Montessori Track: MMS@Calhoun
(preschool–3rd grade)

As the youngest member in a Primary classroom, a three year old develops a sense of belonging in a larger community and forms relationships with older peers whom they see as role models to emulate. Their confidence and “sense of self” develops along with a growing awareness of classroom procedures, respect for the environment, acceptance of boundaries, and making good choices. The foundational skills of learning begin with concentration, order, and listening. Children learn skills and concepts by repeating activities to completion, developing their stamina, concentration and autonomy.

A four year old in a Primary classroom is an independent, dependable member of the classroom community. They start taking on leadership roles and nurturing their younger peers. They are learning to be both sympathetic and empathetic, to wait their turn, to work and play cooperatively, and to express their needs and feelings in a positive manner. At this age, they become intensely interested in more challenging academic work and with hands-on learning and exploration; they naturally absorb skills and academic concepts satisfying their innate curiosity and joy in learning. They are also more self-directed and independent learners.

In Children’s House, the Kindergarten year is the “capstone year,” the culmination of a student’s growth in all areas of learning and development. Kindergarten students are an integral part of classroom community life. They become helpers to their teachers and teachers to their peers, taking great pride in this new role. They also relish participating in new experiences. They engage in collaborative work and play, navigating different social situations using teamwork and their critical thinking skills with more autonomy, confidence, and grace. They have more interests and passions to pursue, often leading to deeper, more thoughtful questions and self-directed learning. They are moving from concrete to more complex abstract concepts. 

As the youngest members of the 1st-3rd grade Montessori classroom, first graders are nurtured and mentored by the older students in the classroom. They rekindle relationships from their time in Children’s House and form new ones. Having become physically independent, they now start the journey toward intellectual independence. Alongside Montessori materials, students manage folders and notebooks for each subject and start to track their work using checklists.

Second graders find ways to manage each day, starting and completing work on their own. They begin to manage projects that have multiple parts and require some planning. Second graders develop an awareness of their abilities as compared to peers; they naturally seek out help and lend a hand to each other. Time and depth of studies increase as students seek the answers to their never-ending curiosity.

Third graders are in their leadership year of their Montessori experience. This experience supports social-emotional growth as they navigate running community meetings, leading by example, and working toward consensus for classroom decisions. They use weekly planners to manage both daily work and weeks-long projects associated with cultural work. This “capstone year” culminates with a deep dive into prehistoric life on Earth that challenges students to read to learn, apply research skills across multiple sources, and collaborate with peers.