Children’s House

Ages 2 years 9 months - 6 years old (Preschool and Kindergarten)

Summit Montessori School’s Children’s House provides students with a warm and wonderful environment that introduces them to multiple disciplines in the classroom. This program brings together children in preschool through Kindergarten, allowing each child to develop naturally at his or her own pace. The classroom provides opportunities for interaction, problem solving, and peer-to-peer learning.

From an academic standpoint, the goal of our programs is to ensure that students receive an education that prepares them for middle and high school, for undergraduate and graduate pursuits, and, ultimately, for life. We take this responsibility seriously and it shows! Well-rounded, thoughtful, joyful, inquisitive, and socially responsible: this is the description of a Summit Montessori student.

Children’s House

Children’s House brings together preschool through Kindergarten age students in a dynamic learning environment that addresses their social, emotional, cognitive, and physical developmental needs. (Ages 3–6 years)

Please click here for a video by the American Montessori Society about the Kindergarten Year


The strong educational foundation that they are given in Children’s House carries through the elementary program, ultimately shaping a child who is inquisitive, respectful, and worldly-wise.

“There is no science and no art of greater importance than that which teaches seeing, which builds sensitivity and respect for the natural world.” 
—Dr. Maria Montessori

The third, or Kindergarten, year is one of completion in the Montessori Children’s House.  In this year, students begin to reach internal mastery of their work, and they begin to demonstrate great competence.  The curriculum provides more in-depth lessons for math, reading, and language, as well as  science, geography and cultural studies. They also have the opportunity to be leaders in the classroom, mentoring their peers by reading, teaching concepts, or helping to tie shoes. Kindergartners learn to have greater independence and freedom, and they love it.

Program Highlights

  • Ages 5-6 years old (5 by Sept. 1)
  • Full day
  • Student/teacher ratio 10:1
  • Afternoon Literacy and Numeracy Program
  • Specials include Spanish, Studio Art, Gym, Music
Kindergarten Literacy Program

The Kindergarten Literacy Program at Summit is comprised of two major components:  Writing Workshop and Reading Workshop. The children meet two hours twice a week for an intensive hands-on approach to learning to read and write. In the Writing Workshop, children and teacher engage in Shared Writing, Independent Writing, Handwriting and Nature Study. In Shared Writing teacher and children write together, with an opportunity for children to learn phonics, punctuation and the mechanics of writing.  Lessons are interactive with children being encouraged to write a word, and are reinforced as children read back their dictated sentences.

Independent Writing gives children an opportunity to write and practice what they learned. Handwriting practice involves forming letters correctly from top to bottom.  The Handwriting Without Tears Program is used. Nature Study demonstrates another process for writing. Children observe a process such as planting seeds and charting their growth or journaling the metamorphosis from tadpoles to frogs. In Reading Workshop a predictable amount of time is set aside to engage in and learn about all aspects of reading including Read Aloud, Guided Reading, Independent Reading, Listening, Shared Reading.

Numeracy Program

Numeracy is a hands-on math program that will incorporate the Montessori philosophy along with best practice to introduce and work with concepts such as measurement, time, and money.

Numeracy is an enhancement to our Montessori Math curriculum that corresponds to the Common Core Standards for Kindergarten. This program provides the Kindergarten children with in-depth exposure to concepts including word problems, measurement (number lines, number grids, bar graphs, estimation), time (telling time on analog and digital clocks, the functions of the hour and minute hands), and money(identification of penny, nickel, dime, and quarter, associated values, making change, working with $1, and $10 bills). This program will complement the work that is done in the classroom and provide the children with an expanded, well-rounded, and even more accelerated Math experience during their Kindergarten year.

Practical Life

Practical Life activities help the child to develop independence, competence, and confidence through use of materials that speak to the young child’s love of doing and participating.   This curriculum area offers a wide variety of everyday materials for the child to use to develop order, coordination, concentration, and independence – all of which lay a strong foundation for later academic achievement.  Activities include many of the tasks children see as part of the daily routine in their homes such as sweeping, scrubbing, sewing, and food preparation.  Through these tasks children develop skills to care for themselves, for others, and for their environment.


The Sensorial curriculum speaks to the young child’s innate desire to directly and actively explore the world through one’s senses. These materials help to refine the child’s sensory awareness and foster his/her ability to make judgments and comparisons on the basis of size, shape, weight, texture, and sound. The child is invited to explore the world through activities involving touch, sight, smell, sound, and taste, and in so doing develops cognitive skills by learning to order and classify sensory impressions. Dr. Montessori agreed with Aristotle, who stated that “there is nothing in the intellect that was not first in the senses”.

