Kindergarten – The Icing on the Cake

Stephanie Sarvana • January 10, 2024

Some of you were originally drawn to Montessori because you’ve read about how different and special the approach is. Some of you were looking for a high-quality daycare or preschool and stumbled upon us.


There are a plethora of reasons families choose to send their children to Montessori schools. The vast majority of those families are thrilled with their decision once they see how their child is nurtured, encouraged, and celebrated in our environments.


Something interesting tends to happen sometime around when the child approaches kindergarten.


Families feel the pull of traditional schooling. They begin to worry that the differences that make Montessori so wonderful just won’t cut it when it comes to preparing their child for life. They may have excellent public and charter school options available to them.


It can be hard to go against what you did as a child, or what your family or friends are doing for their children. And we fully recognize that the decision is incredibly personal.


What we can tell you is that the three-year cycle in our Primary environment is intentional, and there are some great reasons to give your child the gift of that third year.


Feeling on the fence? Hopefully we can help clarify some of the reasons we think children do best when they have the opportunity to complete their primary cycle.


Mastery of Skills


The third year in a primary classroom is a chance for students to really shine academically. Everything they have been working on comes full circle and their understanding of concepts solidifies in a way it couldn’t have until now.


Much of what we teach in the earlier years of our primary environments is indirect and direct preparation for the lessons our third years receive and the materials they work with.


Not only are our kindergarten children understanding concepts in new ways, but they can actually demonstrate this knowledge. Educators from all backgrounds will agree that when a person is able to teach someone a skill, they have themselves demonstrated mastery of the skill. Our classrooms are designed so that older students help to teach younger ones. This teaching serves multiple purposes, one of which is to demonstrate their own understanding.


One of the many benefits of the multi-age classroom is that our kindergarteners really enjoy taking on the role of giving lessons to their younger peers.


Opportunities for Leadership


Teaching lessons to younger children isn’t just about academic mastery; it’s also a chance for kids to experience leadership.


We believe that solid leadership isn’t really about power. It’s about allowing those with experience to take on a role of guiding others with less experience. So much of this type of leadership is done by modeling, and our kindergartners serve as the very best models for our younger students.


When your child first entered the classroom, they went through a period in which they needed to figure out expectations, routines, and so much more. Children need to learn how to be independent, how to interact with one another and adults, how to care for the environment, and so on. As adults who guide the children, we model and verbalize what children need to learn, but we are wise enough to recognize that they learn more from watching their peers.


Older children relish in this opportunity. It feels good to know that you are helping someone else. It feels good to acknowledge how far you have come, and how you are now able to guide others along their own path. Our third years know about this role because we discuss it with them often. By the time they step into it, they are more than prepared.


Continued Respect for Individuality


You already know that Montessori schools respect each child’s individual path, and that we believe even young people deserve to be treated with dignity. There are many ways in which we differ from conventional institutions, but some that we think are important to highlight are:


  • Allowing the child to use the restroom when they need to, without having to ask permission from an adult
  • Encouraging children to eat a snack when they are hungry and drink when they feel thirsty
  • Creating a structure that allows children to take breaks when they need to, and to focus deeply on their work for long periods of time without being interrupted
  • Giving children academic choice within limits (they may be required to complete certain tasks, but it’s okay if they choose the order in which the tasks are done)
  • Creating flexible seating choices so that children have options to sit alone or with friends, in a chair or on the floor


Advanced Academic Expectations


Parents in our community often recognize that our curriculum tends to exceed the scope of what is taught elsewhere. We do not push children to learn what is beyond their capabilities, we just know that children are capable of more than most people realize. When given the opportunity, they can amaze us all.


We honor the fact that every single child develops at their own rate, and there is no set time for various skills to be mastered. It is not uncommon, however, for Montessori students to:


  • Be reading before they enter kindergarten
  • Be working with numbers into the thousands at age four
  • Have an understanding of basic grammatical principles at age five
  • Engage with basic geometry concepts not typically introduced until years later
  • Enjoy skills and content taught in the areas of biology and geography beginning at age three
  • Begin adding large numbers and have a basic understanding of exchanging for tens


Deep-Dives Into Areas of Personal Interest


One of the best parts of being in a Montessori classroom is being allowed the time to explore one’s own interests. Because of the flexible nature of the day, kids can practice various skills while learning about what creates a spark for them.


