In this interview, Emily Hegman founder of "Second Story Montessori", a micro-Montessori program run out of her home, shares insights into the Montessori method and preschool education, her passion for fostering independence and confidence in young learners, and the joy she finds in shaping the lives of her students—including my son, Bard!
My four-year old has been attending Emily's program since Januray 2024. In that time, we have seen so much growth in his developement, which we attribute, in large part, to Second Story Montessori's multi-age classroom, the nurturing environment Emily has created, and the purposeful, hands-on learning that is the signature of the Montessori method.
With that, let's get into the interview!
Would you start by sharing about who you are and what you do?
My name is Emily, and I am an American Montessori Society Certified teacher. I have been working with children in some capacity for over 15 years, and I've been teaching in Montessori for over six years. I want to do nothing else.
You currently run a micro Montessori program "Second Story Montessori" out of your home. Could you please share how Second Story Montessori come to be?
Yes! I am truly living out my dream. I’ve been building classrooms in my house since I was three, and now, with Second Story Montessori, I have the incredible opportunity to blend my passion for Montessori with my love for creating safe, purposeful learning spaces. Second Story Montessori was born out of a desire to serve local families by offering a warm, part-time in-home program where children can ease into education in a nurturing environment. It has been an absolute joy to see the children grow and progress throughout the year. One of the things I love most about this micro-school model is the ability to give my full attention to each child, meeting them where they are and guiding them as they build confidence and independence.
How many children are you teaching in this classroom?
Currently, the ratio of this classroom is myself and five children, but I have hopes to expand and offer a few more spaces in the near future!
The environment is designed to support children around the ages of three through six years old, or through the kindergarten year.
What are some common concerns parents might have? and for those that may not be familiar, can you explain the unique benefits of the mixed age classroom of a Montessori program? How is the classroom set up to support children at the various stages of their development. A lot goes on between 2 and 6 years!
When parents first hear about the wide age range in a Montessori classroom, they sometimes worry that their child won’t have enough companionship. However, in my experience, not just in this setting but in other multi-age preschool programs as well, this is simply not the case. In fact, the mixed-age structure is one of Montessori’s greatest strengths.
In a multi-age classroom, the youngest children absorb what the older ones are doing, while the oldest naturally take on the role of mentors and guides. The younger children bring fresh energy and curiosity, while the older ones, having grown in the environment, gain confidence and a sense of responsibility by modeling for their peers. By the time a child reaches five or six, they are often eager for leadership roles, and the classroom gives them a natural opportunity to step into that. It’s a beautifully balanced dynamic, almost like a terrarium, where each child plays a role in maintaining a thriving, interconnected learning environment.
This setup also provides ample opportunities for children to explore their own interests and learn social skills organically. Through daily interactions, they practice patience, communication, and collaboration. And because grace and courtesy are core tenets of Montessori, children are consistently guided in how to treat one another with kindness and respect. The result is a classroom where learning is not just academic but deeply social and emotional. It’s a place where children develop confidence, empathy, and a strong sense of community.
In what ways do you bring lessons of grace and courtesy into the classroom and what do you hope goes home with your students?
It’s important to me that the lessons we learn in the classroom extend beyond these walls and into the real world. That’s a core tenet of Montessori - instilling a love of learning that transcends the classroom and helping children grow into global citizens. My hope is that they carry what they learn here (kindness, patience, and respect) into every space they enter, building on it as they grow.
As a Montessori educator, I’ve had the privilege of learning from incredible mentors, and the ones I admire most are those who prioritize kindness and compassion. Yes, we focus on academics (language, literacy, math) but I see education as a pyramid. While academics are essential, they form the smallest piece at the top. The foundation, the largest and most important part, is the development of fundamental human skills - the ability to interact with others with kindness and respect.
These values are not just taught; they are modeled daily. Through patience, grace, and intentional guidance, we weave lessons of Grace and Courtesy into every interaction, making them an integral part of our curriculum. My hope is that when children leave this space, they take those lessons with them, carrying forward a sense of empathy and connection to the world around them.
What other lessons do you teach here at Second Story Montessori? And can you explain why the lessons in Montessori are called "work"?
Dr. Montessori observed that play is the child’s work. While adults often see play as just a fun or a randomized activity, Dr. Montessori observed that children engage in play with deep focus, intention, and commitment, just like we approach our own work as adults. Through this process, they build confidence, independence, and a deeper understanding of the world around them.
In Montessori, we call activities “work” to honor the importance of what children are doing. Their work isn’t just random or busywork, it's meaningful, self-directed learning that helps them develop essential skills. Whether they’re pouring water, sorting objects, or carefully arranging materials, each task serves a purpose. And just as we protect a worker’s ability to focus, we protect the child’s ability to immerse themselves in their work, respecting their concentration and process.
