivation. 

A Montessori Baby Registry 

A Montessori-compatible baby registry looks different than a traditional baby registry. The point of considering alternatives to purchase is to support free movement, independence, and meaningful engagement – but these purchases are not required to practice Montessori.

Some common items found on a Montessori baby registry include: 

Topponcino: This is a thin, flat infant security pillow. Its purpose is to aid in the baby’s transition from womb to world. Consider how many different places a baby will go after birth –– from dad’s arms to a changing pad, bassinet, pediatrician’s office. These surfaces are unfamiliar and can be startling. This pillow helps the baby acclimate with a warm, consistent touch. 

Movement Area: Montessori families will define a space in the home where baby can move freely as an alternative to baby gear. This consists of:

• A low shelf or baskets to hold toys
• A mirror to give visibility of the room
• A mat or rug to define the space. It’s helpful for the rug to be solid in color or with a simple pattern so that the baby can better focus on the toys that will end up on it
• A wall hook or play gym to hang mobiles

Montessori Mobiles: Montessori visual and tactile mobiles support baby’s developing vision and coordination skills during the first four months. While a traditional mobile is offered as a stationary decoration – out of reach over the crib – the Montessori mobiles are seen as baby’s first work. They are offered at the baby’s level during wakeful periods, generally in their movement area and separate from their sleep space.

The Truth About Montessori Baby Toys 

Montessori developed learning materials that had specific characteristics to emphasize hands-on, self-directed exploration in the classroom, but the modern spin of “Montessori toys” is driven by consumerism and isn’t always authentic to principles of the pedagogy. That said, there are certain qualities you can look for that will support a Montessori approach with baby’s first play:

1. Is it an “active” or “passive” toy? Montessori-aligned toys are “passive” in order to promote activity, as opposed to being “active” and promoting passive entertainment. Battery-operated, tech-enabled toys, for example, often ask the child to sit and watch – making the child an observer. The child should be the one playing; not the toy.
2. Does it isolate the senses? Montessori found it important to isolate sensory experiences, not combine them. Toys like busy boards or activity centers that have multiple components can be overstimulating. The less busy something is, the deeper your child will be able to engage – just like how we close our eyes when trying to smell a flower.
3. Is it realistic? Toys and books largely emphasize fantasy and cartoon-like imagery, but Montessori found that young children craved a strong exposure to reality due to those biological drives aimed at orientation.
4. Is it breakable? Wood, metal, and even breakable glass are preferred over plastic. Montessori found that children more readily care for their belongings when given responsibility to do so. When we shield them from the natural consequences of damaging something, we also minimize the learning opportunity to respect valuables. 

Baby Milestones to Know

Knowing what to expect in the first year can help both you and your baby thrive.

0-3 Months:

A newborn sleeps up to 18 hours in a 24-hour period, with no circadian rhythm to distinguish night from day. At birth, your baby’s movements are driven by automatic reflexes, and vision is limited. Crying and fussiness will peak around month two, but by three months, emerging rhythms bring more stability, as well as exciting new capabilities from improved vision and stronger motor skills.

What you can do: It can be helpful to think of those absorbent minds and simplify baby’s first experiences to prevent over stimulation.

• Offer high-contrast imagery and the Montessori visual mobile series, with understanding that engagement may only be a few minutes at first.
• By the end of this period, you may notice their ability to engage lasts longer. Try not to interrupt their increasing concentration. 
• Slow down your daily movements. Looking at your face, listening to your voice, and studying home surroundings is likely far more interesting than any structured activity or toy. 

3-6 months:

Play emerges! Your baby can move with more intent and coordination. They can see greater distances and may enjoy bright colors and complex patterns. They can intentionally hold, grasp, and bring objects to their mouth. Toys like rattles, grasping beads, and various tactile items are ideal for practicing their new movements. Babies at this age also thrive with more predictable daily routines. 

What you can do: Offer plenty of time and open space for uninterrupted movement. 

