“New” Activities Every Day Doesn’t Work — And What Montessori Offers Instead

There is a misconception in early childhood education that educators need to plan different activities each day in order for children to learn, show progress, and meet developmental goals. On paper, this looks like “good teaching” — evidence that the educator is busy, creative, and accountable.

But here’s what actually happens when we plan new adult-led activities daily:

• Children lose autonomy over their learning.

• Activities reflect adult choices, not the child’s interests.

• There is little time to practise or master newly acquired skills.

• Children miss the joy of returning to a work and building confidence through repetition.

• Concentration is broken, rather than nurtured.

Montessori turns this thinking upside down.

The Power of the Prepared Environment

Montessori Gold Coast "The Power Of The Prepared Environment"

Instead of a rotating schedule of activities, Montessori classrooms are built around the prepared environment — a carefully designed space that respects the child’s developmental needs and invites purposeful exploration.

In a prepared environment:

• Materials are presented with care and precision, always available for the child to return to.

• Children revisit, repeat, and refine skills at their own pace.

• Independence grows as children freely choose what calls to their interest.

• Deep concentration emerges, because nothing rushes them on to “the next thing.”

Here, the adult’s role shifts. Rather than “planning” for activity, the educator prepares for the child. We observe, guide, and respond in the moment — offering lessons when readiness appears, stepping back when concentration unfolds.

Why Repetition Matters

Maria Montessori observed that children learn best through repetition. A child might polish the same brass object ten times or pour water back and forth for half an hour. To an outsider, this looks unproductive. To Montessori, it is essential practice.

Daily new activities rob children of this opportunity. They prevent children from finding their rhythm, following their curiosity, and building the inner discipline that comes from repeating and mastering a task.

The Role of the Adult

In Montessori, the adult is part of the prepared environment. That means slowing our movements, showing respect in how we handle materials, and modelling care and precision. By doing less directing and more observing, we allow children to step into the centre of their own learning journey.

Instead of “policing” behaviour or managing activities, Montessori educators spend their time in awe — watching children choose, concentrate, collaborate, and grow into confident, capable learners.

Learning Becomes Meaningful

When children can return to familiar materials, revisit unfinished work, and follow their own developmental urges, learning becomes meaningful. It’s not dictated by a linear plan but unfolds naturally, uniquely, and joyfully.

And because children are given autonomy and choice, power struggles lessen. Confidence soars. Motivation is no longer extrinsic but comes from within.

Our Montessori Difference

Children do not all learn along the same straight path — and no amount of pre-planned daily activities can predict their journey.

By embracing the prepared environment, following the child, and respecting the value of repetition, Montessori educators empower children to thrive.

In doing so, we honour Maria Montessori’s timeless insight: “The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.”

MaryAnn

This philosophy is at the heart of my book Help Me Do It For Myself. It’s a practical guide for families who want to create environments at home where children flourish through independence, repetition, and discovery. https://amzn.asia/d/bSzoB5d