Montessori (pronounced MON-tuh-SORE-ee) education was founded in 1907 by Dr. Maria Montessori, the first woman in Italy to become a physician. She based her educational methods on scientific observation of children’s learning processes. Guided by her discovery that children teach themselves, Dr. Montessori designed a “prepared environment” in which children could freely choose from a number of developmentally appropriate activities. Now, nearly a century after Maria Montessori’s first Casa dei Bambini (“children’s house”) in Rome, Montessori education is found all over the world, spanning ages from birth to adolescence.

Prime Foundation Montessori accepts students ranging from about 18 months through 12 years old.

Here are ages by level:

Young Children's Community (YCC): 18 months - 36 months

Primary: 3 - 6 years

Elementary: 6 - 12 years

Here are levels by their conventional equivalents:

YCC & Primary: Preschool

Final Year of Primary (5 years): Kindergarten

Lower and Upper Elementary: First through Sixth Grades

Half-day Young Children's Community 8:45 AM - Noon.

Full-day Young Children's Community 8:45 AM - 3:15 PM

Half-day Primary: 8:45 AM - Noon.

Full-day Primary: 8:45 AM - 3:15 PM

Elementary: 8:45 AM - 3:15 PM

PrimeCare AM (Before School Care): 7:45 - 8:45 AM

PrimeCare PM (After School Care): 3:15 - 6:00 PM (Ends at 6:00 PM)

PrimeHub (Math Program and/or Geometry Program): 3:00 - 6:00 PM (Ends at 6:00 PM)

Yes we do! Our experienced, trained and AMI Certified Montessori teachers can work with any child at any grade level regardless of their previous educational background or prior experience. We have many children from Traditional, waldorf and other school background attend and thrive with accelerated results at Prime Foundation Montessori! Children do not require to have prior Montessori experience or background to attend Prime!

Dr. Maria Montessori herself worked with numerous children all over the world, she never required that they had any kind of previous schooling or psychological experience to be able to work with them using the Montessori method. It takes a well trained and experienced Montessori teacher strictly following the authentic Montessori pedagogy researched by Dr. Montessori to effectively guide a child to foster holistic development, cultivate curiosity and a love for learning regardless of their educational background and we have got that at Prime! Come visit us! See what makes us Prime!

Yes. Prime Foundation Montessori maintains rolling admissions. Applications can be submitted year-round. If there is space available, children can join at any time of the year.

Children have a wide range of experiences, skills, abilities, and interests. A three-year age span in the classroom allows children the opportunity to use a wide range of engaging materials that keep them challenged to learn. As the child’s interests change, the range of available materials allows the child to move from one level of complexity to another. Additionally, younger children learn from the older children through example and older children gain confidence and affirmation of their knowledge by helping the younger children. It is a win-win for all the children in a Montessori classroom.

Besides, in our real world we all have different ages. Imagine a world where everyone is the same age. Like imagine everyone is 60 years old? That would be quite interesting! So in reality a Montessori classroom is a microcosm community of our world. The children are practicing and getting ready to be great citizens in our world.

Yes, we do! Prime has three After School Programs: PrimeCare, PrimePlus and PrimeHub.

Our After School Programs are open to children in the Primary and Elementary levels.

We only offer PrimeCare (After School Care) for our Toddler children.

Learn more at this link

It is the development of self-discipline that is encouraged and valued. By maintaining a carefully prepared, structured environment that encourages exploration, creativity, and choice within clear boundaries, the child learns self-control and problem-solving skills that foster independence and responsibility. In this setting, discipline is viewed as a maturation process that evolves, supported by guidance from the teacher. With gentle, prudent assistance, children eventually become comfortable and equipped to accept the consequences of their own behavior.

Skilled AMI-trained teachers use Montessori materials and activities to promote a classroom atmosphere that reinforces personal discipline and harmony by offering each child the opportunity to gain a sense of direction, confidence, cooperation, and self-control.

The Montessori Formula

Commitment to Montessori Principles. It is paramount to understand the Montessori Method as Dr. Montessori understood it (Montessori, Mario, p. 17), with the firm belief and certainty that when the Montessori principles are strictly followed, children can continue the process of self-construction in a natural way. Why? Because nature itself is the basis of the method. Prime Foundation Montessori adheres to the Montessori Formula.

