http://www.adenamontessori.com/

Adena Montessori, 1376 Holly Avenue, Columbus, OH (2026)

06/06/2026

How to Guide a Child Who Refuses to Put Materials Back 📦

How to communicate with a child who is refusing to put materials back on the shelf even after modelling?

The answer to this question depends somewhat on the age of the child. I am assuming this is a young-ish child who has not yet inculcated the practices in the environment. When giving a presentation, involve the child in the returning of the materials to the shelf. You can ask: “Which part would you like to carry?” Or “Which part do you want to return first?” When you observe a child who has left material out (if the child is not already engaged in another piece of work), simply say to them, “Oh, I see you left your work out. That needs to be put away so someone else can use it.” DO NOT interrupt the child if he/she is concentrating on another piece of work. Simply put the work away and observe when the child next leaves work out and remind them that it must be returned to the shelf.

If you see a child wandering around, having left work out, simply say to them, “Before some other work is chosen, you must return this work to the shelf so someone else can use it.”

Try not to engage in power struggles but, at the same time, be clear about the rules in the environment. Do not say, “I need you to put your work away.” OR “You need to put your work away.” Simply state that the work needs to be put away.

Source: https://montessori-ami.org/questions/guiding-order-prepared-environment

I completely agree with this respectful, child-centered approach.

Order and care of the environment are core to Montessori’s prepared environment and normalization process. Returning materials is not just a chore—it builds responsibility, grace and courtesy, and respect for the community.

Teachers/ guiders avoid commands or power struggles. Instead, they use objective, neutral language and offer choices to foster cooperation. Modeling and gentle reminders help internalize the routine, while honoring the child’s current level of development.

💬 Let’s chat!
Does your child struggle with returning materials?
What phrase works best for you in these moments?
Share your tips below 👇

06/05/2026

Why the 3-Hour Work Cycle Matters in Montessori 🕒

Why is a 3-hour work cycle important in Montessori classrooms?
First of all, there is no magic in the number “3”. The three-hour work cycle idea was begun as a way to focus on the fact that the children need long periods of a work cycle without adult-engineered activities. Without the possibility of time for deep-engagement, we do not see deep-engagement.

What has evolved in some situations with trying to adhere to this idea – a 3-hour uninterrupted work cycle – has evolved to busy work, rather than following the children’s rhythms. On any day, this idea of a 3-hour work cycle does NOT mean that a small group (3 or 4 children) cannot be gathered for a brief lesson (vocabulary enrichment, grace and courtesy, etc.) and then returning to work.
Some days the work cycle may go for 2:45 minutes, breaking down and then another long work session in the afternoon. Some days the morning work cycle will extend beyond 3 hours. The important thing is to never interrupt children to gather them, asking them to put their work away.

Towards the end of a work cycle, some children may be ready to gather while others are still deeply engaged in their work. This naturally evolves as the children move towards a more “normalized state” (as Montessori called it).
We must always remember our goal: children are supported in reaching a state of peaceful, calm, satisfying activity in which they are completely engaged.

Montessori referred to this as a process of “normalization”; call the state what you would prefer but be clear that this is the goal. Montessori states in The Absorbent Mind, chapter XIX, “…It [normalization] is the most important single result of our whole work.”

In the Absorbent Mind, Chapter XXVI, “Discipline and the Teacher”, in the sub-section, “The child in Chaos”, re-read (3) which talks about imitation where Montessori intimates that children need to be able to choose work based on their interest and to become deeply engaged in this work. This is what leads to concentration which will lead them away from disruptive behaviour.

Source: https://montessori-ami.org/questions/value-three-hour-work-cycle

I completely agree with this authentic perspective.

The 3-hour cycle is not a rigid rule but a framework for protecting deep work and fostering normalization. It honors the child’s inner drive for self-construction, allowing time for repetition, concentration, and purposeful activity.

Rushing or interrupting breaks the child’s flow state and hinders the development of will and self-discipline. Teachers/guides hold the space, observe objectively, and respect individual rhythms—whether the cycle is shorter or longer. The aim is always to nurture independence, focus, and inner discipline.

💬 Let’s connect!
Does your environment follow a flexible work cycle?
What’s one challenge you’ve faced protecting long work periods?
Share your thoughts below 👇

06/02/2026

How Important Are Afternoon Naps for Under 4s? 😴

How important are naps in the afternoon for children younger than 4?

