As children move from Cycle One into Cycle Two, many parents notice a significant shift. The confident, compliant child who once seemed focused on their own work and eager to please adults may suddenly become more influenced by friends, more socially aware, and at times more uncertain. This change is not only normal — it is a vital and healthy stage of human development.

In Cycle One, children are largely egocentric. They focus on developing their own skills and independence, often working alongside others rather than with them. Social interactions are present, but they tend to be secondary to individual growth and adult approval.

Cycle Two marks an important developmental turning point. Children between the ages of six and nine become increasingly aware of others. Friendships matter. The opinions of peers begin to carry weight. Children want to belong, collaborate and compare themselves with those around them. This growing social awareness can be exciting, but it can also feel challenging.

Parents may notice children experimenting with new behaviours, adopting preferences from friends, or becoming more sensitive to how they are perceived. There may also be an increase in social conflict as play becomes more complex and children begin navigating group dynamics, often for the very first time. While this can feel unsettling — for both children and their parents — it is an essential part of learning how to live and work with others.

At school, we intentionally support this stage by fostering a strong classroom culture rooted in acceptance, empathy and belonging. Montessori Grace and Courtesy lessons help children understand their role and responsibility in creating and maintaining a community that benefits everyone. Freedom of choice remains a key element of the Montessori environment, and we support children to make choices that are kind, inclusive and supportive of our classroom community.

We also intentionally provide opportunities throughout the day for children to work and play with their ‘besties’, while gently encouraging them to step outside their comfort zones and collaborate with peers they may not naturally gravitate towards. Working with a range of classmates helps children build empathy, practise collaboration and develop confidence in themselves as capable, kind human beings.

Children are encouraged to recognise one another’s strengths, contribute meaningfully to the group, and work collaboratively. This safe and respectful environment allows children to explore ideas, take risks and develop their individuality. When conflict arises, it is viewed as a learning opportunity. Rather than solving social problems for children, we guide them to speak up, listen, negotiate, take turns and consider different perspectives. These skills take time to develop, and children will approach them at different paces — all of which is completely normal.

At home, parents can support this stage by listening carefully as children talk about their day and any concerns they may have. Gently asking questions about how they approached a problem can help build reflection and awareness. Acknowledge their attempts to manage conflict independently, even if their approach differs from what you might have done. You may also offer alternative strategies they could try in the future.

Providing a sounding board, without taking over or fixing problems for them, helps children build confidence. Encouraging them to consider another person’s perspective and to speak up for themselves respectfully supports the development of resilience and self-advocacy. A child who feels capable when navigating social challenges is less likely to fear conflict later in life.

Continuing to nurture a strong sense of self is key. By acknowledging and celebrating your child’s unique strengths and qualities, you help them grow into secure, kind and resilient young people, ready to face whatever life has in store.