The Importance of the Montessori Kindergarten Year

I had the pleasure of running into a recent graduate of The Montessori Children’s Academy (MCA) and his family at breakfast last weekend. I asked him how he likes first grade. He told me, “First grade is awesome,” and launched into an impressive monologue about his math class, his soccer team, and how he had just borrowed a chapter book from the school library.

I could tell that his excitement about school had not faded at all since he left Kindergarten at MCA. I couldn’t wait to tell his Kindergarten teacher. When I did, she replied simply, “That’s why I love Montessori Kindergarten.”

The Kindergarten year in Montessori early childhood education, is an incredibly important one, as it is the third and final year of the 3-6 cycle. In her extensive studies of children, Maria Montessori observed and classified four “Planes of Development”. These six-year phases of growth are demarcated by cognitive achievement. In her early work, Dr. Montessori focused on the phase that includes children ages 0-6 years. She termed this Plane of Development “The Absorbent Mind” because she found that young children “absorb” learning from their environment naturally and spontaneously (AMS 2017). Her book, The Absorbent Mind, focuses on this Plane of Development and informs much of MCA’s Early Childhood curriculum.

The oldest children in this phase, 5- and 6-year olds, represent our Kindergarten program. The Kindergarteners are the oldest, most experienced students among the MCA Early Childhood Programs at each of our campuses. This final year of their 3-year cycle provides them with many advantages, from having the opportunity to be classroom leaders and mentors, to stretching their learning with the Montessori materials in the most complex of ways, all while remaining in the warm, familiar, nurturing classroom community they have grown to be a part of over the course of three years. This capstone year of the MCA Early Childhood Program provides the Kindergarteners with great benefits in their academic, as well as their social-emotional development.

A Day in the Life of a Kindergartener at MCA

During the morning work cycle, Kindergarteners have a special role in their mixed-age classrooms. As the oldest members of the class, Kindergarteners have a de facto role as leaders. According to MCA’s Director of Montessori Development, Camilla Nichols-Uhler, Kindergarteners are seen as role models for the 3- and 4-year-olds. Sometimes Kindergarteners even give lessons to their younger classmates. This not only provides the Kindergarteners with an important mentoring role, but it also allows the Kindergarteners to reinforce their prior learning as they teach their younger friends. The 5- and 6-year-olds take their role as classroom leaders very seriously. The cultivation of leadership skills in the mixed-age setting is one of the key benefits of a Montessori Kindergarten year.

In the afternoon, the Kindergarten class is separated from the mixed-age classroom for work in an exclusively same-age peer environment. This afternoon time provides a great deal of subtle preparation for first grade expectations students would find in a traditional school setting. In the afternoon, the students at times will work as a whole group and receive focused instruction in each of the five Montessori curriculum areas. When observing a Montessori Kindergarten classroom at MCA, you may see children working not only with traditional Montessori materials, but also with supplemental educational materials that closely resemble those found in a traditional classroom, including the McGraw-Hill Reading Literature Program, the Primary Phonics Reading Series, and the Handwriting Without Tears resources. The beauty of our Montessori Kindergarten is that the children continue to work and progress as they are ready. They do not need to wait for or catch up to the rest of the group—instead, they work at their own pace, making great academic strides and gaining confidence along the way. The Kindergarten year helps to build a bridge for the children so that they may easily transition from a Montessori early childhood program to whatever elementary program they may enter the following year.

Kindergarteners at MCA receive many benefits in addition to this special daily schedule. During their last year in the 3-6 program, Kindergarteners are granted some exciting privileges, and the opportunities they are afforded in the Kindergarten year increase in this culminating year of the MCA Early Childhood Program.

