Wind Rose Montessori
Program

Blurring the lines between home and classroom environments

Wind Rose Montessori is fully aligned with the American Montessori Society (AMS) principles, offering an indoor program that emphasizes respect for each child’s autonomy, the significance of sensitive periods in development, and the importance of a prepared environment. Our classroom is designed to encourage self-directed learning, with materials and activities that promote independence and intellectual exploration. Educators serve as guides, facilitating a nurturing and supportive atmosphere where learning is driven by the child's own initiative.

You may only sign up for one work cycle session. If you are interested in also joining our outdoor program, please read more about Magnolia Explorers.
Wind Rose Montessori Classroom Hours:

Morning Session:
8:30am-12:00pm

Afternoon Session:
12:00pm-3:30pm

Teachers as Guides

“To aid life, leaving it free, however, to unfold itself, that is the basic task of the educator.” - Maria Montessori

Children already hold a high facility for learning, something Montessori referred to as "the absorbent mind". We as teachers simply act as guides that show each child how to use materials or interact with their peers, but then stepping back to allow the children the space to explore and discover independently. If you can help a child get to the answer by themselves then they will never forget it -- they will own their learning experience and it will stay with them.

Multi-Age Classrooms

"When one teaches, two learn."-Robert Heinlein

We strive to provide skills of role modeling, peer-learning, collaboration, and teamwork for children ages 30 months - 6 years old. Mixed-age classrooms also allow us to provide a curriculum that has been designed for a child to flow at a pace they wish.

Learning Through Movement

“Since it is through movement that the will realizes itself, we should assist a child in his attempts to put his will into act.”-Maria Montessori

Montessori understood that learning through doing was long lasting and meaningful. The space has been prepared to foster growth for not only gross motor movements by having the children move freely throughout the space, but also fine motor skills will also be refined through activities in practical life, like learning dressing frames, spooning, pouring, opening/closing containers, or folding.

Allowing the Child to be Who They Are

“Character formation cannot be taught. It comes from experience and not from explanation.”-Maria Montessori

During the work cycle, the children are encouraged to work on a material for as long as they need. The teachers have confidence in the child’s natural curiosity to explore the materials that they choose in order to fulfill an inner drive.  We believe that a child’s love of learning blossoms best in an environment of compassion. We avoid traditional reinforcement methods like gold stars or point systems, but rather use self-correcting materials, role modeling, and reminders to provide children the framework to develop their own capacity for judgement.  

We find that children develop a true sense of self-love for who they are when they are not subject to a constant stream of implicit praise or punishment for what they do. The test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, love of learning and level of work.

Mindfulness

"Children are not only sensitive to silence, but also to a voice which calls to them, out of that silence."- Maria Montessori

Being able to focus our attention and understand our emotions are two of the most important skills we must develop as human beings. Mindfulness is an integral part of the social-emotional learning at and a strong compliment to the Montessori work and positive discipline practice that we embody. The classroom environment is prepared so that it invites the child to find moments of peace and deep concentration. It is during these quiet moments that the child can listen to their inner voice. 

In addition, our group circle times often include a variation of meditation. Our hope with the daily practice, is to ensure we equip students with the tools necessary to manifest empathy and participate in necessary reflection.

Meeting the Needs of the Whole Person

“The child who has felt a strong love for his surroundings and for all living creatures, who has discovered joy and enthusiasm in work, gives us reason to hope that humanity can develop in a new direction.” -Maria Montessori

Montessori recognized and appreciated the human spirit, therefore creating an approach that values the human development of the whole child—physical, social, emotional, cognitive.

In our classroom, children engage in purposeful work with real tools, experiencing firsthand tasks traditionally seen as adult work. Activities like preparing their own snack, window washing, and sewing buttons onto fabric all empower children with practical life skills. By providing the necessary tools and instructions, children are no longer excluded from participation in such tasks and begin to feel an authentic sense of importance through contributing to the classroom community.  

Observation

“When dealing with children there is greater need for observing than of probing”-Maria Montessori

Observation is a topic in which we blend the Montessori and Reggio philosophies. Firstly, our observation methods are based on Montessori’s beliefs that if you follow the child with silent observation, the child will guide us to what they need. Often, if the child is actively pursuing communication with the teacher to formulate their next learning task, the teacher will then take an active role in listening to the child’s needs.

Documentation

"[Documentation is] an integral part of the procedures aimed at fostering learning and for modifying the learning-teaching relationship."-Carlina Rinaldi

While the teachers follow the child’s learning whims, we will also take an active role in documenting their progress and their thought processes. Approaching documentation through the lenses of Reggio principles see documentation as carrying out research on learning. When a child's work is documented, children can revisit and interpret their learning experiences and reflect on how to develop these experiences further. Although photos are a wonderful way to document the child’s progress, videos will also be recorded for parents to have an even more in depth look at the child’s thought processes and social interactions.

Maria Montessori

Maria Montessori, an Italian physician and pioneering educational theorist, is the brains behind the Montessori method. She discovered that a learning environment tailored to foster independence, encourage self-directed learning, and provide freedom within boundaries, leads to what she termed 'normalization' - a state where a child is at their happiest and most authentic self. Montessori underscored the significance of self-correcting materials that guide children to their own conclusions, emphasizing the journey to understanding as much as the result.

Understanding the uniqueness of each child's learning and socializing style, Montessori crafted a curriculum that is responsive to individual pacing and needs. Her innovative approach includes multi-age classrooms, which not only enable peer learning but also promote community involvement and role modeling. This framework is designed not just to educate but to cultivate independent, confident, and self-motivated learners, prepared to engage with the world around them.

Reggio Emilia

Loris Malaguzzi, a visionary Italian educator, is the creator of the Reggio Emilia approach, a progressive educational philosophy. This approach champions project-based learning, where significant emphasis is placed on both teacher and student documentation. While aligning with the concept of the teacher as a facilitator and fostering child independence, Malaguzzi highlighted the value of open-ended exploration. This philosophy opens doors to creativity and problem-solving in environments where relationships are key.

Malaguzzi also placed a strong emphasis on project-based activities that may not have a predefined notion of success. This approach encourages learners to embrace the process of discovery and creation without being bound by the constraints of a predetermined outcome. It’s a philosophy that celebrates the journey of learning as much as, if not more than, the destination.

Best of Both Worlds

Both the Montessori and Reggio Emilia philosophies bring to the table robust and effective teaching strategies. We recognize that no single approach is comprehensive enough to cater to every facet of a child's multifaceted nature. Children possess limitless curiosity, a need for varied experiences, the capacity for innovative learning, and boundless potential. By merging these two pedagogies, we create a more dynamic and adaptable learning environment. This fusion allows us to cater not only to the child's natural progression through sensitive periods but also to provide flexible, responsive learning that adapts to their day-to-day educational needs. In doing so, we open up more opportunities for each child's unique talents and abilities to shine, whether through structured learning sequences or more spontaneous, child-led experiences.