“Education is a natural process carried out by the child and is not acquired by listening to words, but by experiences in the environment.”.
-Dr. Maria Montessori
Vanessa Brown is the founder and director of Montessori on Broadway Preschool which is now known as Sounds Montessori Child Care. She received a five-star rating as a center by First Thing First/Quality first. Ms. Brown has committed the last 20 plus years to bringing the (AMI) Montessori philosophy, method, and materials to children of all social, economic and ethnic status. SMCC has held the record as being in South Mountain Village area the longest as a Montessori center. Ms. V. Brown passion and love for children is evident to the wide range of diverse community of families who help make the existence of the school possible. Several children promoted to kindergarten in top schools in the nation have scored in the 95 percentile of their class. The norm is if a child stay in the program for preschool there is a 90% guarantee that he or she will score in the 95% of his or her school. Once again, Sounds Montessori children assist in so much more than growth and development of the child's academics, cognitive, and social development. There are at least nine intellects (linguistic, logical-mathematical, spatial, naturalist, musical, existential, interpersonal, bodily-kinesthetic, and intra-personal) that the children are immersed at Sounds Montessori Child Care.
Vanessa Brown comes from a long line of family members in the educational and medical fields. There are 33 family members in the educational field. Her Uncle Kennis was a principal at a high school and an elementary school; her cousin Ruby was an assistant principal at a middle school in New York; and her cousin Teresa was also, an assistant principal at an elementary school in Atlanta, Georgia. Several of Vanessa’s family members worked many years in the medical field. Just to mention a few her husband of 17 years a medical doctor; her middle daughter is a medical doctor, and her oldest daughter is a board certified registered nurse.
There is no wonder Vanessa has always had a great love for learning and great respect for the medical field. Starting in the 8th grade she was given the grand opportunity to learn the chemical periodical table such as common usage of the elements, oxidation numbers, symbols, and which group they belong in. This sparked a great interested in science field. She went on and took advantage of the grand opportunity to take chemistry, other science courses, and math in the (9th, 10th, 11th, & 12th grades). It did not stop there; she continued to take math and science courses in college. She received a Bachelor’s of Science in the field of Psychology which is inclusive of “A’s” in classes of calculus and anatomy & physiology along with over forty credits in math and science courses. it is no wonder why Vanessa is big on STEAM because she knows what a difference it made for her deep understanding of higher levels of thinking & Montessori practices.
Ms. V. Brown began her teaching career many years ago working for the Chicago Board of Education. Ms. Brown later came to Phoenix, Arizona and took up the (AMI) Montessori training and received her AMI Montessori teaching diploma from/through/under the renowned professor Nimal Vaz. M. Ed. AMI Diploma Director of Training, Adjunct Assistant Professor of Education. (Emeritus). Loyola College, Baltimore.
Vanessa has taught in various Montessori schools servicin as director and/or teacher for children of the ages 6 weeks through age 12 years. In other words, she worked with infants, toddlers, preschoolers through upper elementary.
AMI Montessori facility such as an exceptional great one like Sound Montessori of the very much needed, yet rare, schools to foster the unlimited potential that lies within each child; a complete education from infant through the pre-kindergarten. Maria Montessori’s method and philosophy.
Sound Montessori provides a high quality AMI Montessori education to all children.
The founder of the Montessori schools is Dr. Maria Montessori. She was an Italian physician, educator, professor, intellectual, and innovator. She, also, once studied to be an engineer. All of these interests contributed greatly to Dr. Maria Montessori been highly acclaimed for her educational philosophy, method, and materials that addresses the natural way children throughout the world learns. It is a comprehensive program for all ages which is a hands-on, go at your own pace, individualized learning experience. Her ways/method surrounds/shower/accompany the child’s mind to develop, perfect, and strengthen to its greatest heights/fullest capacity.
Maria Montessori was born on August 31, 1870, in Chiaravalle, Italy. To an accountant financial manager for a state-run industry by the name of Alessandro Montessori, and mother named Renilde Stoppani Montessori, she was an intelligent modern-woman whose family prized education. Both of her parents encouraged and influenced Maria through out her life.
Her first school open in 1907; school was the Casa dei Bambini or Children's House in Rome. She believed education was the path to world peace and tolerance; Sounds Montessori strongly believe this, also. Through education we can cultivate empathy and compassion for all of mankind. The life of humanity depends on the peace of man. Sounds Montessori strongly believe this, also.
“Preventing conflict is the work of politics; establishing peace is the work of education.”