The Formula. The formula for the Montessori method of education relies on the following components:

1. The Natural Laws of Human Construction, namely: the universal human tendencies, the planes of development, and the psychological characteristics; and

2. The Prepared Environment, which includes the physical and psychological aspects of the environment, the prepared adult, and freedom with a sense of responsibility. That is the tried-and-true formula to implement cosmic education. All the components in the formula are interlinked and work as a cohesive unit, reason why the formula should not be tampered with (Stephenson, 2002, p. 29).

Universal Human Tendencies. The natural inclinations to act need to be operative in the elementary classroom in order to give opportunities for the children to construct their intellects, construct themselves as social individuals, and develop their potential. Refining the understanding of human tendencies at the second plane will help the guide in the fulfillment of their task (Montessori, Mario, p.18). The list of human tendencies may vary, but most likely include the following:

o To orient oneself, not only to the physical aspect of the environment, but also to the intangibles. Are children and adults well-oriented to the guiding rules in their small community? Work expectations, grace and courtesy, emotional expressions, goings-out are all aspects that require orientation.

o To explore beyond the immediate environment—mental exploration through the power of the imagination and the reasoning mind, driven by own interest. Are there sufficient and inspiring lessons and stories that promote further exploration? Are materials limited to invite for discovery? Do children go out?

o To order - This tendency manifests through different aspects of the personality—intellectual order, body movement, behavior—as well as through different aspects of the environment—order of materials on the shelves, order in the lessons given, order in the group during transitions. Order is important because it provides security. Does the teacher expect orderly behavior? When there is disorder, does she follow through? Are there opportunities for intellectual order?

o To work with both mind and hands. Is there evidence of children’s spontaneous activity? Are the children working in collaboration? Are they being creative?

o To observe and notice things—not only the superficial reality but also the underlying reality, not only with the senses, but also with the mind. Are there opportunities for the children to develop observation in and out of the classroom?

o To abstract and conceive ideas and find solutions. The second plane is the plane of abstract thinking. The ability to abstract comes from the work in the classroom through the manipulation of material. What are children working with?

o To self-perfect and be exact, which means to get better and improve at what you do. Is the teacher expecting certain standard of excellence? Raising the bar is of great service to the children during the second plane. It helps them develop their own standard of excellence, incorporating it as their personal level of satisfaction.

o To repeat something is like practicing, and practicing makes perfect. Repetition has to be fostered and expected by the guide. Use of different materials, working in groups, and conceiving creative ideas help children repeat with variety.

o To communicate - Language allows us to form groups, organize ourselves and collaborate. It is natural to have a buzz of work in the classroom. If it is too quiet or silent, it needs to be addressed. Children need guidance on how to communicate with grace and courtesy. How do children communicate amongst themselves and with the adults in the classroom? Are there any practices that obstruct communication?

The Planes of Development. Development occurs in stages. At each stage different needs and psychological characteristics emerge. Planes of development are the point of departure for the adult to prepare the most suitable environment for the children. The natural outcome of the second plane is an individual self-constructed as a member of society. Dr. Montessori’s advice is to keep together children with three years difference (Montessori, 1997, p. 92)—which is a fundamental principle of self-education and gives opportunity to be a leader. Single age classes, such as “transition” classes, are not recommended (Montessori, 1998, p. 60).

The Psychological Characteristics. Children should have every opportunity to express and develop the characteristics of the second plane (if they do not use them, they will lose them). Take into account these energies, which are provided by nature to self-develop during the second half of childhood:

o Imagination - Children have incredible intellects that should not be wasted. Imagination is a great power of this age. Does the guide appeal to the imagination with her stories and lessons and before showing the impressionistic charts? Are the children enthused to crystallize their own creative ideas? Or are they wandering around, filling handouts, and doing every single follow-up in a bound book? The guide has to foster a creative imagination ethic.

o Reasoning ability - When children working together create their own problems, their own sentences, their own definitions, or they reason a situation through to completion, they are putting their intellects to work. Does the guide limit what she says? Does she guide the children into the journey of cause and effect? Does she allow time to ponder and make intellectual discoveries?

