Montessori Radmoor School serves children aged 18 months to 12 years. We encourage all children to discover their individual potential so that they can contribute to and thrive in a better world.
18 months-3 years old
8:45 - Noon
The connection between the mind and body is integral to development. The body helps the mind to make sense of the world through hands-on exploration, and the mind gains better control of the body as exploration occurs. The Toddler classroom is a rich educational environment filled with activities that provide critical stimulation for whole body development. Specifically, successful growth is promoted in areas of the whole child, including areas of social awareness, emotional development, intellectual potential and physical coordination. The child is guided through this process by one trained teacher and two assistants.
3-6 years old with the last year of the cycle being "Kindergarten Year"
8:45 - Noon (Aftercare available as needed)
Primary activities are focused on helping every child become an individual while building a strong cognitive foundation. At this time in their lives, children learn how to think for themselves, be motivated intrinsically, approach learning joyfully, and self-regulate their emotions toward social harmony. The Primary classrooms are filled with materials and lessons designed to support the development of a solid foundation for math, reading, writing and vocabulary.
Kindergarten Year - Last year in the Primary community:
5-6 years old
8:45 - 3:15
The kindergarten program offers the child an opportunity to delve deeper into the curriculum, continue work from the morning session, and/or explore additional work provided in the prepared environment.
6-9 years old
10-12 years old
8:45 - 3:15
The division of the elementary into two stages (6-9 year olds and 9-12 year olds) is based on the students' developmental needs as they move towards adolescence. The work in lower elementary is done with extensive Montessori material, allowing the children to not only experience depth and breadth of the curriculum, but also become comfortable with their own learning style. The upper elementary students transition to more abstract thinking, relying more heavily on books and other resource materials.