Embracing the Challenges of Winter Weather: Why Dressing Skills Matter
January 19, 2015

As a mother of two young children under six, I dread cold, snowy weather because of the extra time (and sometimes tears) it takes to get my family ready in the morning. In my house, the mudroom is affectionately nicknamed “The Airlock.” A gate keeps toddlers from wandering off and dogs from stealing boots and mittens while we are trying to get ready for school. Nobody goes in or out until all dressing tasks have been completed, clothing has been stored in the appropriate places, and the floor has been dried with a child-sized yarn-mop.


However, when I was teaching a Montessori Primary class, I loved cold and snowy weather. While the salt and slush were still a headache, the act of removing cold weather gear upon arrival and suiting back up for dismissal were fantastic learning opportunities for the children. I frequently observed that new children, once they had mastered the classroom routines of dressing and undressing, seemed to suddenly acquire a sense of “belonging” in the primary environment and approached new lessons with vigor and a positive attitude.



Believe it or not, learning to get dressed is more than just a self-care skill for children. A child mastering buttons and zippers is learning an indirect lesson about mechanics. A child realizing that they have to put their snow pants on before their boots is preparing to become a logical thinker. A child reaching back to put his arm through the second sleeve of his coat is using his memory and sense of touch together to imagine the location of his sleeve in the absence visual information. This is an early form of abstract thinking!


As parents, we may be tempted to overlook self-care skills in favor of more “academic” ones related to reading, writing, and mathematics. However, what makes Montessori education truly remarkable is the recognition that a child who is striving to become independent with tasks such as dressing is actually organizing her brain in preparation for academic work. I’ve come to believe that this is one of the major reasons that Montessori children are able to enthusiastically tackle academic challenges at an age that traditional education considers preposterous.


We all want our children to acquire the skills, confidence, and pride that go along with dressing independently. Hopefully, understanding the benefits of acquiring this skill will help you embrace the extra challenges that winter weather poses to your morning routine!


As Forest Bluff School teachers, we are struck by our parent community's whole-hearted dedication to embracing Montessori principles at home. This dedication enables our students to do amazing things. Currently, our Secondary Level students are preparing to embark on a service trip to Ely, MN that includes dog sledding and winter camping. The next time you are cheering on a child who is struggling to zip their coat, remember that you are helping your child acquire the independence and confidence to participate in trips like this!


For Montessori ideas and inspiration to help you assist your child at home, visit the Aid to Life webpage. This NAMTA initiative includes information about dressing skills (included under the Independence section) as well as information about Movement, Communication, and Self Discipline. Several Forest Bluff families were kind enough to share their photos with the initiative, so as you browse the site you are likely to see some familiar faces!

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A teacher and Montessori student at Forest Bluff School in Lake Bluff, IL, shake hands.
By Alice Davidson with contributions by Margaret J. Kelley February 25, 2026
In Montessori education, we view each child as inherently capable of developing a strong sense of right and wrong. A child’s moral compass is not something we impose upon them—it is something that grows within, guided by experiences, reflection, and consistent modeling from the adults in their lives. For that moral sense to take root, children must be allowed to experience accountability for their actions. When parents shield their children from consequences or defend behavior they know is wrong, they unintentionally undermine that process, creating confusion and instability in the child’s understanding of truth, fairness, and responsibility. Many parents defend their children out of love and protectiveness. They wish to spare their child from discomfort, embarrassment, or the feeling of failure. Yet this kind of protection, though well-intentioned, teaches the opposite of what true love demands. One of the tenets of Montessori is to put children in contact with the real world in age-appropriate ways, trusting that they have the inner capabilities to grow and adapt when they have real experiences. When parents constantly justify, minimize, or excuse poor behavior, a child misses an opportunity for feedback; they learn that honesty is flexible and that integrity can be negotiated. This erodes their moral foundation and leaves them uncertain about what is right—not because they cannot feel it, but because the adults they trust most are contradicting that inner voice. In Montessori, children learn to do work and make decisions based on intrinsic, not extrinsic motivation. We trust that they have goodness inside of them, and while they absolutely need guardrails and guidelines, we can best serve them by teaching them to distinguish between their internal drives, and to take action in accordance with their conscience. Children are perceptive. They often know when they have done something wrong—whether they spoke unkindly, acted selfishly, or disrespected another. When their parents immediately defend them or blame others, the child experiences an internal conflict. On one hand, their conscience tells them they made a mistake; on the other, the parent’s response tells them they are in the right. Over time, this mismatch between inner truth and external validation creates confusion. The child begins to question their own moral instincts and may even learn to ignore the pangs of conscience altogether, relying instead on external approval to define what is acceptable. This is one of the greatest harms of over-defending a child: it separates them from their natural moral compass. When children are consistently told they are right—even when they know they are not—they start to equate love with being defended rather than being guided. They may learn that relationships are maintained through justification and blame-shifting instead of honesty and repair. Later in life, these patterns can manifest as difficulty accepting feedback, resistance to authority, or an inability to take responsibility in personal and professional relationships. In Montessori classrooms, we see accountability as a cornerstone of growth. When a child makes a mistake—perhaps they take another’s materials without asking or speak rudely to a classmate—we respond not with shame, but with calm guidance. We help the child reflect: What happened? How did this affect others? What can you do to make it right? This process nurtures empathy and clarity. It helps children see that they can correct their mistakes, that doing wrong does not make them bad, and that making amends restores both harmony and self-respect. Accepting that your child can be wrong is not a sign of parental failure—it is a sign of courage and wisdom. When you model accountability yourself, your child learns that truth is not something to be feared. They see that mistakes are part of being human, and that integrity means facing them with grace. Ultimately, allowing your child to experience and accept the consequences of their behavior builds confidence, empathy, and moral clarity. Shielding them from accountability may protect their feelings in the short term, but it confuses their conscience and weakens their inner sense of right and wrong. By guiding them lovingly toward truth and responsibility, you empower them to grow into kind, honest, and self-aware individuals—qualities that form the true foundation of a moral life.
A Montessori student at Forest Bluff School uses grammar symbols and color-coded tiles
By Margaret J. Kelley January 24, 2026
Discover how Forest Bluff School on Chicago's North Shore uses Montessori symbols to teach grammar, making language arts engaging for Primary and Elementary students.