Summertime: Keeping Young Minds Engaged

Learning continues all summer. Growing and progressing through milestones is a beautiful, continuous journey, and summer is a special opportunity to discover with longer daylight hours. Wheaton Montessori School’s expert teachers and assistants run summer camps for 10 weeks each summer. They provide suggestions to keep your child engaged and curious about their world during the summer if you are taking some weeks off.

Following the Child to Support Self-Construction

Often, Montessori myths point adults towards following a child means letting them do whatever they want, when they want, or avoiding learning and doing things by choice as well. Instead, authentic Montessori teachers are highly specialized in understanding each child in terms of their developmental characteristics, how each learns best, and sparking interest in every life aspect over time.

If you are taking portions of the summer off and you aren’t sure where to start, look at which milestones they have recently achieved, and which ones are coming next. Are they full of pre-reading skills and ready to explode into fluency? Do they always want to be with their friends? Do they like to move their bodies a lot, or are they more likely to curl up in a quiet corner? Are they more interested in independent or cooperative work/play? Are they focused on precision and order, or do they seem constantly sprawled out over a large area? Pay attention to the types of activities your child gravitates toward naturally.

Much of a child's inclinations relate to their age and developmental stage. Observe in our classrooms, and you’ll notice the variety of choices within the structured communities that support children in their self-construction, the real work of growing.

Making Memories

Whether you’re home all day or working extra hours, there are plenty of ways to make important connections. Children don’t need grand gestures or expensive vacations to look back fondly on their summers. “Special time” is less about what you do and all about joining your children for short periods in their work/play/self-construction.

A few ideas to get you started:

Plant a garden - even a mini container garden will do - and tend to do it together daily. Notice the changes not only in the plants but in the creatures that begin to interact with them.
Sing songs together.
Cook together and involve your child in as many of the steps as is developmentally appropriate. There are endless practical life and math and language skills to be gained in the kitchen.
Eat outside on the patio or have a picnic
Invite family or friends to come over

Give plenty of time for play as the child’s work

At Wheaton Montessori School, play occurs all the time, indoors and outside. We spend more time outdoors in the summer, but we go outside all year round. Ideally, play involves time socializing with mixed age groups with as much freedom as each child can handle and just the right amount of supervision for each child to be their best selves. This doesn’t mean that every altercation must be prevented, but that each child has the support, modeling, and guidance necessary to continue to improve in social interactions. For example, as our young students get curious about cooperative play after years of side-by-side play, our highly specialized teachers provide grace and courtesy lessons to reference back to as sharing becomes challenging.

Because children develop, grow, and mature through play, we call every activity at school work. Children’s work (play) develops connections with others, problem-solving skills, motor skills, and essential language skills.

Time Outdoors

This will look different for every family, but everyone benefits from daily time spent in natural spaces.

Swimming - What more can we say about this? Learning to swim keeps kids safe and is an essential life skill. The 8:20 a.m. swim lessons at Northside in Wheaton, IL, are perfectly paired with our 9:00 am summer camp start times. Once they get moving in the water with great instructors, they’ll warm up, and you’ll see the progress that daily attendance offers.

Your Yard - We mentioned gardening above; planting things that need daily care is one way to get outdoors. It can also be nice to encourage unstructured playtime outdoors. You might set up a sprinkler for kids to run through, or take out some bubbles or sports equipment. But you might also just let them figure out what to do on their own.

Bike and Scooter - These skills empower your children and are fun. If you are experiencing challenges getting your child to successfully ride without training wheels, reach out to me, Rebecca, for tips.

Hiking - Looking to revisiting an old hobby or start a new one with your child? Hiking is a great activity with lots of health benefits that can be done pretty much anywhere. Whether you have access to mountains or you take a historic walk through a dense urban center, hiking creates endless learning opportunities as well.

