About Us

We provide a comprehensive and child-centered preschool education programmes based on international Montessori methodology and standards that integrates with the learning perspectives outlined by the Singapore Ministry of Education. We nurture and cultivate a holistic learning development for the child in the areas of cognitive, physical, aesthetics, social and emotional needs.

We aim to develop the WHOLE personality of the child. We feel all these aspects are important during early childhood to provide the foundation for a happy, confident, well-mannered and well-balanced children.

What is Montessori Education ?

How is the Montessori philosophy applied?

Dr. Maria Montessori, born in Italy in 1870, is the founder of the Montessori method of education for preschoolers. She advocated that:

• The child learns everything without knowing he is learning it, and in doing so, he passes little by little from the unconscious to the conscious, treading always in the paths of joy and love.
• Free the child's potential, and you will transform him into the world.

Introduction to the Methodology in Practice

Dr. Maria Montessori’s early work, observations and experiments were with retarded and poor children. Her methods became known all over the world and many countries have adopted them into their own educational systems. There is renewed interest in her work and her ideas seem as fresh and as meaningful today.

Dr. Maria Montessori stressed the importance of the early years, especially the first six years, which she defined as the "absorbent period". During this period, children absorb learning effortlessly from their environment and learn at a rate unequaled later in life. One of its distinctive features of Montessori is that children are able to direct their own learning, choosing among the sections of a well-structured and stocked classroom including Practical Life (fine and gross motor skill development), Sensorial (sensory and brain development), Language, Math (cognitive development), and Art (aesthetic development).

The curriculum is an enriched experience for children with the following platforms of learning:

The Exercises of Practical Life

“A child’s work is to create the man he will become. An adult works to perfect the environment but a child works to perfect himself.” – Dr. Maria Montessori

The practical activities allow the child to acquire and perfect the skills of daily living, and also to focus the attention. For example, a small child learns to sort and transfer objects, and through this experience, the child will learn to do the job properly, to finish it and to achieve fulfillment through a simple task.

The Montessori Sensorial Materials

“Education is a natural process spontaneously carried out by the human individual and is acquired not by listening to words but by experiences in the environment”
– Dr. Maria Montessori

The sensorial area relates to exercises that work on developing the senses, through a variety of intriguing exercises that isolate a sense, including smelling, auditory, tactile, visual discrimination, and even taste. This area encourages the child to use his senses to learn more about the world around him. The young child is vividly aware of the world, taking in impressions through all its senses. So the child, through the sensorial materials, feeds its brain not only visually but also through the senses of touch, sound, taste, and smell thereby developing the intellect. For example, the child takes delight in feeling and touching geometric shapes and in tracing them with the fingers, learns about them.

Mathematics

“The first essential for the child’s development is concentration.”

Essentially, this area involves the use of manipulatives and incorporates sensorial aspects for better comprehension. The very young child is enabled, by the Montessori mathematics apparatus, to achieve by its own efforts a quiet natural appreciation of basic mathematical concepts. In the process, the child gains concrete experiences of numbers, their quantities and mathematical operations. In this connection, the gradual progression towards formal abstract operations takes place through the use of these specially designed apparatus.

Language & Literacy

This is cultivated and enriched in a variety of writing and phonics exercises. A provision of opportunities is carefully planned for enriching vocabulary and reading skills. Each child will move at its own individual pace along this path with the sensitive guidance of the Montessori Directress.

Aesthetics

“is good example of her indirect approach to learning which leads to increased creativity”

“Seeds” of Culture

"The power to make progress comes in a large measure from having freedom and an assured path which to go, but also some way of knowing if and when we have left the path. If this principle be realized both in school and in daily life, then, it does not matter whether teachers and parents are perfect or not."

This promotes an enriching and diverse subject area, which includes music, art, botany, zoology, physics, world geography and international culture. Young children often show an amazing interest in a wide range of subjects. Given the right environment, the right stimuli and the right materials, a child’s in-built receptiveness towards all these areas of interest could enable him or her to comprehend what was considered far beyond a child’s reach.

In addition, some, but not all Montessori schools also engage in peace studies. This involves teaching children how to resolve conflict and develop compassion and tolerance for others, including those of other cultures, races and backgrounds. A “Peace Desk” is established at a designated place where children can go to work out their differences.

Discipline

Defining Grace and Courtesy: Grace and Courtesy in Relationships

We believe that harmony between people (a few or a lot) is part of the social skills and conflict resolution that should be the core of any Montessori classroom. Importantly, we established “ground rules” with the help of the children at the beginning of each school year. We incorporate role-playing and discussions throughout the year so that children know how they should treat others and vice-versa.

Both teachers and parents should be careful observers of child/child interaction. At times, intervention becomes necessary, for instance, if there is bullying or name-calling. Other times, behavior can be effectively addressed at line time or group time without mentioning names; situations may be put forth to the group for input or analysis. Children enjoy brainstorming about ways to resolve conflict; encouraging them think of their own solutions may much more likely to.