Emotional and Social Development

Social and emotional development involves the development of life skills including learning to manage one’s emotions and impulses, positively engaging others in developing relationships, and learning to participate in the community in a purposeful and productive manner.  The young child begins to recognize emotions and begins to learn the lifelong skill of managing his or her feelings and expressing them appropriately.  Through everyday experiences in a supportive, multiaged community the child develops sympathy, empathy, and appreciation for human differences. Children learn the skills of negotiation and conflict resolution through daily interactions with others and through learning to work through disagreements at the “peace table”.

Gross and Fine Motor Development

Movement is central to the Montessori curriculum and educational environment. The development of fine and gross motor coordination, balance, body/space awareness, and strength are incorporated into every aspect of the child’s learning experience. In the Practical Life Area, the child’s small and large muscles are challenged daily through their use of everyday living activities, caring for themselves, and for their environment. In the Sensorial Area, the child refines large and small motor movements and balance during set-up, execution, and putting away activities. Visual motor planning is specifically targeted in this Area. The Language Area specifically addresses gaining the proper grasp for using writing instruments and developing handwriting skills. Movement is also central to the use of the concrete materials in the Mathematics and Cultural Studies Areas. The Outdoor Environment and Physical Education Program provide extended opportunities to build endurance, flexibility, balance, and coordination of movement.


Montessori Children’s House classrooms are language rich environments. From the earliest age children learn to use language to express their needs and feelings, developing oral and receptive language skills as powerful communication tools. Children’s vocabularies are enhanced on a routine basis through specific lessons and through the practice of using accurate and correct language when naming things. Words like “sphere”, “peninsula”, and “rectangle” are examples of specific language that children learn to use in relation to experiences with concrete objects. The Language curriculum follows the child through sequential activities that develop skills in sound discrimination, prepare the hand for writing, encourage the development of written expression, and lay a foundation of phonetic skills that prepare a child for reading and writing.
Children develop visual and auditory discrimination skills through matching, sequencing and rhyming activities, playing “I Spy” games to develop awareness of the sounds that make up words. The child is introduced to sandpaper letters to aid in the mastery of sound/symbol association, eventually composing simple phonetic words and learning to read (decode) both phonetic and sight words. This process unfolds in a predictable sequence, but as the child is ready, not on a set teacher-directed time table. The refinement of the pincer grip through various Practical Life activities supports the eventual use of a pencil for handwriting.

During the Kindergarten year the child continues to practice with phonetic and phonemic skills, putting them into daily practice with actual reading and writing activities. The refinement of the hand continues as the child practices handwriting skills on a daily basis. In this year, the children are introduced to the story elements of character, setting, plot, conflict and resolution as well as the genres of folk tales, fables, fairytales, fantasy, non-fiction, and poetry.


Dr. Montessori believed mathematics to be a natural and satisfying function of the human mind. Systematic discovery of the relationships among numbers can lead children to become mathematical thinkers and problem solvers. The Montessori Math materials support the child’s gradual understanding of abstract mathematical concepts through the manipulation of concrete materials. Over the 3-year Children’s House cycle the child internalizes concepts of number, symbol, and sequence, exploring the decimal system through use of concrete materials, and working with operations such as addition and subtraction, again through use of concrete, attractive, and engaging materials.   The Montessori Math materials help the child build a solid foundation of the basic math principles to prepare for later abstract reasoning and to develop problem-solving capabilities.

As a first year child using the Montessori math materials, the child is immersed in the concept of numeration/ identifying the numerals one to ten, counting using one-to-one correspondence, and associating symbol and quantity. These skills and concepts form the foundation for all later mathematical experiences. Building from this foundation, the child moves on to recognizing the symbols and quantities of the numbers one to one hundred. The child is also introduced to the concrete quantities and symbols of the decimal system in a sensorial way.
As a Kindergartner, the child works extensively with the decimal system materials, using them to perform operations; s/he extends knowledge of linear counting, using the bead chains to count to 1000 and to begin skip counting. The Kindergarten child edges further toward true abstraction, beginning to memorize math facts and gaining extensive knowledge of the patterns related to the operation tables. Using hands on materials, the Kindergartners are introduced to the concepts of number relations and algebra, geometry, measurement, money, and telling time.

History and Geography

The Children’s House History and Geography curriculum builds upon the child’s keen interest in our planet and the life upon it. Beginning with the creation of the Earth, during a child’s birthday celebration,  the child gains an impression of the passage of time; this concept will be explored much more fully in the Lower and Upper Elementary classrooms.   Children’s House classes focus each year on continent studies, helping children to gain an appreciation of different cultures, holidays and traditions celebrated around the world.


The Children’s House History and Geography curriculum builds upon the child’s keen interest in our planet and the life upon it. Beginning with the creation of the Earth, during a child’s birthday celebration,  the child gains an impression of the passage of time; this concept will be explored much more fully in the Lower and Upper Elementary classrooms.   Children’s House classes focus each year on continent studies, helping children to gain an appreciation of different cultures, holidays and traditions celebrated around the world.

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