The phrase “follow the child,” used in Montessori terms, is an axiom in the truest sense of the word: it is a truth that is self-evident. Upon these three words a pedagogy was built, and this system continues to expand well past the 100th anniversary of its inception. The fact that the world continues to catch up with a model which has been established and successful for more than a century serves as confirmation of its validity. As is the case with so many concepts we encounter in Montessori education, “follow the child” exists as a literal exhortation while at the same time revealing a deeper understanding of child development. Follow the child! As teachers (and good parents), we are exhorted to dictate less information and to allow more exploration. If the child shows an interest in the sensorial materials, the adult gives a lesson! When a child asks, “How do I add these if their denominators aren’t the same?,” the teacher presents the fraction circles. Follow the interest! Follow the question! Follow the child.

In a larger sense, “follow the child” is also a reflection of two overarching themes. First, the adult’s role is one of preparation and guidance and as a facilitator of the natural process that marks each child’s development. Second, a strong measure of independence is both a more humane approach to education and a proven component of a more profound level of learning.

Following is riskier than leading. For one thing, you have to watch where you step. For the teacher, this means adopting a level of comfort with trust, yes, but a trust that is buttressed by experience. For the child, being followed also involves trust: trusting that the adult, whether parent or teacher, is there to point things out along the way, provide support in case of a stumble, and allow him or her the space to walk.