Benefits of a Montessori Kindergarten Experience at MCA

Full-Day Schedule: Many local preschool and Kindergarten programs only offer half-day programs. MCA’s full-day classes help prepare children transition to full-day elementary school programs beyond graduation.
Character Building Component: It is difficult to deny the social and emotional benefits of a Montessori Kindergarten program. Building leadership skills, fostering resilience, and developing empowered and responsible members of a classroom community are just a few of the character-related benefits of a Montessori education. In a Montessori Kindergarten program, lessons like these remain with students well beyond their Kindergarten year.
Specials: In addition to MCA’s weekly Spanish and Music classes with Mr. Vergara, our Kindergarten students participate in two additional specials. These classes help students develop additional skills for elementary school.
- Technology: Most elementary schools use laptops, tablets, and other technology in one form or another these days. Our Kindergarteners thus need to be prepared to navigate such devices. We introduce this technology in productive, academic ways. Mrs. Kochanik, MCA’s technology teacher who is a certified Montessori Elementary teacher herself, is an expert in using technology in a Montessori-friendly way, and our students come to understand the use of technology as a tool.
- Gym: Twice a week, our Kindergarten class gets an extra opportunity to exercise as well. MCA’s Physical Education Program, headed up by Mrs. Larsen and Mrs. Turiansky, teaches Kindergarteners the basic fundamentals of team sports. From dribbling a basketball to learning how to pass a soccer ball to a teammate without using their hands, our Kindergarteners learn the skills they need to stay healthy as they participate in a variety of team sports.
Kindergarten “Extras”: During the spring, our Kindergarteners participate in many special events. These include activities which combine Kindergarten students from all three of our campuses, such as a Kindergarten field trip and Field Day, and of course campus specific activities, such as our annual Bake Sales and Kindergarten graduations. This year, our Kindergarten students will have the opportunity to visit the beautiful Rutgers Gardens in New Brunswick for a spring-themed celebration with hands-on, outdoor lessons in Science and Culture.
Community Outreach Projects: As leaders in the classroom, the Kindergarten students take on more responsibilities in the charitable endeavors sponsored by the school. They learn how to plan, prepare, and execute a variety of outreach service projects, from bake sales to speaking with community members about the charities they are supporting.

MCA’s Kindergarten Program is an excellent alternative to public or other non-public Kindergarten options. Our full-day Kindergarten provides our students with immeasurable social and emotional benefits in addition to academic rigor. MCA may accept students from other preschool programs to join its Kindergarten classes after a “Kindergarten Interview”, if enrollment space allows. As Dr. Montessori said, “The Absorbent Mind is indeed a marvelous gift to humanity”, and giving your child the opportunity to complete the 3-year Early Childhood Cycle with a Montessori Kindergarten year, is a gift that will be carried with them throughout their educational journey.

If your child is a member of one of MCA’s 3-6 classes and you have further questions about the Kindergarten year, do not hesitate to reach out to your Campus Director to learn more about the benefits of completing the 3-year cycle at MCA.

Child’s Play: Why the Materials in Montessori Classrooms Are Not Called ‘Toys’

“What a beautiful classroom with such beautiful toys!” a visitor exclaimed when she entered a Montessori classroom for the first time. Her guide, the school’s Director, smiled and quickly replied, “Yes, the prepared environment is beautiful, isn’t it? The materials in the classroom were developed with very specific intentions, and if you look carefully, you’ll see that they aren’t quite ‘toys’.” The Director then led the visitor to a chair where she could sit quietly and observe the class in action. At the end of her visit, the guest met with the Director and commented, “You were right. Those beautiful materials are not toys, are they? They are wonderful learning tools!”

This experience is very common. Visitors to Montessori schools quickly come to realize that the children in the classrooms are working purposefully with very special materials that have been carefully arranged in the environment just for them. As it should be, the materials are beautiful and inviting, and they entice the children and provide them with an opportunity to experiment and explore. However, they are not toys, as we know toys to be from what we see on television and the mad marketing aimed at children by the media. Instead, the materials in Montessori classrooms have a purpose much deeper than just to amuse the children. The items set out in the classroom draw the children to them, and the materials help the children develop various sets of skills as the children engage with them.

