Description: School Street Montessori was first licensed in September 1981 and has the capacity for 12 children ages 3 through 12. School Street Montessori has a staff of three, each working 30 hours a week. Two rooms are set up for the children. One promotes free play (including dress up, house keeping, blocks, etc.) This is a very important part of their day. Free Play allows children time to solve problems, experiment, and learn by doing. There are many opportunities for children to practice social skills such as sharing, caring and helping. The other room provides for exploration of concepts using specially designed Montessori materials. The School Street Montessori program is community oriented and encourages parental involvement. The Montessori environment promotes positive relationships and activities. The primary objectives are to help children gain "life skills," self confidence, independence, concentration and orderly work habits. An important principle of the Montessori method of teaching is the prepared environment; thus this method emphasizes that things are the best teachers. There are specific teaching materials, carefully coordinated equipment, that enable the child to work, to move, to develop. The environment is designed to offer opportunities for constructive work. Through this prepared environment, the child develops the ability to see, to feel and to discriminate among sounds, shapes, textures and will subsequently use these materials to perform exercises preparing him/her for reading, writing computation and practical life skills. We are committed to nurturing the whole child. Our program includes time for daily outside play and walks to a nearby playground and nature trails are frequent. We respect each child's ability to discover and wonder about their world and help foster the importance of taking care of our earth. We believe the adult's role in facilitating learning is to keep a prepared environment which is safe and nurturing with an understanding of child development. The adult keeps a balance between teacher-directed and child-selected activities, and between active and quiet times. The adult must be able to listen and observe and celebrate each child as an individual that learns in his or her own way and time. Curriculum includes: art or craft activities, circle time, daily outside play, dramatic play, regular daily routine, Montessori, sand & water play, songs or music activities and story time & literacy activities.
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