Establishing the Flow: Your Guide to a School Year Started Off Right

Nicole Atwood • August 28, 2023

It’s that time of the year again. Over the course of the summer, and even with the best of intentions, some of our routines tend to dissolve and give way to relaxation and adventures. Which is great!

The school year is starting soon. Now is the perfect time to consider what your family will do to prepare for the transition back.

Unless this is your child’s first year heading to school, you’ve probably been through and considered all this before, but it’s always nice to have a little refresher. Read on for our tips to make the start of the school year as smooth as possible for everyone.

Sleep

Perhaps the most important bit to consider, your child’s sleep schedule is critical to their success. There are three elements to focus on: how much sleep your child needs, when that sleep should take place, and the quality of sleep.

So just how much sleep does your child need? It depends on the individual, but age plays an important role. Here are the AAP's recommendations on how much sleep children should get within each 24 hour period. (Times include naps.)

4 months - 1 year	12 - 16 hours
1 - 2 years	11 - 14 hours
3 - 5 years	10 - 13 hours
6 - 12 years	9 - 12 hours
13 - 18 years	8 - 10 hours

Once you know how much sleep your child should be getting, and what amount works best for them, figuring out bedtime is as simple as counting back, considering factors like when you need to leave in the morning and how long it takes to get ready.

Is their desired bedtime nowhere near their current bedtime? Take the transition slowly. Start by having them go to sleep just 15 minutes earlier, then another 15 minutes earlier every few days until you reach your goal.

As for quality of sleep? That’s all about creating a relaxing environment. A darker, cool room works best, and establishing a regular and soothing bedtime routine will help them drift off to dreamland easier. Keep the routine the same each night, whether that includes a warm bath, reading, or even using a little lavender-scented spray.

Schedule

We touched on this above, but creating a regular schedule is really important. When children know what to expect, they are much better equipped to take on the day. There will certainly be moments and days when routines are interrupted, but if we prioritize them most of the time, children benefit greatly.

Every family is different, but consider what you want your morning to look like. Some questions that will help guide you in creating a schedule:

What time should you leave the house to arrive comfortably at school/work?
What tasks could be done ahead of time (perhaps the night before) to alleviate the morning rush?
What is your child able to do independently, and what will they need help with?

The same basic concept goes for evening routines as well. As we mentioned in the section on sleep, a focus on calming rituals prepares your child’s mind and body for a restful night of sleep. If the steps remain the same night after night, bedtime will only become easier as the weeks pass by.

Emotions

It is totally normal for children (and even adolescents) to experience big emotions as back-to-school approaches. They may feel excited, anxious, apprehensive about being apart from you, as well as a wide range of other thoughts and feelings.

If your child feels distraught at all, it can be really hard for parents to see. For some of us, the natural reaction is to do whatever we can to minimize the concerns and help them move on. The very best thing we can do, however, is to acknowledge their feelings. When you notice behavior that is reflective of emotional tension, ask them how they’re feeling. If they’re very young, help them name their emotions. Acknowledge that these are normal ways to feel.

Validation is key here. Should we ease their fears a bit by talking about what to expect and addressing their concerns? Of course! But those talks may not erase their worries, and that’s okay. Let them know you recognize their emotions and that it’s okay to feel however they feel.

Parents can experience overwhelming emotions at this time, too. You may surprise yourself! If you’ve been able to spend extra time with your child all summer long, the thought of so much time apart can be hard (or not). Perhaps your child is starting in a new class or is beginning their final year and it has you thinking about how quickly they are growing up. Think of it as a great way to model what to do in the face of challenging feelings.

Expectations

Even with careful planning and the best of intentions, nothing ever goes quite as planned, especially when it comes to our children. Maybe the first day of school is creeping closer and you’re still struggling to get the kids into bed before 9:00. Maybe your eight-year-old is super nervous about starting at a new school. Maybe it’s a challenge to balance your own work schedule with morning drop-off.

Whatever you do, expect the unexpected. Know that we are here to support the children and families in our community. The first couple of weeks at school may be bumpy, they may be smooth, or (most likely) they’ll be somewhere in between. We hope you and your child are looking forward to the start of a new year, and we can’t wait to see you all again!