This is part of the magic of the Montessori materials. Children are drawn to them. They learn so much and gain many skills by interacting with them, all the while finding meaningful enjoyment in the activities. To begin, let’s look at the items found in the Practical Life area of the classroom. They are child-sized versions of items children might find around the house for cooking, cleaning, and attending to daily tasks. However, the children find these fascinating! They love learning how to pour liquids from one container to another, and as they are learning this skill, they also have fun learning how to clean up spills with a sponge or a mop. They find joy in washing dishes! Unbelievably, the children delight in folding laundry! Part of the intrigue is that these are the very things they witness adults doing all around them. Imagine how proud 3- or 4-year-olds are when they can offer to help with these chores and show an adult that, indeed, they can complete the tasks! Children gain confidence and experience a feeling of importance when they see they can make a positive contribution to family life. So much is gained from learning these daily life skills—so much more than just the skill itself, and all because the children have appropriate items carefully set out for them to explore! Not many toys offer this type of benefit, and yet, the children are having fun in completing these tasks with the materials.

During your child’s birthday or special holiday, how many times have you found that the wrapping paper, bows, and boxes have been more appealing to your child than the gift that was wrapped? It’s a common complaint that parents share. Dr. Montessori in The Absorbent Mind said “[the child] is not quiet with his toys…. for more than a few minutes. The real trouble is that children have no real interest in these things, because there is no reality in them.” While every December we see shows dedicated to the “10 Hottest Toys for Tots” and advertisements warning us to “get it before it’s sold out!” we should remember those adult complaints about the packaging being more appealing than the toy itself. Dr. Montessori was spot on in her observation of children. They prefer spending time with things that have meaning or purpose. These types of activities draw the child’s focus, and he or she will use them over and over again, not toss them aside as children often do with toys. With this self-directed repetition, the children begin building concentration while at the same time experiencing joy in working with the materials. Not many toys could make that claim.

Throughout the Montessori classroom, children explore the materials that not only teach a specific skill (such as pencil grip, pattern recognition, counting, or word identification), but that also teach concentration, manual dexterity, problem-solving and much more. In addition to being multifaceted in its purpose, each material in the classroom also provides a way for the child to know whether or not he or she completed the task correctly. As Dr. Montessori noted, “The control of error through the materials makes the child use his reason, critical faculty, and his ever increasing capacity for drawing distinctions. In this way, a child’s mind is conditioned to correct his errors even when they are not apparent to the sense.” The genius of Montessori is that children very naturally learn from the materials, and the children see this as time spent on joyful activities! Toys, in general, do not offer this to children. This is why toys are often cast aside, while children can be found working with Montessori materials for long, extended periods of time.

While the materials in the classroom are often referred to as ‘work’, the ‘work’ provides the children with the opportunity to do things that they are very interested in doing and to explore their world. Montessori recognized that children thrive in a prepared environment with inviting materials that are arranged in a special order from the more simple to the more advanced. Children happily progress as they are ready and as their interest leads them from one activity to another. Because there is only one of each item in the classroom, the children must learn to wait for their turn to use something when it is available. By comparison, many homes are overflowing with toys that aren’t necessarily organized or accessible to the child—baskets or bins of toys must be emptied to find the one at the bottom, and often, the toys are a muddled mess. The wonder of the Montessori classroom is that it is carefully prepared and arranged, and children thrive in this predictable environment where they know exactly where to find what they are looking for. In Montessori classrooms, it is rare to find a child with nothing to do, and nearly impossible to hear the words ‘I’m bored’. Children, surrounded by toys in their homes, often make these complaints, much to their parents’ dismay!