o Group oriented - To experience social life and to do it in a harmonious way are essential opportunities provided by the elementary classroom. In the beginning, the guide should initiate and guide group work. As children develop collaborative skills, she should hold the expectation that they work together, particularly during the work period. Group work in contrast to parallel work has one product as a result and requires many skills: informing, persuading, agreeing, committing, compromising. The guide must oster group work when the classroom shows a disproportion of individual and parallel work to group work.

o Great work - Children are far more capable than the adult thinks, especially when they work in groups and energize each other. The guide should never say ‘no’ to a child who asks, ‘Can I do this?’; she could actually spark more creativity with her answer. Hand written, decorated and neat work should be expected.

o Great mental strength - Children’s intelligence needs to be challenged and put to work. Matching activities and busy work are counterproductive. If children are using their amazing abilities, they will be seen exerting maximum effort, persistence, dedication and love of work.

o Moral development - Children are best helped when classroom rules are explicit and well-established. The structure needs to be in place and when children test it, there has to be a consequence. Consistency in this process is key to moral development. When there are disagreements, children should be guided through a process of conflict resolution. The environment needs to provide opportunities for moral development, and allow children to use their own judgment. It is crucial at this age to understand the relationship between one’s actions and the needs of others. The concept of justice is born at this age. As children develop morally, and become “morally independent” they will be able to show spontaneous discipline which will last a lifetime.

The Prepared Environment.

o Prepared physical environment - It should ensure children’s access to a complete set of materials according to age. It should also include plants and animals to observe and care for (develop responsibility), and have artifacts and associated stories to invite cultural exploration and art work. The presence of ‘extraneous’ materials in the environment tempers with the tried and true ‘formula’.

o Psychological prepared environment - The adult prepares the psychological environment by knowing, understanding and respecting the laws of natural development, keeping in mind that her own consistency and commitment to Montessori principles are crucial for the development of the children. A safe and secure psychological environment allows the children to continue their self-construction and develop their potential.

o Prepared adult - Knowledge, artistry, inner drive, and experience contribute to the preparedness of the teacher. Cosmic education is the goal. There are many aspects in the work of the adult which need consideration—the lessons and stories she presents, how she presents them (inspiration, technique, precision), number and mix of the children in each presentation, her expectation of children’s behavior, her awareness of the rest of the group while in the presentation and after the presentation. She should keep lesson plans and records.

Other adults - The elementary assistant needs to be oriented to her role in the classroom, she also needs to know the natural laws governing the children’s life and respect them. It is the guide’s responsibility to train her own non-teaching assistant.

Freedom within the prepared environment - Freedom is the key to the entire process. The development of independence requires freedom to act in the environment; without such freedom it is impossible for the personality to develop fully (Montessori, 1949/1992, p.101). A true social life has its foundation in the development of autonomous individuals who can freely think and act by themselves. The prepared adult plays a crucial role in the implementation of freedom within the environment, and this is an essential point to consider during the practice. Some of the freedoms to look for are:

Freedom to think and act for oneself - Each child is an individual with his own mind and soul, nature urges him/her to develop by his own mental and creative activity. Is the prepared environment supporting freedom or are the adults obstructing it? Is the guide aware of it?

Freedom to work - Work is human nature. Children do not need impositions, they have an inner rhythm to obey.

Freedom to work without interruptions - Adults and schedules are common interrupters of the work of the children.

Freedom to choose work - Are the children choosing spontaneously or is someone choosing the work for them? Prepared checklists from where the children “choose” are not really free choice.

Freedom to work with others – ‘Assigned places’ is an impediment.

Freedom to communicate - Group work should be the expectation.

Freedom to move -Fine motor and gross motor movement can be refined.

Freedom to go out - The elementary environment is a dual environment. The guide has to have a system for the children to go out. It is crucial.

Limits to the freedoms – Along with the freedoms there has to be a sense of responsibility. The tools to further the development of responsibility must be correctly implemented—work journal or record book, meetings with the guide, public school curriculum. They are vital keys.