• Replace visual mobiles with more challenging tactile mobiles, such as the “wooden ring on a ribbon” where they track and grasp the ring. 
• They may express frustration when a toy or object of interest rolls just out of reach. Allow them time to reach it if they show determination rather than eliminating the challenge too quickly.
• Let them choose toys by placing options within their reach, rather than assuming what they want and bringing it to them.

6-9 months:

Sensorial learning booms during these months, thanks to big strides in gross and fine motor development. Babies will often begin to sit unassisted. They can see better too, as their vision is almost comparable to an adult’s. By eight to nine months, babies gain more precise use of their fingers with the “pincer grasp,” or the ability to pick up objects with the thumb and index finger. Despite these strides, they may also react more cautiously with the onset of separation anxiety. 

What you can do: Refresh and evolve their space to allow for increasingly challenging movements. 

• Cushions or floor poufs can invite a new spin on gross motor movement, as well as a Montessori pull-up bar where they can begin to reach, pull up, and eventually stand.
• By eight to nine months, you can introduce toys that invite them to use both hands and engage in more hand-eye coordination, as well as toys that offer “object permanence,” or the notion that something still exists even if it goes behind, into, or under something else. The Montessori “object permanence box” satisfies this by inviting the baby to push a wooden ball through a hole at the top, only to find that the ball reappears at the bottom.
• Per your baby’s readiness, you can introduce first sips of water in a weaning glass as well as first solid foods.

9-12 months:

Your baby’s drive for independence is increasingly apparent, and their fast-developing mobility is a reminder that toddlerhood isn’t too far around the corner. Many babies will be able to stand, crawl and even take their first steps during these months, while also taking strides in self-feeding skills with meals. Communication feels much more two-way, and they reciprocate socially with gestures like pointing, waving, clapping, and speaking first words. 

What you can do: A baby on the move signals baby-proofing! This is a great time to evaluate overall inclusion in the family and ensure that they have new freedoms, not just limits. Where you may have a shelf or baskets prepared, the notion of a Montessori work cycle likely won’t be of interest until at least 18 months old.

• Their defined movement area becomes less important now that they are mobile, so consider ways to safely include them beyond that area. 
• Ensure that their environment has not grown overstimulating now that they can reach things more readily. If they are dumping or beginning destructive behaviors, it may be a sign that too much is available. 
• Cultivate ways for them to connect directly with the real, natural world while they are in this heightened stage of sensorial learning.

How to Engage with Your Baby 

How we connect with our children is just as important as how they connect to their environment. There are several Montessori principles that can guide our interactions – ensuring we are not authoritatively overriding but also not permissively overlooking.

Observation 

By pausing intentionally to notice our babies in different moments throughout the day, we will better understand where they are in their development. When do they seem ready to sleep? When do they seem most eager to move? Are they more interested in kicking their legs or batting their arms? What seems to frustrate them? What catches their interest? This kind of curiosity is the crux of following the child, as opposed to building your days together in a top-down, adult-led manner. 

• Observation: “I noticed you started opening and closing your hand this week, and so I’m going to offer you this rattle now that I know you can grasp.”

Encouragement

Montessori emphasizes encouragement in place of praise. Praise is an external motivator, where the child grows accustomed to seeking outside approval on work that they’ve done. Re-phrasing our excitement over their work in a way that focuses on their effort fosters self-motivation. We can encourage our babies even if they aren’t able to talk yet. 

• Praise: “Good job crawling!”
• Encouragement: “I saw how determined you were to move across the room! You must feel strong!”

Cooperation and Consent

Montessori invites us to emphasize our baby’s capabilities by treating caregiving needs as something we do with them, not as something that happens to them. When your baby is a newborn, this starts with slowing down and saying out loud what you are doing. As they get older, you can invite their participation and seek consent in what happens to their body.

• “I see you are crying, and I noticed that your diaper is wet. Let’s go to your changing mat. I’m going to take off your dirty diaper. Now, let’s put a clean, dry diaper back on.” 
• “Would you like to help get dressed by pulling up your own pants?
• “May I pick you up?”
• “Would you like to try more sweet potato?” 