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How Montessori Makes Long Division Make Sense

By Danielle Giordano • March 23, 2026

For many of us, we remember learning long division as a confusing sequence of steps to memorize and repeat (bring down, divide, multiply, subtract), often without a real sense of why it works. In Montessori classrooms, long division unfolds very differently. Through the Racks and Tubes material, children get to experience what division actually is. Two Ways to Divide: Sharing and Grouping Before introducing the material, we first clarify an important idea: there are two different kinds of division problems in real life. One asks, “If I share this equally, how much does each person get?” This is partitive division, or division by sharing. The other asks, “If I make groups of a certain size, how many groups can I make?” This is measurement division, or division by grouping. The Racks and Tubes material focuses on partitive division. Children physically share quantities equally and discover what one share receives. Materials like the Stamp Game emphasize division of measurement. Together, these approaches give children a complete understanding of division and help them choose the strategy that best fits a given problem. What Are Racks and Tubes? At first glance, the material is impressive and a little mysterious. Children are often drawn to the material, both for its beauty and its seeming complexity. Racks hold test tubes filled with beads, carefully color-coded by place value: units, tens, hundreds, thousands, all the way up to millions. Matching cups hold the dividend (the number being divided). Boards and skittles represent the divisor (the number doing the dividing). Every detail of the material reinforces place value. Each time children need to make an exchange, they trade in one bead of one category for ten of the next category (e.g. one hundred becomes ten 10’s). This process is visible and incredibly concrete. This material takes intentional focus. It takes time. And it makes the steps of long division clear. How Long Division Becomes Concrete When children solve a division problem with Racks and Tubes, they follow a logical, embodied process: They build the dividend using the racks and cups. They represent the divisor with individual figures on boards. They share beads one at a time, equally, to each part of the divisor. They stop when sharing is no longer possible and then see what remains from that category. They then bring down the next category of beads to continue the sharing process. Each step answers a real question: What does one unit get? What happens when we run out? What do we do with what’s left? Instead of being told “bring down the next digit,” children literally bring down the next category of beads. When exchanges are needed, they perform them physically by trading beads. Remainders are not mysterious leftovers. They are beads still sitting in the cup. Long division becomes a story children can follow. From Material to Abstraction One of the most beautiful aspects of this work is how naturally it leads into abstraction. At first, children record only the quotient. Later, they begin recording intermediate remainders. Eventually, they discover that multiplying the quotient by the divisor tells them how much has been used at each step. This is the very heart of the traditional algorithm. We don’t give abstract shortcuts. Instead we help children discover the pattern. This allows them to own the process. By the time children are working abstractly on paper, the algorithm already makes sense. It matches what their hands have done again and again. Why This Matters The Racks and Tubes material does more than teach division. It teaches: Deep place value understanding Logical sequencing Patience and precision Trust in one’s own reasoning Most importantly, it gives children confidence. Division is no longer something done to them. Instead, they can think through the process, step by step, with meaning and understanding. In Montessori, math is not about getting the answer quickly. It’s about building an understanding of why the process and answer makes sense. And with Racks and Tubes, long division finally does! Schedule a visit to our classrooms in Old Saybrook, CT to see for yourself!

The Power of Presence: How Adults Shape Learning in the Early Years

By Danielle Giordano • March 16, 2026

In Montessori, we often focus on how the environment educates the child, but just as powerful as the physical space is the presence of the adult within it. For children in the first three years of life, adults are not simply caregivers or teachers. We are models of movement, language, emotional regulation, and relationships. Being present with young children is about being present in a different way. From Birth to About 14 to 16 Months Infants are forming their earliest understanding of the world and of themselves. They observe everything! So the adult’s role requires a quiet strength and a deep level of self-awareness. To be present with infants, we must love without expectation. Infants are not able to return affection in predictable ways, and presence cannot be dependent on feedback or validation. This work requires patience, generosity, and emotional steadiness. Movement also matters deeply at this stage. Infants study how adults walk, reach, sit, and handle objects. Slow, intentional movement gives children something meaningful to absorb. When adults rush, babies feel it, even if they cannot name it. Our language, too, must be precise and respectful. Clear enunciation and specific wording help infants build an accurate internal map of their world. Vague language like “that” or “over there” offers little clarity. Instead, we want to name what we see and what we are doing: “I am placing the cup on the table.” Infants cry as their primary form of communication. Being present means responding without panic or frustration, and making thoughtful decisions even when there are multiple demands on our presence. Emotional regulation in adults becomes a sense of emotional safety for the child. Dynamic Toddlers As children grow into toddlers, our presence still needs to be very intentional, yet it also becomes more dynamic. While toddlers are building independence, they still need deep connection. For adults, this means remaining loving without demanding affection or closeness. Even physical affection requires consent: “Would you like a hug?” or “Do you need some comfort?” Respecting children’s autonomy builds trust and self-awareness. This stage is full of transitions, especially for children navigating new siblings, new communities, or a growing awareness of others. Sometimes toddlers want to be capable and independent. Then sometimes they want to be cared for like a baby again. Presence means honoring both without pushing the child prematurely in either direction. Limits are a key expression of presence. Clear, consistent boundaries create structure, and structure supports independence. A few simple rules, maintained calmly and consistently, help children orient themselves in the world. If power struggles emerge, we can use them as opportunities to reflect on control rather than behavior. If children have tantrums, presence means staying close without escalating. During the height of anger or upset, we may simply ensure safety. When a child moves into sadness or overwhelm, we can offer comfort and reassurance. The goal is not to stop the tantrum, but to support a child through it. Flexibility is another essential part of presence. Although routines give children a sense of security, rigidity can disconnect us from their real needs. Sometimes the best choice is to go outside, to move, or to shift the plan. When children feel secure, they can adapt, and so can we. Finally, presence means embracing life alongside children. Young children notice the world with fresh eyes. Weather, seasons, light, and movement all become sources of joy and wonder. When we allow ourselves to feel awe again, children experience validation that life is something rich and meaningful. Our Inner Work Being present with young children is demanding, not because of what children require, but because of what we must bring: patience, humility, emotional regulation, and a willingness to slow down. This work invites us to become more aware of ourselves: our language, our pace, our reactions, and our assumptions. In doing so, we offer children not just care, but a living model of how to be human in relationship with others. Presence is not perfection. It is mindful attention. And for young children, that attention becomes the foundation upon which everything else is built. Please visit our school in Old Saybrook, CT to learn more about how we think about the role of adults in children’s learning environment! .

