1. How does your curriculum differ from a traditional school setting?
| Montessori | Traditional |
| Teacher’s role in the classroom is passive and designed to guide individual learning when asked and when a child is ready; the child is the active participant | Teacher’s role is dominant, assuming the active role in leading a class; the child is the passive participant in learning |
| Self-discipline is encouraged both through the method of teaching and the environment | External discipline is enforced by teacher (and principal) |
| Instruction adapts to each individual’s learning style in both group and individual settings | Instruction conforms to standardized curriculum with less room for flexibility |
| Mixed-age classrooms | Same-age classrooms |
| Children are encouraged to collaborate, assist one another, and teach each other | Children are primarily taught by teachers with less time for collaboration |
| Children select their own work dictated by individual interest and skill level | Children are taught a prescribed curriculum for the whole classroom, regardless of interest or skill level |
| Children forumlate their own answers from self-teaching materials | Children are guided to answers by teacher |
| Children set their own individual pace to absorb information presented to them | Children typically follow a pace set by the group average or the teacher |
| Children work as long as they desire with a selected material | Children are typically given a specific time limit to achieve their work |
| Children learn to discover their own errors through exploration with the materials | Children’s work is corrected with mistakes identified by teacher |
| Learning is achieved internally at child’s individual pace, by their continued interest, and their personal feelings of success | Learning is reinforced by others through memorization, repetition, and external rewards or discouragement |
| Complete array of multi-sensory materials for exploration | Less emphasis on intentional sensory exploration |
| Nurturing environment encourages children to work where they are comfortable working individually or in groups | Children are typically assigned a space and are encouraged to remain still and listen during group instruction |
| Emphasis on practical life skills to learn how to care for self and the environment and to develop attention span, fine motor skills, and work ethic | Less emphasis on caring for self and environment; this instruction left to parents |
We do not use traditional forms of evaluation including standardized tests.
We require all lead instructors to be working toward or fully certified in the Montessori Method by an accredited institution.
We honor all cultures and welcome children and families of all faith backgrounds. The Children’s School is not affiliated with any religious tradition.
We embrace all cultures and view diversity as a way to prepare our children for their journey in this world.
A fundamental tenet of Montessori education is that social learning reinforces an older child’s skill and confidence while embracing a younger child’s eagerness to look up to and model the older child.
A student will be amply prepared to attend any school after Montessori. In most cases, those experienced in admissions will recognize and address the uniqueness of the Montessori methods, and will speak directly to parents and students about the transition period. As a parent, it will be important to monitor your child’s interest and enthusiasm about his new classroom to ensure that he is continuing to be stimulated.
We choose positive reinforcement or redirection to guide the child to an appropriate outcome. We encourage self-calming techniques and have a designated safe, comforting place for the child who requires a moment to compose themselves. We do not permit any physical punishment under any circumstances.
Financial assistance is available through the Early Learning Coalition School Readiness Program. Additional scholarship information and applications are available upon request.
