Preprimary Philosophy Statement
The preprimary program nurtures the development of the whole child. A partnership between child, family, and teacher fosters personal and academic success. Our core values of independence, grace and courtesy, and respect of self and the environment embrace the spirit and uniqueness of each child.
The (3-6) curriculum covers the following subjects:
- Practical Life
- Sensorial Exercises
- Language Arts
- Culture (Science and Geography)
- Grace & Courtesy/Mindfulness
A Typical Day
* 3- and 4-year-olds must arrive at school by 8:30 a.m.
* Kindergarteners must arrive by 8:00 a.m.
7:30 – 8:30 Drop-off window
7:30 – 10:15 Individual Lessons and Work-cycle
10:15 – 10:30 Meeting/Clean-up
10:30 – 11:45 Outside
11:45 – 12:00 Transition inside/meeting
12:00 – 12:45 Lunch/clean-up
1:00 – 2:45 Naps, Group Lessons, and Work Time
2:45 – 3:00 Clean up/Circle Time/Outside
3:00 – 3:15 Dismissal
3:15 – 6:00 Extended-Day Option
A (3-6) Overview
The goal of early childhood education is to cultivate a child’s own natural desire to learn, while building coordination, concentration, order and independence. We allow children to experience the excitement of learning by following their own natural curiosity, and we present them with choices to foster that initiative. We nurture self-motivated growth through exploration of a prepared environment, where children absorb knowledge through their senses and construct connections to the world around them.
“Nothing goes into the mind that does not first go through the hands.” Dr. Maria Montessori
The Montessori materials are beautiful, self-correcting, engaging, sensory-based learning tools. They are intended for independent learning and repetition. Each material is presented to the child by a teacher and then the child is observed working with the material. There is a control of error built into the materials so the child can discover and correct as they explore. This also helps build problem-solving skills and concentration. Each material is displayed in progressive order from simple to complex, isolating and building on new skills as the child is ready.
We prepare a beautiful, organized, child-size environment that allows for freedom of movement, choice and child-centered learning. These environments promote purposeful engagement in both indoor and outdoor settings. Children can work comfortably on the floor or at tables. Every work has its place, helping develop a child’s sense of order and care of the environment. There are five curriculum areas in the Montessori classroom: Practical Life, Sensorial, Mathematics, Language and Cultural (Geography and Science). The materials in each area are organized from simple to abstract and from left to right. Through careful observation by the teacher, the environment will reveal community and individual needs of the learners.
Role of the Teacher
Teachers are facilitators in each child’s learning. They observe children as individuals, interacting with the materials to determine learning style, next steps and developmentally appropriate materials for that child. They ensure each child has the tools needed to grow socially, emotionally and cognitively.
The students in each classroom are multi-age (3-6) and work and learn together. The younger students learn from the older, while the older students model behavior for the younger, and teach the younger students concepts they have already mastered, thus reinforcing their learning. This also allows for children to follow the curriculum at their own developmental levels.
Accommodation of Different Skills
Children are seen and taught as individuals. Each child progressing at his or her own pace and developmental level. New skills are introduced one-on-one or in small groups to children who are also ready to learn the same new skill. Each material is able to be differentiated to best meet the needs of the child using it. Observations teachers make of each child will determine the next best steps for that child.