Constructive behavior is the limit to the freedom granted. The prepared adult must ensure there is no chaos in the classroom; she plays a vital role in the development of a harmonious mini society. When the idea of freedom within limits is betrayed, the adult needs to be clear in the consequences. The guide should be a commanding presence in the environment.

In the Montessori classroom a microcosm of society is developed with the result that mutual acceptance and cooperation flourish within a context of individual freedom.

The emphasis in a Montessori class is on assisting and supporting children to develop and learn based on their own interests, desires, and timing. Attention is also paid to promoting collaborative social and educational relationships that enhance learning through shared ideas and insights. Thanks to the mixed age groups, children have the opportunity to be learners and teachers simultaneously. This allows a child to experience the joy of providing leadership to those who are younger and the satisfaction of receiving useful assistance from those who are older or more skilled.

In a Montessori program, children are on their own journey at their own pace toward maturity, acquisition of skills, and incorporation of knowledge. Using systems of rewards in the classroom distracts a child’s personal journey by intentionally directing his or her attention to the progress of other children. Ultimately, many studies have shown that competition inspired through the environment does little to build confidence or strengthen internal motivation and self-direction over the long-term. There certainly are situations where competitive activities can move children to greater efforts and improved skills, but as Maria Montessori stated, “The prize and the punishment are incentives towards unnatural or forced effort, and therefore we certainly cannot speak of the natural development of the child in connection with them.”

Moving from a Montessori school to another school setting is an issue often raised by parents and family members. Happily, the habits and skills a child develops in a Montessori class last a lifetime and stand a child in good stead no matter where they go. Montessori children tend to be adaptable, working well alone or with a group. They have solid decision-making skills, practical problem-solving abilities, and generally manage their time well. Since children in a Montessori classroom are also encouraged to share ideas and discuss their work, fitting into new situations is made easier thanks to good communication skills.

A Lot of children who transition to Public Schools from Prime Foundation Montessori have had placement a grade above their actual grade level due to their academic advancements on graduating from Prime Foundation Montessori.

Research studies show that Montessori children are well prepared for later life academically, socially, and emotionally. In addition to scoring well on standardized tests, Montessori children are ranked above average on such criteria as following directions, turning in work on time, listening attentively, using basic skills, showing responsibility, asking provocative questions, showing enthusiasm for learning, and adapting to new situations.

Is it a coincidence that so many people on the leading edge of innovation and creativity in our culture attended Montessori schools as children? Perhaps it’s because Montessori offers an education for life and develops the skills children need more than ever before to succeed in today’s dynamic global society.

Sergey Brin And Larry Page ~ co-Founders of Google

Prince William And Prince Harry ~ English Royal Family

George Clooney ~ Academy Award-winning actor, director, producer and humanitarian

Helen Hunt ~ Academy Award-winning actress

Jeff Bezos ~ founder of Amazon.com and owner of The Washington Post

Anne Frank ~ famous diarist from World War II

Jimmy Wales ~ founder of Wikipedia

Will Wright ~ video game pioneer and designer of The Sims

HM Queen Noor Of Jordan ~ U.N. adviser, humanitarian activist, memoirist and wife of the late King Hussein of Jordan

Taylor Swift ~ Grammy award-winning singer and songwriter

Beyonce Knowles ~ singer, songwriter, actress and 16-time Grammy Award winner

Katherine Graham ~ former owner-editor of The Washington Post

Julia Child ~ star of TV cooking shows and author of numerous cookbooks

Gabriel Garcia Marquez ~ Nobel Prize-winning author for literature

Joshua Bell ~ American violinist

Berry Brazelton ~ noted pediatrician, child psychiatrist, and author

Jacqueline Bouvier Kennedy Onassis ~ former editor and former first lady (John F. Kennedy)

Dakota Fanning ~ actor and youngest-ever Screen Actors Award nominee

Peter Drucker ~ author, management consultant, and “social ecologist” awarded the Presidential Medal of Freedom

Helen Keller ~ political activist, author, lecturer and awarded the Presidential Medal of Freedom

Yo Yo Ma ~ United Nations Peace Ambassador, winner of 15 Grammy awards and child prodigy cellist

And the list goes on.