Sounds Montessori Child Care offers several Montessori programs for the ages of six weeks through 12 years of age.
The infant program are for ages 6 weeks through time of walking well. Toddlers consist of 1-3; preschoolers ages 3-6.
An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child’s energies and mental capacities, and leads him to self-mastery.”
-Dr. Maria Montessori
Coming soon, our Montessori infant room is an environment prepared for babies of 6 weeks until they are walking well. The infant indoor environment is set up with beautiful, natural, and positive comforts. The baby get an abundant of language and sensory exposure in the indoor and outdoor environment.
"Nothing is in the intellect that was not first in the senses." -Aristotle
Coming soon, toddlers are still predominantly using the unconscious mind which has the ability to take in a menagerie of unfiltered experiences from its environment. your child in our state of the art rich environments will give your child great advantages.
Preschoolers (ages 3-6)
"Never do for a child what he is capable of doing for self”
-Dr. Maria Montessori
The Montessori vibrant indoor and outdoor environments at Sounds Montessori are superbly accommodating for the child's absorbent minds. Here the child"s autodidact abilities and skills are furthered developed, perfected, and strengthened. The environments are opulently focused on adequate fittings/size, pace, and interests of the children. The child acquire information in a effortlessly, naturally, and enjoyably matter.
This is where that strong sound school yield/render to a child becoming a true, deep rooted life-long lover of learning and respect for self, others , and environments.
Programs for children (5-12)
Before and after school care and
Age and ability appropriate Montessori curriculum which is inclusive of an environment that has minimum of nine main areas in which the children respectfully explore and experience. The areas are:
Practical Life, grace & courtesy, sensorial, language, math, art, music, culture, geography, botany, zoology, and other sciences.
there is an AMI trained teacher per class.
The classes include multi-ages as well as an appropriate number of children to ensure what's best for each child.
1. The aim of Montessori education is to foster competent, responsible, adaptive citizens who are lifelong learners and problem solvers.
2. Learning occurs in an inquiring, cooperative, nurturing atmosphere. Students increase their own knoknowledge through self- and teacher-initiated experiences.
3. Learning takes place through the senses. Students learn by manipulating materials and interacting with others.
4. The individual is considered as a whole. The physical, emotional, social, aesthetic, spiritual, and cognitive needs and interests are inseparable and equally important.
5. Respect and caring attitudes for oneself, others, the environment, and all life, is necessary.
-American Montessori Society
Some Differences between Montessori & Traditional Facilities
SMCC is similar to a positive home environment where children can feel free to move around in a safe way with staff aware at all times concerning the child’s safety, whereabouts, and what or who the child is involved/interacting with. In traditional this natural and needed movement is lot more restricted.
The prepared environment of Montessori is student-centered lessons and activities of the children in that particular class. Traditional classrooms are teacher-centered work & lots of times they involve worksheets.
In Montessori most materials or pieces of involvements are placed beautifully and neatly on child size shelves. Just like we trust children not to go into a store and knock everything off the shelves under proper positive supervision. The child in the Montessori is shown to complete the cycle of getting a piece of material/work, work with it, and when he/she is ready or finished with it, place it back where he/she got it from.
Montessori method makes sure/is set in stone to progress learning from the concrete to the abstract. For example, we will share with the child a real object, next go to a model, than a picture of that same object. We share much in a “Three Period Lesson.” Too many times, in non-Montessori facilities children are given a ditto as oppose to a lesson with the real object.
Child goes at his capability pace in Montessori setting; traditional schools set the pace for the whole classroom.
The child is allowed to explore and discover in an active way for himself through using his senses, mind, and the rest of his well-being at facilities like SMCC.
Montessori have enough materials on the shelves where the child can go and get them, and work with them with the error built in, so the child can self-correct and/or explore. Therefore, the Montessori teacher can serve as a guide and consultant to the students on a one-on-one basis. In traditional schools the children are required to go at the same pace and order.
Montessorians understand that the child’s self-confidents, self-esteem, self-regulation truly comes from an internal sense of pride in his or her own accomplishments. The above characteristics are thought to come from external judgement and validation.
With the Montessori philosophy, method, materials, and staff the child learn to love learning, respect diversity, and appreciate Earth. In the traditional setting children experience mandatory lessons, standardized test, and grades which can and do take away from developing a true love of learning.
Montessori focuses on the indoor and outdoor environments as vital learning environments for exploration and discovery. All subjects (language, math, science, practical life, sensorial, art, music, culture, and more) are experienced in both environments.
