In Montessori, we talk a lot about the “prepared environment.” Really, though, this concept of a prepared environment isn’t limited to Montessori. In fact, from the earth’s biosphere offering an
We are often asked about how we handle discipline in Montessori. It’s a great question because we think differently about discipline. Ultimately, we want our children to develop self-discipline and
Our society knows teachers. Teachers give information. Teachers provide an education. Teachers instruct. In a Montessori classroom, however, the role of the adult is also to be a Montessori guide.
As we adapt, learn, and exist in the world, we rely upon unconscious, innate drives that help us orient, explore, work, order, calculate, imagine, abstract, communicate, repeat, and self-perfect. In
When children enter a Montessori elementary classroom around age six, they have undergone a great transformation. Whereas they previously wanted and needed to explore their immediate environment on a sensorial
Adolescents exist between two worlds: they are no longer children but they aren’t yet adults. On this bridge to adulthood, adolescents need opportunities to develop real, meaningful, adult-level skills. They
The Emotive Adolescent Mind Social development is guided by an “emotive” mind, a combination of inabilities, or purely abstract propositions. This quality of thought may be the reason why an
We foster the natural curiosity of each child into a lifelong love of learning and a passion for excellence.
6050 Holder Rd.
Clemmons, NC 27012
P: (336) 766-5550
F: (336) 766-5547