Frequently Asked Questions

Children’s Daily Experience

One of the most crucial tenets of the Montessori Method and curriculum is the 3-hour work cycle. Typically scheduled in the morning, the children have a three-hour work cycle in which they are free to choose and work with the materials in the classroom, given presentations on works by certified teachers, and enjoy small group snacks with their friends. The genius of the three-hour work cycle is that the child can work on a material for as long as he wants without fear of interruption from artificial scheduled activities such as circle time, outside time, or snack time. These activities are built into the work-cycle. Without arbitrary interruptions, the child is free to work as long as he is called to the material. This builds concentration and self-confidence in his abilities to master a skill or concept and to make choices in his learning.  The Children’s House daily schedule reflects the Montessori Curriculum and the MINE, ME, & US Montessori School philosophy of the importance of food and nature in young children’s education.

                   

The Exercises of Practical Life

The work and materials of the Exercises of Practical Life are presented to the 2.5 to 6-year-old as tools to support each child’s development into an independent person. We nurture the growth of the whole child in Children’s House and recognize the child’s need for more than traditional school subjects. The works in the Exercises of Practical Life speak to the need of young children to independently take care of themselves and their environment. Works in the area of Practical Life include care-of-self activities like hand washing, and work with dressing frames which give the child the space to practice the different elements of dressing such as tying bows, buttoning, and lacing shoes.

 

Children are given presentations on different ways to take care of the world around them. Care of environment activities include window washing, gardening, and button sewing. These activities in the area of Practical Life build confidence in the young child as they are able to practice independently caring for themselves and their world.  Small group presentations given to children allow them to practice social graces like “how to introduce yourself,” and “how to accept a compliment.”

 

The young child’s need for movement and interest in finding new ways to challenge themselves through movement is honored through movement works like the silence activity and the walking line. Through presentation and practice, children are able to work on refining their movements and moving their bodies freely and gracefully.

 

The Sensorial Materials

The presentations and materials used in the Sensorial area of the Children’s House support young children in gathering and classifying sensorial impressions of their environment. Work in this area explores the different senses including tactile, visual, gustatory, and thermic. Through isolating senses work with the Sensorial materials aid young children in refining their senses and therefore their understanding of the world around them. As children progress through the work of the Sensorial Materials, they internalize the sensorial experiences they are practicing and begin to apply those experiences beyond their work in Children’s House. The Sensorial Materials also include work with the continents, countries and oceans that make up our planet. These cultural works within the Sensorial Materials give children the key to understanding the various land and water forms that comprise our planet in a tangible and meaningful way.

 

The Mathematics Materials

We introduce the area of Mathematics to the young child both directly through the Montessori math materials and indirectly through their work with the sensorial materials and the materials of the exercises of practical life. When we indirectly prepare each child’s mathematical mind for work within math, we do so with the knowledge that math is an inherently abstract concept. As we indirectly prepare the young mind for work with math and give each child experiences which speak to his developmental needs, we give them the means of creating a strong and successful mathematical mind to exercise and use for the rest of their lives.

 

While the area of mathematics is inherently abstract, the Montessori math materials are made to be both concrete and geometric in form which make them accessible to the young child. Through the use of movement, counting beads, and both individual and group work, children develop their capacity to understand quantity and numerical value. Children work to first understand the numbers 1- 10, then move to work in the tens, hundreds, and thousands. After each child has confidence in recognizing numbers numerically and in quantity into the thousands, they begin their work in addition, subtraction, multiplication, and division. Linear counting, introducing quantities into ten thousand, and fractions are introduced as the child shows interest and capability.

 

The Language Materials

Young children are in an especially sensitive period in their lives for the acquisition of language. The Language Materials of the Children’s House give children experiences in spoken and written language. The Language Materials include work on science and culture as activities are presented to children around learning and classifying the language of plants and animals, invertebrates, and vertebrates, living and nonliving matter and the names of countries, flags, and continents. Children work to know the language and meaning of the different parts of plants, animals, phases of the moon, and of mushrooms. The Children’s House is an environment rich in spoken language and in opportunities for children to acquire and use new vocabulary. Children’s House written language works begin with a phonetic approach to the alphabet.

 

Children employ their tactile sense in tracing letters made from sandpaper as they practice their letter sound recognition. While the younger members of Children’s House work on their letter sound recognition, they are also given various work and experiences that prepare their hands for writing. Works throughout Children’s House give children the opportunity to use and develop a strong prehensile grip as well as practice moving their hands from left to right. After extensive work and practice with letter sounds and handwriting preparation children begin working with writing and then move into reading and grammar works. All the work given to children in the Language Materials is done to inspire creativity, to allow each child to recognize themselves as a storyteller, and to cultivate a love of the written word.

 

FAQs

What’s your philosophy on childcare and early childhood education?

As a Montessori school, we follow the Montessori Philosophy, Method, and Curriculum designed by Dr. Maria Montessori in the 19th century in Italy. The Montessori philosophy and method promote independence, concentration, child-led learning, self-awareness, environmental stewardship, empathy, and care of others. Each classroom includes the areas of language, sensorial, mathematics, art, practical life, culture, geography, biology, zoology, and motor skills. 