Honest and Factual

Since we know our babies and young children are working overtime to analyze how the world works, we do not communicate with explanations that seek to distract, redirect, or “dumb down” the information available.  

• “We are going to the doctor. Today, you will be getting a shot. It will feel like a poke on your skin. I will be next to you and can hold you when the nurse is done.” 

Real, rich language

Since they are in a sensitive window for language, we intentionally use clear pronunciation and do not shy away from big words or rich descriptions. We would also avoid nicknames for body parts and everyday vocabulary, which only serves to confuse them.

• Water is not “wawa,” it is “water.” 

A Note on Sleep

There is no specific Montessori way to approach sleep, but we can proceed with principles of respectful communication, structured routines and age-appropriate independence. In our Nido communities, Montessori guides observe sleep queues to help transition babies from play to sleep, and careful attention is given to preparing a calm sleep space. A baby is not trained to “cry it out,” because the concept of independence in Montessori is not adult-constructed – it follows the child’s readiness by meeting their individual needs. 

A Note on Introducing Solids

You can support independence with meals from the first bite! Here’s how to setup a Montessori mealtime environment:

• A weaning table and chair. This is smaller than a toddler table and chair set, specifically designed for babies as young as six months old.
• If you prefer a highchair, consider one designed with steps where your child can eventually climb in and out independently.
• Try pull-over bibs instead of ones that snap or Velcro so that your baby can do it as they’re capable.
• Introduce open cups for baby’s first sips of water.
• Offer breakable plates and real silverware to provide the child feedback on how to use and care for these. It is okay to wait to introduce breakables until you feel ready to calmly guide the use of these.

When introducing food, the focus should be self-feeding rather than controlled feeding. Babies can learn to use a spoon independently, and they should have a say over what and how much goes into their bodies. They are allowed to dislike something, and they should not have to finish a serving if they are expressing that they are done. 

A Note on Standup Diapering

When your baby can stand, you can try standup diapering! This is simply a way of more intentionally involving baby in care of self. You can define a space, preferably in the bathroom as part of their association with toilet learning, where you consistently bring them to change. Baby can stand against a wall or hold onto a small pull-up bar, and they can help un-dress, clean and re-dress. It’s helpful to have a low mirror, as well as a small trash can where they can place the dirty diaper.

In Montessori, learning to use the toilet is something that culminates after plenty of time spent gaining various self-care skills – which begins as a baby with steps to participate like this. These steps are not offered all at once, but rather, match the baby’s current capabilities and interests. For example, a baby who just mastered standing may simply stand and watch in a mirror, but by 12 months, they may be ready to do additional steps like helping to undress.

Where to Learn More

• A Master List of Montessori terms: The Montessori Glossary

The Prepared Montessorian Courses:

• Free Introduction to Montessori Course
• Montessori In Practice Short Courses

When all of these elements come together, Montessori from birth becomes less of an external thing we “add” and simply an intrinsic way of life. It fuses our love and adoration for our children with a deep respect and understanding for who they are as individuals. It gives us as new parents the means to keep learning, while giving our children trust to discover for themselves.

“To understand the child as a creative power, to realize that he is psychologically different from us, to perceive that his need is different from ours is a step forward for all human aspirations and prepares a loftier level for social life.” – Maria Montessori”

This post Montessori for Babies: A Complete Beginner’s Guide first appeared on Guidepost Montessori and is written by Lu

Learn how practical life activities in Montessori provide scope and sequence for everyday routines and practices

One of the pleasures of watching a child grow is being shocked out of taking the mundane for granted. The most ordinary things that we seemingly know without thinking and can do without trying, are for the child wondrous, new discoveries and engaging, joyous challenges. This includes the everyday routines and practices of life: preparing food, dressing oneself, cleaning, habitual courtesies, and more—these are for the child new, maybe daunting, exciting tasks that are visibly part of the human world and that are empowering to master.

