Pre-Primary Montessori (Tulips) Class

Ages 18 months – 3 years

In our Pre-Primary Classroom teachers stimulate the natural curiosity of children to promote independence among students. They embrace the following mantra:

“Never help a child with a task at which he feels he can succeed.” -Maria Montessori

Children at this stage of learning are guided by a  Montessori-certified teacher towards a path of self-learning and independence. Our pre-primary Montessori classroom aids toddlers in their transition to the Montessori environment.

A child in his earliest years, when he is only two or a little more, is capable of tremendous achievements simply through his unconscious power of absorption, though he is himself still immobile. After the age of three, he is able to acquire a great number of concepts through his own efforts in exploring his surroundings. In this period he lays hold of things through his own activity and assimilates them into his mind. [Maria Montessori, The Discovery of the Child, translated by M. Joseph Costelloe, S.J.]

Dr. Maria Montessori compares a child’s mind to a sponge because, during the early stages of development, the child can learn and absorb information from his environment and retain it for future use. In addition to his immense ability to grasp and store information, a toddler exhibits a strong, natural sense of curiosity. Our teachers encourage students to interact with a wide range of classroom materials and explore all their senses. They provide a variety of lessons to maintain constant momentum and combat the limited attention span of toddlers. By providing continuous hands-on activities, our toddler program leverages the students’ propensity to consume and store knowledge as well as their eagerness to interact with their environment in order to maximize learning.

Once the teachers deliver their daily lessons, they provide activities that allow the children to practice what they have learned. During this time, the teachers limit their intervention and only assist the students when they are confused or frustrated and need a little guidance and encouragement. Otherwise, they allow the children to think on their own and problem-solve independently, which ultimately increases their confidence in an academic setting.