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

A parent and senior leader reflects on broken trust, hard lessons, and why the future of Montessori depends on rebuilding it.

I’ll Be Honest

The last year nearly broke me.

Guidepost Montessori has been dissected in the media, on Substack, on Reddit, and across countless social platforms. Some critiques stung because they were true. Some were half-truths. All of them came from a place of hurt: parents and staff who trusted us and felt let down.

As both a parent and a senior leader, I lived that heartbreak twice over. I held my children when their school closed. I stood with my team as they absorbed the disappointment of families. And I wrestled with myself, asking the hardest leadership question there is: do I walk away, or do I stay and rebuild?

Because what I learned most over the past year is this: trust is not a side issue in education. It is the issue. You can have beautiful classrooms, thoughtful curriculum, and ambitious growth plans. But if parents do not trust you, none of it matters.

The Magical Ride, Then the Crash

When I joined Higher Ground as an Administrative Assistant almost five years ago, it felt electric. We were not building a lifestyle brand or a franchise. We were building a revolutionary Montessori network: tech-enabled, values-driven, bold.

The goal was audacious: reimagine how children learn and scale that vision at lightning speed. Fifty new schools per year.

And for a time, it worked. I crisscrossed the country with my suitcase in my trunk, visiting new campuses, hosting open houses, meeting guides and parents. My job was not just a role, it was my life. Each opening felt like a community being born.

But rocket ships burn fuel fast. Systems that worked for 10 schools strained at 50, then cracked at 100. Post-its gave way to Salesforce, but discipline lagged behind. Families felt the cracks in turnover, in inconsistent communication, in gaps of stability.

What once felt magical started to feel brittle. And when brittle breaks, it breaks trust.

Closures. Layoffs. Families disillusioned. Staff worn down. A brand that once felt unstoppable suddenly vulnerable.

Grief in Leadership

The first school to close was not just another dot on a map. It was my own children’s school in Aldie, Virginia.

That was the moment the dashboards turned into heartbreak I could hold in my arms. I looked into the bewildered faces of my children and tried to explain why their Montessori school was suddenly gone. They could not understand. Truthfully, neither could I.

That was grief. A community lost. A promise broken.

And grief reshapes a leader. It strips away illusions. It forces you to hold your own heartbreak in one hand and your team’s heartbreak in the other. To stand in front of parents and staff while you feel the same pain yourself. To keep showing up when you want to collapse.

The hardest question became unavoidable: Do I walk away, or do I stay and rebuild?

I stayed.

Why I Stayed

I stayed for two reasons.

First, because Montessori is real.

I have seen it transform my children. My daughter, at five, could already read fluently, write clearly, and grasp multiplication. When she entered school in England, we were warned that American kids often lag one to two years behind. She not only kept up, she surged ahead.

My son’s transformation looked different, but just as profound. He gained resilience, patience, and confidence. In his British school today, his teacher tells him daily whether he is a “good boy” or a “bad boy.” He listens politely, but inside, he knows better. Montessori helped him build an inner compass. His sense of self is not at the mercy of someone else’s approval. That is strength.

Montessori gave my children what every child needs but cannot get alone: community. Childhood is not meant to be lived in isolation. Children need peers. They need to practice kindness, conflict resolution, and independence in community. Even toddlers thrive when they can move, explore, and interact in spaces built just for them.

That is why I believe in Montessori. Because when children walk into these classrooms, they are not memorizing for a test. They are discovering who they are and who they want to become.

Second, because of the people.

Our guides and school leaders are extraordinary. They comfort big emotions, prepare children for life, and make parents feel safe walking away at drop-off.

Our admissions and central teams have been just as steadfast. They pivoted systems under pressure, rebuilt processes, and sent thousands of texts and calls simply to reassure families that someone was listening.

Those people are why I stayed.

The Heartbreak of People Leaving

And yet, not everyone could.

I have had leaders above me leave. I have watched some of my children’s teachers resign. I have seen colleagues across the organization step away. And every time it happened, I understood.

Many left because of misalignment. The culture in those early rocket-ship years was built on relentless hustle. Head down, move faster, open more. For a while, that energy carried us. But it came at a cost. People were not always put first. And when the culture no longer sustained them, they could not stay.

I cannot blame them for that. I often admired their courage. And yet, I could not walk away myself. Because I could still see the power of what we were building—if only we could do it differently.

That is the opportunity in front of us now. To take the lessons of failure and rebuild with care. If I could welcome back every single person who left and show them what seeds we are planting now, I believe they would say, “This is what it was always meant to be.”

The Trust Curve

Through all of this, I began to see a pattern. Trust, like demand, follows a curve.

At first, it rises quickly. Parents forgive imperfections because they see care. Then scale arrives. Systems grow. The brand feels bigger. Trust seems to peak.

But unless you reinforce it with discipline and presence, trust begins to slide. Families feel turnover, wait times, and disconnection. Leaders believe trust is still climbing, but parents know it is slipping. From there, the fall is steep.

That is the Blind Trust Curve. It gave the illusion of stability while families were already losing faith.

Stable organizations build a different curve. They grow carefully, reinforce discipline, and hold themselves accountable before families are forced to.

That is the curve we are committing to now.

And in education, our stakes are higher than anywhere else. Unlike a bad coffee order at Starbucks, our schools hold two of the most precious things parents have: their children and their money. When trust falters, it is not just an inconvenience. It is a wound.

A New Chapter

Guidepost Global Education is not about chasing size. It is about building stability. We are smaller in the United States, yet stronger as a global network. With that shift comes clarity: to rebuild trust school by school, family by family, child by child.

