Independence: The Foundation of Freedom

Tamara Sevigny • February 6, 2023

In order to be truly free, we need to be able to make our own choices, which means having the skills and abilities to then act upon our choices. Without independence, we can’t truly be free.

As children’s independence grows, so does their opportunity for freedom. They have more choices available and more to consider. The freedom children experience in our prepared learning environments is directly related to their independence. Over multiple years in their classrooms, children feel like masters of their environment and younger children look up to them as if they have superpowers.

In order for children to develop this freedom and independence, we make sure that the following opportunities are present in our classrooms:

To Choose Their Own Activity

Even at a young age, children have ideas of what they want and don’t want to do. This independence will only increase when children have opportunities to make decisions. In Montessori classrooms, we provide opportunities to make choices, but it is not a free-for-all!

The classroom is set up with a variety of activities designed to meet developmental needs. Children are free to choose any material they have been shown or that they have the ability to do. Thus, children must have the skill before being able to choose.

To build this ability to make a choice, we start by offering children choices about very simple things. When an activity has two parts, we might ask: “Would you like to carry the box or the tray?” Then we give another opportunity to make a choice: “Lovely! You may carry the tray to any table that you choose.”

Over time children develop the ability to make increasingly more complex choices and they build the skills that allow them more options in their learning environment.

To Work Without Interruption

Once children choose an activity, they are free to do it for as long as they like without anyone else (adult or child) interfering with their work. In this way, we protect children’s focus and concentration. As a bonus, because the materials are self-correcting, children don’t need an adult for validation.

The adults in Montessori classrooms work to protect children who are actively engaged in purposeful activity from interruption (even if this is a three-year-old washing a table and water is pouring off the table!). If children get interrupted a lot, their concentration becomes broken which can result in them not wanting to take risks or engage with challenging learning material.

The experience of being interrupted can happen a lot to children. They try to start doing something and someone comes along and stops them or finishes it for them. Yet children need to be able to deeply dive into activity in order to develop concentration and focus.

To Move Freely

Children are free to move about the classroom. Rather than having an assigned table or workspace, they can choose to work where they want and also with whom they want. They have the liberty to get up and move, get a drink when thirsty, or go to the bathroom when needed. If there is a group activity in the classroom, children are even free to choose whether or not they want to participate.

To Communicate With Others

Children also have the freedom to communicate. They can speak to whomever they want and when they want, as long as it is not disturbing their own or others’ work. This freedom is a gift to children who are often asked to be quiet and not to talk. Children in our learning environments have the freedom to speak and the ability to be heard, which means that the adults in the classroom make it a priority to be respectful when children want to communicate something.

To Work at Their Own Pace

Unlike in traditional environments where children move together along the same path (this half hour is story time, this is math time, etc.), Montessori children have the freedom to work at their own pace. To facilitate this, our schedule is specifically designed to offer large blocks of uninterrupted time so children have the freedom to spend the time they need on the activities they choose.

Working with learning materials is how children are developing themselves. They need time to reflect and integrate what they are learning. Therefore, children also need to be able to repeat an action as often and as long as they would like to do so. When children are new to Montessori classrooms, we sometimes need to let them know about the opportunity to work at their own pace and rhythm by reminding them, “You can do this for as long as you like!”

Limits

In order to support this foundation of freedom, Montessori classrooms have a few basic limits that support independence. In addition to ensuring that children aren’t distracted or interrupted in their work, we help children learn that materials can only be taken off the shelf and must be returned to their proper place on the shelf. These basic rules are clear social signals to children as to when a material is available for use: when a material is on the shelf it is available, and when the material is not on the shelf, it is not available.

Children are also part of restoring materials so that they are ready in their proper place. In the process of making the activity beautiful for the next person, children learn how to replace wet towels with dry towels, how to dry drips of water off a tray, or how to replace anything that was consumable. When the materials are restored and returned to their proper place on the shelf, then children can access the materials independently.

Development of Independence & Freedom

As children gain skills and abilities, their independence increases and so do their choices. Activities are available and ready for use so that children are not dependent upon anyone to get things for them. Children can choose where they do their work. The lessons we offer are designed to provide just enough information for children to continue the activity independently. We offer these liberties in harmony with children’s skills, abilities, and level of independence so they can experience a variety of freedoms in their learning community.

Curious about how this all works? Schedule a tour to see how independence and freedom are interconnected! https://www.childrenstree.org/schedule-tour

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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!