Objectives
The Montessori Children's Room continues its dedication to helping each child achieve it's potential by nurturing and stimulating that unique union of mind and body through academics, music, drama, art, movement, and practical life skills directed by dedicated staff in a setting of rustic serenity.
The school uses the Montessori method combined with the latest research in learning to create an environment where children experience the joy of learning; the excitement of sudden intuitive leaps in understanding and the pride of accomplishment. The carefully planned, stimulating environment helps children develop within themselves an excellent foundation for creative learning. The learning materials have been designed to provide a wide variety of learning experiences geared to the developmental needs of young children. The learning involved in handling, manipulating and working with these materials is fascinating and absorbing for the young child. When engaged in these well-structured tasks and in exploratory activities, the child experiences a deep inner satisfaction, which leaves him or her with an overall positive attitude.

What Is Montessori?
Montessori is a special way for children and adults to be together. Every aspect of the experience is planned to help children become confident, capable, creative, caring and happy people who are a delight to be with.
The Montessori philosophy of education influences all aspects the child's experience. From the design and selection of materials, to the selection and education of the class directress. All activities are carefully planned to make it easy for children to become that special person each child can be.
Teachers are called directress to remind them to gently direct and guide the children in their activities rather than dictate the child's every move. This leads to mutual respect and affection helping the children develop confidence in their own ability.
The variety of materials to explore, the teacher's quiet demonstration of their possibilities, and the time available for the child to watch older children, all work together to help the child develop the courage to try new things. Children are encouraged to thoroughly explore an activity. They quickly learn to examine a problem carefully, seeking the possibilities.. .discovering the solution. We see the maturing child's confidence in their own ability grow. At an early age the child discovers the scientist's delight in solving problems, the mathematician's delight in playing with patterns, the artist's delight in creation, the sociologist's and psychologist's delight in understanding people and the leaders delight in getting things done with people.
Montessori sets the stage to allow groups of children to have these experiences without infringing on each other’s rights or needs.
The effects of this program, when reinforced in the home, can be seen in high school students who organize their own work schedule or produce quality work on time without prodding. It is also seen in older children who intuitively understand the science, math, language and history they played with in long forgotten Montessori classes. We see it in grown up young men and women who are amazed to find that others didn't start making little decisions at age two or three, and now haven't had enough experience to make wise adult decisions.

Does it Matter?
Even potentially loving, capable children with caring, successful parents are reported to be in danger from the "puppies in the field" type of noisy group free play. Too much noisy togetherness and too little individual attention and teaching can lead to a lack of confidence, inability to form close relationships, poor work habits and academic skills. The Montessori experience for children is subtly different from the typical progressive early childhood program. In every class children range in age 2 to 3 years to allow natural extended family relations to develop. The class is quieter. There is less crying, less aggression and taking of other children's toys. Children have more choice of activities.
They more frequently progress at their own pace and use things they are interested in, spending less time in compulsory group activities or doing required projects. The older children are happy to help little ones, who look up to the big kids and are fascinated with all the things they do. This creates less stress and fatigue for the children.
By following the child's interests and showing new things, the child's interest, attention and enjoyment are encouraged. When the child is interested they will learn and remember more.
Children can select their own work because all pieces needed for the activity are always together on a tray or in a basket. A child repeats an activity whenever they want. The teacher is careful to introduce new materials to the child in little steps that the child can easily master. Materials are kept low where the child can find and reach them. As a result the children take pride in learning "all by myself'. The child becomes confident, dares to try new things because they are not afraid of failure.