And our impact now extends far beyond the walls of our campuses. Across our platforms, our organic brand reach on social media surpasses 5 million people every month. For the Montessori movement, that visibility is historic. Families who may never set foot in one of our schools are learning what Montessori is because of this reach.

Through our partnership with Alpha Schools and 2-Hour Learning, we are also creating something new for early learners. Corporate backing gives us the resources to innovate and the discipline to deliver. It also comes with accountability. For the first time in years, we are operating with a fiscal responsibility that prioritizes sustainability over speed. We are carefully balancing growth with stability, ensuring every decision strengthens the long-term health of our schools and the trust of our families.

Why does this matter? Because early childhood is the most critical period of development. A 2024 Harvard study reinforced what Maria Montessori observed a century ago: zero to six are the years that shape the rest of life. Children who spend those years in environments that nurture independence, curiosity, and community carry those strengths forever.

And the proof is everywhere. Some of the world’s most creative and influential people are Montessori alumni: Taylor Swift, Larry Page and Sergey Brin of Google, Jeff Bezos of Amazon, Beyoncé, Julia Child, Gabriel García Márquez, and countless others. They grew up with that rock-solid sense of self that Montessori builds. Trials and setbacks came, but their foundation was unshakable.

That is why we are committed to building environments where children are not just supervised, but formed. Where families feel not just accommodated, but supported. And where Montessori is not only preserved, but amplified for the next generation.

Because today, too many teenagers are depressed, anxious, and disconnected. We cannot, as parents and educators, allow this to continue. The status quo of education is not enough. Our children deserve more—more trust, more joy, more purpose. And it is our responsibility to push back, to demand better, and to give them the foundation they need to thrive.

The Hard Work Ahead

To the parents who lost trust: I understand. I lost it too.
To the families who stayed: thank you.
To the educators and staff who keep showing up: you are the heartbeat of this organization.

Reforging is not easy. But it will be worth it.

That means schools where leaders know every child by name. Parents who feel heard when they raise concerns. Stability instead of crisis. Discipline in operations, clarity in communication, and humility in leadership.

My role is not to promise perfection. It is to make sure that when you hand us your trust, you see it honored every single day—through the care of your child, the stability of your school, and the honesty of our leadership.

Because in education, trust is not just part of the mission.

Trust is the mission itself.

Karolina Potterton

Karolina Potterton is the VP of Marketing at Guidepost Montessori, a mom of two Montessori-raised children, and a proud Space Force military spouse. She’s also a certified Pilates instructor who loves camping, skiing, and hiking with her family.

Her mission is to share the power of Montessori with parents everywhere, helping them raise confident, independent, and joyful children who grow into happy, healthy adults. You can find her on Instagram, TikTok, LinkedIn, and YouTube at @themontessoriadult

This post Why Trust Matters Most in Education (And How We’re Rebuilding It) 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

Collaboration brings Montessorium and Alpha programs to select Guidepost Montessori campuses, creating a seamless journey from preschool through K–12.

Austin, Texas, September 16, 2025 — Guidepost Montessori, the world’s largest network of Montessori schools, today announced a strategic partnership with 2-Hour Learning, an education company focused on academic mastery, student agency, and joyful, purpose-driven learning. Beginning this fall, two deeply aligned elementary programs operated by 2-Hour Learning, Montessorium and Alpha, will launch at select Guidepost campuses through this collaboration.

This partnership reflects an evolution in Guidepost’s long-term strategy. While Guidepost remains committed to delivering world-class early childhood education (ages 0–6), it is expanding access to innovative elementary programs that carry forward Montessori values. Families will now have a unique, integrated pathway from preschool through K–12, one that blends Montessori’s timeless respect for the child with modern, personalized approaches to elementary and adolescent learning.

The launch is just the beginning. Over time, Montessorium and Alpha will expand to additional Guidepost communities, offering families even greater choice.

About the 2-Hour Learning Programs

Montessorium: Launching at Guidepost Montessori at Brushy Creek, Montessorium will embed 2-Hour Learning’s academic tools into Guidepost’s existing Montessori elementary classroom. The program retains its current educators and environment while enhancing the Montessori approach with personalized learning supports that accelerate growth and honor independence.

Alpha: Launching across 8 Guidepost campuses, Alpha is 2-Hour Learning’s flagship microschool for ages 6–14. It blends structured academic learning with student-led projects and real-world application. Alpha will operate independently while sharing space with Guidepost schools, creating a seamless family experience and a dedicated structure for older learners.

About Guidepost Global Education

Guidepost Global Education (GGE) is the parent company of Guidepost Montessori, the world’s largest Montessori network for students ages 0–6, with more than 100 schools across the United States and Asia. GGE’s mission is to deliver high-fidelity Montessori education with exceptional hospitality, powered by extraordinary people — one school, one family, one child at a time.

About 2-Hour Learning

2-Hour Learning is a K–12 education model built for the AI age. Students complete core academics in roughly two hours per day using AI-personalized, mastery-based tools, then spend the remainder of the day in coached workshops developing the skills that matter most in the real world. 2-Hour Learning powers Alpha School and the Montessorium brand.

Stay Connected

Families and community members can subscribe to The Parenting Guide on Substack to receive updates on new locations, program launches, and future announcements about the Guidepost and 2-Hour Learning partnership.

This post Guidepost Global Education Partners with 2-Hour Learning to Launch NextGen Elementary first appeared on Guidepost Montessori and is written by Lu

Or as we call it at Guidepost: Toilet Learning

Few milestones bring as much pride—or stress—as potty training.