The answer to this question is determined by many variables: Sleep needs depend on the child’s own unique physiology and, as importantly, the lifestyle of the family. In childcare settings there is usually a regulation regarding naps for children under 5 years of age, location dependent. According to the American Academy of Pediatrics, children 1-2 years of age need 11-14 hours (nap and night sleep) while children from 3-5 years need 10-13 hours combined.

In families/cultures where the dinner time is latish, children are often up until 9:00 or 10:00 p.m. If they need to be awakened to get dressed, have breakfast, get to school by a certain time, then often they are not getting enough continuous sleep at night. This then means that at the school, children may be tired or need longish naps. This creates a vicious cycle.

In life situations where children are in bed around 7:00 p.m., awaken around 7:00 a.m. after 12 hours of sleep, their need for a nap begins to diminish after age 3. There is a transition when naps are being eliminated. Children are often sleepier earlier in the evening and thus need an early bedtime. During the transition from napping, children perhaps won’t nap for the first 3 or 4 days of the week and then badly need a nap on Friday.

As the variables are so many, it is impossible to have one hard and set rule. The bottom line is that we need to observe, perhaps keep a log, ask families to add to the daily log of their “at home sleep” and decisions regarding naps depend on the log and observations.
To acquiesce to licensing nap regulations, simply do not use the word “nap” with the children but use the word “rest.” All children under a certain age need to rest (by regulation!). Whether or not they sleep depends on their own physiological needs.

Source: https://montessori-ami.org/questions/naps-children

Completely agree with this balanced, child-centered view.

Sleep is deeply personal—no one-size-fits-all rule works. What matters most is tuning into the child’s cues: mood, energy, focus, and nighttime sleep quality.
Teachers/guides create a calm, quiet “rest time” environment instead of forcing naps. This honors individual needs while meeting regulatory requirements. Early bedtime often eases the nap transition far better than rigid schedules.

💬 Let’s discuss!
Does your under-4 still nap daily?
What’s your biggest challenge with nap transitions?
Share your experience below 👇

05/30/2026

How to Engage a 5-Year-Old Who Struggles to Sit Still 🪑

What are some ideas to engage a 5-year-old who struggles to sit for lessons?

Try having the child stand beside you as you present the material. If that is not feasible, have a discussion with the child about why they cannot sit for a lesson. Perhaps the presentations are boring! Perhaps the child thinks they already know how to work with the materials. Try having another child present the materials to the child. Ask this child if they would like to become the “presenter” of materials to other children. In order to do this you would need to discuss which material; the child would need to practise a presentation and then give it to you prior to giving it to another child. Take some time to sit and observe the child’s work, trying to determine the child’s interest in anything.

Remember that if a child is not interested in the material, they will not be able to attend to the presentation. Also remember that a 5-year-old exhibits some beginning characteristics of a 2nd plane child and would like to work with a small group. Think about some of the math materials, particularly the work with golden beads, as being small group work; perhaps this would interest the child.

If the child is working with any Group 5 math materials, create a small group of 3 or 4 children who are working with the charts, have one child pull a slip (e.g., 8+6=), give the equation orally to the group and each child finds the answer on an addition chart.

If the child is writing (and they should be!) have the child make a booklet of all the shapes in the Botany Cabinet that they know, or all the geometric shapes, or the parts of a flower, or parts of a mammal, etc). Show how to collect the pages and truly make a small booklet with them, including a cover page, and a back and front cover. Make it beautiful. Introduce calligraphy. Have a writing child write labels for every piece of sensorial material they know how to do.

Be creative! Discuss with colleagues ideas they may have tried. Remember that some children today are used to almost automatic responses due to increased use of a screened device.

Source: https://montessori-ami.org/questions/supporting-engagement-five-year-old

I completely agree with these practical and thoughtful ideas.

Young children’s attention isn’t about “being good”—it’s about meeting their energy and developmental needs. A wiggly 5-year-old isn’t misbehaving; they’re moving into the second plane, craving connection, purpose, and movement in learning.

Teachers/guides can offer flexible seating, turn lessons into peer teaching or small-group games, and tie work to real, creative projects like book-making. Meeting the child where they are, instead of forcing stillness, builds focus naturally.

