An Early Childhood education is vital to a child’s lifelong educational journey. The Primary program, a three-year program combining preschool and kindergarten, provides introductions to the culture, curriculum, and skill sets that characterize education at Great Beginnings Montessori. Our curriculum sets the foundation for future academic success, and develops the necessary skills to meet 21st century demands: growing autonomy, independence, cooperation, collaboration, and flexibility.

 

Developmentally responsive to their needs, each classroom features a full-range of Montessori materials that engage the child in exploring the world. The mixed-age environment provides the foundation for a cohesive community.

 

Each day, the entire class joins together for singing, movement, listening to stories, and learning about their world and how to get along in it. At the end of each day, the children take part in free play outdoors. World language, art and music classes are also offered.

 

Our Nature-Based programming begins in Primary with our youngest students participating in field studies through the year.

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Curriculum

The primary program at Great Beginnings Montessori School is based on the Montessori method. A carefully prepared environment provides activities in practical life, sensory development, language, mathematics, science, geography, art and music. Children three to six move through a sequential curriculum at their individual rates. Independence, initiative, respect, and responsibility are fostered in a warm, caring, orderly, and stimulating setting. The primary program provides opportunities for focus, concentration and the joy of discovery. Working with the many activities helps the children to discover and begin to master their environment.

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Once a teacher presents a lesson to a curious child for the first time, the child is free to use it and revisit it he likes, but always returns it to its shelf in proper order. It is in the repetition of the work process in which learning occurs.

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Materials appeal to the child’s human tendencies to explore, to find order and orientation, to manipulate and repeat precise movements, controlling the error, until relative perfection is reached. Learning is made possible for the child: it is not forced.

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