The youngest
are provided with role models and the
older children are given opportunity for
leadership and social responsibility.
Older children spontaneously help the
younger ones and thus reinforce their own
learning. Children may stay with the same
teacher for several years. This promotes
depth of relationship and rapid continuing
growth. The child can readily reach goals
and the teacher can have confidence in the
child's natural rhythm of development.
Grouping the classroom with children of
mixed ages takes on the characteristics of
a close-knit family.
Introductory School
A Montessori toddler environment can be
considered an adapting continuum between
two basic needs of the developing toddler.
One is the bonded relationship between
adult and child, while the other is
support for a growing sense of self and
independence. The prepared
environment is characterized by order,
simplicity, and beauty which meet the
needs of the child. The child is
gradually introduced into the curricular
areas of Practical Life, Sensorial, Math,
and Language. Introductory classes
attend music and visit the library once a
week.
Lower School
The preschool child works in the five
major areas to learn about his or her
world:
Practical Life, Cultural, Sensorial, Math
and Language. Dr. Montessori and
other researchers have emphasized the
importance of the periods of the child's
natural sensitivity to specific
skill-building tasks. The Montessori
environment allows the child the freedom
to follow his or her own natural desire to
learn in areas of his or her own interest
and curiosity.
Upper School
Advanced Montessori materials are
complemented by other
curriculum materials and programming
for the elementary student.
Exercises in Practical Life become
projects in food preparation, carpentry,
art, and gardening. Sensorial
materials become the foundation for solid
geometry and algebra. The student
continues to progress at his own pace into
abstract math operations. Grammar
and history are also taught as part of the
elementary curriculum.
