Toddlers, Joy, and Self-Mastery

“Recognizing the merits of the child does not diminish the authority of the father and the mother for when they come to realize that they are not the constructors, but merely the helpers of this construction, then they will be able to do their duty better; they will help the child with a greater vision.”  

Maria Montessori, The Absorbent Mind 

This time of year, in the toddler environment, is truly my favorite. After weeks of careful guidance and consistent routines, the children begin to settle into what Dr. Montessori called normalization, the state in which the child demonstrates inner discipline, love of order, concentration, and joy in purposeful activity. It is during this stage that we see the fruits of our early efforts in helping the toddlers adapt to the rhythms and expectations of the classroom. 

At this point in the year, the toddlers are not only familiar with the materials and routines, but they also begin to engage with their environment in deeper, more intentional ways. Their capacity for focused work expands, and with that, we see the blossoming of genuine independence. One of the most delightful moments is witnessing a child complete a task: pouring water, opening a lock, or zipping up their coat, and joyfully proclaiming, “I did it!” 

These spontaneous declarations are far more than cute expressions; they are profound indicators of internal growth. The pride in their voices reflects the joy of self-mastery, a core principle in Montessori education. The classroom is designed precisely to support this kind of discovery, where children can engage in real, meaningful tasks that build both skill and confidence. 

It often feels like watching popcorn in a popper: suddenly, across the room, children begin independently achieving and celebrating their accomplishments. This “popping” is not chaotic, but rather a beautiful unfolding of human potential. It’s in these moments that the purpose of our work becomes so visible and rewarding. We are not just teaching children to do things—we are helping them realize what they are capable of doing on their own. And that realization is powerful. 

Nora Shuart-Faris, Head of School