top of page



Community Montessori School l (“CMS”) is a private educational school based upon and dedicated to the Montessori method. Based upon the developmental needs of each child, freedom and structure are enhanced through learning experiences.  Community Montessori School’s approach to education develops the potential of young children through a carefully prepared environment, specially trained teachers, and the use of Maria Montessori’s didactic materials.  


Dr. Maria Montessori (1870-1952) was an Italian physician and educator at the turn of the twentieth century. She was the first woman to receive a medical degree in Italy, and this set her on the path to understanding the young child. Maria Montessori capitalized on the notion each child is different, and therefore each child learns in different ways. Children absorb knowledge when it comes from their own minds and self-motivation.

Dr. Montessori considered her emphasis on the environment a unique element of her method. The “prepared environment” is a place where the child can learn independence by doing things for themselves and provides a comfortable non-competitive world in which to grow and learn. Respect for others creates a co-operative atmosphere.

Children spend each work period moving freely from one activity to another; guided by their curiosity. They choose activities which are often self-correcting and increasingly more difficult. Each step in this academic process reinforces a positive attitude, self-motivation, and a growing self-confidence.

The Montessori method emphasis’ the role of the teacher as a guide to each child, introducing materials, and assisting where needed. Careful observation helps the teacher prepare the environment with the child’s interest in mind. The teacher is constantly alert to the direction in which the child is going, and actively works to help the child achieve their goals. The Montessori teacher facilitates the classroom activities, carefully planning the environment, and helping progress from one activity to the next.

Montessori professionals are trained to deal with each child individually. This is often called “following the child”. A Montessori teacher often stands back while the child is working, allowing them to gain satisfaction in their own discoveries. Montessori tools promote motor skills as well as development of the mind.

Children leave a Montessori program with strong fundamental educational skills. Studies have shown that Montessori children continue to excel throughout their academic years and develop to their fullest potential.



For more information on the Montessori Method visit the American Montessori Society website


The Difference

A Montessori program is based on self-direction, non-competitive, and cooperation activities that help a child develop a strong self-image, high levels of academic and social competence to face challenges with optimism. Encouraged to make decisions at an early age, Montessori-educated children are problem solvers who can make appropriate choices, manage their time, and work well with others. They exchange ideas and discuss work freely. These positive communication skills build the foundation for negotiating new settings.  


There are many differences between most non-Montessori pre-school programs and most Montessori pre-school programs.

Most non-Montessori Pre-School Programs

  • Views the child in terms of competence, skill level, and achievement with an emphasis on core curricula standards and social development. 

  • Child is a more passive participant in learning; teacher has a more dominant, central role in classroom activity.

  • Teacher acts as a primary enforcer of external discipline, promoting extrinsic motivation. 

  • Instruction, both individual and group, adapts to core curricula benchmarks.

  • Same-age and/or skill level grouping; one-year cycles can limit development of strong teacher, student, and parent collaboration. 

  • Conflict resolution is usually taught separately from daily classroom activity.

  • Values completion of assignment; time is tightly scheduled. 

  • Instructional pace usually set by core-curricula standards expectations, group norm, or teacher.

  • Work is usually corrected by the teacher; errors are viewed as mistakes. 

  • Learning is reinforced externally by test score and rewards competition and grades.

  • Less emphasis on self-care, spatial awareness, and care of environment. 

  • Child is usually assigned a specific workspace; talking among peers is discouraged.

  • Curriculum areas usually taught as separate topics.

  • Hierarchical classroom structure is more prominent.

  • Progress is usually reported through conferences report cards/grades, and test scores. 

  • Most teaching is done by the teacher and collaboration is an alternative teaching strategy.

  • Curricula organized and structured for child based on curricula standards. 

  • Goal is to master core curricula objectives.

Most Montessori Pre-School Programs

  • Views the child holistically, valuing cognitive, psychological, social, and spiritual development. 

  • Child is an active participant in learning, allowed to move about and respectfully explore the classroom environment; teacher is an instructional facilitator and guide.

  • A carefully prepared learning environment and method encourages development of internal self-discipline and intrinsic motivation. 

  • Instruction, both individual and group, adapts to students’ learning styles and developmental levels.

  • Three-year span of age grouping, three-year cycles allow teacher, students, and parents to develop supportive, collaborative, and trusting relationships.

  • Grace, courtesy, and conflict resolution are integral parts of daily Montessori peace curriculum.

  • Values concentration and depth of experience; supplies uninterrupted time for focused work cycle to develop. 

  • Child’s learning pace is internally developed.

  • Child allowed to spot own errors through feedback from the materials; errors are viewed as part of the learning process.

  • Learning is reinforced internally through the child’s own repetition of an activity and internal feelings of success.

  • Care of self and environment are emphasized as integral to the learning process. 

  • Child can work where he/she is comfortable and the child often has choices between working alone or with a group that is highly collaborative among older students.

  • Multi-disciplinary, interwoven curriculum.

  • Child learns to share leadership; egalitarian interaction is encouraged.

  • Progress is reported through multiple formats; conferences, narrative reports, checklists, and portfolio of student’s work. 

  • Children are encouraged to teach, collaborate, and help each other.

  • Child is provided opportunities to choose own work from interests and abilities, concepts taught within context of interest. 

  • Goal is to foster a love of learning.

bottom of page