Maria Montessori concentrated in developing a complete human being, within a natural place and culture, individually spiraling upwards towards a successful academic outcome.

Dr. Montessori observed that the most critical period in the life of a human being is from birth to the age of six.  At this early age, children posses an inner impulse which creates an awareness of certain elements in the environment at specific times.  These stages are referred to as the "sensitive periods".

Within the same time frame, children indiscriminately absorb everything around them.  Dr. Montessori compared the child's mind to a sponge which assimilates effortlessly from its environment. This phenomenon is termed the "absorbent mind".  During this period of time intellectual, creative, and social skills are also being formed.

"Observation" is an important part of training for Montessori teachers. This enables them to closely follow the child's development, helping and guiding them to achieve their highest level of capability. 

The Montessori classroom provides a "prepared environment" which stimulates the child's individual needs.  All the equipment allows children to explore and reinforce their casual impressions by enticing them to use their hands for learning.  This process also helps them to acquire the ability to concentrate.

In addition to the foregoing, our "family setting" encourages children to respect and care for each other.  They learn to be independent, self-disciplined, confident and secure.  They also develop self-esteem and social skills.  Furthermore, this unique method of teaching results in children thoroughly enjoying school.  They are on a positive, exciting and fun-filled voyage!

The elementary environment builds on the experience and foundation of the Casa exposure (1st stage of development) creating the transition from the unconscious to the conscious mind (2nd stage of development).

Montessori believed that schools should relate to the child's natural developmental periods, which is geared to peaks and valleys as opposed to yearly divisions.  Hence the family setting.

The family atmosphere created in the elementary classroom fosters the second stage of development, integrating the Arts, Science, and Culture, awakening the imagination and abstract thinking of the Elementary child. Through freedom the child is able to exercise responsibility and self-discipline. Adults within this setting demonstrate life skills through example rather than theory.

Through exploration, imagination, repetition, precision, and control of error, the Elementary child develops within the Academic curriculum.