We learned from Dr. Montessori that if we “Follow the child, the child will show you what they need to do, what they need to develop in themselves and what area they need to be challenged in. The aim of the children who persevere in their work with an object is certainly not to “learn”; they are drawn to it by the needs of their inner life, which must be recognized and developed by its means.” The needs of children are met in Montessori classrooms where there is a joy in the activity, as well as a productive buzz that radiates throughout the room. Children are engaged, learning, and having fun with the materials. Dr. Montessori seemed to find the perfect solution to engaging children in meaningful activity from even the youngest age. All without the need for a cluttered mess of toys anywhere in sight. Clearly, the Montessori materials have stood the test of time over the course of these 110 years. While the packaging that the materials come in may, indeed, be fun to play with, children in Montessori schools are rapt by the materials themselves, and these materials are a great gift to them, more than any over-advertised toy you could ever find!

Are you interested in learning more about the Montessori philosophy? Request more information from The Montessori Children’s Academy below:

110 Years of Montessori

Montessori schools around the world are celebrating Montessori Education Week this week. Parents and visitors to The Montessori Children’s Academy (MCA) will notice festive banners on display at our schools and an excited buzz in the air as we begin this week-long celebration in honor of Dr. Montessori and the Montessori Method. Montessori Education Week is a highlight of the school year for MCA, and the warm feeling and festivities surrounding this occasion are certainly a welcome respite from a long, cold New Jersey winter. We wanted to share a little bit more about why we’re celebrating and what we’re doing to mark 110 years of Montessori education.

Why We Celebrate Montessori Education Week

There are four reasons we choose to celebrate Montessori Education Week:

To reflect on the extraordinary life of Dr. Maria Montessori: Did you know that, in addition to being a pioneer in education, Maria Montessori was a medical doctor, a WWII refugee, an author, an advocate for peace, and a parent? Her biography is as impressive as her legacy. An important part of Montessori Education Week is learning about Dr. Montessori and her contributions not only to the world of education, but to the world as a whole.

To share the benefits of a Montessori education with our local communities: Many people recognize the word “Montessori” but don’t understand its meaning. The Montessori Method is an innovative, hands-on, cross- curricular, and globally conscious educational philosophy. Children from early childhood through elementary and beyond benefit from working in Montessori environments, as they provide students with opportunities to expand both their academic and social skills necessary for critical thinking and civic responsibility in an ever-changing world.

To celebrate the “birthday” of Montessori education: This year marks 110 years since the establishment of the first Montessori school, Casa de Bambini (or “Children’s House”) in Rome, Italy. 110 years is quite a milestone!

To build a strong school community: MCA’s families are united by a common thread: a shared belief that a Montessori education is the best choice for the children in their lives. We relish the opportunity to have more of our parents, as well as important extended members of our MCA families – grandparents, nannies, and alumni students – join us for the special activities and events we have planned during Montessori Education Week. The continued support and dedication to MCA by this wide school community is a testament to the spirit of Dr. Montessori.

How We Celebrate

Every year, MCA plans a variety of celebrations during Montessori Education Week. Some of these special activities occur in our classrooms during the school day, and some are shared off-campus throughout the local towns where our MCA families live.

This year, parents have the opportunity to join us each day of Montessori Education Week for classroom observations and to watch students present formal demonstrations of favorite Practical Life lessons. During the school day, students will be taking part in special lessons about Maria Montessori, her native Italy, and timeless peace activities, such as lighting a candle for peace. Finally, we hope to see families from all three of our MCA campuses at Romanelli’s Pizza and Italian Eatery in Madison for our capstone Montessori Education Week celebration on Saturday, March 4^th. At this event, students will share their favorite Montessori lessons with friends from other campuses, and the MCA community will wrap up its Girls on the Run community outreach campaign.

