Parent Child Program
We are pleased to announce a new class for children aged 24-48 months of age, in the Huckleberry Room.
Children attend with one parent/adult and are slowly introduced to the Montessori environment and materials. The program is designed to minimize the stress that can be associated with programs that children attend independently. The Montessori philosophy is introduced to each family for them to learn and understand how the pedagogy is implemented in the classroom. They can then carry over these practices and ideals into the home as a parenting approach. Some practices include, encouraging independence, choosing one thing at a time, observing the child and supporting their interests and choices.
During each class, students will participate in a group circle time which includes our Morning Song and other seasonal songs or poems. We then have Work Period which allows the students to explore the classroom and receive lessons from the teacher before snack time. The children will also learn how to independently set the table, eat their snack, and clean up appropriately. For this program, students will need to bring a small snack (one they can open and eat independently), water bottle, placemat and spare change of clothes each day.
This program is a great introduction to Montessori Preschool.
Have a question or want to have a tour before signing up? Please reach out to our admission office at email@example.com.
Please note, attending the Parent Child program does not guarantee a spot in the school itself.
When is a child ready for the Montessori classroom?
The Early Primary Montessori classroom is designed for children between the ages of 2.5 and 6 years. All children are different, and some are developmentally ready before others. The following are a few examples of behaviours a child must display to be developmentally ready to begin preschool:
Able to communicate needs to the teacher and other children appropriately. Children who are too young will just cry when they need something, and will be very frustrated in an environment that is not meeting their needs.
Able to be independent in the bathroom. See toileting policy.
Able to sit quietly and complete an activity. Children who are too young for this type of classroom will take many activities out, work on them for only a short amount of time without completing anything, and then move on to something else without putting the previous activities away.
Will take suggestions from a teacher of work they are ready for. A child who is not ready will pull away from the teacher, or will display unwillingness to go with the teacher by lying on the floor, running away, etc.
Will allow teachers to show them how to use the activities on the shelf. A child who is developmentally too young will not be able to wait, watch or take in the process for doing the work.
Is happy to sit at circle time and listen to stories and engage in activities. A child who is too young will not be able to attend to group situations, sit for stories, participate in games, etc.
Able to follow simple directions for procedures like lining up, washing hands, putting on coat to go outside. The child does not have to be able to do these things perfectly, but has to be willing to listen to and follow instructions.
Able to stay with group and participate to the best of their ability, following the teachers’ instructions, when on hikes, beach days and during morning outdoor exercise. This is to ensure their safety as well as the others in the class.
When considering accepting a child, we have not only to consider the readiness of the individual child but also the needs of the whole classroom. Children who are too young take an extraordinary amount of a teacher’s time to the detriment of the classroom as a whole. We want every child to be happy in the classroom which means that they need to be developmentally ready for the experience.