Montessori’s Developmental Approach Our whole curriculum is organized to serve students' developmental needs through carefully devised mixed-age classrooms. Students proceed through a detailed curriculum as a natural, enjoyable experience that satisfies his or her inner drive to learn and grow.
The 4 Planes of Human Development Dr. Maria Montessori, trained as a physician, used her scientific background to develop an innovative approach to understanding child development. This approach divides the child’s life into four six-year stages which together span birth to age twenty-four. At Mountaintop, we serve children through the first three of these stages. Our faculty members observe each child throughout his or her development in order to understand what support is needed and to ensure appropriate guidance and challenge.
Faculty-Student Relationships: Young children are determined to master new things. Mountaintop faculty members, known as guides, guard each child's inner drive to learn in several ways:
Classrooms: Our classrooms are simple, beautiful, clean and orderly. They are furnished to suit the characteristics and needs of a specific age group. In these specially-crafted spaces, students can be independent. They gain confidence as they consider options, make decisions, and follow steps in a series to see things through to completion. We apply the same level of effort to setting up natural outdoor spaces and studios for arts and innovation.
Materials: Montessori learning materials are unsurpassed in their combination of function and form. Their striking beauty draw students in and their thoughtful designs make complex concepts accessible to young minds. As students reach the upper levels of our program, their work in a wide variety of disciplines is supported by technology and textbooks as well as the low-tech materials required for hands-on learning in science, art and music.
Time: Our students' schedules include long blocks of time to engage in work that is satisfying to them. A portion of their time in the classroom in spent receiving lessons from their guides on work that is new to them. During the time in which they are not in such lessons, they are free to choose from within a range of familiar materials that are interesting and suitable for them and to work with those materials without interruptions. By following their interests in their early years, they develop their capacity for concentration. From this foundation they build stamina for planning, progressing toward goals, and collaborating with peers in elementary and middle school. Students receive ample time for creative expression, lunch, and outdoor play.