Our Montessori Programs

Program Overview  |  Nido  |  Infant Community  |  Primary  |  Elementary

The first three years of life are full of growth. Movement, language, and personal independence mature faster now more than ever before.

This is why St. Mary’s Montessori Schools prepare our children to face the challenges they may encounter through various stages of their life.

St. Mary's Montessori Schools offer four programs: Nido, Infant Community, Primary, & Elementary.

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During the first three years of life when the child's intelligence is formed, the child acquires the culture and language into which he or she is born. It is a period when the core of personality, social being, and the essence of spiritual life are developed. An understanding of the child's development and the development of the human mind allows environments to be prepared to meet the needs of the infant and foster independence, psychomotor development, and language acquisition.

Our  programs accommodate children from 6 weeks to 24 months (Nido/Infant Community), 3 years to 6 years (Primary), and 6 years to 12 years (Elementary).  We use a variety of materials specifically designed for the Montessori classroom. These materials improve the development of Fine Motor, Language, and Gross Motor skills for our younger students; and establish a strong academic and social foundation which will assist them in their Primary and Elementary programs. As our children move up from one program to another, the Montessori materials they use will expand and assist them in developing their skills in critical thinking, language, mathematics, art, science, and empathy.

Additionally, strong teacher-parent relationships are essential for your child’s success in the Nido, Infant Community, Primary, and Elementary programs. Daily informal communication, formal conferences, and parent education are a part of our ongoing commitment to enhance the growth of our children.

“Nido” is an Italian word which translates to “nest” in English, and conveys the spirit of the infant environment. The infant's physical development is phenomenal and apparent and inspires our care and attention.

The Nido community is the bridge between the home and school. We offer various sensorial experiences and developmental aides specifically for each individual child's stage of development. Additionally, Title 22 in the state of California mandates that there be a strict 4:1 (1 teacher for every 4 children) ratio at all times. At St. Mary’s, we keep to a 3:1 (1 teacher for every 3 children) ratio to ensure that your child is always receiving the most supervision and quality of care.

At this time we also introduce the weaning process. Weaning is the transition off of the bottle and onto drinking out of a small cup, as well as independence through self feeding. We start this process around 8 months all in preparation for the child to transition into the Infant Community.

Depending on the child's domain of skills and work, as a result of strong observation by their teachers, he/she will make the transition from Nido to the Infant Community. In this setting, the children come to feel the classroom is their own peaceful, special space where they play a meaningful role in their own care and the care of their environment. 

Classrooms are inviting, and materials are appropriately stimulating. Movement is encouraged and meaningful, and ordered activities satisfy developmental needs. Our trained Montessori staff uses expressive language, which is accompanied with action, to create an environment in which the children thrive.

The Infant Community is best described by Maria Montessori's quote "Never give the mind more than you give to the hand." IC1 primarily focuses on introducing the child to the five concepts of learning: Care of Self, Care of the Environment, Language, Art, and Developmental Aids.

Infant Community 2 is best described as "help me do it myself". It refines the skills and knowledge of the five concepts of learning introduced in IC1. 

Infant Community teachers know that each child is a special individual full of potential. In addition, potty training is introduced in IC1 and 2, and must be mastered before moving to Primary. Each child's experiences away from home are carefully constructed, and children are nurtured and empowered.

The 3 to 6 year old child is undergoing a process of self-construction. The application of the Montessori philosophy and the specifically designed Montessori equipment aids the child's ability to absorb knowledge and continue this path of self-construction. 

There are four main areas in the primary program: Exercises of Practical Life, Sensorial, Language, and Mathematics. Considerable emphasis is also placed on Creative Arts, Music, Science, Geography and Cultural Studies. 

Acquisition of one's own first culture is the child's central developmental drive in the first plane of development.
The pre-primary environment serves this drive abundantly, bringing the world to the child. Globes, maps, songs, landforms, collections of pictures of life in different cultures, and much more, is offered, with the aim of helping the child to grow as an individual appreciating the larger context of his or her world.

This age group requires a 5-day repetitive work schedule to best help them prepare for elementary. Children at this age group that attend school 5 days a week have shown faster growth in all areas of classroom work and social development. The more time children spend in the Montessori environment, the more time there is to build strong focus and attention skills as well as longer work cycles. This development is critical to the children's success as they continue on with their schooling.

Mandarin & English Program

A dual language program that helps children understand, learn, and communicate in both languages: Mandarin and English.

