MSL’s Early Childhood environments support children ages 3 to 6 years old with one lead Montessori-certified teacher and one trained assistant.

Students enjoy a morning work cycle of approximately 2.5 to 3 hours followed by a community circle time, outdoor classroom time, and a lunch period. During the morning work cycle, students work independently or in small groups in the curriculum areas of Practical Life, Sensorial, Language, Mathematics and Cultural Studies (Geography, History, Zoology, Botany, Science, and Spirituality).

Students are welcome to order lunches from our outside caterers each day or bring their lunches from home. Nutritious snacks and milk are provided daily.

Overview of Program

The Early Childhood program provides students:

  • lessons designed to build a child’s self-confidence by allowing him/her to be successful at a task;
  • freedom to direct their own learning in the classroom, and they also understand the expectations of responsibility;
  • to nurture children’s critical thinking abilities and vision of the world and universe around them.

Curriculum Overview

Grace and courtesy is encouraged and consistently reintroduced to the children. These lessons include: how to interrupt, what level their voice should be, the steps of a work cycle, how to push in a chair, how to roll a mat, how to welcome a visitor, how to solve conflicts, how to sit on line, and how to greet others. Grace and courtesy is essential to ensuring a smooth work cycle and sets the framework of a successful working Montessori classroom.

Practical life prepares the child for life. It is the foundation of the Montessori environment that nurtures the needs of the early childhood child. There are four main goals in practical life activities: order, concentration, coordination, and independence.

Montessori philosophy indicates that our ability to understand math can be sourced to our innate intelligence and the quality of the environment in which we are placed. Montessori practice begins with concrete experiences that will innately lead to abstraction when the child is ready.

Children learn through their senses. The sensorial materials train and sharpen the sense of the child and bring awareness to learning in other areas. Language is woven through the sensorial lessons. Language activities build self-confidence by expanding the child’s vocabulary and ability to communicate thoughts more precisely.
 

Geography, history and science are interrelated ideas and materials. The lessons are introduced with a leading question, then the child works with the materials, and draws his/her own conclusions/inferences. The purpose of this work is to provide the children the opportunity to understand their own relationship to the planet.