At J. Addison School, we are committed to providing engaging and rewarding childhood educational programs, by following the Montessori philosophy and methodologies. We carefully tailor a harmonious, balanced and non-competitive environment where children are free to explore, to interact, and to apply themselves in a wide range of tasks and activities. They are empowered to follow their unique abilities and talents, so they can build confidence and competence as they pave their path of self-discovery, growth, and development.
Our dedicated professional Montessori teachers are always present to guide, facilitate and support children through continuous observation and self-motivated learning processes. We aim to nurture the innate desire in children of wanting to learn naturally, and most importantly, to help them grow while developing a joy and passion for learning.
Join us at J. Addison and give your child a wonderful start in their educational journey.
Montessori Education is a child-centered, hands-on educational approach developed by Dr. Maria Montessori (August 31, 1870 – May 6, 1952) who was an Italian physician, educator, philosopher, humanitarian and devout Catholic, best known for her particular philosophy on educating young learners. This methodology has been tested for over 100 years in different cultures all over the world.
The program is based on self-paced and cooperative activities that allow children to develop healthy self-esteem, proper social skills, problem-solving abilities, and the confidence to face challenges with a positive attitude. Since Montessori educated children are encouraged to make decisions from a very young age, they are capable to handle problems by making appropriate choices, able to manage their own time, and to work well with others. Through a collaborative support system where they are encouraged to exchange ideas and discuss work freely, they also build a solid foundation of strong communication skills.
“The most important period of life is not the age of University studies but the period from birth to the age of six. At no other age has the child a greater need for intelligent help, and any obstacle that impedes his creative work will lessen the chance he has of achieving perfection.” Since Dr. Maria Montessori wrote these words, research has shown the importance of the early years. During this period, unconscious learning is gradually brought to the conscious level, and it is also when the foundation for late, more advanced learning is established.
The role of the Montessori teacher differs from that of the traditional teacher. The Montessori teacher first observes and then directs the child’s activities so that he/she learns for himself/herself through experience and interaction with the environment. Teachers work with children to build a solid academic foundation which aims to help them with the development of their personalities, intellectual potential and in acquiring positive attitudes toward their learning habits.
Our teachers are trained by institutes like the Association Montessori Internationale (AMI) and accredited for Montessori training that is specific to each age group.
Each year of the three-year casa program prepares the child for the wonderful world of education that will follow, and, more importantly, provides them with character- and community-building experiences, focussed on developing kind and caring individuals. Here is an overview of Montessori preschool, year by year:
The First Year:
Having fully taken advantage of learning resources at home, the 3-year-old child comes to school ready to learn. They enter an established community of children, where they are the youngest members in need of some “domesticating.” The ground rules that they learn are consistent and do not change, and they are encouraged to think and act freely but with social consciousness. Their greatest needs are:
1) coordinating and refining movement, mainly through Practical Life Exercises
2) increasing their working vocabulary in Languages:pronouncing words clearly and slowly, learning to engage in conversations, and speaking in groups
3) making sense of the beliefs and impressions they have developed since birth, through the use of Sensorial Materials, the foundation for intellect and development
The Second Year:
Learners returning to school soon discover they are no longer the youngest in class, prompting them to take on more accountability. They start to develop their abilities as lawgivers, since they know all the rules and routines and looked upon to help keep the new little ones on track. They are also now more keenly aware of the activities and projects pursued by the older children, and are more prepared for what is coming. Now more capable of handling more complex Practical Life lessons, they begin writing and blending sounds; the Sensorial refinement exercises continue, and formal lessons in Language, Mathematics, Science and Culture begin.
The Third Year:
This is where it all comes together. The blending of sounds leads to the joy of reading and writing; the counting from the previous year sets the foundation for highly compelling lessons with manipulative measures and involving the four operations (addition, subtraction, multiplication, and division) with manipulative materials. Mathematical concepts are clearly presented, freely practiced, and permanently internalized. Puzzle maps used at age four are brought out again, so that in a positive learning environment the children can make their own maps and learn names of continents, countries, and states. They are exposed to grammar and written composition, botany, geography, geometry, zoology, and music theory. They also monitor the younger children and are always ready to help whenever needed. At six or seven, they are ready to move on to a bigger and more complex environment, taking with them their capabilities and understanding - the basis of real self-esteem, confidence and eagerness to discover a bigger world!