The Early Childhood leadership team talks conferences, friendship, and more!

How was your Winter Break? Any highlights? 

KIM: Winter break offered a welcome chance to slow down and reset before the next part of the school year. My family and I spent several days on the Cape. There is something very peaceful about the beach this time of year, and seeing the snow dusted across the sand was truly beautiful. 

I tackled a few home projects that had been waiting for some extra attention, which felt productive and restorative. I also spent some time reading The Lioness of Boston, a historical novel recommended by one of our teachers. Set in the late 1800s, it tells the story of Isabella Stewart Gardner and offers an interesting glimpse into Boston’s history, art, and culture. It was the perfect way to recharge before returning to school.

KRISTIN: In all my years as an educator, this winter break truly gave me the space to slow down, catch my breath, and be fully present with my family. I made time to try new recipes, host friends and family, and appreciate the hard work that leads up to winter celebrations. Even though my teenage girls are constantly busy, I could feel how much they needed the chance to slow down as well, and it felt refreshing to pause and truly enjoy that time together.

January Conferences are coming up. How do you recommend that parents approach these important meetings? 

KIM: January conferences offer the opportunity to take a moment and reflect together on your child’s journey at school. We strongly encourage families to read their child’s progress report in advance, as it provides a foundation for the conversation. Reports will be available on My Kingsley on January 28, and reviewing them ahead of time allows the conference to be a more meaningful conversation rather than an introduction to the information. 

The goal of conferences is to strengthen the partnership between home and school by bringing together the perspectives of families and teachers. These meetings are a time to celebrate growth, highlight emerging skills, and talk thoughtfully about your child’s experiences in the classroom: how they approach learning, build relationships, and navigate their day. Conferences also create space to discuss next steps and shared goals, ensuring consistency between home and school. When families come prepared with reflections, questions, and insights from home, conferences become rich, collaborative conversations.

KRISTIN: I have always found that conferences are most successful when they are viewed as a conversation. I recommend heading into your conferences with curiosity, openness, and a collaborative mindset. When families and teachers approach conferences in partnership, the student is the one who benefits the most.

There are wonderful teachers at all types of schools in the Boston area. In your opinion, why are Kingsley teachers the best of the best? 

KIM: In my opinion, what sets Kingsley teachers apart is the combination of their dedication, expertise, and genuine joy in working with children. I have been deeply impressed with Kingsley's teachers since my very first visit to campus during the interview process, and that admiration has only grown. Their commitment to children is evident in every classroom.

Kingsley teachers are Montessori-trained professionals with a deep understanding of early childhood development. They are experts at observing children closely, understanding where each child is developmentally, and thoughtfully guiding them forward. This expertise allows them to balance academic rigor with social and emotional growth, honoring each child’s individual timeline while maintaining high expectations and a carefully prepared environment.

Just as importantly, Kingsley teachers bring warmth, curiosity, and joy into the classroom every day. They build strong relationships with children, families, and colleagues, creating classrooms where children feel safe, respected, and excited to learn. It is this blend of professionalism, Montessori expertise, and genuine love for children that makes Kingsley teachers truly the best of the best.

KRISTIN: When I consider what truly sets us apart from our neighborhood schools, I am inspired by the professionalism, expertise, and passion our educators bring each day. Additionally, I think our teachers stand out for their intentional collaboration with one another, with families, and most importantly, with their students. In a carefully prepared environment rooted in care and high expectations, they nurture the whole child, empowering each student to grow with confidence, curiosity, and a lifelong love of learning.

Talk to us about friendship. How important are friendships in the early childhood years? In what way does a Montessori classroom help facilitate essential social development?

KIM: Friendship is an important and evolving part of early childhood, though it often looks different from adult ideas of friendship. For young children, relationships are typically based on shared activity and proximity rather than long-term emotional bonds. A “friend” might be someone they are working near or choosing to play alongside. This is developmentally appropriate and meaningful. These early interactions allow children to practice essential social skills such as turn-taking, communication, empathy, and problem-solving.

As children approach ages four to six, friendships begin to take on greater significance. Children develop a stronger sense of self and a growing awareness of others, leading to more intentional relationships. They may seek out preferred peers and begin to explore ideas such as fairness, cooperation, and caring for others. 

KRISTIN: Around the age of five, you may start to see shifts in friendship language. Children may say “you’re not my friend anymore,” and then be the best of friends an hour later. This is developmentally appropriate and healthy. Friendships at this age shift and change, and they provide an important context for continued social and emotional growth.

Friendships in early childhood are not just “nice to have,” they are essential. Montessori classrooms support this by honoring children as capable social beings: giving them time, space, and guidance to learn how to live in community. Being in a multi-age classroom lends itself to so many benefits. Younger children learn by observing older peers and older children develop leadership, empathy, and patience.

KIM: Montessori classrooms are thoughtfully designed to support social development. Children learn within a calm, structured environment that emphasizes respect, independence, and collaboration. Unlike a traditional classroom where students are stationary at a desk or table, our students physically move through their work cycle and make choices about working with or next to others. 

Grace and courtesy lessons explicitly teach children how to greet one another, ask for help, resolve conflicts, and care for their community. Teachers observe closely and offer guidance and language when needed, while allowing children the space to practice and strengthen these skills in authentic, meaningful ways.

We hear a lot in the news about rising anxiety levels in children and teens. Is anxiety something to be mindful of in early childhood? What resources does Kingsley provide for families who are “worried about the worries”? 

KIM: In the early childhood years, anxiety often looks different than it does in older children. One of Kingsley’s greatest strengths is our deeply relational, one-to-one approach. Teachers and administrators truly know each child, academically, socially, and emotionally. Because teachers observe children closely every day, they are often the first to notice subtle shifts and can partner with families early, before worries grow. Families are always encouraged to reach out for casual check-ins, whether that is with classroom teachers, myself, Kristin, Julie (Director of Student Life), Emily (School Counselor), Allie (School Nurse), or another trusted member of our team. There is no “right” entry point—we want families to feel comfortable starting conversations wherever they feel most supported.

KRISTIN: I think it’s important to be mindful of anxiety in early childhood, but it really helps to look at it through a developmental lens. Feeling worried, scared, or uncertain is a normal part of growing up. I agree with Kim that our students aren’t alone—we have so many support systems in place at Kingsley. Those supports are not just for students, but for families as a whole as they ride the ups and downs of these big emotions together.

MEET THE WRITERS:

Kim Barrett is Kingsley's Director of Early Childhood. She has a Master’s in Early Childhood Education from Lesley University and over 20 years of experience in early childhood education and nonprofit leadership. She has an exceptional knowledge of early childhood development, strong supervisory skills to support the growth of teachers, and a successful history of fostering a positive school culture. 

Kristin Black is Kingsley's Assistant Director of Early Childhood Education. She holds multiple degrees in Special Education and Elementary Education with a focus on reading. She has over 20 years of experience in early childhood through middle school education, specializing in social-emotional learning and family engagement. She has worked in both independent and public schools, and is passionate about building strong partnerships and creating nurturing, enriching environments where children thrive.