At Guidepost, we call it toilet learning, because it is about far more than training your child to use the toilet. It is about building independence, confidence, and trust in their own body.

It is a major step toward independence, and like all growth, it looks a little different for every child.

Yes, the process can feel messy and unpredictable, but it does not have to be a daily battle. In our classrooms, we approach toilet learning the same way we approach everything else: with respect for the child, clear routines, and close partnership with families. When home and school work together, the experience becomes calmer, more consistent, and ultimately empowering for the child.

We are excited to share what we’ve learned in this guide so you can bring the same approach into your home.

Why Montessori Toilet Learning Looks Different

• We follow the child’s pace. Readiness shows up in small ways. We watch, notice, and respond rather than push a timeline.
• The environment does the teaching. Child-sized toilets, simple clothes, and predictable routines allow independence to grow naturally.
• Adults observe more than direct. Instead of constant prompting, we notice patterns and adjust support.
• Home and school partner. Consistency across environments helps children succeed.

Signs Your Child May Be Ready

Not every child is ready at the same age, but here are some signals to watch for:

• Curiosity about the toilet or watching others use it
• Ability to push pants down and up with light help
• Seeking privacy when eliminating
• Noticing when they are wet or soiled
• Staying dry for longer stretches

If you are seeing several of these, it may be time to begin a simple, supportive plan together.

A Simple Plan for Parents and Educators

Your goal is to offer calm, stress-free opportunities to use the toilet during natural daily transitions, while protecting the child’s independence.

When to Offer

• Before leaving home or upon arriving at school
• Before meals
• Before outdoor playtime
• Before nap and bedtime
• After waking

What to Say

• “It is time to use the toilet. Would you like me to stand beside you or in the doorway?”
• If your child says no:
  • “Every day, we use the toilet before leaving home. You brushed your teeth, got dressed, and had breakfast. Now it is time to try the toilet.”
  • “You are saying no right now. We will try again before putting on your shoes.”

If successful:

You can say something like, “It worked! You listened to your body. It was telling you that you needed to use the toilet.”

Keep your tone calm and encouraging, without over-celebrating. It is fine to add a simple “good job,” but avoid making your happiness the cornerstone of their success.

When toilet learning becomes about pleasing the adult, it can rob the child of their own independence. A matter-of-fact response affirms what happened and leaves space for your child to feel confident in themselves.

If There Is an Accident

Accidents are not failures. They are part of the learning process. But in the moment, they can feel frustrating, messy, and stressful for parents. How you respond makes all the difference.

• Stay calm and neutral. Your child looks to you for cues. If you react with frustration, they may feel shame. If you react with calm, they learn that accidents are simply information. A neutral phrase helps: “Your pants are wet. Let’s change into dry pants.”
• Guide one small step. Invite your child to take part in fixing the situation, even if it is just a tiny action. For example:
  • Ask them to push down their pants.
  • Let them pick a new pair of underwear from the drawer.
  • Have them place the wet clothes into a laundry basket.
    Giving them ownership keeps the focus on independence, not on blame.
• Avoid long conversations. Resist the urge to lecture about “next time.” Accidents are not willful disobedience. A short, steady response is enough. Save teaching for calm moments, not in the middle of cleanup.
• Model matter-of-fact language. Say things like:
  • “Your body wasn’t ready that time.”
  • “Let’s get clean and dry.”
  • “We will try again before snack.”
• Reset and move on. Once your child is clean, shift back into the day without lingering. Treat the moment as routine. The less drama you attach, the less resistance builds over time.

Think of each accident as a data point. Where and when did it happen? Was your child tired, distracted, or in the middle of play? Share these patterns with your child’s teacher so home and school can adjust rhythms together.

What to Wear

Clothing matters more than many parents realize. To support independence:

• Choose elastic waistbands, shorts, or dresses that are easy to manage.
• Always send a full change of clothes in a labeled bag.

Tips That Lower Stress

• Tie attempts to rhythms, not timers. Transitions feel purposeful and reduce power struggles.
• Keep prompts light. Too much prompting often creates resistance.
• Balance privacy and support. Some children want you nearby, others do better if you step back.
• Treat accidents as information. Notice when and where they happen and share patterns with teachers.
• Use the same language at home and school. Consistency accelerates success.

Common Sticking Points

• Refusing to sit: Offer a choice. “Toilet first or wash hands first?”
• Sitting but not going: Keep it brief. “We tried. We will try again before lunch.”
• Regression after progress: Return to simple rhythms, simplify clothing, and add a few extra reminders for a few days.

How Home and School Should Partner

The most effective toilet learning happens when parents and educators work as a team. At Guidepost, we:

• Agree on small, clear goals together.
• Share what we observe each day.
• Check in regularly and adjust the plan as needed.

Ask your Head of School or your child’s guide for our free Toilet Learning Guide, which includes:

• A home setup list
• The phrases we use
• Our approach to stand-up diapering (so you can mirror it at home)

This kind of consistency builds confidence and accelerates independence.

A Parenting Reminder

Toilet learning is not just about leaving diapers behind. It is about your child discovering, “I can do this.” With patience, consistency, and a shared plan, the process becomes calmer for everyone.

There will be accidents. There will be resistance. And there will be days when you wonder if progress is really happening. But each attempt, each small success, and even each stumble is part of the bigger picture. You are giving your child the gift of independence and the steady message that their body is capable.

So take a breath, stay the course, and remember: you’ve got this.

This post Potty Training Without the Power Struggle: A Guide for Home and School first appeared on Guidepost Montessori and is written by Lu

Simple, Montessori-inspired strategies to stop the morning chaos and help your toddler or preschooler get out the door without tears or power struggles.