Local Parks- Your child might enjoy playing on a playground, running around in an open field, or maybe climbing a tree or two. Just being in green spaces is highly beneficial for kids physically, mentally, and emotionally. (Plus, all that spent energy might mean a good night’s sleep!)

State and National Parks - Larger parks offer different opportunities. Some may have kiosks that explain the unique features of the park, or even guide visitors toward points of interest. These are the types of places that families can visit again and again, discovering new things each time.

Incorporate Reading

We encourage all families to provide free time for reading in their daily schedules. A quick list of ideas:

Go to the library once each week
Read bedtime stories together (even with your teens!)
Use those hot, quiet, early afternoon hours as a time for everyone to rest with a book
Let your child see you reading for pleasure
Listen to audiobooks at home or in the car
Read a book that was made into a movie - then watch the movie together!
Don't forget to re-read favorites!

All books are worthy. Don't feel frustrated if your child only reads graphic novels or only wants to re-read the same book!

Chores and Meal Prep

You know how much your child loves the food work at school. Incorporate this at home, too! Tips include- use real tools which are child-sized, allow it to look like they did it, and incorporate clean-up time as part of the activity.

If you find that you are leaning too heavily on screen time, even at educational sites, send us an email at discover@wheatonmontessori.org to see if we have a space for your child to join our summer camps! We keep all of this going year-round.

We invite current primary and elementary families to enroll in a summer camp session, or all four sessions, by sending an email to discover@wheatonmontessori.org. These summer camps continue the lessons and the emotional atmosphere with your teachers, while also incorporating fun, themed activities for each week.

Hopefully, this article has given you a few new ideas to try together this summer. Did we miss anything? Do you have more you would add to the list? Let us know!

We love sharing insights and ideas about supporting children! And often watching your children in our classrooms refreshes your confidence that you are doing enough, you are enough, and your children are loved!

Classroom observations will conclude on May 9. We encourage our primary and elementary families to schedule their observations by then, if you haven’t done so already, by clicking on the links below.

Adolescent Community Classroom Observation

Ms. Searcy’s Upper Elementary Classroom Observation

Mrs. Fortun’s Lower Elementary Classroom Observation

Mrs. Mayhugh’s Lower Elementary Classroom Observation

Mrs. Berdick’s Primary Classroom Observation

Mrs. McClelland's Primary Classroom Observation

Ms. Chiste’s Primary Classroom Observation

Mrs. Rogers’s Primary Classroom Observation

Prospective families with toddlers and children under 4 are encouraged to sign up for a school tour to explore the advantages of our Primary Program, which lays the essential foundation for our Elementary and Adolescent Community Programs*. Prospective families who are enrolled in the 2025-2026 School Year are welcome to sign up for Wheaton Montessori School summer camps.

Open enrollment for summer and fall 2025 will be throughout April and is based on availability for eligible early childhood students. There are limited spots available for new children aged 4 and under for the upcoming summer.

* Individual school tours for kindergarten through 9^th grade are not available, and the waitlist remains closed for the 2025-2026 School Year. The only exception is considered for students transferring from AMI-accredited Montessori schools that have maintained continuous attendance.

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Understanding the Absorbent Mind

By Rebecca Lingo • January 26, 2026

Learn how the Montessori Absorbent Mind empowers young children to effortlessly absorb language, culture, and behavior, and how parents can nurture it.