💬 Let’s talk!
Does your little one struggle to sit through activities?
What’s one trick that’s worked for you?
Share your wins below 👇

05/29/2026

Can We Direct When a Child Chooses Inappropriate Activities? 🧸

Can we direct when a child is not choosing an age-appropriate activity?

First of all, observe the child to try to determine why the child is gravitating towards activities that are too simple, not challenging them. Why are they going in that direction? Are they afraid of failure? Do they not have enough information about the “age-appropriate” materials?

Give choices of things to work on until the child can make spontaneous choices that are more appropriate.

Are you following the ages for materials listed in your album or are you following a child’s interest. If a child is interested in a material that has some pre-requisite knowledge/experience, explain that to the child, offer the pre-requisite material so that the child knows what might be coming next.

For the younger child, give more age-appropriate choices. For the older child discuss their choices and why those materials are being chosen.

Source: https://montessori-ami.org/questions/supporting-developmentally-appropriate-choices

Fully agree with this thoughtful approach.
In Montessori, we never force—we observe, understand, and guide. A child choosing easy work isn’t “lazy” or “behind”; they may be seeking comfort, confidence, or simply not yet ready for the next challenge.

Teacher's job is to meet them where they are, gently offer balanced choices, and build trust. True independence grows when we respect their rhythm while lighting the path forward.

💬 Let’s share!
Does your child ever stick to simpler activities for a long time?
How do you gently guide them to new challenges?
Drop your tips & stories below 👇

05/27/2026

How to Prepare Kids for an AI World 🤖

How can we prepare children for a world where AI is part of everyday life?

Elementary aged children, especially ones old enough to begin doing research on a topic, need to understand a bit about AI. Perhaps they have an older sibling or friend who is using AI. Once a child begins to ask about AI, you need to be able to give unbiased information about what AI can do and what it cannot do.

It is important that children be given some specific examples that show that sometimes the information given by AI is incorrect. Perhaps children believe that anything read online is true, has to be true. It is imperative that children understand that AI often makes mistakes. If an older child is searching AI for information, tell them they can include AI in their references/bibliography (and have them include what AI gives them).

I question the value of AI before the age of 9 or so, when deeper research begins as the children are writing reports a lot. Once a child asks about AI, they need to be taught how to use this research tool.

AI is a research tool, like other research tools, and needs to be viewed as such. Unfortunately, in today’s world, children and adults submit “written work” generated by AI rather than by their own brains. This habit will not serve them well in the long run as they will not have had the opportunity to learn about the positive aspects and the negative aspects of this tool.

They will not persevere for understanding since AI generates something in seconds. They will not experience that the working of their own brains can be as good as, if not better than, but not as quick, as AI.

Source: https://montessori-ami.org/questions/education-technological-future

Couldn’t agree more! Montessori education has always prioritized critical thinking, independence, and hands-on learning—skills AI can never replace.

We guide children to question, verify, and build knowledge with their own hands and minds. AI is a powerful tool, but it should never replace the child’s own process of discovery, struggle, and growth.

Real learning happens when kids think, reason, and create for themselves. AI can support, not substitute, their inner development.

💬 Let’s chat!
At what age do you think kids should start learning about AI?
How do you help your child tell AI facts from fiction?
Share your thoughts below 👇

05/24/2026

Why We Never Rotate Sensorial & Math Materials in Primary 🧠

Why do we never rotate sensorial and maths materials in the primary environment?

The Sensorial and Mathematical materials in Primary are basic, conceptual materials designed to feed a child’s interest and growing knowledge for several years. How would one know when to rotate one of these materials – as we never know when a child might be interested in or ready for a particular material presentation.

The Sensorial materials have no duplications, perhaps a few refinements, in terms of usage. E.g., the dimensions in the Cylinder Blocks are repeated in the Knobless Cylinders. Same dimensions but different activities (matching to grading the dimensions).

The mathematical materials are sequential and cover the entire age range of a Casa. Each piece of math material gives the child an experience with an isolated mathematical concept so there is nothing conceptually “to rotate”.

Each piece of material is scaffolded on a previous experience. The mathematical materials are organized into groups, each group having a significant purpose. For example, Group 1 – Numbers 1-10 gives various experiences of understanding the basis of the decimal system.

Each piece isolates a single aspect of Numbers 1-10. The Spindle Boxes offer the experience of a number representing either a separate entity or a collection: “These are four individual spindles; this is a group of four spindles (spindles bound together, creating an entity of four).”