Does your morning look something like this?

You’re trying to get out the door, but your child refuses to get dressed. They’re melting down about which shoes to wear. They want to bring their giant stuffed animal to school. Meanwhile, the clock is ticking, and you’re already late for work.

If this sounds familiar, you’re not alone. Mornings with toddlers and preschoolers can feel like the toughest part of the day. But there’s good news: resistance in the morning is not a sign that your child is “difficult” or that you’re doing something wrong. It’s a natural part of development—and with the right structures, mornings really can become calmer and smoother.

Why Morning Transitions Feel So Hard

Through a Montessori lens, the answer is simple: children do best when security and autonomy are in balance. If life feels too unpredictable, or if a child doesn’t feel they have any ownership, resistance shows up. That’s why getting out the door can feel like such a battle.

Here are a few developmental truths that can help you reframe what’s happening:

• Children crave order. In the early childhood years, children are especially sensitive to predictability. Even small changes—like brushing teeth before breakfast instead of after—can throw them off.
• Children crave independence. They want to dress themselves, pour their own cereal, and carry their backpack. Battles often flare when they feel robbed of that ownership.
• Resistance is natural. Transitions are hard for adults, too. For children, it’s even harder because self-control and flexibility are still developing.

At Guidepost, our classrooms are designed with these realities in mind: meaningful work, choice within clear limits, and adults who know the child well.

Parents, you can bring these same principles into your child’s mornings at home!

What You Can Try This Week

You don’t need to overhaul your entire morning (or house) to see change. Small, steady adjustments make the biggest difference.

• Keep the order the same. Children thrive when mornings unfold in the exact same sequence: wake up, get dressed, eat, brush teeth, put on shoes, leave. Keep this rhythm steady every day.
• Use a visual schedule. A chart with pictures of each step helps children “see what’s next.” It takes the nagging out of your voice and puts the plan in their hands.
• Build in independence. Let your child dress themselves (even if the shirt is backward), carry their backpack, or help pour cereal. Ownership often prevents meltdowns.
• Watch sleep and nutrition. A tired or hungry child resists everything. A consistent bedtime and a protein-rich breakfast are the unsung heroes of smoother mornings.
• Model calm. Children mirror your emotional energy. If you radiate stress, they absorb it. Taking a deep breath, slowing your voice, or starting five minutes earlier can change the tone completely.
• Celebrate success. Notice when things go right and say it out loud! “You got dressed all by yourself!” or “You carried your backpack to the door!” builds pride and intrinsic motivation for next time.

A Final Word for Parents

Morning pushback isn’t failure. It’s your child asking for a bit more certainty or a bit more say. When you try new strategies, expect some testing at first. That’s normal. Stick with it consistently for at least two weeks before judging progress.

With steady routines at home, a clear plan at school, and adults who stay calm and consistent, most children turn the corner quickly. The result isn’t just getting out the door on time—it’s a child who arrives at school with growing confidence, a sense of true independence, and trust in the adults guiding them.

And yes, it also means you can finally finish your coffee before it goes cold!

This post Morning Routines for Kids: How to End the Daily Battles 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

Practical strategies for parenting toddlers ages 2–4: managing big emotions, setting limits, and teaching self-control with calm consistency

Parenting in the Storm

Parenting toddlers and young preschoolers can feel like living with a tiny storm. One moment your child is giggling, the next they are grabbing a toy, hugging a friend who isn’t ready, or insisting on being first. These moments are intense. They test your patience, raise eyebrows in public, and leave you wondering if you are doing something wrong.

The truth is, nothing is wrong with your child. At ages two to four, children are still building the social and emotional skills adults take for granted. Impulse control, patience, and the ability to read another person’s cues are learned through repetition, not instinct. What looks like defiance is often a child practicing how to be human.

When you understand what is happening underneath the behavior, it becomes easier to respond with calm and consistency instead of fear or frustration.

Why Big Feelings Show Up

At this stage of development, children are driven by a deep need for connection and belonging. They want to be close, to be included, and to feel secure. But the skills to get there are still forming. A hug given at the wrong time, or a toy grabbed without asking, is not rudeness—it is a clumsy attempt at connection.

Transitions are another trigger. Whether it is moving from breakfast to putting on shoes or saying goodbye at childcare drop-off, change can feel overwhelming. Holding tight to objects or people is a way of finding comfort when the world feels uncertain.

There is also the matter of brain development. The prefrontal cortex, which helps regulate impulses and emotions, is only beginning its long process of growth at this age. Self-control is not fully formed until the teenage years, so toddlers often “borrow” our calm until they can generate their own.

And then there is simple overload. Fatigue, noise, or overstimulation erodes the little bit of self-regulation children are building. The meltdown in the grocery store may not be about the cereal box at all. It may just be the last straw in a day that already felt too big.

Finally, young children test limits. They push to see if the boundaries are real. When limits hold steady, children feel safer. When they wobble from day to day, children push harder, because they need to know where the ground truly is.

The Principles That Help

Once you understand the reasons behind the behavior, the response becomes clearer.

• Connect first. A calm look, a gentle hand on the shoulder, or a steady voice lets your child know they are safe.
• Hold limits. Boundaries may feel stern to adults, but to children they are a relief. “We keep hands gentle” said in the same words every time is grounding.
• Stay consistent. Repetition builds trust. Over time, external rules become internal self-control.
• Repair, not shame. Help your child make it right: “You pushed. Let’s check on your friend and bring the toy back.” Repair teaches responsibility better than punishment.

Before Responding, Center Yourself

Before you guide your child, guide yourself. Children learn less from what you say and more from what you model.