Dr. Maria Montessori insisted upon giving credit to where credit is due. Keeping in mind, that the child’s logical thinking is not developed until the age of Montessori says it is best not to confuse that child with fantasy, but let the child fully experience the greatness of the real world he or she live in. Let them acknowledge the daily miracles, wonders, and powers of this awesome world we live in and a part of. Let the child embrace the positive, beauty, and true/real world. In the traditional facility the children are inundated win ith fantasy and make believe on a regular basis.
Grace and courtesy is practiced daily with the “Fruits of the Spirit” interactions between the each other. Along with treating one another as you to be treated. This is why a person feels the peaceful, quite, tranquility of the Montessori classroom. In the Traditional classroom the child may feel some frustration if they fall behind, or frustration in other children’s tone of voices and or actions
- School Resume: January 02, 2023
- Martin Luther King Day, School Closed: Monday, January 16, 2023
- Presidents’ Day, School Closed: Monday, February 20, 2023
- Spring Equinox: Wednesday, March 20, 2023
- Good Friday, School Closed: Friday, April 7, 2023
- Earth Day: Monday, April 22, 2023
- Teachers Appreciation Week: Week of May 1 – 5, 2023
- Cinco De Mayo Celebration: Sunday, May 5, 2023
- Mother’s Day: Sunday, May 14, 2023
-- Memorial Day: School Closed: Monday, May 29, 2023
- Last Day of School: Friday, Jun 02, 2023
-Summer Program begin: June 05, 2023
-Last Day of Summer Program: July 21, 2023
-Fall Program begin: August 05, 2023
-Labor Day, School Closed: Monday, September 04, 2023
-Thanksgiving Day, School Closed: Thursday, Nov. 23, 2023
-Christmas Day, School Closed: Monday., December 25, 2023
-New Year's Eve, School Closed: December 31, 2023
June 5th, 2023
Q. Where did Montessori come from?
A. 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.
Q. Where can I find a good, brief, introduction to Montessori from birth through the school years?
A. At the Michael Olaf Montessori site, which contains articles, reprints of lectures, and two Montessori overviews that are also catalogues of books and materials for children. The actual pages are available to view as PDF files, or one might say E-books of Montessori philosophy and practice: Montessori overview.
Q. What is the difference between Montessori and traditional education?
A. At the under age six level, Montessori emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own, individual pace and according to their own choice of activities from hundreds of possibilities. The are not required to sit and listen to a teacher talk to them as a group, but are engaged in individual or group activities of their own, with materials that have been introduced to them 1:1 by the teacher who knows what each child is ready to do. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning.
Above age 6 children learn to do independent research, arrange field trips to gather information, interview specialists, create group presentation, dramas, art exhibits, musical productions, science projects, and so forth. There is no limit to what they created in this kind of intelligently guided freedom. There no text books or adult-directed group lessons and daily schedule. There is great respect for the choices of the children, but they easily keep up with or surpass what they would be doing in a more traditional setting. There is no wasted time and children enjoy their work and study. The children ask each other for lessons and much of the learning comes from sharing and inspiring each other instead of competing with each other.
Montessori classes place children in three-year-or-more age groups (3-6, 2.5-6, 6-12, and so on), forming communities in which the older children spontaneously share their knowledge with the younger ones. Montessori represents an entirely different approach to education.
Q. Can I do Montessori at home with my child?
A. Yes, you can use Montessori principles of child development at home. Look at your home through your child's eyes. Children need a sense of belonging, and they get it by participating fully in the routines of everyday life. "Help me do it by myself" is the life theme of the preschooler, school age child, teenager, and young adult.
Can you find ways for your child to participate in meal preparation, cleaning, gardening, caring for clothes, shoes, and toys? Providing opportunities for independence is the surest way to build your child's self-esteem and to build the skills needed for life-long learning.
At the school level many homeschooling and other parents use the Montessori philosophy of following the child's interest and not interrupting concentration to educate their children. There is an interesting Montessori homeschooling store here: homeschooling
In school only a trained Montessori teacher can properly implement Montessori education with the specialized learning equipment taught during teacher training, but there are many ideas that can be used in the home with families whose children are in school full-time, or in families where the adults are in charge of the totality of the child's education.
Q. Is Montessori good for children with learning disabilities? What about gifted children?
A. Montessori is designed to help all children reach their fullest potential at their own unique pace. A classroom whose children have varying abilities is a community in which everyone learns from one another and everyone contributes. Moreover, multiage grouping allows each child to find his or her own pace without feeling "ahead" or "behind" in relation to peers.