In Montessori there are different types of work. Can you talk about Practical Life? This is my son's favorite! And, of course, the other types of work the children engage in here.
Yes! This program offers the full range of the Montessori curriculum, which includes five main areas: Practical Life, Sensorial, Cultural Studies, Math, and Language. Art and Music are also woven into our daily experiences. Every material in the classroom is thoughtfully prepared to meet the needs and interests of the children, supporting their development in meaningful ways.
Practical Life, as the name suggests, is all about preparing children for real life. The materials and activities in this area are designed to strengthen the hand and refine coordination - skills that indirectly prepare children for writing while also building independence, concentration, and a sense of order. Much of the work in this area focuses on fine motor development, helping children gain confidence in their ability to complete everyday tasks.
One of the most beautiful aspects of Practical Life is that it extends beyond the work on the shelves. It naturally flows into the rhythms of daily life, including self-care, caring for others, and caring for the environment. Children practice everything from washing hands and using a tissue to greeting others politely, cleaning up after themselves, and tending to their space. These lessons of "Grace and Courtesy" are foundational to the Montessori pedagogy, helping children navigate life and social interactions with kindness, awareness, and respect.
I love that the children are taught to taking care of thier space at such a young age. This is something that is lacking in most public school classrooms. I can think of a couple of public school open houses and parenting teacher conferences, where you looking at the inside of your child's desk, and it is appalling. My forth grader is so meticulous, everything is completely ordered and clean. But another child of mine? Not so much.
It’s interesting because our external space often reflects our internal world, but not for everyone! Some people thrive in structure and organization, while others function best in a more free-flowing environment. Dr. Montessori observed that children between the ages of three and six go through a "sensitive period for order," meaning they are naturally drawn to structure and routine. The Montessori classroom is designed to nurture this, not to force a rigid sense of organization, but to create an environment where all children, whether naturally tidy or more free-spirited, can thrive.
By offering a well-prepared, ordered environment, we give children a solid foundation for independence. The materials are carefully designed to invite engagement, encourage responsibility, and support different learning styles. Whether a child prefers everything in its place or works best with a bit of creative chaos, Montessori provides the structure they need to grow in their own way.
That makes sense to me because that is the way that I learn. That is why so many of the lessons are hands-on?
Exactly! The brain absorbs lessons best through the hands. Dr. Montessori put it simply: "What the hand does, the mind remembers."
Most people learn best through hands-on interaction, which is why Montessori materials are designed to be inviting and tactile. We want children to be drawn to the work, to touch it, manipulate it, and explore it in a way that leads to deep, meaningful learning. Through sensorial exploration, children develop a concrete understanding of concepts before moving into more abstract thinking.
There are authentic Montessori materials that are always present in the classroom, and children approach them when they’re ready. At the same time, the Montessori teacher carefully observes the group and brings in additional work tailored to their interests and developmental needs. It’s a blend of structure and flexibility - a balance that allows each child to learn in the way that suits them best.
Second Story Montessori was birthed shortly after your son, and he wil be attending the program you have designed next year! That is so cool!
How has your own motherhood experience informed the space you have curated this educational space and the way that you interact with your students in the classroom?
Absolutely! Second Story Montessori has been a labor of love - one that was deeply influenced by my journey into motherhood. This space is a reflection of the kind of learning environment I would want my own son to thrive in: one that nurtures independence, fosters a love of learning, and builds confidence.
Of course, I don’t believe I’m the only one who could provide this for him, but I feel incredibly grateful to have the training, the passion, and now the space to create it - not just for him, but for all the children who come through the door. Knowing that I get to offer this experience to other families as well makes it all the more meaningful.
We have definietly seen our son grow in independence and confidence through your program and are so grateful. We see so much of the lessons he has learned with you brought home. It is little things like helping to bring utensiles and food to the table (he is so careful!) or his eagerness to help out around the house.
That makes me so happy to hear! Beyond providing a safe and nurturing space, my ultimate goal is for what we learn here to extend beyond our cozy little classroom and into everyday life. Knowing that he’s truly absorbing these lessons and building confidence is the best kind of feedback.
It’s been wonderful to watch his growth! I remember when he wouldn’t approach the Sensorial work on his own - he’d always wait until another child was with him. Now, not only is he engaging with it independently, but he’s also inviting others to join him! That’s exactly what we hope to see as parents and educators - children developing confidence in their own work while also building connections with those around them!
Ways to get in touch with Emily:
Instagram: @secondstorymontesori
Montessori Curious?
I loved this Podcast Edpisode about the life of Maria Montessori.
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