Think of yourself as the emotional anchor in the room. If you meet grabbing hands with shouting, your child learns that shouting is how we respond to stress. If you take a breath, lower your shoulders, and speak calmly, your child learns that strong feelings can be handled with steadiness.

This is not easy work. No parent stays perfectly calm in the face of meltdowns. But even a small pause—three deep breaths, a sip of water, or simply reminding yourself “I am the adult here”—changes the interaction.

Children do not do as we say; they do as we do. If you want your child to use gentle hands, show gentleness in your own actions. If you want them to repair mistakes, let them see you apologize.

When you start here, the rest of the strategies become not just advice, but lived practice.

Practical Tools for Everyday Life

Children need short, consistent guidance that combines empathy with clear rules. These tools help:

• Return with grace. If a toy is grabbed, calmly guide it back. “Hands gentle. Let’s give it back and ask for a turn.”
• Name and hold. Acknowledge the feeling while keeping the limit steady. “You really want it now. Waiting is hard. It will be your turn when your friend is done.”
• Offer two choices. Real but simple options work best. “You may wait with me or choose another toy.”
• Lean on rhythm. Predictable mornings, meals, and bedtimes lower the emotional load and reduce testing.
• Model patience. Show what it looks like to wait, to take turns, to use gentle hands. Children learn more from your actions than your words.
• Guide repair. When mistakes happen, support the follow-through. “You pushed. Let’s check on your friend and bring the toy back.”
• Use steady words. Repeat the same phrases so your child can internalize them: “Hands gentle.” “Stop means stop.” “My turn next.”

Everyday Words That Work

Scripts can feel repetitive, but children thrive on repetition. Here are phrases that reinforce the tools above:

• For grabbing: “Hands are for gentle work. Give it back. Try, ‘Can I have a turn when you’re done?’”
• For unwanted affection: “Stop means stop. Let’s try a high five or a wave.”
• For insisting: “You want it now. Waiting is hard. It will be your turn after the timer. While you wait, you may sit with me or choose a book.”

These are not instant fixes. They are consistent guideposts. Each time you use them, you are laying down tracks in your child’s mind for how to act next time.

What Works in Group Settings

At home, you can manage one or two children. In classrooms, playdates, or family gatherings, the challenges multiply. Yet the principles stay the same.

• Prepare transitions. Give a five-minute warning before leaving the park.
• Double up on favorites. Having two of the most-loved toy reduces battles.
• Keep limits short. “We keep bodies safe.” “The toy stays with its owner.”
• Practice in calm moments. Role-play asking for turns and saying stop, not just in conflict.
• Connect before correcting. Eye contact or a steady hand signals safety before redirection.
• Give purpose. Invite your child to pour water, tidy a shelf, or help a younger sibling.
• Notice effort. “You waited your turn. That helped your friend finish.”

Partnering With the Adults in Your Child’s Life

Children learn faster when the adults around them use the same language and uphold the same limits. That means grandparents, babysitters, teachers, and family friends.

• From you: Share what helps—bedtime struggles, stressors, phrases you use, and how your child calms.
• From others: Ask for steady boundaries and brief updates. Even small consistency across homes and schools accelerates learning.

Most importantly, find your own voice as a parent. When you confidently hold limits with warmth, others naturally follow your lead. Your steadiness gives your child security.

The Bigger Picture

Every behavior is communication. Grabbing, pushing, insisting—these are signals that your child is overwhelmed by a feeling too big to manage alone.

Progress is rarely linear. Sometimes behavior gets louder before it softens. This is your child checking if the limit is real. Stay steady for two weeks before you decide if an approach is working.

Parenting toddlers is not about eliminating every conflict. It is about showing up consistently, modeling calm, and guiding repair. Over time, children begin to believe two powerful truths: “My feelings are safe” and “The limits are real.” These truths grow into patience, empathy, and resilience.

Bringing It All Together

Parenting toddlers and preschoolers is demanding. It asks you to be calm when you feel anything but, to stay consistent when you are tired, and to repeat the same words again and again.

Yet in these repeated acts, you are shaping something lasting. You are showing your child how to handle frustration, respect others, and repair mistakes. You are teaching the foundation of kindness and capability.

Big feelings are not failures. They are the training ground. With gentle hands, clear words, and steady presence, you and your child will make it through the storm together and you will both come out stronger.

Remember, you’ve got this!

This post Why Your Toddler Melts Down (and What Actually Works) first appeared on Guidepost Montessori and is written by Lu

Families can count on us: with renewed stability, authentic classrooms, and educators focused on your child, Guidepost Montessori is building schools parents trust.

FOR IMMEDIATE RELEASE

Austin, Texas, September 9, 2025 – Guidepost Global Education (GGE) today announces its formation as a leading global Montessori network, uniting more than 100 schools under the Guidepost Montessori brand across the United States and Asia. Together, these schools serve over 10,000 families worldwide with a team of more than 2,500 teachers and administrators.

Fully independent from Higher Ground Education, the formation of GGE marks a new chapter for Guidepost Montessori. GGE is now a more resilient company supported by a diverse group of strategic and institutional partners with a proven history in education, including Cosmic Education (Asia’s leading Montessori preschool operator), 2 Hour Learning (through its Alpha Schools network), and Learn Capital, a global venture firm at the forefront of education innovation.

With the support of these partners, GGE is charting a new path forward with a simple goal: to create schools where children flourish, families feel at home, and educators are empowered in their work.

