"The goal of early childhood education should be to activate the child's own natural desire to learn". Maria Montessori
Monday, Wednesday, and Friday 9:00 - 11:30
Tuesday and Thursday 9-11:30
At no other time is there as an intensive growth as can be seen in the child
from birth to 3 years. During this time they are acquiring information in
leaps and bounds. The two streams of energy, one of the body, the other
of the mind, are growing separately but must learn to work in concert;
each profoundly impacting the other. Special attention must be given to
the child of this age in order to support their unique developmental needs.
We offer a two or three day a week toddler program.
There are 8-10 children for 1 teacher and 1 assistant, and the day is
2.5 hours long to help her adjust to a new environment.
There are three main areas in the Montessori toddler classroom that aid
the child’s progression: practical life, language, and movement.
• Practical life materials are everything that will allow the child to
adapt to gain independence; care for person (ex. the button frame),
care for environment (ex. table scrubbing), grace and courtesy
(ex. how to shake hands).
• Language is given orally through the naming of objects,
telling stories and singing songs.
• Movement includes large muscle activities (ex, carring a tray, walking
around a rug, running, jumping) and eye-hand coordination materials
(ex. puzzles, box gradations, manipulatives).
Morning session - 8:45-11:45
Afternoon session - 12:15 – 3:15
The class meets Monday through Friday
(This is in accordance with traditional Montessori principals. The
continuity of this schedule allows the child to feel secure and produces
less anxiety and confusion than a school-home-school schedule.)
A Montessori environment is comprised of specific didactic materials that
help the child learn by inviting them to discover, draw conclusions,
see parallels and generalize information. The beauty and aesthetic nature
of the materials ensures repetition from the child, allowing her to establish
order, discipline, and motivation. Each child is free to work undisturbed and
without unnecessary interference from adults. Concentration is a must for any
true learning to occur. The children work at their own pace, individually or
in small groups, on projects of their own choosing with the guidance from
the teacher. This not only motivates the child but allows her to obtain her
own “flow” with the materials and helps her integrate information at a much
deeper level than information merely imparted from the teacher to the child does.
By using specially designed materials and equipment the child is able to foster
her own natural desire to learn, which manifests itself at a surprisingly early age.
There are 25-28 children for 1 teacher and 2 assistants, and the day is
3 hours long to ensure a full work cycle.
The typical daily routine begins with a hand shake and greeting from a teacher as the child walks up the steps. The child will then check their work folder to see if there are any projects from the day before to be completed. He or she will begin to move throughout their work cycle, touching base with the teacher as needed. This includes individual, partner, and small group time. Towards the end of the day a bell rings to indicate it is time to check the job chart and gather for large group circle. Each child is responsible for the care of their environment and when their name is on the job chart they have additional duties such as making sure the rugs are rolled up properly or collecting hand towels from the bathroom to be washed. Large group circle gives the class time to come together as a whole. This is when a teacher may give a lesson on a classroom work, discuss an aspect of the culture they are learning, or sing a new song. The group is then divided and half goes downstairs for large motor play while the other group continues on circle. A new poem may be introduced, a book read, or music/games played. The groups then exchange. The children reconvene in a large group and are dismissed individually. There are five main areas in the Montessori 3-6 classroom that aid the child’s physical and intellectual growth: practical life, sensorial area, language, mathematics, and the cultural/science/arts.
• Practical life exercises are the starting point for any child new to the Montessori environment because they are designed to allow the child to participate more fully in life and they are the direct link to the home environment. The care of self and the care of environment exercises (ex. spooning, pouring, buttoning, table scrubbing) help the child’s voluntary movement while developing concentration, and sequencing and independence.
• Sensorial experiences help the child classify impressions gained duringthe first three years of life, and to allow the child to take her knowledge onestep further to finer sensorial distinctions. The materials isolate a particularquality in the environment and make it concrete for the child. They alsohelp the child create a classification system in which she can organizeinformation (ex. the child absorbs the decimal system and its relationalsize by first working with the pink tower and learning about large andsmall relationships).
• Language is the foundation of the classroom It helps the child expand her vocabulary by giving names to all of the materials in environments and their various attributes (ex. the pink tower: large, larger. largest, small, smaller, smallest; the tasting jars: bitter, sweet, salty, sour). Poetry and stories are important to share not only for their and informative substance but so the child can hear the natural rhythm of her own language.Self-expression is cultivated, showing that the child is able to analyze events that happen outside her psyche, take it in and then express how she feels about it.
• The cultural/science/arts areas expand the child’s horizons, takingher to different times and cultures. Here the child learns that she isinterconnected to the world and its peoples. The child also learns aboutbotany, zoology, etc. and physical and non-physical properties. Creativeexpressive media of the arts has no boundaries so she is free to get intouch with her creative energies that are guided by her soul.
Extended Day Program
The extended day year is the flagship of the 3-6 program. As the child enters
the third or fourth year of the Montessori program he or she stays an additional two
hours to work with his/her same-age peers in the extended day classroom.
Although some parents choose to repeat this year due to the child’s age,
typically this is the child’s kindergarten year and she/she will move directly
into first grade at your private, public, or Montessori elementary
school of choice.
The extended day room is equipped much like the 3-6 room but geared more
towards the needs of the older child. During this age the focus shifts from
individual to group work, longer projects, and more abstract concepts.