As the math materials are each isolating a mathematical concept concretely, gradually leading to the abstraction of the concepts, how could one possibly rotate them?

Source: https://montessori-ami.org/questions/concrete-abstract-why-materials-stay

Totally agree, sensorial and math materials are not "toys" to cycle—they are the child’s foundational tools for building the mind.

Sensorial materials lay the groundwork for all future learning by refining the senses. Each material isolates one quality (size, shape, texture, sound) to help the child classify, compare, and make sense of the world. Rotating them would disrupt this gradual, deep sensory integration.

Math materials follow a strict, logical progression—concrete → abstract, one concept at a time. They build upon each other like a staircase; skip or rotate one, and the child’s mathematical foundation becomes shaky. A 3-year-old may revisit Number Rods weekly, while a 6-year-old dives into the Decimal System—both valid, both necessary.

Our role is not to "manage" materials, but to prepare the environment and trust the child’s inner teacher. Let the materials stay, let the child lead. 💛

✨ Quick interaction time!
Do you also used to rotate these materials before?
Which Montessori material do your kids love revisiting the most?
Drop your opinions in the comment section below, let’s communicate together💬

05/22/2026

🌿 Understanding Repetition in Montessori Work 🌿

“Does a child taking the same activity after every 2–3 other activities count as repetition?
Absolutely! When a child returns to a particular activity over and over, they are repeating the process, hopefully refining their understanding and their work. Repetition does not just occur in a single session. It would be helpful to observe closely to ascertain why, or what seems to be a stimulus for returning to a particular material.

Or what seems to distract them from one piece of material to which they later return? What interest or need is being addressed by returning to a previous work? Another question to consider is, ‘Is the child bored?’

If the child has mastered a piece of work, they may be ready for something new. Mastery comes differently to different learners and does not necessarily follow what was done in our training courses.”

— Source: https://montessori-ami.org/questions/understanding-repetition-montessori-work

✨ In Montessori education, repetition is not merely “doing the same thing again.” It is the child’s natural way of constructing intelligence, coordination, concentration, and inner order.

Very often, adults expect repetition to look continuous — a child sitting with the same material for 30 minutes straight. But in reality, many children revisit a material multiple times throughout the work cycle. This still reflects meaningful repetition.

A child may:
• return to a work because it provides emotional comfort or confidence
• revisit a material to perfect movement and coordination
• seek mastery of a specific concept they are internally refining
• use familiar work as a bridge before attempting something more challenging

Sometimes, what appears repetitive on the surface is actually deep developmental work happening internally.

The key for the Montessori guide is observation.

Instead of asking:
“Why are they doing this again?”

We ask:
“What developmental need is being fulfilled through this repetition?”

At the same time, repetition can also give us important information about the environment itself. If a child repeatedly cycles through only a few familiar materials while avoiding others, it may suggest:
• the child needs a new lesson or greater challenge
• the environment lacks sufficient variety or progression
• the material has become a source of security rather than exploration
• the child is tired, overstimulated, or disengaged

Montessori repetition is purposeful, not forced.
The child repeats until an inner need has been satisfied.

And once that need is fulfilled, the child naturally moves forward.

05/09/2026

✨ Great day connecting with Montessori schools in the area! 📚

We stopped by several schools to meet the amazing teachers and directors in person, and it was such a lovely experience—everyone was so welcoming, open, and excited to chat with us.

The best part? So many of them already know and love Adena Montessori! 🧡 It’s incredibly rewarding to see how our brand is known and trusted in the Montessori community, even here.

Can’t wait to keep building these connections and growing together. 💛

05/03/2026

Day 2 at the Montessori Congress just hit different, thanks to this little explorer! 🎉

Watch as she walks into our Adena Montessori booth, scans every shelf, and locks onto her favorite material like it was made just for her. She carefully carries it to the table, sits down, and dives straight into independent play — no prompts, no help, just pure, unfiltered curiosity in action. 🤩

This is the Montessori magic we live for: seeing kids lead their own learning, one hands-on activity at a time. And we’re loving that so many of our Day 1 visitors are coming back today to stock up on their Adena favorites!

Last chance to visit our booth tomorrow — don’t miss out on bringing that same spark of joy to your classroom or home! 💙

Adena Montessori

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