Montessori Elementary



Elementary School

5 years to 12 years
Teacher to Child ratio 1 to 15

    The nature of the child is the primary consideration in the design of the Montessori Elementary environment. The child recapitulates the development of humanity in their own growth. Prior to the age of six, children want to name everything they possibly can. They want to know what and where, primarily interested in facts. After the age of six, children want to know why, how, and when. They become interested in reasons and explanations. The primarily tools of the child of this age are their imagination and their ability to think abstractly. The child also becomes more interested in social interactions with their peers at this age.

What our teachers are saying…

”My Experience As A Montessori Teacher”

“Education should no longer be mostly imparting knowledge but must take a new path seeking the release of human potential”-Maria Montessori

Montessori education, especially in the early years, provides a strong and significant foundation to prepare them later in life. As a teacher, I am amazed at how much the students improve academically with the use of the Montessori prepared environment scientifically proven materials that maximize students’ independent learning and exploration. My kindergarten students are reading 3 years above their grade level with the help of materials that not only help the students read but also understand what they are reading.

Children learn cursive easily at a very young age with the use of Sandpaper Cursive Letters and a Cursive Moveable Alphabet.

The Stamp Game material and Long Bead Frame helps the students become strong in math, learning the concepts of the four basic operations.

We not only encourage students to continue to improve but also help them develop a joy for learning. I am privileged to witness the metamorphosis of each child growing from a young cocoon to a butterfly.

Regina Villaruel
Kindergarten teacher

In our Montessori classroom, the approach is to first allow your child to experience the excitement of learning and second, to help guide them to perfecting their natural tools and curiosity for learning.

When your child first arrives in the environment, I assess their capabilities, observe their individual interests and needs, then demonstrate the appropriate materials for their development. The children work individually and have the freedom to work at their own pace. Some may continue on a level for long periods of time and some may advance quickly through the materials. All areas of the environment accommodate many levels of ability. The children are constantly challenged by the wide variety of materials and their many uses.

My goal is for your child to fulfill their potential and to become a happy, inquisitive, and independent child.

-”Montessori Education Creates Independent & Confident Children”

Mrs. Kelly Snider’s Class
Room 4

  • The Montessori Curriculum
  • Language
  • Mathemathics
  • History & Geography
  • Science & Biology
Montessori elementary curriculum

The Montessori Curriculum

    The general Montessori Elementary curriculum direction is given and the specific areas of the general direction are outlined. Many levels of ability and variations in pace are accommodated because of the individual use of materials.

    A child who requires more time or repetition to internalize a particular skill or concept may work for many days or weeks with a particular piece of equipment. Advanced children in the same room can move from one piece of material to another very quickly, thus avoiding the boredom of waiting for other members of the class to catch up, and continuously be challenged. Key presentations (or lessons) show the possible uses of the material. The adult giving the presentation uses what is appropriate developmentally for the individual child or children involved. Suggestions for extensions of the exercises and related activities are given, but not elaborated on because the ensuing activities are a result of the response and interest of the children. The Montessori curriculum gives a basic framework that is open-ended.

Science and technology


    Written language is clarified by illustrating the function of the parts of speech. Logical analysis of phrases, clauses and sentences lead the child to a recognition of style in the works of literature. From here children perfect their reading ability through exercises in interpretive reading. The development of language is not limited to a single academic area. In the Montessori Elementary Program, all subject matter is interrelated and organized around the child’s vital interests.

Elementary Math


    In the Montessori Elementary Program, concrete mathematical materials permit the child to obtain a clear understanding of abstract mathematical concepts. From a clear conceptual understanding the child proceeds rationally to the particular processes of calculation, which becomes intensely interesting when the child can understand their full significance.

    The customary series of routine operations are transformed into an understanding of the structure of the decimal system to the calculation of whole and decimal numbers, the concepts of divisibility of fractions, ratio, proportion, square and cube roots, and more. The program is flexible and is adjusted with respect to the changing interests and capacities of the individual child’s growing mind. The child is presented with the large view of mathematics, plane geometry, and algebra enabling the child to appreciate mathematics as a pure science.

Elementary geography

History & Geography

    History follows the development of the solar system, life on earth, the development of man, early civilizations and recorded history. The child sees the long labor of man to accomplish all that is here for present day mankind to enjoy. The study of geography is designed to show how the physical configurations of the earth contribute to the history of mankind. The study of physical geography is the basis for the study of economic geography, which shows the interdependence of all men.

Elementary Biology

Science & Biology

    The first science experiments are designed to give the child the basic knowledge which will make possible the understanding of the development of the solar system, the earth and its configurations, life on earth, and the needs of plants and animals.

    The result we hope for is that the child sees that each individual life on Earth as serving the good of the whole. The unfolding of life benefits them, and they learn their place in it and that they have a responsibility to help further it. Biology is structured in such a way as to give the child a means of classification so that they can structure and relate to the facts of biology. The study reveals to the child that classification follows evolution. The ultimate goal is an ecological view of the life and a feeling of responsibility for the environment.