This program is only available at the Fontana Campus for our Primary students.

Our English/Mandarin Class, Daffodil, is a traditional Montessori Primary environment that will now have Chinese Mandarin Education as an additional component. The class will be based on the Montessori philosophies and principles, so the children learn the Mandarin language in the Montessori way. In addition to the traditional Montessori environment, the class will have a full Chinese language Montessori material shelf, and translated materials in math, sensorial, geography, culture, and science. The children will be presented with Montessori activities in English and Chinese and as a result, the children will naturally acquire a broad vocabulary in both languages. Chinese and English instruction will be done in small groups and targeted to each child’s individual level according to their pace. Older children who are ready to read and write will have the opportunity to do so individually as well as in small groups. We will also include Chinese literature, history, music, and geography as part of our lessons.

Our elementary program is located at the Rancho campus

The SMMS School’s Elementary program is intended to inspire children to research, explore and create an interest in all areas of work which include Math, Language, Geometry, History, Biology, Geography, Art and Music. There are no limitations to the level of skills and love for learning a child will acquire. There are extended work to enhance the child’s research process with trips of “Going Out” to local places of interest.

We follow Dr. Maria Montessori’s guidance in establishing an authentic Montessori environment according to the Association Montessori International method. The elementary child is in the second plane of development which is naturally well-thought-out by the emerging power of their imagination, the drive to know the reasons of things, a need for abstraction and intellectual activity, a drive to perform extended and elaborate work as well as to focus upon issues of morality. This is the basis to Cosmic Education. Children at this age love to work in pairs or small groups as socialization is a key factor in their development.  

The program is strongly committed to focus on all aspects of life skills as the children learn how to manage their time and studies. In addition, community gatherings within the classroom give them the opportunity to make decisions independently, building their confidence, and be heard as well as express themselves during these important formative years.

The Montessori Elementary program creates an appreciation to life and the children are well prepared to be contributing citizens.    

Elementary Curriculum

Language

“Language is more abstract in elementary. It is linked to human history.”

 History of the Alphabet is presented through the Great Story, The Story of the Alphabet. This story introduces the creation of the alphabet and its progression over time. The purpose of this story is to help students establish a connection between history and language. 

Word Study is composed of three main areas, including affixes (i.e. prefixes and suffixes), compound words and word families. Word study improves spelling, vocabulary, pronunciation, understanding, reading, and etymology.

History of Written Language provides additional information about the concepts introduced by the Great Story, The Story of the Alphabet. 

Grammar and Syntax is composed of two main areas, including parts of speech and logical analysis. The study of the nine parts of speech highlights that words not only have meaning but also have a function. Logical analysis involves analyzing sentences and introduces new units of meaning (i.e. phrases, clauses and sentences).

History of Spoken Language includes multiple stories introducing the origins of the child’s native language. The purpose of these stories is to bring awareness to spelling and grammar. 

 Spoken Language is crucial in the elementary community as it is a means by which children become socialized. Spoken language is constantly evident in the classroom (e.g. oral reports, speeches, elocution/forensics, poetry, debates, drama, teacher read-aloud, and child read-aloud). 

Interpretive Reading is implemented to support a variety of skills, including reading comprehension, consideration of the author’s intent/purpose, and dramatic presentations.

Written language is composed of four areas, including spelling, punctuation, creative writing and reports/research. Students are encouraged to write in cursive as there are many benefits to this form of handwriting. 

mathematics

“Mathematics is presented in contexts that allow the children to observe that there is mathematics everywhere, and in every time.”

History of Numerals is presented through the Great Story, The Story of Our Numerals. This story introduces the creation of numerals and its progression overtime. The purpose of this story is to help students establish a connection between history and our numerals.

The Decimal System is presented through the Wooden Hierarchical Material and the Large Bead Frame. The wooden hierarchical material presents the first seven hierarchies of the decimal system, the first three families of the decimal system, and introduces the categories of each family. The large bead frame is designed to separate each set of beads according to hierarchy, family and category to help establishes a better understanding of the decimal system.

Multiplication is composed of seven main areas, including laws of multiplication, checkerboard, large bead frame, flat bead frame, bank game, geometric form of multiplication, and multiplication algorithm. Laws of multiplication introduces commutative law and distributive law. The checkerboard, large bead frame, flat bead frame, and bank game are presentations which include materials that enable students to explore multiplication and conduct long multiplication sensorially. Geometric form of multiplication and multiplication algorithm are presentations designed to provide students a more abstract experience with multiplication.

