Observing First: What the First Weeks of School Can Teach Us About Meeting Children Where They Are
· By Torii Carpenter and Kirsti Forrest · 5 min read
Observing First: What the First Weeks of School Can Teach Us About Meeting Children Where They Are
The first few weeks of a new school year are full of observation. Children are learning new rhythms, getting to know their teachers and classmates, exploring the classroom and outdoor spaces, and becoming familiar with new routines.
We at Spicebush are learning too! We notice what draws each child in, where they feel comfortable, what feels difficult, and what helps them settle into their day.
Families may notice changes at home too. Children might be more tired, have bigger feelings at drop-off, or need extra connection at the end of the day. These experiences give us useful information as we all get to know one another.
The beginning of the year is a good time to return to one of the foundations of Montessori education: before we decide what a child needs or how we can help, we observe.
Observation Is Part of Our Montessori Roots
Dr. Maria Montessori developed her educational approach through careful observation of children. She paid attention to their concentration, movement, interests, relationships, repetition, and growing independence. What she observed helped shape the environment and the role of the adult within it.
Observation remains central to what we do at Spicebush.
During these first weeks, we are learning who likes to watch before joining, who jumps right into Practical Life work, who seeks movement, who is drawn toward friends, and who needs more time to feel comfortable in a new space.
We are also learning how each child lets us know when something is difficult. That information takes time.
A New School Year Is a Lot to Take In
Think about everything a three-to-six-year-old may be managing at the beginning of school: new people, routines, expectations, sounds, spaces, transitions, and time away from home.
That is a lot of work for a young brain and body.
Self-regulation skills, including managing emotions, shifting attention, handling transitions, and controlling impulses, are still developing throughout early childhood. Research also reminds us that children develop these skills through practice, relationships, and supportive environments.
At Spicebush, we may support a child by staying close during a difficult transition, giving a reminder about what comes next, using fewer words, offering a quieter space, providing movement, or simply being a calm and predictable presence.
We call this co-regulation, and observation helps us understand what kind of support a particular child needs.
Children Adjust in Different Ways
There is no single right way to begin a school year.
Some children walk through the door ready to explore. Others spend time watching before participating. Some immediately look for friends, while others first find comfort in a familiar activity or relationship with an adult.
Children also experience sensory input, communication, movement, and social expectations differently. One child may love the energy of a busy room while another finds it overwhelming. One may quickly process spoken directions while another benefits from more time, visual support, or another way to communicate.
At Spicebush, these differences are expected parts of our community. We want to understand how each child learns, communicates, participates, and feels secure.
That is one reason we try not to make big conclusions from one difficult morning or afternoon. We look for patterns and give children time to show us who they are.
Families Are Part of the Observation Too
You see parts of your child that we do not, just as we see parts of their school day that families do not.
During these first weeks, notice what your child talks about, what appears in their play, and any changes in sleep, energy, appetite, or emotional needs. Those observations can help us understand the whole child.
When something feels difficult, it can be helpful to wonder:
What has my child been managing today?
Is this a new skill or routine?
Could tiredness, sensory input, communication, or a transition be playing a role?
What seems to help my child feel settled?
Is there something I am noticing that would be helpful for Spicebush to know?
The first few weeks of school give us a beginning, not the whole picture.
At Spicebush, we are watching friendships form, routines become familiar, interests emerge, and confidence grow. Most importantly, we are taking the time to get to know each child.
Montessori taught us to begin by observing.
From there, we can meet children where they are and help them grow from that place.
Interested in learning more? Check out these titles:
Montessori, Maria. The Montessori Method. 1912.
Montessori, Maria. The Discovery of the Child.
Center on the Developing Child at Harvard University. “A Guide to Executive Function.”
National Association for the Education of Young Children. “Developmentally Appropriate Practice Position Statement.” 2020.
Rosanbalm, Katie D., and Desiree W. Murray. “Promoting Self-Regulation in the First Five Years” and “Caregiver Co-Regulation Across Development.” U.S. Department of Health and Human Services, 2017.