Language Revealed: The Montessori Journey to Understanding Pronouns

By Danielle Giordano • March 9, 2026

When children begin working with pronouns in Montessori, they are not learning something entirely new. Instead, they are bringing to consciousness language they already use every day. Pronoun work builds slowly and intentionally. It is not about mastering grammar rules, but about understanding how language functions and how meaning is carried when words stand in for one another. Beginning With Experience, Not Explanation Montessori pronoun work begins with movement and spoken language, not written grammar. We start with little oral games to highlight how a pronoun functions, sometimes eliminating the pronoun (“Josie and John and Jack and Josiah are walking around the table.”) and other times emphasizing the pronoun (“They are walking around the table.”). The children love acting out the phrases, sometimes chanting, moving, watching one another, and laughing. Through these physical experiences, they begin to notice that we don’t always use names when we speak. Certain words take the place of a noun, and the meaning is still clear. At this stage, we don’t offer the term pronoun because we want children to simply experience its function. From Movement to Sentences Once children are ready for more structured language work, we introduce them to the Pronoun Grammar Box so they can build and rebuild sentences using color-coded cards for each part of speech. From one sentence to the next, only a few words change as nouns get replaced by pronouns. By comparing sentences, children discover that although the word changes, the sentence still makes sense. This comparison is essential. Rather than being told what a pronoun is, children see what it does. We then invite children to add grammar symbols to the sentence (noun, article, adjective, verb, preposition, adverb) until we finally draw attention to the remaining word: “This word is used in place of a noun.” Only then do we introduce the pronoun symbol: a purple isosceles triangle, the height of the noun symbol. Montessori Lore: The Pronoun’s Story There’s a beloved story about the pronoun symbol. Long ago, the pronoun was shorter and a different color. Wanting to be as important as the noun, it stretched itself taller and taller to reach the same height. As it stretched, its base became smaller and it turned purple from the effort of standing in the noun’s place. It’s a poetic reminder of what children discover through their work: a pronoun depends on the noun, borrowing its meaning while standing in for it. Why Pronouns Come Later Pronouns are more abstract than other parts of speech. To understand a pronoun, children must already have a strong, concrete understanding of the noun. For this reason, pronouns (along with interjections) are typically introduced later than other grammar symbols, often in the elementary years. Even then, one lesson is not enough. In Montessori, the real learning happens after the presentation, when we step back and children work independently with the material. The guide’s role is to show how to use the material, not to explain grammar in detail. Understanding emerges through repeated use. Deepening Understanding Through Play and Exploration As children grow more confident, the work expands to include: Transposition games, where pronouns are removed or replaced to explore how meaning changes. Command cards, which physically isolate pronouns through action. Personal pronoun charts, introducing first, second, and third person (singular and plural) through storytelling. The Verb Family, where children explore the close relationship between the verb, adverb, and pronoun. Children discover that pronouns often work closely with verbs, helping to carry action and meaning through a sentence. Subtleties Come Later At first, Montessori avoids getting caught in fine distinctions. Over time, children may explore nuances such as the difference between possessive pronouns (the book is mine) and possessive adjectives (my book). These discussions often happen later, sometimes with the support of grammar references, once children have a solid foundation. Language Revealed, Not Taught Through this carefully layered progression of movement, sentence work, symbols, and exploration, children develop a deep understanding of how words function differently in sentences. Montessori grammar invites children to discover how language works at their own pace through hands-on exploration. We don’t rush this process. So by the time children are ready to name the pronoun, it’s not a new idea. It’s something they already know. We invite you to visit our classrooms in Old Saybrook, CT to see firsthand the children’s joy of learning!