Parents are welcome to observe our classrooms.  It will be immediately noticeable that our classrooms offer a rich variety of specially designed materials and resources unlike the traditional daycare setting. The materials and resources address and meet the wide range of interest, abilities and skills of the mixed-age children working in the Montessori prepared environment.  Our goal is to provide an educational environment that serves the whole child, where they can grow intellectually, emotionally, socially, and physically.  Serving the whole child is an unmatched concept in a daycare environment. Children will teach themselves through use of the specially designed Montessori materials that are attractive and inviting.  Along with the curriculum, there are lessons in character development as well.  We feel that the best way to instill good values and self discipline is by being consistent, modeling the right behavior, and consciously teaching the children the correct thing to do.

From age three to six, the child is in a period referred to as the Absorbent Mind. The child literally absorbs everything in his/her environment. The child also goes through sensitive periods, time-frames where the child is more responsive to certain learning experiences.

The teacher’s role in the Primary Program is to prepare the environment to accommodate the child. The teacher carefully observes each child to ensure that the appropriate materials are presented during the child’s corresponding sensitive periods.   The classroom is divided into five areas:  Language, Math, Practical Life, Sensorial, and Cultural (Science, Geography, Art).


The environment of the Primary class reinforces a spontaneous interest in learning how to read. Children come to this level with a great vocabulary and the basics of speech. Due to our multi-age classroom design, our youngest students are constantly exposed to the older children in the class who are already reading.

The alphabet identified by its sounds is presented with sandpaper letters that provide a phonic base for reading. The child only hears the sound “a” and sees its shape, but in tracing, they train their muscles for writing. They begin reading when they are ready and will proceed at their own pace.

Control of the hand in preparation for writing is developed through many exercises, including specially designed tasks in the use of the pencil. Such exercises begin with very young children and extend over several years so that mastery is gradually, but thoroughly, attained. Once handwriting is fairly accomplished, the children begin to develop their composition skills and continue at increasing levels of sophistication.


The math curriculum uses hands-on learning materials that make concepts and ideas clearly understood. Their exposure to and practice in this area lead them to discover for themselves the answers to mathematical ideas.

Math starts with basic concepts such as counting, using beads or counters, and matching them to the symbols of the numbers (1-10). The spindle boxes match the number of spindles with the symbol for that number. One section of the spindle box will remain empty to demonstrate the concept of zero. The golden beads demonstrate units, tens, hundreds, and thousands. Once these concepts are mastered, the golden beads are used for addition, multiplication, subtraction, and division.

Practical Life

The young child loves the abundance of practical life exercises, because they enable them to function confidently and competently in activities of their everyday life.  They satisfy the desires to imitate adults with items scaled to size. They are naturally attracted to things that give them independence and control of their life.  Inside a daycare setting a child will usually be assigned a specific workplace and will not have this experience.  Industriously they sweep, dust, polish, and pour.  The child is delighted in doing.  While they are engrossed with their work, they are developing their concentration, their attention to detail, and their coordination.


Preschool children are continually surrounded by new sensations.  The sensorial materials activate the child’s absorption of these new impressions.  This enables them to categorize and organize the unfamiliar.  Each piece of material isolates one definite quality of sense: color, size, weight, shape, texture, and sound.  Each piece of material stimulates extensive vocabulary building.  This sensorial basis is presented in many of the academically oriented materials for our preschool.  These materials include red rods (length), pink tower (size), cylinders (depth and width), color tablets, sound boxes, and many other materials.  When a child develops their senses, they not only develop themselves but they form their learning tools.

Cultural Studies

Children at this level develop a sense of relationship with the world, an awareness and appreciation of other cultures, and an idea of world citizenship. The activities appeal to children’s the sense of order and love of beauty. The environment is a link to an understanding of the partnership between humans and the natural world.


In science, children become involved with the secrets of nature. It gives the child a basis to sort out information through classification of things. As they learn about minerals and the powers of the universe they become aware of what natural resources are and how they can conserve them.

Art and Music

Art and music are incorporated into the daily routine. Materials for basic art skills and bells for matching and grading pitches are offered throughout the room. At group time the teacher and children sing songs, learn rhythms, listen to music and learn about composers’ and artists’ lives. Special projects are offered in conjunction with Cultural Studies which combine art skills or involve learning a dance from another country.

President's Day - Closed February 19, 2015
Bad Weather - Closed March 5, 2015
3rd Year/Kindergarten Meeting March 5, 2015
Good Friday - Closed April 3, 2015
Summer/Fall Enrollment Due April 15, 2015