Multiples and Factors are first presented through a sensorial impression and abstraction is gradually introduced and implemented. 

Division is composed of four main areas, including distributive division with racks and tubes, group division with the stamp game, division algorithm, and divisibility. Distributive division with racks and tubes and group division with the stamp game are presentations which include materials that enable students to explore division and conduct long division sensorially. Division algorithm presents students with a more abstract experience with division. The concept of divisibility is introduced through sensorial approach within multiple presentations.

Fractions is composed of two main areas, including common fractions and decimal fractions. The first main area, common fractions, introduces (1) the concept and equivalence of fractions, (2) performing operations with simple cases, and (3) performing operations beyond simple cases. The second main area, decimal fractions, introduces (1) fractions in the decimal system and their notation, and (2) performing operations with decimal fractions.

Exponential Numbers are composed of six area, including squares and cubes of numbers, powers of numbers, squaring, cubing, square root, and cube root. These concepts are first presented through a sensorial impression and abstraction is gradually introduced and implemented.

Signed Numbers, Non-Decimal Bases, Ratio and Proportion, Word Problems, Measurement, and Intro to Algebra are other concepts introduced in elementary. Many of these concepts are first introduced through a sensorial approach and abstraction is gradually introduced and implemented. 

Geometry

“The world that surrounds us is composed of shapes, lines, curves, and angles. There is geometry in nature. In the angles and planes, mineral crystals, and in the symmetry of a butterfly’s wings.”

History of Geometry is provided in the form of a story titled The Story of How Geometry Got Its Name. The purpose of this story is to provide a brief history about geometry and how its name came about. 

Equivalence, Similarity and Congruence are introduced to students through a sensorial approach. The introduction of these concepts provided preparation for work with (1) area and volume, (2) fractions, and (3) Pythagorean theorem. 

Lines is a topic composed of multiple presentations intended to convey an intuitive meaning of line. Within this topic, students will be introduced to various concepts, including kinds of lines, positions of a straight line, positions of two line in the same plane and interesting lines. 

Angles is a topic composed of multiple presentations intended to introduce various topics, including kinds of angles, parts of angles, measuring angles, bisecting angles, and relationship between angles.

Polygons consists of multiple presentations that introduce (2) the concept of a polygon, (2) triangles, (3) quadrilaterals, and (4) general polygons. 

Pythagorean Theorem and Euclid’s Theorem are introduced using sensorial materials.

Area of Plane Figures are introduced in three stages, including sensorial arithmetic and formula. 

Solid Geometry is composed of multiple presentations. These presentations introduce (1) the names of solids and parts of solids, and (2) the concept of a solid, surface, line, point and dimension.

Volume includes multiple presentations introducing (1) the concept of volume, and (2) finding the volume of different figures. 

geography

“In the elementary, the child focuses upon the nature and reason for things as they encounter the order and harmony of the universe, and the relationships that exist between all things.”

Formation of the Universe is presented through the Great Story, God Who Has No Hands. This story introduces the creation of the whole universe, including the sun and earth. 

The Nature of the Elements includes multiple presentations that introduce (1) the three states of matter, (2) further details about particles and laws, and (3) attraction and gravity. 

Composition of the Earth is composed of two main areas, including layers of the earth and movements of the Earth’s crust. Students are introduced to the concept of layers of the earth and their functions. Students are also introduced to movements of the Earth’s crust and its effects on Earth (e.g. volcanoes; earthquakes; faults).

The Sun & the Earth is composed of three main areas, including rotation (i.e. day/night; time zones), the concept of earth as a sphere, and revolution (i.e. length of day; solstices and equinoxes; seasons; temperature zones). The purpose of these presentations is to introduce the correlation between the sun and earth.

Work of Air includes multiple presentations that (1) introduce the function of air, (2) indicate the effects of air, and (3) identify different types of air/winds.

Work of Water includes multiple presentations introducing how water has shaped Earth and the life upon it.

Interdependencies and Economic Geography are implemented to (1) introduce that an interdependency between people exists, and (2) highlight economy as a tool used to satisfy human needs. 

Biology

“The concept of Cosmic Task is also continuously encountered as the child engages in a study of biology.”