Q. What ages does Montessori serve?
A. There are more Montessori programs for ages 3-6 than for any other age group, but Montessori is not limited to early childhood. Many infant/toddler programs (ages 2 months to 3 years) exist, as well as elementary (ages 6-12), adolescent (ages 12-15) and even a few Montessori high schools.
Q. Are Montessori children successful later in life?
A. 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.
Q. I recently observed a Montessori classroom for a day. I was very very impressed, but I have three questions.
1. There doesn't seem to be any opportunities for pretend play
2. The materials don't seem to allow children to be creative
3. Children don't seem to be interacting with another very much Any help you give me would be appreciated. Thank you very much.
A. I can give you three very incomplete answers to your perceptive questions:
(1) When Dr. Montessori opened the first Children's House it was full of pretend play things. The children never played with them as long as they were allowed to do real things - i.e. cooking instead of pretending to cook. It is still true.
(2) The materials teach specific things and then the creativity is incredible. Like learning how to handle a good violin and then playing music. It is not considered "creative" to use a violin as a hammer, or a bridge while playing with blocks. We consider it "creative" to learn how to use the violin properly and then create music. The same goes for the materials in a Montessori classroom.
(3) There is as much interaction as the children desire, but the tasks are so satisfying that, for these few hours a day, children want to master the challenges offered by them. Then they become happier and kinder—true socialization. Also, since concentration is protected above all, as all "work" is respected, children learn early on not to interrupt someone who is concentrating.
Q. How do I find Montessori schools in my area?
A. There are thousands of Montessori schools in the world, but your must realize that the word "Montessori" is not legally protected and can be used by anyone. This has tarnished the name here in the USA. For information on finding a good Montessori school, go to: www.montessori.edu/refs.html. If his doesn't help you, look in your phone book, get the literature of local schools, observe, and compare what you learn with you read on this site.
Q. Who accredits or oversees Montessori schools?
A. Unfortunately no one body can accredit the Montessori element of schools, but there are state requirements for schools in genera. There are several Montessori organizations to which schools can belong. The two major ones operating in the United States are the Association Montessori Internationale (AMI, with a U.S. branch office called AMI-USA) and the American Montessori Society (AMS). Parents considering placing a child in a Montessori school should ask about the school's affiliation(s).
Parents must carefully research, and observe a classroom in operation, in order to choose a real Montessori school for their child.
Q. How much does Montessori cost?
A. Because Montessori schools are operated independently of one another tuition varies widely. The tuition is usually tied to the salaries of the staff, the size of the school, the state regulations for ration of staff to children, the cost of living, many other factors. The tuition for a Montessori school is determined by costs to run the school, the same as any other private school. There is a wide range of what it costs to run a school in a little down in the Midwest or an expensive city like New York or San Francisco.
Sometimes the Montessori program is part of the public school system and so there is no tuition. However, although there are some very good public Montessori schools, many just use the materials, or the name, and are not operated as true Montessori classes.
Q. How many Montessori schools are there?
A. There are at least 4,000 certified Montessori schools in the United States and about 7,000 worldwide.
Q. Are Montessori schools religious?
A. Some are, but most are not. Some Montessori schools, just like other schools, operate under the auspices of a church, synagogue, or diocese, but most are independent of any religious affiliation.
Q. Are all Montessori schools private?
A. No. Approximately 200 public schools in the U.S. and Canada offer Montessori programs, and this number is growing every year.
Q. What does it take to start a Montessori school?
A. The most important element of any Montessori school is the fully-trained Montessori teacher. Materials come second. A good starting point is a group of parents who want Montessori for their children. The next step is to look into state and local requirements for schools, such as teacher training, facilities, class size, etc. Selecting a site and making sure it meets applicable building codes is also an early part of the process. Montessori materials and furniture must be purchased, and, unless one of the founders has taken Montessori training, a teacher must be hired.
Q. What special training do Montessori teachers have?
A. As with the choice of a Montessori school for children, an adult must also exercise wisdom in choosing a teacher training course. Anyone can legally use the name "Montessori" in describing their teacher training organization. One must be sure the certification earned is recognized by the school where one desires to teach.
The two major organizations offering Montessori training in the United States are the Association Montessori Internationale (AMI, with a U.S. branch office called AMI-USA) and the American Montessori Society (AMS). Most training centers require a bachelor's degree for admission.