MCA is also spreading the spirit of Dr. Montessori beyond the walls of MCA through student-created art displays. Under the guidance of our Head Teachers, each MCA class has created an art project inspired by Montessori materials and lessons. Student artwork can be found at the public libraries in the following towns where MCA families live: Chatham, Florham Park, Livingston, Madison, Maplewood, Millburn, and Morristown/Morris Township. If a visit to your library is in your weekly routine (and we hope it is!) remember to check out the incredible exhibits featuring MCA’s students’ original artwork. The photo below is MCA’s display at the Madison Library:

Get in the MEW Spirit: Three Fun, Shareable Montessori Resources

Shaping a Love of Learning at MCA’s Morristown Campus: This short video shares the stories of some of our alumni students and how their time at MCA inspired a lifelong love of learning.
The 10 Commandments of Maria Montessori: We borrowed this infographic from our friends in NYC at Twin Parks Montessori. It’s a wonderful guide for parents and teachers alike!
BBCs “Extraordinary Women” Series had an episode about Maria Montessori a few years ago that we love. Watch an excerpt from the episode below and to learn more about Dr. Montessori’s biography:

Classrooms Filled With Character

While many parents today continue to put an emphasis on the academic rigor of their children’s education, more and more are asking how schools are addressing their child’s development of character. We hear buzz words like “grit”, “self-motivation”, and “emotional intelligence”, and begin to worry that our children are not adding these skill sets into their personal repertoire. Indeed, many schools are incorporating ‘character building’ into their curricula along with ‘anti-bullying’ and other similar social development and prevention programs. Adding these types of curricular areas is a beneficial component to a more holistic educational approach. Those who have been involved in Montessori education as former students, parents, or educators might find it interesting that current trends are just now catching up to something that Montessori education has been doing for more than 100 years.

Dr. Montessori believed in “educating the human potential”. The potential she referred to was not limited to academic potential, but rather reached beyond the limitless possibilities we all possess to learn and do meaningful things. Every aspect of Montessori education contributes to educating the whole child. Let us look at what it is about the Montessori approach that contributes to character building:

The Environment: Children entering a Montessori classroom for the first time are introduced to the various works on the shelves by a teacher. The children learn how to handle the materials with care. After using a particular work, they know to return it to the shelf so that the work is ready for the next person. Children learn how to walk around the work rugs on the classroom floor. They receive lessons in making a ‘safe chair’. They learn to wait for a turn if something they want to do is being used by someone else. They learn to work cooperatively with their peers in a non-competitive environment. These seem like simple lessons, right? That is where Montessori is magical. These are so much more than simple lessons. At their core, these are lessons in safety, respect, and patience. To handle the materials with care keeps them in good condition for the benefit of everyone in the classroom. To move safely about the classroom demonstrates concern for others and their well-being. To learn to delay gratification and be patient is an enormous lesson in self-control. Respect, care, concern for others, and patience—character building in progress!
The Work Cycle: Over the course of the school day, Montessori students are given an ‘uninterrupted’ period of time in which to choose and do their own work. They have the freedom to decide which activities from the shelves they would like to do, and so long as they are working purposefully, they may work with the materials for any length of time. This work cycle is another example of a multi-purpose lesson in Montessori education. By providing children with the opportunity to make choices, they learn decision-making skills, responsibility, and accountability for what they do. In addition, they build concentration and persistence by being permitted time to work on an activity without being rushed to complete it. This often results in children gaining mastery over skills and an understanding that ‘hard work pays off’. Again, we see character being developed through these opportunities as children gain skills in decision-making, persistence, concentration, and the rewards of self-motivation and diligence.
Peace Education: We have already shared the importance of Peace Education in Montessori curriculum. It bears repeating, however, as this is another central and direct method of imparting values and building character in our students. Learning that there are peaceful methods for solving conflicts and providing children with tools for positive problem solving all contribute to well-rounded, healthy, communicative individuals, both inside and outside of the classroom.
The Mixed-Age Classroom: Montessori classrooms consist of students across a 3-year age span. Much like in families, everyone in the classroom has his or her special role and important responsibilities. Older students act as mentors and role models in Montessori environments. Younger students learn from classmates as much as they do from a teacher. There are opportunities for collaboration and many discussions in which everyone participates. Working and learning together in a mixed-age setting promotes acceptance of differences, appreciation, and respect for individual skills and gifts, and an ability to work with a variety of people.
The Teacher: Montessori teachers often are referred to as ‘guides’, which is a fitting term for their role in the classroom. They are the primary example-setting individuals in the classroom whom children are meant to model. Their words and actions deliver messages of how to speak kindly, respectfully, and clearly. And the teacher’s role in observing the needs of the children in the class is crucial, as it is the teacher who then presents lessons and creates an environment that meets the needs of the children who are served in the classroom.
Stories as Teaching Tools: Many Montessori lessons revolve around The Great Stories. As children learn about time, history, math, and language, they learn these things in the context of stories that make sense as a whole and in a context children understand. In addition to these ‘teaching stories’, many circle time lessons in Montessori classrooms incorporate children’s literature rich with examples of virtuous characters. These stories are the springboard for classroom discussions, role-playing, and games to help students better understand how character makes a difference. Stories and fables about courageous mice, boys who cry wolf, hardworking pigs, and more, help children come to value these good qualities in the heroes of these important stories. Students are encouraged to share thoughts and ideas, and to apply the lessons in their everyday interactions.