Freedom and Responsibility in the Elementary Classroom

By Suzanna Mayhugh, Lower Elementary Teacher • January 19, 2026

Montessori Mayhem? Pint-Sized Pandemonium? When I give tours of the Elementary classrooms or welcome new parents to the Elementary program at Wheaton Montessori School, some parents believe that students are allowed complete freedom, as if the classrooms are a beautiful den of chaos and anarchy. Indeed, this is one of the biggest misconceptions about Montessori education. (The biggest misconception being, in my experience, that Montessori isn’t “real world” education. But as we say in our lessons, “That’s a story for another day.”) While Montessori classrooms DO give children the freedoms they require and deserve, it’s not an unlimited free-for-all with an adult watching from an observation chair! Freedom is always balanced with responsibility, to oneself and to the community. These values, freedom and responsibility, are essential for creating a happy, busy, humming classroom where children thrive. What Does Freedom Mean in Our Classroom? “Freedom” in the classroom means that students are encouraged to make choices about their learning. Just as in our Primary classrooms at Wheaton Montessori School, students are free to choose their work, their seat, and their work partners. They are free to move about the classroom and do not need to raise their hands to visit the restroom, get a drink of water, or ask a question. Let’s look at a few of these freedoms more closely. Students are Free to Choose Their Work. For example, they may choose which book to read, choose a work partner to research a chosen topic, or practice a tricky bit of a lesson over and over. They are also able to choose how they will show their understanding. They might present their understanding through a poster, a diorama, a model, a handmade book, or an enormous amount of cardboard and hot glue. These choices empower students to take charge of their education and express themselves in ways that suit their interests and strengths, something a standardized test or a worksheet can never do. However, freedom in the classroom ALWAYS has limits. For example, students are free to choose their work, but choosing NOT to work is not an option. They are free to choose their work from the lessons that have been presented to them. While students may choose their reading material, it must be appropriate for their reading level and classroom guidelines. When students select a partner, they must do so respectfully and inclusively. When students create projects and work output, they must do so with care, make proper use of materials, and in a way that shows what they understand about their topic. Additionally, these choices should never disrupt their own learning and construction, or that of their peers. The Role of Responsibility In a true Montessori classroom, freedom comes with responsibility. And that responsibility can sometimes be uncomfortable at first. Students are expected to care for classroom materials, such as returning books and lesson materials to the shelf, taking part in classroom jobs, keeping a record of their work in their work journals, and handling art supplies properly. They are responsible for practicing their lessons and completing chosen follow-up work, listening attentively during lessons or when a classmate is sharing a presentation or thought, and helping classmates when needed and available. A student is not free to use materials in a way that damages or wastes the classroom supplies or puts anyone in harm’s way. Freedom within our classroom never allows for harming oneself, others, or the classroom materials. Healthy boundaries, limits, and structures are consistently communicated in advance with clarity and respect, ensuring practicality and alignment within the community. Classroom expectations and rules are collaboratively developed and agreed upon by the community. In order to foster a positive learning environment, both students and teachers are expected to adhere to the shared expectations and responsibilities. When necessary, the classroom adult will address students and reiterate expectations and boundaries in a firm yet considerate manner. This balanced approach is effective only when maintained consistently throughout each day. What Might it Look Like When the Balance Needs to Shift? The adults in the classroom are constantly observing the children to be sure that each child has as much freedom as they are ready for, providing them space, room, and opportunities to show their strengths, and make their own choices throughout the day. When that freedom is too much, a teacher might need to provide more lessons in how to use materials that have been damaged or used improperly, limit work partner choices, or have a student sit with the teacher while they practice lessons or work with precious art materials. The adults will be watching for the perfect moment to allow the child increased freedom within the classroom, and within the limits of the understood responsibilities. How Freedom and Responsibility Work Together Finding the right mix of freedom and responsibility is something we work on together every day in our classroom. Montessori teachers are specially trained to guide this balance, helping students practice important skills like making good choices, solving problems, and learning self-control. When children are trusted to make decisions, they also learn to take responsibility for those choices. Experiencing the natural consequences of their actions helps them become kind, thoughtful, and capable members of their community who understand how their choices affect others. What Does This Have to Do with Parents? Your support at home makes a big difference. By working together, we can help your child thrive both at school and at home. Encouraging your child to take responsibility for their actions and decisions reinforces what they learn in class. Yes, it can be uncomfortable, but it is necessary. It also becomes easier, more comfortable, and needs to be practiced less often when practiced consistently (like most things!). This supportive consistency across settings, at home and at school, helps children feel confident, cared for, and increasingly independent.