The curriculum is the vehicle for the child’s social, emotional, and intellectual growth. It assists the child’s learning of respect for others, politeness, conflict resolution, communication, and personal care, as well as cognitive, language, and physical development.
The curriculum design recognizes the unique and important developmental needs, interests, and abilities of young children, and provides a balance of learning opportunities. The children are free to interact with a wide variety of developmentally relevant learning materials, from practice with dexterity, coordination, and discrimination skills to language, mathematics, concept formation, and cultural arts and sciences.
Classrooms are designed as a purposeful place for children, prepared and arranged to facilitate their successful learning, independence, safety, and comfort. Room plans promote visual contact, flow of movement, and a balance of space for both social and individual activities. Program materials are directly accessible to children to select according to their individual preferences and abilities, fostering imaginative thinking, allowing curiosity and exploration, decision-making and discovery, and to promote responsibility and self-regulation within a social context.
The environments are attractive and organized without being over-stimulating, enhancing the child’s motivation and appreciation of aesthetics.
The display of materials is individualized to isolate specific skills necessary for orderly and sequential development, and to assist in learning concentration, successful task completion, order, and self-direction.
Children are exposed to multiple languages. The philosophy and curriculum of the program support the child’s home language as a prior foundation to the learning of a second language. Children will initiate their own interest are not forced or expected to use a second language.
The School’s program applies the philosophy of a Montessori curriculum enriched by additional pedagogy and psychology, including Jean Piaget, Mary Ainsworth, Daniel Siegel, Sylvano Montanero, Lev Vygotsky, Erik Erikson, Abraham Maslow, and Loris Malaguzzi, as well as contemporary research findings.