One of our primary goals is the development of movement and independence. Our “prepared environment” supports and responds to an infant’s basic needs for independence, exploration, building trust and self-esteem. The structure of the curriculum for infants is based on five development areas: Social and Emotional; Physical and Motor skills; Self-Help Skills; Language; Stimulation (Visual, Auditory, and Sensory)

The Toddler program prepares the child for the Pri-Primary program. The curriculum for toddlers is based on a well “prepared environment” with curriculum objectives in different areas such as: Practical Life: The development of large muscle control such as walking, carrying, dancing, etc. Small muscle development occurs through a variety of hand-eye coordination exercises such as bead-stringing, pegs, puzzles, folding, pouring, spooning, and grasping. A variety of transferring exercises fulfill the child’s need for repetition. The beginning of self-care is introduced and emphasized with the dressing frames, hand washing, wiping face etc. Exercises of grace and courtesy are very important at this age, including setting the table, table manners, and the use of words such as ‘please’ and ‘thank you’. Sensorial Development: This area contributes to the development of all senses. Therefore, presentations regarding discrimination of color, size, shape, texture, and scent are given and made available in individual sets for the children to work independently. Language: The sequence for language development is comprised of three steps: speech, writing, and reading. Our program accommodates the child’s sensitive period for language by offering creative and intriguing concepts to expand their growing vocabulary. The teachers build vocabulary by reading stories, singing songs, and preparing for the learning of the initial sounds which is the beginning of our reading program. These exercises also contribute to the preparation for penmanship by giving the child the opportunity to practice holding a pencil. These exercises are a natural progression of academic development at this age. Mathematics: Toddlers begin numeration and counting with manipulative objects. At this age, key concepts include: numeration 1 to 10, the concept of quantity, recognition of each number, and penmanship of the numbers. Cultural Subjects: The child’s vocabulary is enriched by the work they do through the botany and zoology puzzles, for example: parts of the plant, leaf, flower, fish, frog, turtle, bird, horse etc. All children participate in the extracurricular lessons such as Spanish, Music, and Movement. Program Goals: To develop large and small motor skills, while beginning to form social graces. In addition the gustatory, olfactory, auditory, tactile, and visual senses will develop and gain discernment. The introduction of the reading program, vocabulary expansion, and penmanship as well a foundation for a mathematical mind.

The Montessori curriculum formally starts in this class. The Pre-Primary program is an extension of the Toddler program. The child is surrounded by a “prepared environment” which is divided in different areas such as Practical Life, Sensorial, Language, Cultural Subjects, Puzzles, Art, and Manipulative Materials, are designed to prepare the child for more abstract learning. A consistent routine of work is established with the purpose of guiding and fulfilling the needs children have at this age. This routine develops concentration, independence, and the completion of tasks. Our carefully prepared environment allows them to have a positive experience and the opportunity to develop self-discipline and self-esteem.

Beginning at age 3 and completely potty trained, the children are invited to work independently in the areas of Practical Life, Sensorial, Language, Mathematics and Cultural Subjects. All the material the child works with is designed to lead to abstract thinking. This is where Aspiring Minds Montessori Primary and Preschool program comes in. The process of phonetic reading begins to take place. It is at this age when children, once they master to speak, start to enjoy reading in an effortless manner. Montessori schools are characterized by this distinctive and unique philosophy of ‘children learning to read and write at an early age’. Program Goals: The guide the child toward abstract thinking, formally begin phonetic reading, building of self-esteem through successful academic endeavors, opportunities for leadership for older children/maturity in younger children due to the influence of older peers, and the development of concentration.

The Kindergarten program begins at age 5 and is a philosophical extension of the preschool program with a curriculum consisting of the traditional disciplines. Our main focus is the child’s development in conjunction with our unique academic program. We also emphasize on building their positive attitude, emotions and social skills. Our goal in the Kindergarten program is that children of this age, in addition to receiving a formal and highly academic education, will come to appreciate their own worth and have a high regard for others. This is a time for great learning and beginning of socialization. Moral values and conscience are being developed. This is a time in which rationality takes place on the part of the Montessori Guide in order to assist the children in their moral, intellectual, and emotional development to place them on the path toward becoming successful members of society. Kindergarten Program Goal: To receive a highly academic education, development of self-worth and positive social skills.