Why Montessori?

The main purpose in establishing a Montessori school is to provide a carefully planned, stimulating environment which will help our 2 ½, 3, 4, 5 and 6 year old children develop within themselves an excellent foundation for creative learning.

The learning materials in a Montessori school have been designed to provide a wide variety of learning experiences geared to the developmental needs of preschool children. The programmed activities involving the handling, manipulation and working with these materials prove to be intensely fascinating and absorbing for the young child. When engaged in well-structured tasks, the child experiences a deep inner satisfaction, which leaves the child with an overall positive attitude toward everything connected with school. Hence, the specific goals for the children who attend SW Montessori school will be:  

1. Developing in each child a positive attitude toward school.

Most of the learning activities are individualized; i.e., each child engages in that learning task which has a particular appeal for her/him, because s/he finds the activity geared to personal needs and level of readiness. Consequently, s/he works at her/his own rate, repeating the task as often as liked, thus experiencing a series of successful achievements. In this manner, s/he builds up a positive attitude toward learning itself.

2. Helping each child develop self-confidence as an independent learner.

Many grade and high school pupils have difficulty in school because the do not have confidence in themselves. In the Montessori school, tasks are programmed so that each new step is built on what the child has already mastered, thus removing the negating experience of frequent failure. Success after success builds up an inner confidence in the child, assuring her/him that s/he can learn by her/himself. These confidence-building activities likewise contribute to the child’s sound emotional development.  

3. Assisting each child in building a habit of concentration.

Effective learning presupposes ability to listen carefully and to attend to what is said or demonstrated. Through a series of absorbing experiences, the child forms habits of extended attention, thus increasing her/his ability to concentrate.

4. Fostering in the child an abiding curiosity.

In a rapidly changing society, all of us will have to be students all our lives. A deep, persistent, and abiding curiosity is a prerequisite for creative learning. By providing the child with opportunities to discover qualities, dimensions, and relationships amidst a rich variety of stimulating learning situations, her/his natural desire to know is developed into a habit of being curious-and essential element in creative learning.

5. Developing habits of initiative and persistence.

By surrounding the child with appealing materials and learning activities geared to her/his inner needs, s/he becomes accustomed to engaging in activities of her/his own. Gradually this results in a habit of initiative-an essential quality in leadership. “Ground Rules” call for completing a task once begun and for replacing materials after the task is accomplished. This “completion expectation” gradually results in a habit of persistence.

6. Fostering inner security and sense of order in the child.

Through a well-ordered, enriched but simplified environment, the child’s need for order and security is intensely satisfied. This is noticed in the calming effect the environment has on the child. Since every item in the Montessori classroom has a place and the ground rules call for everything being in its place, the child’s inner need for order is keenly satisfied. Gradually, the well-ordered environment develops a “sense of order” and that inner security basic to fostering sound emotional growth.

7. Helping children develop their sensory-motor skills.

This is facilitated through activities calling for the manipulation of a wide variety of specially designed apparatus. Montessori insights coupled with the findings of modern psychology have guided the designing of various “research-tested” learning materials. Intriguing tasks involving large and small muscles enable the child to gain increasing control over their movements. Many of the tasks call for the type of muscular movement and control basic to developing skill in handwriting.

8. Sharpening one’s ability to discriminate and judge.

Challenging sorting and matching activities in size, shape, color, texture,  scent, sound, etc.- in short, sharpening one’s sensory acuity; thus, one’s senses learn to report more accurately the various qualities describing her/his expanding world.

9. Helping the child develop socially.

Through working with others, one learns to cooperate, as well as to restrain at times spontaneous impulses which might infringe on the rights of others. Through group-oriented tasks in which the “ground rules” limit, as well as at times, foster one’s impulsiveness, one gradually develops an understanding of and appreciation for what is meant by “respect for self and others.”

10. Helping the child develop her/his creative intelligence and imagination.

Through stimulating programmed activities, the child is encouraged to implement the exciting feeling and perceptions s/he gains from a total preschool experience. Opportunities are provided her/him to translate into movement, form, color, sound, and word, the inner awakening of one’s self. By harvesting thousands of clear perceptions from well-planned practical-life, sensorial, mathematical, music, art, language, and science activities, one acquires the “mental building blocks” needed later for grasping the meaning of words, ideas, and concepts required for learning the read effectively.  

Southwest Montessori reinforces a spiritual awareness that we are one similar and diverse people, incorporating respect and responsibility in relationship to oneself, others, and the environment.

In brief, the purpose of Southwest Montessori Preschool is to help each child develop within her/’himself the foundational habits, attitudes, skills, appreciations, and ideas which are essential for a lifetime of creative learning.  

Why Montessori Kindergarten?  

Because it completes an inherent growth pattern within the 3-6 year-old child which is well documented not only by Montessori and Piaget but by current brain and child development researchers as well.

Because it completes this irreplaceable growth pattern with familiar foundational materials in developmentally appropriate sequence extended into new materials, concepts and skills.

Because concrete materials presented appropriately during a child’s sensitive period impart experiential grasp of concepts which root deploy and carry the child through the following years of abstract teaching.

Because life skills previously practiced-initiative, independence, concentration, order and love of learning- need to be secured as lifelong personal habits.

Because one-on-one validation teaching in the early years imparts one’s lifetime approach to education.  

Why SouthWest Montessori Preschool Kindergarten?  

Because there is no one like it.

Because it may be the only Montessori kindergarten in Colorado which includes the entire Montessori preschool curriculum.

Because the Montessori curriculum, instruction and techniques are extended to prepare the child for success in any following educational setting whether public or private.

Because it is the only Montessori which weans the child from manipulative while advancing her/him by internalizing concepts and methods in preparation for future educational settings. The child no longer needs the physical material. S/he has evolved to using abstract concepts, and paper and pencil, with comfort and skill.

Because children are provided multiple means and reinforcements to develop each skill individually and in a group.

Because the growth of the group facilitates the progress of the individual.

Because the child becomes well established as an “auto-educator.” S/he can read, grasp concepts and methods, perform mathematical functions. S/he has experienced a multiplicity of topics to perk interest and enthusiasm: science, geography, culture, languages, music, sewing, art health and physical education. The child possesses the capability to identify, express and pursue these areas of interest (as a self educator).