Long ago, Dr. Montessori knew the importance of educating the ‘whole child’—from the academics to character development. She said, “The child is capable of developing and giving us tangible proof of the possibility of a better humanity. He has shown us the true process of construction of the human being. We have seen children totally change as they acquire a love for things and as their sense of order, discipline, and self-control develops within them…. The child is both a hope and a promise for mankind.” (Education and Peace). Indeed, these Montessori classrooms are filled with students of great character who are a beacon of hope for our future as they are learning the skills they will need to be productive, peaceful citizens of the world.

Preschool Profiles: MCA’s 2½ – 3½ Program

To ring in the new year at The Montessori Children’s Academy (MCA), we welcomed five new families to our 2½ – 3½ class at our Morristown campus. Despite their tender age, our seasoned MCA students gently welcomed these new friends, showing them around the classroom and modeling the manners and classroom guidelines that they have been learning and practicing since September.

The 2½ – 3½ Program at MCA is designed for curious toddlers. Their classroom provides a miniature version of a full 3-6 Montessori prepared environment. The tables, chairs, and shelves are scaled down for use by younger children and are just the right size for the students that use them! The majority of the lessons presented to students in this classroom focus on the Practical Life and Sensorial curriculum areas, which Dr. Montessori considered to be the foundation for all of the traditional, academic subject areas.

This post will give you a peek into one of MCA’s 2½ – 3½ classrooms. To enter the 2½ class, students must be 30 months old by September or January, depending upon campus availability. This program is available at all three of MCA’s campuses, in Chatham, Morristown, and Short Hills.

A Day in the Life of a 2½-Year-Old at MCA

Structure of the day

As in a typical Montessori primary classroom, the school day is organized around the “work cycle”. A work cycle is characterized by children using classroom materials independently and/or receiving individual or small group lessons from a teacher. The work cycle is completed after the children have had ample time to explore the environment and work meaningfully with the materials. When all materials are put away on the shelves, the work cycle ends, and it is usually followed by free playtime on the playground. The work cycle in the 2½ – 3½ classroom is shorter than that in the 3-6-year-old classroom. Typically, the 2½-year-olds work for 1 to 1½ hours, depending on their abilities and the larger school schedule.

Materials used

During the work cycle in a 2½ – 3½ Montessori classroom, you will observe children working with traditional Montessori materials and participating in many developmentally appropriate activities. In the Practical Life area of the classroom, you might find children learning how to button, zip, and snap by using the Montessori Dressing Boards. Or, they might be practicing setting a table or preparing themselves snack. In the Sensorial area, children are busy using the Montessori Knobbed Cylinders, Sound Cylinders, and Color Tablets, just to give a few examples.

