Frequently Asked Questions

The Montessori method is a child-centered approach to educating young children. It is based on the teachings of Maria Montessori, an extraordinary educator and the first female physician in Italy. Maria Montessori believed that it was the teacher’s role to cultivate the child’s natural desire to learn. In her book, The Absorbent Mind, she stated, “The most important period of life is not the age of university studies, but the first one, the period from birth to age six. For that is the time when man’s intelligence itself, his greatest implement is being formed.” After years of observing and working with children, Maria Montessori found that children were captivated when given work to do with their hands; therefore, she believed that “the hands are the instruments of man’s intelligence.” She devised classroom materials for children to use to learn the skills necessary for later success in school and life. These materials are just one of the unique aspects of a Montessori school. After observing a Montessori classroom in action, observers often ask, “How did the children know where to go and what to do? The answer is – they are self-directed. The Montessori environment is truly prepared with the child in mind. Maria Montessori was very aware of the needs of children and had great respect for their abilities. She observed that children thrived in an environment where they could choose which works to do and where everyone had respect for each other and the materials. The Montessori philosophy offers a wonderful balance of freedom and structure. The teacher prepares the environment and then acts as a guide to help the children explore all areas of the classroom as they are ready.

All teachers hold MA Department of Early Education and Care teaching credentials and have studied early childhood development. The director, lead teachers, and many assistant teachers are certified through American Montessori Society affiliated training programs. Many teachers hold graduate degrees in education or related fields.

Upon arrival, parents escort their child[ren] to the front door of the school. Parents say goodbye as their child enters the building and their child is greeted with a handshake and a smile. Children hang coats and backpacks on their individual hooks. 

The following schedule gives you a general idea of our schedule each day. However, the times will vary depending on the activities planned.

8:45-9:15: Morning Circle Time: Stories are read until most of the children have arrived. Then we sing greeting songs and have a short business meeting in which we talk about the calendar, the weather, whose absent, etc. This time of day is very important for building a sense of community in our classroom.

9:15-11:00: Independent Work Period – Children may choose to work alone, with a partner, or with a small group of children during this time of day., doing works that interest them in all areas of the classroom. They have many activities from which to choose. In the art area, they can explore various mediums “ watercolor, pastels, collage, clay, finger paint, etc. In practical life they learn every day skills such as pouring, spooning, table washing, and more. The sensorial area houses materials that engage the senses. The geography, math, and language areas offer traditional Montessori materials as well as new educational products that support the Montessori philosophy. The items found on the shelves change throughout the year depending on the thematic unit we are studying and in order to offer increasingly challenging works to the students. Teachers serve as guides and closely watch the development of each child so that they can guide them to their next step in each curriculum area. Teachers know how to set children up for success and help them feel confident so that they can find joy in trying new things. The staff encourages a growth mindset and mistakes are viewed as opportunities to learn. We desire for students to be adaptable to change, think creatively, and find internal satisfaction in their progress.

Snack Time: For the first few weeks of the year, group snack is served. The child who is helper for the day passes out the snack. We start with group snack in order to get to know one another and to allow time for grace and courtesy lessons to be presented. After children are comfortable in the classroom, individual snack will begin. At this time, children are encouraged to have snack when they are ready. They may have it alone or invite a friend to join them. Children take turns being the host or hostess for the week. During this time the student brings snacks in for the class and helps prepare it each morning. Heathy eating habits are encouraged and food allergies and sensitivities are taken very seriously. The whole class is educated about food allergies through age appropriate books and activities so that they will be supportive and compassionate of their classmates with special diets.

11:00-11:05 Transition Time

When a chime is sounded, the children prepare to come to circle. Children who are still working on a lengthy activity may leave it for the following day. If they are finished then the child returns it to the shelf and joins the teacher at circle.

11:05-11:30/11:40 Second Circle: This is a time when the teacher gives a few presentations that are appropriate for the whole group. It may involve a lesson on a traditional Montessori material, a grace and courtesy lesson, or an activity based on a current theme or study unit. Next, a story selected for that particular day is read. We have special Spanish and Music classes each week.

11:30/11:40 Playground

We play outside every day as long as weather permits. If it is too cold to safely be outside, we will do creative movement, walking the line activities, yoga, or group games.

12:15 Dismissal

*Outside enrichment programs are scheduled during the week with times and days depending on the availability of presenters.

We do deviate from the above schedule in order to take advantage of spontaneous learning opportunities, follow the children™s interests, and to allow for special presenters to come to our classroom.

Art, Music, Creative Movement, Spanish, Yoga, Nature Study, Physical Education, Library, “Share a Smile” (our school’s community service club), and Gardening, Drama, and Cooking.

MDS follows the Wellesley Public School’s Calendar, with some exceptions. MDS sometimes offers a 1-2 week summer program as well. Summer themes are based on children’s literature and/or nature. Priority enrollment will be given to MDS students.

The primary form of communication is a Montessori Day School of Wellesley Hills blog that allows access only to enrolled families. Regular updates are posted along with photos. Parents and teachers also communicate briefly at drop-off and pick-up but for more lengthy or private matters, they may communicate via phone or e-mail. The director and lead teachers meet with the parents in the spring and fall for parent conferences, and at additional times if needed. At the conferences, parents receive information about their child’s progress in each of the curriculum areas.

Children participate in the morning program which includes a traditional Montessori work period and plenty of time outdoors. They eat lunch around noon and have reading and rest time. This relaxing time is followed by a second Montessori work period or an enrichment activity like music, science, art appreciation, yoga, cooking or baking, and nature exploration.

Multi-age classrooms afford us the luxury of adapting the curriculum to the individual child. Each child can work at his or her own pace, while remaining in community with his or her peers. In addition, the multi age format allows all older children to be the leaders of the classroom community and allows younger children to learn with and from their older peers.

For children six and under, 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. They 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 six 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 create in this kind of intelligently guided freedom. There are no text books or adult-directed group lessons or 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.

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, multi age grouping allows each child to find his or her own pace without feeling “ahead” or “behind” in relation to peers.

Montessori involves freedom within structure. Although children are free to make many choices during the school day, the Montessori teacher or guide observes each child closely in order to identify what his or her "next step" would be in all the different curriculum areas.