New Leadership Appointments

• Steve Xu, Global CEO. With more than eight years of leadership experience in early childhood education, following a successful career in investment banking, Steve combines educational expertise with disciplined financial stewardship to guide GGE’s global future.
• Maris Mendes, CEO of U.S. With over a decade of leadership in early childhood education and retail, Maris brings deep operational knowledge and a strong track record within Guidepost Montessori in the U.S.

A Sharpened Focus

Building on that commitment, GGE is sharpening its focus on early childhood and on the daily experience of children and families. With a simpler structure, we will prioritize what happens in classrooms and equip educators and school leaders with the tools and support they need to excel.

Over the coming months, GGE will share more on how this vision is coming to life through new partnerships that bridge Montessori’s timeless foundation with forward-looking innovation. From global collaborations to tech initiatives, GGE is creating pathways that enhance parent and educator experiences while sustaining deep investment in its people, operations, stability, and—most importantly—children.

About Guidepost Global Education

Guidepost Global Education (GGE) is the parent company of Guidepost Montessori, the world’s largest Montessori network, with more than 100 schools across the United States and Asia. GGE’s mission is to deliver high-fidelity Montessori education with exceptional hospitality, powered by extraordinary people—one school, one family, one child at a time.

This post A New Era for Montessori: Guidepost Global Education Unites 100+ Schools Across the U.S. and Asia first appeared on Guidepost Montessori and is written by Lu

A Deep Dive into the Children’s House (preschool-kindergarten) Math Curriculum and how it empowers advanced math skills in 3 to 6-year-olds.

Math is perhaps the most dreaded subject in conventional schools. Students everywhere bemoan that it’s boring, irrelevant, and utterly mystifying. In studying math, a student often finds that maybe he can memorize and obey the arbitrary algorithms and rules he’s taught—but he doesn’t understand why they work, when they should be applied, or how to apply them in new scenarios.

Math is a form of reasoning, according to Montessori, so every child has the potential to learn it at a high level. Beyond that, math is a way of reasoning about relationships in the world, so the subject should not feel disconnected and irrelevant. Indeed, it should feel rich with meaning for everyday life. Above all, she believed the child could learn math in a way that was deeply engaging and rewarding—it shouldn’t be boring and painful!

In a Guidepost Montessori environment, the child is first introduced to math in Children’s House (preschool and kindergarten). Throughout this program, the child joyfully builds a solid foundation of mathematical understanding, and, as a result, advances farther than commonly thought possible.

By the end of the capstone Kindergarten year, the child can perform all four operations with four-digit numbers as well as fractions—a feat which will not be accomplished by his peers in conventional programs until 3rd grade or beyond. But even more importantly, he isn’t just performing mysterious algorithms, he understands, from the ground up, why and how it all works.

Let’s take a journey through the Guidepost Children’s House math curriculum to discover the core materials and methods that make these achievements possible.

Step 1: Building an Analytical Mind by Training the Senses

Since math is a way of understanding patterns and relationships found in the world, sensorial exploration of the world is the foundation of the math curriculum at Guidepost. The child begins by actively experiencing those patterns and relationships, thereby refining her observational and analytical skills. At the same time, she cultivates an intuitive understanding that she can draw upon when learning math concepts more formally later.

The Pink Tower

The pink tower, for example, is an engaging puzzle scientifically designed to captivate the child and impart crucial math concepts. It consists of a set of pink, wooden blocks that increase in size by 1 cm along each dimension, so that the size of the first block is 1 cubic centimeter and the 10th is 1000 cubic centimeters.

The goal is to build a tower so that the biggest block is the foundation, and the smallest block sits at the very top. The child finds this activity interesting because of its challenge. It’s difficult for her to analyze and select the next smallest block at each step since the size difference is so minute. In the beginning, she sometimes builds the tower incorrectly because she hasn’t yet refined her ability to make the necessary precise observations. Eventually, however, she can build the tower from the ground up, moving progressively from the largest block to the smallest.

This is more than just your average block-building activity, however. Because every block is the same shade of pink, the same texture, and of the same construction, the difference in size is isolated for the child to focus on. In working with this material over time, the child automatically absorbs the foundation of certain math concepts. For example, she’s introduced to the algebraic series of numbers to the 3rd power, the decimal system, and the geometric ideas of volume and area.

Of course, she’s not at the stage to learn these ideas or work with them formally. But her early experiences provide her with a lens for viewing the world that will always remain with her—much as her native language and culture, absorbed at this same age, will always be a part of her. When she later studies these math concepts, at increasingly advanced stages in Children’s House, elementary, and secondary, she can relate what she’s learning to her intuitive understanding. This lifelong intuitive grasp of the world is the power of the pre-math sensorial curriculum, and what fuels the child’s accelerated learning.

Step 2: Learning the Numbers through Real Quantities

The transition to the formal study of math is as gradual and concrete as possible, giving the child the time he needs to fully internalize and build upon his observations and understanding. The first stage of this process, as in conventional programs, is to learn the numbers from 1-10.

The Number Rods

In a Guidepost classroom the child begins by relating these quantities to a skill he’s already had a ton of practice refining: measurement. The first material a child uses in this domain, therefore, is only a slight modification of an earlier sensorial material, the red rods. With the red rods, the child observed the differences in length, i.e. the measurements, in order to then precisely place each in order from shortest to longest.

The child’s first math material, the number rods, are identical to the red rods in their measurements, but instead of being solid red, they are divided into 10 cm sections that are alternating red and blue. The immediate goal is the same: to place them in order from shortest to longest. But now, the child places them in order by counting the individual sections. While he counts, he can see with full clarity that the 2nd rod is made up of two sections that are each the same length as the 1st rod, making it twice as big as the first, the 3rd rod has three sections that are the same length, making it three times as big, and so on.

