Being Child-led with Montessori philosophy - finding the way to identify and assist the development of infant, toddler or child with a shared vision

 Being Child-led with Montessori philosophy - finding the way to identify and assist the development of infant, toddler or child with a shared vision

This session explores how understanding individual differences - sensory, emotional, and relational - strengthens connection, regulation, and learning for all children. Drawing on Montessori philosophy and contemporary developmental insights, participants will examine how careful observation, flexible assumptions, and thoughtful environmental design support children to engage authentically and with greater ease. Children need to be observed objectively, and for adults/environments to perhaps move from a different set of assumptions. The adult has to drop biases about how the child should experience the world, communicate, or feel emotions. 

Together, we will reflect on the role of the eight sensory systems, the importance of regulation as a foundation for learning, and how adults’ communication style, pace, and expectations shape a child’s experience. Practical, Montessori‑aligned examples will illustrate how adapting environments and interactions - rather than correcting children - supports autonomy, self‑awareness, and meaningful participation.

This session is suitable for educators, parents, and school administrators seeking to deepen their capacity to follow the child, honour individual difference, and apply Montessori principles intentionally within everyday practice.

Meet Your Host

Clare Jameson

Clare has blended her passions for education and therapy to support schools, parents, and children in their seeking of ways to find a sense of how they can hold themselves with more ease in the world.

Clare was an owner and directress for ten years of a 0-6-year-old pre-school in South Africa. On migrating to Australia, Clare was part of the Northside Montessori School for 7 years, both as a parent and as an educator in the 0-3 and 3-6 year old rooms.  In addition to Montessori training, Clare also added Psychomotor Education training into her skill base as a useful understanding of the mind/body connection. Clare trained in counselling to better understand and provide in-built responses within the school community. Consulting with other Montessori communities has been part of the sharing of these experiences to assist community responses to shifting needs and demands.

Moving into private practice has allowed the facilitation of the ‘follow the child’ ethos of Montessori philosophy to be present through child-centric approaches and modalities.  There is a fundamental difference between therapy and education….what is possible is to bridge the learning in therapy to translate into generalised application in the school room.  This can be a coordinated effort to observe and share with adults who are part of the macro support to a child. The balance to find is the acknowledgment of the presentations and capacity for the child, along with the adaptation of the environment (which includes people!) to find common goals.  Having a shared vision that has the child as the central focus usually results in positive outcomes for all.