Are they into dinosaurs? We provide books, paper, and art supplies for them to write about and draw diagrams of these ancient creatures.


Are they proud of their family’s culture and heritage? We make space for children and families to give presentations and share their traditions.


In a Montessori classroom, the possibilities really are endless. The experience is unlike anything that can be found in other educational settings, and each year we can give our children a Montessori education is a gift.


Still have questions? Want to connect with parents of older children at the school to ask questions? Please don’t hesitate to reach out and let us know how we can support you and your child.

Independence: Let Them Struggle

By Katherin Castro Hoyos, Lead Toddler Guide • October 22, 2026
In the Montessori environment, we talk a lot about independence. But how does independence actually develop? How can we, as adults, support a child on this path? One of the first steps toward independence begins with movement. As the child starts to separate from the caregiver physically —moving, crawling, walking, reaching, and exploring— they begin to discover something profound: I can do things by myself. I can reach for something without being carried there. I can move toward what interests me. I can try. But before children can become independent, they depend on us. And the way we relate to them during this period of dependence makes a difference in their journey toward independence. From Doing For the Child to Doing With the Child At the beginning, especially in a toddler classroom, we do things with the child, not for the child. We guide them through each step. We show them how to push their pants down, where to place the diaper when it is wet, how to get water from the sink into a pitcher and how to pour the water, how to touch others gently, how to ask for a hug, and how to respect and accept it when someone does not want a hug. Sometimes we show them once and sometimes we show them what feels like an innumerable number of times! And then, they start doing it by themselves. Isn't this amazing? This is the growth of independence, and alongside independence grows something equally important: self-confidence. Independence Does Not Mean Doing Everything Alone At the same time, being independent does not mean that we no longer need other people. Human beings are interdependent. We rely on one another, learn from one another, and grow through our relationships with one another. Needing someone does not mean that we are incapable. This is one of the beautiful things about the mixed-age Montessori environment. The teachers are not the only ones showing children how to do things. When a child has mastered a skill, we can invite that child to show another child who has not yet mastered it. “Can you show Eli how to clean his nose?” The child will happily help. In that simple interaction, one child is learning a new skill, while the other is experiencing what it feels like to contribute and share knowledge. Both children are growing. This is interdependence: I can do things for myself, and I can also be part of something bigger than myself. Let Them Struggle If we want independence to develop, the child needs opportunities to struggle. Let them struggle when they are trying to put on their socks. Let them attempt to pour the water even when some of it spills. This can be difficult for us as adults because sometimes it is much easier and faster to simply do it for them. We can see the sock is inside out and we know exactly what needs to happen next. But if we always step in before the child has had the opportunity to try, we may unintentionally communicate: You need me to do this for you. Instead, we can practice patience, staying close, observing and offering just enough help for the child to continue. This does not mean leaving a child alone with frustration. It means staying with them without taking over. Sometimes the right amount of help might be showing the movement slowly. We can exaggerate the movement so the child can clearly observe it and begin to internalize it. Sometimes it might be holding the sock open while allowing the child to put their foot inside. Sometimes it might simply be saying, “You can do it. Keep trying.” The Gift of Trying Again Frustration is not necessarily something we need to rescue children from. It is a feeling they can experience, move through, and learn from —with the presence of a supportive adult. When we allow children to experience the difficulty of something while communicating, “I know you can do this”, we give them an opportunity to discover their own competence. And when they finally succeed, no one can take that experience away from them. They have learned something much bigger than how to put on a sock. They have learned: Something can be hard, and I can keep trying. I can ask for help when I need it. I can try again. These experiences become part of the child's developing sense of self. They begin to internalize a sense of competence that will stay with them long after the sock. Independence comes through interdependence, and the beauty of childhood —and of being human— is found in this ongoing dance of holding and letting go, over and over again.

Beginning a New School Year

By ToTH Montessori • October 20, 2026
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