With this material, the child learns, not only the quantities and their names, but their relationships to one another as well—all in a vivid and sensory-rich way. He experiences the facts, both visually and tactilely, so that his new learning always stays connected to the real world.

Once familiar with the number rods, the child will use sandpaper numbers to learn the print symbol that represent the numbers, following the same method used to teach the alphabet in the language curriculum. And, once the child is familiar with the printed numbers, he returns to the number rods to associate each quantity with its corresponding symbol, lining them all up in order, counting each section, and then labeling each with the appropriate card.

The Spindle Boxes

From there, the child works to see, in an increasingly explicit form, that each quantity is made up single units. He moves from the number rods to a material called the spindle box. This material consists of a set of spindles that the child must count, one-by-one, and sort into a compartment labeled with numbers 0-9. As he counts and reaches a new quantity, the child gathers the spindles and ties them all together with a bright green ribbon.

He can see, even more clearly than with the number rods, that each quantity represents a grouping of individual units. He’s delighted to discover that they are bundled together as one thing, but they contain and represent an exact number of units!

Cards and Counters

In the final stage of this domain, the child goes the rest of the way to see that each quantity is made of individual units. He uses a material called the cards and counters, where he counts out a set of red disks and labels each quantity with a matching card. With this material, the child can clearly and explicitly see all the individual units that make up each quantity and how those units grow across the sequence.

Step 3: Ingraining the Decimal System

After the child has a solid understanding of the numbers from 0 to 10 and what they represent, she has everything she needs to understand bigger numbers, even without yet knowing their proper names. After all, every number—from one to 5 billion—is made up of just those digits!

Just as the child learned her first quantities using materials that clearly demonstrated their relationships, she now uses materials that ingrain the relationships and significance of place value in order to understand the decimal system.

She starts with perhaps the most iconic Montessori math material: the Golden Beads.

The Golden Beads

This material consists of a set of beads that are constructed to show the relationship between 1, 10, 100, and 1000. The first, called the unit, is a single bead, the second, called the 10, is a string of 10 beads fastened together, the third, called the 100, is 10 of those strings constructed to form a square, and the final one, called the 1000, is 10 of those squares constructed to form a cube.

In using this material, the child can clearly see that there is a stark change of shape that occurs at each order of magnitude and, through counting from 1-10, can recognize that this change significantly occurs each time she reaches the number 10 in a category. While playing a series of Simon-Says style games with her guide—placing the unit bead in a specific spot, handing the 10 to the guide, feeling the 1000 with her hands etc.—the child learns each quantity and its name in a way that feels completely grounded.

The Color-Coded Cards

Mirroring the progression with the number rods, the child then learns the printed symbols for each group—the tens, hundreds, and thousands—and eventually associates the two together. She learns the numbers from each category by relating them to the counting she is already familiar with: the numbers from 1 to 10. Twenty is just two tens and 500 is five hundreds, after all. Already primed with these quantities using the number rods, the child can immediately apply this to each category.

To help her even further, each category is color-coded. The units are green, the tens are blue, the hundreds are red, and the thousands, a unit in the next family of numbers, is also green.

Once the child has a physical understanding of these numbers from using the golden beads, knows the symbols using the color-coded cards, and has associated the two together, she begins a series of engaging activities.

Going to the Bank: Beads + Cards

First, she learns to make really big numbers. The size of the number is exciting to the child. Just a little bit ago she was counting from 1 to 10, where the 10th number rod was taller than her, and now she’s creating numbers as big as 85, 850, and 8500! She feels incredibly proud that such big numbers are within her grasp.

To create these numbers, the guide asks the child to go to “the bank”, a table that includes a big assortment of unit beads, strings of tens, squares of hundreds, and cubes of thousands. The guide may tell her she needs to get 6 tens and 4 units, for example, and the child will take her tray to the bank to gather 6 strings of tens and 4 unit beads. When she returns, together they will count what she brought, find the color-coded cards that match (60 and 4), and combine them to create a whole new number: 64.

From there, the child continues to use “the bank” and cards to learn the foundation of operations. The guide will work with multiple children at once, for example, asking each to bring a really big number, counting all the beads together, creating the new number with cards, and then, putting them all together to make really big new number, which they learn is called addition.

Over time, they learn how to “exchange” 10 unit beads for a string of tens, or to exchange 10 strings for a 100 square when the quantities they’re adding require them to carry. Using similar methods, they learn that subtraction means taking away some quantity from a bigger number, that multiplication means adding two or more of the same number together, and that division means creating equal shares of some big number.

The Stamp Game

Eventually, the child progresses to being able to add, subtract, multiply, and divide on her own. For this, the guide introduces her to the stamp game. Using the same color-coding system as the cards, the child is presented with a series of tiles that have 1, 10, 100, or 1000 printed on them. She uses these tiles to create big numbers and perform all four operations on them—including with carrying and borrowing.

Not only is the child now working independently (after a lesson introducing the material and methods), but she has progressed to working far more abstractly. She is not yet to the stage of doing math problems solely on paper, but she has moved away from the physical beads and cubes, and is working entirely with the symbols themselves, including the standard symbols used to represent the operations such as the equal sign and the plus sign. This is a big step in her journey, and, because of all the sensorial preparation she’s had up to this point, she traverses it with ease!

Step 4: Fueling the Passion for Counting

At some point along the way, as the child is learning big numbers and how to perform the various operations with them, he becomes obsessed with counting. He doesn’t just want to learn the names of all the numbers as he comes across them in practice. He is restless and passionate and wants to know the whole system, from start to finish. He wants to be able to count from 1 to 100 and from 100 to 1000!

