Frequently Asked Questions

Is Montessori for every child?

Simply put, yes.

Dr. Montessori realized that no two children are alike, but she also saw that all children pass through a similar journey of development. In recognizing that every child comes with a unique combination of interests, abilities and needs, the Montessorian guide, by dint of careful observation and modeling, strives to create a classroom that will both challenge and inspire its entire community of students.

In a classroom where materials are presented not according to a fixed curriculum, but rather in partnership with the progress of the individual child, each student is given the freedom to comfortably follow their own particular blend of developing interests and strengths. The materials themselves have a hundred year history of captivating the minds and hands of young children, and the opportunity to explore, move, learn, share or simply observe are always present.

The Montessori classroom seeks not to alter these children to fit some pre-conceived notion of what they are ready for or interested in, but rather creates a space that can accommodate everyone.  Likewise, the vibrant community of the mixed-age Montessori classroom allows children a chance to experience both the kindly assistance of their older peers and the joy of sharing hard-won knowledge with their younger companions.

Giving the children the time and space to fully explore their own unique talents and interests, the Montessori classroom celebrates the individual while providing constant guidance towards the discovery of one’s own place within a larger community. Different children will certainly take different things away from a Montessori education, but regardless of the child, the Montessori classroom is ready to follow.

Why is Montessori a three year program?

The three year tenure of the program arises from Dr. Montessori’s observations about the planes of development that all children pass through. The years from 3 to 6 are seen as a critical time of growth, and a period in which the child’s amazing absorption of the outside world can begin to be consciously guided.

Children of these ages share a need to “understand by doing”, and seek an environment that is consistent, orderly and enticing.

By offering a full three years, the children are encouraged to come upon their own interests in a spontaneous manner, and given the chance to fully master the skills that they will need to take their explorations to new levels of challenge and new depths of understanding.

This amazing journey is complimented by a social community that develops a true richness as the children experience both the kind help of an older child and the rapt attention of a younger classmate. Without the pressures to move through a set curriculum or the stagnation of a class whose character never changes, the Montessori program invites children to enjoy the journey that they are on and make the most of the a time that is all too fleeting.

Why do they call it “Work” in the Montessori classroom?

Montessori has long been viewed as a very academic program, and while the academics are striking, they comprise but a small part of the rich experience that awaits the children in a traditional children’s house.

Dr. Montessori saw “work” as any endeavor to which the attention of the child is focused. Academic or social, artistic or mathematical, to the child these activities are not seen as separate. So within the room, no distinction is made between literacy, group time, mathematics, snack, geography, gymnastic movement, zoology, botany, gardening, food preparation, care of one’s self and place, music or artistic exploration. All are seen as vital, and all are presented in a similar manner with similar freedom to the children.

Work, as an adult notion of “getting something done”, is not the same as work for the child, which is more in line with “making something a part of one’s self.”

So while the terminology of a three hour work period may conjure images of strictness and direction, it is better seen as a window in which children are given the time, encouragement and direction to make their own choices, follow their own interests and satisfy their own inherent needs.

These are the skills that bring mastery to whatever one chooses to do, and these are why Montessori offers not just a set of skills, but rather and knowledge and love of the very process of learning.

How do I know if my child is ready for preschool?

If your child is able to separate from you, communicate their needs, and is able to use the toilet independently they are ready.

During the interview process, we have the child visit the classroom and we can assess by their activity if they are ready to explore the materials. We can also interact with the child and see if they can verbally express their needs and interact with the staff. The parent will advise us of their toilet habits. Accidents are always expected in the beginning stages of toileting, but the child needs to be accustomed to the process.

How can I see what my child is doing in school?

There are various opportunities for parents to visit the classroom and observe your child. It is important to realize that often when you are there to observe, you may not get a true picture of what your child is engaged with during their typical day since while you are there, their focus is on you.

We do request that parents set up an appointment to observe the classroom in the fall and spring. If at any time during the school year that you would like to visit the classroom, we request that you schedule a visit as we try to limit the number of adults in the classroom at any one time.

In addition, we have opportunities for parents to assist us for the lunch cleanup which is an excellent opportunity to see what goes on during that portion of the day or to come and demonstrate a hobby or skill to the children at group time.

In the spring we schedule an Open House which is designed for the children to show their parents the work that they enjoy doing. Of course it is possible to schedule a time to do this individually at any time during the year.

Why can’t I spend time in the classroom when I drop off my child?

We look upon the classroom as the child’s space, named by Maria Montessori the casa de bambini or children’s house. This is the space where they explore the materials, create a community and develop their independence.

We respect the children’s environment by keeping the adult interaction limited, stepping in when appropriate.

It is sometimes difficult for the child to separate from the parent when the child begins preschool. Coming inside with your child usually just prolongs this separation process. Our policy is to say goodbye outside the door and let your child enter on his or her own. We are ready to assist your child with this process. Of course if your child is having a particularly difficult time separating, they may be not feeling well or have had a stressful before arrival. We will not let your child be distraught for an extended period of time; we will call you to discuss how you would like us to handle the situation.

How can I prepare my child for preschool?

Routines are important for young children. In order to make the first weeks of school easier for your family, we have some suggestions we hope you find helpful.

1. If your child is used to sleeping late, getting them him/her up and out of the house for the first days of school may not be easy. We encourage you to start a couple of weeks in advance by adjusting your child’s bedtime gradually back to a time which will make it easier to get him/her up in time to get dressed and have breakfast before leaving the house. We suggest that you practice by finding an errand to do and get up and out of the house at the same time you normally would be coming to school.
2. If your child is used to watching television in the morning, we request that you discontinue this a week or so ahead since many children find it difficult transitioning out of the house to go to school when they are absorbed in a tv show or movie.
3. Start having some conversations with your child about the  beginning of the school year. If your new student expresses questions or concerns about school, please feel free bring them up at our upcoming parent interview.