Many parents will be familiar with the phrase “big feelings”. It has become part of the everyday language of early childhood, and for good reason. Young children do experience emotions with great force. They need adults who can stay calm, name what is happening, and help them feel safe enough to return to themselves. But every useful beginning has a next step. A three-year-old may need simple language such as big, small, happy, sad, angry or calm. As children grow, their thin

There is a moment most parents recognise. Your child reaches for something you could do in seconds, pouring water, putting on shoes, climbing into a chair that feels just slightly too high. You can see the spill coming, the delay, the effort that will be required. And yet, they insist. “I do it.” It can feel inefficient, sometimes frustrating, occasionally inconvenient when time is tight. Still, developmentally, this moment carries far more weight than it appears. In Montesso

When the word Culture is used within Montessori education, it carries a depth of meaning that is often misunderstood. In many settings, culture is treated as enrichment or as advanced academic extension. In the Montessori context, Culture functions as the child’s structured introduction to the ordered universe: the living world, the physical world and humanity’s place within it. Dr Maria Montessori wrote that education must be “in closer accord with the biological principles