There are courses, such as "distance learning" or "correspondence courses" which can help one better understand Montessori theory or which can train adults to work in certain schools. Sometimes these are the only possibility, but they do not fully prepare one for the intensive and fulfilling work with a classroom of children. When choosing a training course it is important to balance the amount o time and money one can spend with the teaching opportunities desired, and to find out ahead of time if your certification earned will allow you to teach in a school you are considering.
Q. What is the Montessori Training of the author of the Michael Olaf publications?
A. Susan earned a BA with a major in philosophy. Her first Montessori training was the AMI training center in London, England (MMI Website: http://www.mariamontessori.org, email: firstname.lastname@example.org) This was a yearlong intensive, full-time course which certified her to teach children from age 2.5 years to 6. Later she earned an AMI certificate for ages 6-12 at the Washington Montessori Institute, another full-year course, and a Masters degree from Loyola at Baltimore (www.loyola.edu/education/Montessori/wmi.html) and then the AMI certificate for birth to three in Denver (TMI www.tmidenver.com) and Rome. Finally she studied with Howard Gardner at the Harvard Graduate School of Education (www.gse.harvard.edu) to learn more about his theory of Multiple Intelligences on which she had based a masters paper.
Susan considers the most valuable elements of her training were:
(1) The quality of the teacher-trainers who have undergone rigorous preparation, including the AMI diploma, 5 years of teaching, and 5 more years of teacher training.
(2) The many hours of hands-on practicals, or work at the training center practicing with the materials with other adult students, under the guidance of the trainers, instead of "practicing on children."
(3) The production of ones own albums. Here is the system: lecture on the pieces of material, the description, many stages of use, purpose, and indirect preparation. Followed by hours of practice and discussion, followed by a detailed write-up with hand-drawn illustration of each piece of materials by memory producing one's own personal "teaching albums". After all this word the lessons are automatic, in ones hands, and the teacher is free to do all of the other work in the class with the certainty of knowing exactly what to present to each child and when.
(4) Rigid oral and written exams on the needs of children, and all elements of teaching in a Montessori class, overseen from an "external" examiner often from another country. This make sure that the training course, as well as the students are maintaining the highest AMI (Association Montessori Internationale) standards.
of the Montessori method
as practiced in Montessori Schools
Protection of the "best" in each child through respect of choice and concentration
The most important discovery that Dr. Montessori has contributed to the field of child development and education is the fostering of the best in each child. She discovered that in an environment where children are allowed to choose their work and to concentrate for as long as needed on that task, that they come out of this period of concentration (or meditation or contemplation) refreshed and full of good will toward others. The teacher must know how to offer work, to link the child to the environment who is the real teacher, and to protect this process. We know now that this natural goodness and compassion are inborn, and do not need to be taught, but to be protected.
The schedule - The three-hour work period
Under the age of six, there are one or two 3-hour, uninterrupted, work periods each day, not broken up by required group lessons. Older children schedule meetings or study groups with each other the teacher when necessary. Adults and children respect concentration and do not interrupt someone who is busy at a task. Groups form spontaneously or are arranged ahead by special appointment. They almost never take precedence over self-selected work. Note: For more information on the "three-hour work period" see the chapter "My Contribution to Experimental Science" from The Advanced Montessori Method, Volume I, by Dr. Maria Montessori, or contact the Michael Olaf Montessori Company at email@example.com for reprint GB850
Children are grouped in mixed ages and abilities in three to six year spans: 0-3, 3-6, 6-12 (sometimes temporarily 6-9 and 9-12), 12-15, 15-18. There is constant interaction, problem solving, child to child teaching, and socialization. Children are challenged according to their ability and never bored. The Montessori middle and high school teacher ideally has taken all three training courses plus graduate work in an academic area or areas.
The environment is arranged according to subject area, and children are always free to move around the room instead of staying at desks. There is no limit to how long a child can work with a piece of material. At any one time in a day all subjects -- math, language, science, history, geography, art, music, etc., will be being studied, at all levels.
Teaching method - "Teach by teaching, not by correcting"
There are no papers turned back with red marks and corrections. Instead the child's effort and work is respected as it is. The teacher, through extensive observation and record-keeping, plans individual projects to enable each child to learn what he needs in order to improve.
