Following the Child and Supporting Mid–Year Transitions

Truly following the child requires educators to know the individual child deeply and personally, have a strong understanding of child development, have a willingness to step outside of their comfort zone once in a while, and adapt our practices to support the growth and development of the child. The development of children is not linear, it ebbs and flows, jack-knifes from time to time(!)- and ultimately, growth differs from child to child. Whether the child is showing signs of readiness to move from the Toddler Community to the Primary Community, or from the Primary Community to the Elementary Community, it is essential to be ready to support them through this transition, especially if the signs of readiness emerge during a traditional academic school year.

Though infrequently practiced in schools, mid–year transitions allow children the opportunity (and gift!) to be in the learning space that fits their needs, according to their individual development, when the timing is right for them.  In this session, participants will:

• Explore how the transition requires communication, collaboration and partnership between the guides at the different levels, along with school administration, with the support and understanding of the child’s parents

• Analyze the observable signs of readiness which begin to emerge in the child

• Review the developmental characteristics to consider such as sensitive periods, the prepared environment and planes of development

• Receive guidance in creating an action plan to help support the child through the transition.

Sarah Fondriest 

With over 25 years of experience as a Montessori leader and educator, Sarah is committed to promoting Montessori education, supporting students and their families through the early years of childhood, and advocating for equitable, inclusive and community-based learning environments. Sarah has AMI diplomas at the Assistants to Infancy, Primary and Elementary levels, has over 15 years of teaching experience, and thirteen years as the Head of School of an AMI-recognized school which she founded in Northern Virginia in 2011. Sarah spends her days at Aidan Montessori School in Washington, DC as the Director of Admissions, has been a consultant for AMI/USA at the primary level for the past 8 years and recently established a private Montessori consulting business, along with a Montessori virtual assistant business.

Sarah relishes in the opportunity to mentor and inspire new and seasoned teachers, sharing ideas and creative strategies for improving and supporting best classroom practices, and championing the partnership between teachers and school administration. Sarah lives in Northern Virginia and enjoys the outdoors, gardening, and spending time with her two sassy, independent, and responsible elementary-aged children.