Class Structure

Our academic program employs the Montessori Method as developed by Dr. Montessori in all our classrooms.

Junior Children's House

The youngest children accepted by our program have just passed their second birthday. Though thse students are not yet completely verbal or potty trained, we feel that they benefit from the prepared environment (if specially modified to insure their safety). Our 12 two-year-olds work with two Montessori credentialed teachers who prefer this very special age group. The ratio of one to six assures plenty of verbal interaction with adult caregivers during this critical language development stage. Also, the needed assistance with diapers, potty training, hugs, and meals is readily available. The slow pace of a Junior Children's House class is developmentally appropriate as the child grows into the maturity required to join the traditional Children's House classroom.

Children's House

Most of our students in this program enter between 2 1/2 and 3, when they are potty trained (although we do make exceptions if a child seems too mature for the Junior Children's House). Each directress is responsible for preparing the environment in her classroom and is encouraged to use her creativity and the creativity of her students to make their environment reflect their current studies and interests. A great deal of flexibility is allowed to the directresses and their assistants as they choose colors, fabrics and classroom materials to prepare rooms. Each classroom starts out with the same walls, flooring, shelving and furniture but ends the year with remarkable differences.

Every year, each directress must create a thematic unit as part of their professional development responsibilities, building the school's collection of related materials for the teachers' use. Many excellent units such as dinosaurs, oceanography, volcanoes, insects, birds, Australia, safety, and health have been assembled. Unit boxes not in use are stored in the teacher's workroom and can be signed out as needed. This process allows us to invest in a larger variety of science, geography, and cultural materials. The materials circulate among the classrooms rather than sitting dormant in a teacher's closet.