Teaching Ratio - 1:1 and 1:30+
Except for infant/toddler groups (Ratio dictated by local social service regulations), the teaching ratio is one trained Montessori teacher and one non-teaching aide to 30+ children. Rather than lecturing to large or small groups of children, the teacher is trained to teach one child at a time, and to oversee thirty or more children working on a broad array of tasks. She is facile in the basic lessons of math, language, the arts and sciences, and in guiding a child's research and exploration, capitalizing on his interest in and excitement about a subject. The teacher does not make assignments or dictate what to study or read, nor does she set a limit as to how far a child follows an interest.
The Montessori teacher spends a lot of time during teacher training practicing the many lessons with materials in all areas. She must pass a written and oral exam on these lessons in order to be certified. She is trained to recognize a child's readiness according to age, ability, and interest in a specific lesson, and is prepared to guide individual progress.
Areas of study
All subjects are interwoven, not taught in isolation, the teacher modeling a "Renaissance" person of broad interests for the children. A child can work on any material he understands at any time.
Except for infant/toddler groups, the most successful classes are of 30-35 children to one teacher (who is very well trained for the level she is teaching), with one non-teaching assistant. This is possible because the children stay in the same group for three to six years and much of the teaching comes from the children and the environment.
All kinds of intelligences and styles of learning are nurtured: musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, and the traditional linguistic and logical-mathematical (reading, writing, and math). This particular model is backed up by Harvard psychologist Howard Gardner's theory of multiple intelligences.
There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio and the teacher's observation and record keeping. The test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning and level of work.
Requirements for age 0-6
There are no academic requirements for this age, but children are exposed to amazing amounts of knowledge and often learn to read, write and calculate beyond what is usually thought interesting to a child of this age.
Requirements for ages 6-18
The teacher remains alert to the interests of each child and facilitates individual research in following interests. There are no curriculum requirements except those set by the state, or college entrance requirements, for specific grade levels. These take a minimum amount of time. From age six on, students design contracts with the teacher to guide their required work, to balance their general work, and to teach them to become responsible for their own time management and education. The work of the 6+ class includes subjects usually not introduced until high school or college.
Education of character is considered equally with academic education, children learning to take care of themselves, their environment, each other - cooking, cleaning, building, gardening, moving gracefully, speaking politely, being considerate and helpful, doing social work in the community, etc.
These answers were provided by the Michael Olaf Montessori Company. For more information on the Montessori Method of Education in schools, the Montessori philosophy of raising children in the home, and toys, games, books and other educational materials compatible with this system of supporting the best development of children, go to the home page:WWW.MICHAELOLAF.NET
If you are interested in Montessori toys and educational materials that support Montessori ideas in the home or school, for children from birth to age 12, go to this link: MONTESSORI SHOP
Jenny Magyar- My son has been going to Sounds Montessori for 3 years now and he loves it. He loves all the friendly people there and has made some great friends. He is going into Kindergarten this year and I feel that he is completely ready to be a successful kindergartener. I currently teach kindergarten and I know that I love when students come into my classroom knowing as much as my son knows because of going to Sounds Montessori. Ms. Brown keeps the students active and engaged all day and there are many days that it is hard to even get my son out of there at the end of the day because he is enjoying himself immensely.
Forrest Wade - My daughter has been attending Montessori on Broadway for over two years. My wife and I wanted to make sure that she would be adequately prepared to attend Kindergarten at Basis Phoenix. Since enrolling, I have seen much growth in daughter both educationally and in personality. She has learned to read. She is able to look at a task and implement a logical working solution. She has no problem with asking for an explanation on how something works or for more information. ..
Violeta Aguirre - Our daughter has been going to Montessori on Broadway since she was 3. She is now 5 and going to start kindergarten and she is already reading and writing. She has known how to add and subtract for over 6 months. Thanks to Ms. Brown and her staff my daughter is more than ready for kindergarten. We absolutely love this school and its amazing learning environment.
Lisa C. Jantzen - After just a few days of attending Ms. Brown's school, we heard our son's language express new ideas and learning. One day he was in the back seat of the car and said, "Look, Mama, I made a W!" And he had, out of a straw! Every day we are impressed by the advanced level of learning he acquires so easily through the hands-on nature of the Montessori methods.
Scott & Sandy Lunde - Ms Brown and her team have really helped Ethan be ready for school. They taught him geography, math, science, letters, numbers, writing, and important social skills. Thank you!
Mission statements – Our mission is to promote a safe, secure, and nurturing environment that upholds Dr. Maria Montessori philosophy, method, and materials. Each day we encourage your child to increase his or her cognitive and social-emotional growth and development through age and capability appropriate activities.
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