The Coming of Life is a Great Story that introduces the first forms of life that came about on Earth. This story is followed by The Timeline of Life. The timeline introduces the progression of life throughout time and provides information on various living-organisms that have existed on Earth. 

Botany: Through impressionistic charts and materials, students are introduced to the functions, needs and parts of the following:  plant, leaf, root, stem, flower,  fruit, and seed. In addition, students are introduced to plant classification.

Zoology:  Animal Stories and Question and Answer Game are two presentations designed to study a particular animal(s). Animal Stories introduces information about animals living in the surrounding environment (i.e. raccoons; snakes). Question/Answer Game examines various animals to find comparisons and differences.  

The study of vertebrates occurs in multiple presentations. Students are introduced to the classes of vertebrates, comparison of classes, and the body functions of each vertebrate. Students are also introduced to animal classification, and ecology.

History

“Life must be lived forwards, but can only be understood backwards.”

 Pre-History: The Black Strip and Clock of Eras include impressionistic materials used to (1) introduce the length of time taken for earth to form and for life to develop, and (2) indicate the length of time that passed before humans were on Earth.

 Human History: The Coming of Human Beings is a Great Story that introduces the appearance of the first human beings on Earth and their progression throughout history. This great story is followed by three timelines. The First Timeline of Human Beings provides a panoramic view of early human development. The Second Timeline of Human Beings is an expansion of the first timeline and provides a panoramic view of the progression of early human beings and their function. The Hand Timeline introduces the history of human beings and emphasizes the use of hands (e.g. building; writing).

Phases of History is a story presented to students to introduce human history in terms of three phases (nomadic; agricultural; urban).Civilizations is another topic discussed. This topic is composed of multiple presentations that introduce (1) the geographical regions in which the first civilizations appeared, and (2) the civilization and cultural heritage of other groups.BCE/CE Timeline, Migrations, and US History Timeline are other presentations given to provide further details regarding the progression of humans throughout history. 

 Time: The Year is a presentation provided to make a connection between the movements of the earth around the sun and our time measurements of year and day. This presentation is followed by two presentations. One of the presentations introduces the names of the months of the year, and the second presentation introduces the names of the week. Clock Time includes impressionistic materials used to help students learn the telling of analogue time. 

Art

“Art is part of the culture of the child, history of humanity and part of the Cosmic Education.”

 Elements of Artistic Creation: The components of an artistic creation can be reduced to the fundamental elements: lines/edge; surface/spaces; relationships and perspective; light and shadow; color; composition. 

Materials/Media: Students are provided a broad range of materials and tools. Some of the materials include pens, felt pens, colored pencils, watercolors, oil pastels, modeling clay, sewing kit, chalk, colored/construction paper, scissors, and a carving set. The different modes of expression are divided into the following major areas: drawing; painting; printing; threads and textiles; construction/sculpture; collage/mosaic; seasonal projects.

Music 

“The children explode into music performance and notation, just as they explode into writing and reading.”

Music is essential to Cosmic Education as it is an important aspect to our culture. Materials provided in the classroom offer students the opportunity to explore sounds and music. The following are musical concepts that will be implemented in the classroom: music appreciation/history, singing, movement/dance, rhythm, pitch, listening, instrumental work,  music theory, science, and music.

Physical Education 

“Intelligence and skill can only function at the peak of their capacity when the body is healthy and strong.”

Physical Education develops and maintains a level of physical fitness equal to or exceeding national standards. Other benefits associated with physical education include the following: developing the ability to make informed health and lifestyle decisions; acquiring the skill necessary for effective performance in games, athletics and other fitness-oriented activities; encouraging the development of positive attitudes and values; fostering the development of self-esteem; exposing the child to a variety of activities oriented toward health and fitness.

going out

“When the child goes out, it is the world itself that offers itself to him. Let us take the child out to show him real things instead of making objects which represent ideas and closing them in cupboards.”

Going out is a concept developed by Maria Montessori. In essence, it is the idea that a ‘field trip’ can be conceived, planned, organized, executed and followed up by the student(s). This concept of Going Out fosters independence, responsibility, and self-construction. This concept occurs in stages. The first stage is preparing the children for going out (i.e. grace and courtesy lessons; conducting small outings within the school premises). The second stage involves going out with adult assistance (e.g. adult plans a Going Out to the grocery store). The final stage is “independent going out” in which the student(s) plan and execute the going out independently. 

Resources