 

Montessori Curriculum for the Children’s House

All of the work in Children’s House is presented on an individual basis. Each work builds off knowledge acquired through previous experiences, ensuring that the child is able to independently work with the materials. The Children’s House guide acts as an observer of each child; watching for signs of readiness or interest in new works. By observing and then presenting work on an individual basis the guide is able to give each child access to work when they are most ready and excited to receive it.

 

Children in the Montessori environment are empowered through their right to choose and facilitate independent work. All the work given to the children is done with the intention of supporting each child’s ability to work independently, have confidence in their own capabilities, and to honor each child’s right to exploration and independent discovery within an educational environment. The individualized and child-led philosophy of the Montessori Children’s House gives children the freedom to follow their own needs and supports their growth into life-long learners and lovers of their world. The work and materials available in the Children’s House environment are broken into four areas: The Exercises of Practical Life, Sensorial, Language and Mathematics.

 

Do children have to be toilet trained to be in the Children’s House? 

No. Children who are developmentally ready in every way except toileting are not held back until they are toilet trained. We graduate children to the next class based on development, not age or convenience. 

 

Do you transport children in a vehicle? 

No. However, we do go on walks around the school neighborhood.  

 

What is a typical day like?

The Children’s House follows a schedule. Children play outside until 9:00 am when the work cycle begins. One of the most crucial tenets of the Montessori Method and curriculum is the 3-hour work cycle. Typically scheduled in the morning, the children have a three-hour work cycle in which they are free to choose and work with the materials in the classroom, given presentations on works by certified teachers, and enjoy small group snacks with their friends. The genius of the three-hour work cycle is that the child can work on a material for as long as he wants without fear of interruption from artificial scheduled activities such as circle time, outside time, or snack time. These activities are built into the work-cycle. Without arbitrary interruptions, the child is free to work for as long as he is called to the material. This builds concentration and self-confidence in his abilities to master a skill or concept and to make choices in his learning.  The Children’s House daily schedule reflects the Montessori Curriculum and the MINE, ME, & US Montessori School philosophy of the importance of food and nature in young children’s education. After the work cycle, the children eat lunch then take a nap or go outside to play. There is a second work cycle for the older children who do not nap. After nap and the work cycle, the children have afternoon snack and play outside until their parents pick them up. The Children’s House daily schedule is included in this packet. 

 

How do you handle discipline or behavioral problems? For instance, how do you handle biting, hitting, or bullying situations?

We follow the Montessori Method and Jane Nelson’s Positive Discipline and use redirection. Positive discipline problem solving can be understood as an attitude of parents and teachers towards children: 

“Together we will decide on rules for our mutual benefit. We will also decide together on solutions that will be helpful to all concerned when we have problems. When I must use my judgment without your input, I will use firmness with kindness, dignity, and respect.”

 

Do the children interact all together or stay in age groups? 

Montessori classrooms are organized by multi-age groups. The Children’s House is for children ages 3-6-year-old children. When the children are outside, it is not uncommon for them to play with the children in the Nido Community, Toddler Community, and Montessori Elementary.

 

What is the nap policy?

Children under the age of 4 must take naps during the day at school. Children ages 2.5-4 years old nap for 60-90+ minutes after lunch, typically around 1:30pm. Each child has their own cot and nap blanket. The lights are dimmed, and soft music is played. Teachers help children go to sleep who have difficulty relaxing by themselves but patting or rubbing their back or stroking their head. 

 

Is there a dress code?

Practical clothing is a must at school. Please do not send your children to school in apparel or accessories with characters on them. Cartoons, superheroes, and other characters are fantasy based. Montessori philosophy and curriculum emphasizes the real world. At MINE, ME & US Montessori School we strive to introduce children to the wonders of the real and natural world through experiences, materials, and conversations. Please make sure that your child has weather-appropriate clothing every day. This means rain boots, rain jackets, snowsuits, snow boots, mittens, hats, and changes of clothes. Additionally, there are no shoes worn inside the school. Your child may bring slippers (with no characters) in the cooler months. 

 

Do you celebrate holidays with the children?

The school keeps a record of each child's birthday and celebrates each in a special manner called Celebration of Life. Pictures of students from birth to present are an excellent lesson in history that is personal and fun. Your child will share these at line time. You and your child’s family members and special people in their life are encouraged and welcome to join in your child’s Celebration of Life ceremony. You can discuss arrangements with your child’s teacher. Please do not bring birthday treats to school for your child. MMUMS provides lovely, delicious special food daily.  We will find a culinary way to enrich the Celebration of Life for your child’s special day that is appropriate and the least distracting. 

 

Parent/School Communication

Parents should let teachers know at drop off and pick up any of special circumstances with their child during the day. The teaching team will pass around this pertinent information, so all teachers know. Questions about curriculum, child development, and work in the classroom can be emailed to the Children’s House lead teacher. Parents can expect emails answered within 24 hours.

 

What are your visitation policies in general?

We welcome parents and other family members to observe the work cycle or to have a meal with their child during the day. Please contact the Head of School to make these arrangements.