One of the hallmarks of the Montessori method is that it takes full advantage of the child’s motivation to learn these things at a very young age. The practical life curriculum in Montessori provides a scope and sequence for these everyday routines and practices. And exactly like the other, more academic areas in the Montessori classroom, the Montessori approach offers a pedagogy that elevates and empowers the child in her pursuit of these skills. Practical life in Montessori is purposeful activity, develops motor control and coordination, and develops independence, concentration, and a sense of responsibility. The exercises in practical life cover two main areas of development: care of self, and care of the environment.

What are practical life activities?

Practical life activities are applicable for all ages, even infants, and change depending on what the child can do at each stage of development. The activities can start with something as simple as pulling pants up or washing hands and can get as complicated as baking a dessert, or even developing a business plan in the elementary or middle school years.

Why are practical life activities necessary?

When taken seriously and presented as an approachable, impactful challenge, these activities hold inherent dignity. It’s not “just” getting dressed or “just” juicing an orange if one is doing it oneself. The child is learning to follow a complex motor sequence, independently, in order to fulfill his or her own desires and needs. These skills, when taught early in life, allow children to believe in themselves as well as develop the self-discipline needed for success throughout their lives.

Those who are unfamiliar with the Montessori method may question why a child is doing something like washing the dishes over learning something more academic like mathematical concepts. The practical life Montessori curriculum teaches the child things they need to (and are motivated to) learn anyway, and does it in a way that is of a piece with the more academic disciplines, developing the same key fundamental executive and emotional skills. Math, reading, and language all require one to have the ability to focus, to be able to follow logical and sequential steps, to make intelligent choices, to see a task through from start to finish, to persist when one makes a mistake, and to correct one’s mistakes—and all of these are present in the process of learning and practicing the practical life activities.

What types of practical life activities are there?

• Care of Self: These activities provide the means for children to become physically independent. Activities in this area may include learning to wash one’s hands or learning to put on one’s clothing. For an 18-month-old, it could be as simple as assisting in pulling down his own pants, but for an elementary student, it could be packing lunch or an overnight bag.
• Care of the Environment: Keeping a clean, orderly classroom is important in a Montessori environment. The practical life activities teach children how to take care of the space around them—from physically cleaning to, on a deeper level, appreciating one’s environment. These activities may include how to set the table, how to clean dishes, or how to water and care for plants. For example, in the Montessori table washing activity, the child would be shown how to go to the correct area of the room to gather cleaning supplies, take a pitcher to the sink and fill it with water, and then methodically scrub the table. Another example: toddlers love learning how to put out a flower arrangement in the classroom. Not only is it beautiful, but they get to make choices about what will make it the most beautiful, all while performing a very involved sequence of tasks with a naturally mandatory order (separating the flowers, filling vases with water, etc.)

There are multiple layers to these activities! They may seem straightforward and repetitive, but a lot is going on under the surface.

First, for children these activities are complicated, multi-step processes that pave the way for a problem-solving mindset and a fulfilling experience. But second, there are often subtle curricular integrations within these tasks. Washing a table has an immediate purpose because the child is learning to clean up after herself—but there’s also an indirect purpose because the child learns to wash, in a Montessori classroom, from left to right, and then top to bottom, thus habituating motor control and attention in the direction of English reading and writing.

In doing practical life activities, the child can develop a high level of concentration, develop a sense of order, take pride in completing a job, increase independence, develop respect for his or her community and surroundings, and improve fine motor skills—both in general and with an eye to the particular skills that a child will need for more cognitively demanding work such as reading, writing, and mathematics.

The practical life activities should be taken seriously as children are working diligently to perfect and master specific skills. This fundamental range of work has many layers of purpose that include joyously earning mastery over the “mundane,” as well as constructing and practicing core human faculties.

This post The Importance of Practical Life Activities Within the Montessori Method first appeared on Guidepost Montessori and is written by Lu