Basic Montessori Mathematics and Language materials, like Spindle Boxes and Sandpaper Letters and Numbers, are also a staple of the 2½ classroom. As children master the materials available in the Practical Life and Sensorial areas, they progress into exploration of the more traditional academic subject areas. New materials are added as skills are gained, and the work changes and grows with the students.

Skills learned

Important non-academic skills are gleaned through the children’s work in the 2½ – 3½ Montessori classroom. Toddlers exposed to this unique environment gain skills in the following areas of early childhood development:

Care of the Self: Through Practical Life lessons like hand washing and the Dressing Boards, our smallest students gain the skills they need to conduct important everyday activities independently. Lessons that involve self-care are wonderful confidence boosters.
Fine and Gross Motor Development: Motor development is a consistent, yet subconscious, focus of the lessons in the 2½ program. Children use their gross motor skills as they learn to control their movement both inside the classroom and out on the playground. They develop fine motor skills as they use their small muscles in every Practical Life exercise, from transferring items using spoons or tongs to practicing pouring wet or dry contents from one pitcher to another.
Socialization: Most children in the 2½ program are first-time students. Therefore, they are learning for the first time how to appropriately interact with peers, teachers, and the environment. In MCA’s 2½ – 3½ classrooms, there is an emphasis placed on everyday manners, taking turns, and caring for the classroom materials.
Speech and Language: Closely tied to social development, our younger students gain confidence in expressing themselves verbally through interactions with their peers and their teachers. Grace and Courtesy lessons help the children practice new language while at the same time engaging in positive social interactions.

The “Big 3”: FAQs from Parents of 2½-Year-Olds

Is my 2½-year-old ready for school?

This is the most common question that our teachers receive from prospective parents, but it isn’t one that they can easily answer. “Readiness” can mean different things to different people. However, one of MCA’s seasoned 2½ teachers notes that most children really are ready to enter her classroom at the age of 2½. She has found over the years that children are ready and excited to learn important skills like sharing with others, cleaning up after oneself, and exploring their interests in a child-safe environment. Ultimately, it is the parents’ intuition and knowledge of their children that best makes this decision.

Does my child have to be toilet trained to start in the 2½ class?

Your child does not have to be toilet trained to start in the 2½ – 3½ class. Toilet training is a component of the 2½ program in that teachers support the home-based efforts of their classroom parents during the school day.

How do we get into a school routine if this is our first school experience?

Preparing for preschool is crucial, especially for the members of the 2 ½ – 3 ½ class. MCA teachers have found that adjusting home routines like bedtimes and mealtimes in the weeks ahead of the school year is an important first step. The 2½ – 3½ Program also involves a “Phase In” period designed to alleviate separation anxiety and help your child gradually adjust to life in a classroom setting.

“Preschool is Empowering”

Shahrooz Aziminia, the 2½-3 ½ class’s Head Teacher at MCA in Morristown, described the importance of joining a preschool class. “Children want independence,” she said. Children are naturally curious and should have a guide to safely and correctly model both the use of classroom materials and interpersonal interactions. A Montessori classroom provides a safe, prepared environment, and a Montessori-trained Head Teacher provides the proper balance of supervision necessary to allow children to satisfy their inner curiosities. This satisfaction of curiosity, the freedom to learn by doing, is the essence of the Montessori Method.

In a Montessori environment, and in the 2½ – 3½ classroom in particular, children are able to take charge of daily activities. Children learn to serve themselves snack, to put on their coats, and to choose the work they would like to do and put it away. Parents are always amazed to see how much their children can and want to do. The Montessori classroom offers the very activities that inspire independence and empower children to continue to explore their unique capabilities. This setting promotes children’s success as independent, motivated learners and provides significant benefits to Montessori students in the increasingly academic environments that follow.