The Montessori language curriculum is designed to parallel the child’s natural unfolding of the mysteries of language. Appropriate lessons are presented, carefully considered for the child’s absorbent mind and sensitive periods for oral/auditory language, writing, and reading development.

• Since spoken language is the first point of access for the typical hearing child, we begin our language education in the classroom with oral and auditory work.
• We engage children in active, pleasant conversations as often as possible, listening to what they have to say, demonstrating the give and take of a conversation, and building self-esteem.
• We use clear, precise words to provide the richness and diversity of language to build a strong vocabulary.
• Beyond conversations and vocabulary lessons, we practice poems, fingerplays, and songs.
• Later, children receive direct instruction in the formation of letters, writing, and eventually, reading.

The Mathematics curriculum area allows children to begin the journey from concrete to abstract mathematical explorations.

• First, children practice counting numbers 1-10, working with materials that give true impressions of these quantities.
• As children move through the mathematics curriculum, they use increasingly abstract materials, practice the four operations (addition, subtraction, multiplication, and division) and memorize math facts.
• Montessori materials allow children opportunities to become familiar and comfortable with three primary areas: numeration, place value, and operations.

The Cultural subjects give children an understanding of unity and brings the world into the classroom.

• Maria Montessori designed the Cultural Studies curriculum as an interdisciplinary study of the life of people on earth throughout time and in all geographic regions. It includes the study of geography, history, music, art, and science. It encompasses all cultural subjects as part of a meaningful whole.
• Maria Montessori's primary goal was for education to help children become fully developed individuals adapted to time and place; to be citizens of tomorrow; and participants in a harmoniously functioning society.

Young children meet the world through the constant use of all of their senses.

• Through sight, touch, sound, taste, and smell, the Sensorial Montessori materials enable each child to clarify, classify, and comprehend the world. The Montessori program offers a multi-sensory approach to learning, encouraging a child to use all senses for learning.
• The Sensorial materials enable a child to internalize such concepts as size, shape, color, sound, similarities, and differences. These skills provide a basis for concurrent and future activities in math, music, and language.

While mastery of physical skills and useful works are important, the direct aims of the Practical Life area are internal and give children freedom to develop their learning in any area of the curriculum. In Practical Life, they develop concentration, coordination, a sense of order, and independence.

• Children practice building their attention span by engaging in meticulous work, at an appropriate level of challenge, which they have selected for themselves. Children will develop the ability to control and call upon their concentration as they continue to practice in all areas of the classroom.
• Moving with care is also essential for success in this area, and allows children to practice grace and use fragile materials successfully.

Practical Life works encourage independence in two key ways:

1. First, they teach important life skills that children can use in their lives. A child who can dress himself or prepare his own meals will be more independent than a child who cannot.
2. Then, as children take responsibility for themselves, their sense of independence and competency compounds, building upon itself. Children’s need for order is honed by the precise motions and specific steps necessary to properly complete these activities. As they practice order in the physical world, a kind of mental order develops.

The Early Childhood Performing Arts Program builds a foundation and love of music that will support children throughout their academic careers.

• We introduce the idea that music is to be shared with everyone and encourage students to step outside their comfort zones and take chances in their music making.
• We introduce core musical concepts through play and games and give parents and students alike the tools to cultivate music making at home.
• Teachers present music from many different cultures to help students understand the context of music-making.
• They guide students towards healthy use of their singing voices as well as basic instrumental technique.

• Art classes take place in small groups within the classroom environment.
• Students practice early art skills in a variety of media such as painting, drawing, 3-D construction and print-making.
• Kindergarten students have a separate art class that takes place in our Exeter Visual Arts studio.
• Kindergarten students begin to learn art skills such as drawing from observation, portraiture, figure drawing and weaving.

Students are scientists in the Kingsley science lab!

• From Kindergarten through Third Grade, students form their own questions, design and conduct experiments to answer those questions, analyze results, and draw conclusions from their experience. Through these investigations, significant math and technology skills are developed.
• In Kindergarten, science activities give children opportunities for prediction and observation. Materials present facts, nomenclature, and classification of botany, zoology, and physical science. Kindergarten children work with the Science teacher once per week to reinforce and enrich the concepts introduced to them in the classroom.

Our Physical Education program is designed to enhance our students’ physical, mental, and emotional health. Kindergarten students travel to Boston University by bus for their PE program. In the spring, Kindergarten students participate in the Kindergarten Marathon on the Esplanade.

The goals of the Kindergarten Physical Education Curriculum are to:

• Promote physical activity as an important part of living a healthy lifestyle
• Provide a variety of activities that develop skills in coordination, fitness, movement, and social interaction
• Foster a learning environment that is positive, fun, challenging, and where students feel comfortable taking healthy risks
• Provide equipment that encourages age-appropriate skill development and active participation