The 100 and 1000 Chains

To fuel the child’s fire for counting, he is first presented with a series of beads and corresponding labels. There is the hundred chain, for example, which contains 10 sets of 10 beads which are connected together at the ends forming one long chain. There is also the thousand chain which contains 100 sets of 10 beads connected together.

With intense delight and concentration, the child works to count each bead, labeling the first ten individually from 1 to 10, and then labeling the rest by tens, e.g. 20, 30, 40, and so on. And because, even this is not enough to satisfy him, he will not rest until he can count the whole chain backwards too!

Skip Counting with Short and Long Chains

Once the child is familiar with counting one-by-one, he is introduced to skip counting which enables him to count by twos, threes, fours… all the way to counting by nines! Not only is this an exciting new challenge for the child, but, with the help of new bead-chain materials, he gains a sensorial experience that prepares him for later memorization of the multiplication tables, and the concepts of squaring and cubing!

Step 5: The Adventure of Memorizing Math Tables

By the time the child reaches the capstone Kindergarten year, she’s excited to go beyond mere counting. She doesn’t want to add numbers together anymore simply by counting each number individually. She wants to know the crucial combinations and have them at-the-ready, always a moment away from being used. She’s ready to memorize her math tables!

The Snake Game

Like with the other math domains, she doesn’t start with the abstract tables themselves. She starts with materials that introduce and allow her to practice the basic concepts and moves progressively toward the more abstract skill. The most iconic activity at this stage is the snake game.

The snake game consists of a set of golden strings of beads, each with ten beads strung together, a set of colorful strings with 1 to 9 beads, each color-coded so all the strings with 2 beads are one color, all the ones with 3 beads are another, and so on, and a set of placeholder black and white strings with 1 to 10 beads each.

To play the game, the child first creates a fun zig-zag snake out of colorful beads on her work rug. Then, she is given the thrilling task of transforming that multi-color snake into a golden snake! To do this, she must replace the colorful beads, ten beads at a time, with the golden beads, until she has a completely golden snake.

So she begins counting the beads making up her snake, first counting 4 from a lavender string, for example, and then counting 6 from a following string made up of 9 beads. Since she’s counted 10, she now gets to create the first section of the golden snake! She removes the colorful beads, replacing them with one string of golden beads and a placeholder string of 3 beads to represent what was left over from the string of 9 beads she removed.

She continues counting, using placeholders, and replacing sections of the snake with golden beads until she has transformed the whole snake. Without it yet being explicit, she’s getting practice recognizing the addition combinations that come together to make 10!

Addition and Subtraction Strip Boards

From there, the child moves to a more explicit presentation of addition combination using the addition strip board. Mirroring the much larger number rods, this material consists of a set of wooden strips representing the numbers 1-9 that increase in length correspondingly.

With this material, the child works to make and memorize various combinations, from 1+1 all the way to 9+9. The strips allow the child to see and feel how the numbers combine together, as well as how different combinations relate to one another. She learns, for example, that there are many ways to make 10—from 5+5 to 6+4 to 7+3 and so on.

Both the snake game and the strip boards have corollary activities for subtraction, and help the child begin to memorize simple addition in a fun and sensory-rich way. Eventually, the child will move on to using real addition and subtraction charts, working her way to filling in a completely blank chart all by herself!

Unit Multiplication and Division Boards

In parallel with her work on addition and subtraction, the child begins memorizing her multiplication and division tables using the multiplication and division boards.

These boards allow the child to experience the multiplication chart in a sensory-rich form while also solidifying her understanding that multiplication is really just a special kind of addition. When she wants to know 3×3, for example, she will fill in three columns on her board with little red beads where each column contains 3 beads. Then 3×3 suddenly looks a lot like skip counting and the work with chains of beads from the year before! She can add by 3 and realizes with delight that 3×3 is 9!

Just like with addition and subtraction, the child works with these materials before progressing to the more abstract charts themselves. By the end, she knows her multiplication from 1×1 to 10×10 and can fill in a blank chart all by herself.

Step 6: The Mathematical Mind

In parallel and in progression with the child’s work with math tables, he begins to work towards completing the operations in an increasingly abstract form. He not only knows, from the ground up, what math means, he is starting to progress to where he no longer needs the materials as physical reminders and supports—he can do math abstractly now without losing touch with the facts and relationships in the world that make it all possible.

When you introduce mathematics through the real, physical sensorial relationships that math-on-paper represents, you can get pretty advanced with surprisingly young children. For instance, it is absolutely possible, and not at all uncommon, to introduce factions to 5-year-olds in the Montessori classroom (typically not introduced until 3rd grade in traditional schools).

Math is ultimately about the real world. And when you introduce it through the senses—through a gradually-deepening process of exploration—it is grasped intuitively and joyfully. It is only when math is introduced as following a senseless, meaningless series of arbitrary manipulations of squiggles on a piece of paper that a child learns it is something he’s supposed to dread and avoid.

In our program, children achieve advanced levels of abstract mathematical thought—building up to it, step by step, through a process of induction. They start with things they can touch and feel and see and understand, and everything always connects back to that early experience.

What makes the child’s achievement and his joy possible is the scientifically designed sequence of materials that bring the concepts to life, ground them in reality, and guide him step-by-step to an increasingly abstract understanding. In short, what makes it possible is an environment that is especially designed to support the development of the child’s mathematical mind.

This post The Guidepost Approach to Developing a Child’s Mathematical Mind first appeared on Guidepost Montessori and is written by Lu