YOUNG CHILDREN’S HOUSE

YOUNG CHILDREN’S HOUSE (18 – 30 Months)

Overview of Young Children’s House

Our Montessori classrooms are multi-aged learning environments, based on the stages of development observed by Dr. Montessori. From birth to age six, the child is characterized by the “absorbent mind”, absorbing all aspects of the environment, language and culture. Maria Montessori believed that if education followed the natural development of the child, then society would gradually move to a higher level of co-operation, peace and harmony.

From 18 Months to 30 Months

In the first years of life, the child is developing intelligence, language and movement. The child absorbs from the culture and environment in which he is born and builds his faculties and his personality.

Fairport Montessori Academy has one program for this age group of children.  The “Young Children’s Community” is a social community of children designed to support the development of movement, language and independence and where the individual personality is respected. Rather than a classroom, it is a nurturing environment where very young children experience their first structured contact with other children.

The Young Children’s House Curriculum:  “Nurturing the Absorbent Mind” 

The Young Children’s House nurtures the child’s burgeoning sense of self and order, offering a curriculum centered on the mastery of movement and functional independence. At this stage, “learning how to think” begins with the discovery of cause and effect through purposeful, real-world activities that build a foundation of concentration and self-reliance. Children engage in work that encourages them to figure things out for themselves—whether it is dressing, preparing a snack, or navigating their surroundings—helping them develop the internal logic of a task rather than relying on adult intervention. By maintaining a consistent routine for at least four days a week, children gain a sense of predictability and security that allows their minds to focus on exploration. By age three, students are physically independent, confident in their abilities, and have developed the “courage and constancy” needed to approach the more complex intellectual challenges ahead.

YOUNG CHILDREN’S HOUSE

Guiding Principles for the Montessori 18-30 Months Environment

Children may enter the Young Children’s Community when they are walking independently with confidence.

Adolescent Plane of Development

Physical Space

  • Overall, the environment is ordered, clean and aesthetically pleasing
  • Complete set of Montessori materials as per the Training albums
  • Material for each activity is complete, clean, in very good condition and adorned with small details
  • Materials arranged in orderly, sequential manner
  • Materials accessible to children
  • Furniture and equipment is child-sized to facilitate independence
  • Floor space to allow for work mats on the floor
  • Access to outdoor area for daily outdoor play, weather-permitting
  • Access to a garden to introduce children to nature and to care for the outdoor environment
  • Access to a gymnasium with specific activities that assist in the development and refinement of movement and equilibrium
  • Access to an hygenic, semi-private toileting area
  • Access to water supply in classroom
  • Good lighting – source of natural light preferable
  • Plants, flowers and small animals/class pets to introduce children to nature and for the care of and respect for all living things

Intangible Atmosphere

  • There is a hum of activity
  • Minimum 2 hour uninterrupted morning work cycle
  • Two hour sleep period in the afternoon for full-day children
  • Concentration is protected
  • Children may work at their own pace
  • Individual differences are respected and supported
  • The children are joyful, spontaneous, enthusiastic, independent and peaceful
  • No rewards, punishments or coercion; the children obey joyfully, and trust in what their Teacher tells them
  • All adults in the environment model respectful social interaction/grace and courtesy
  • There is mutual respect and courtesy between adults and children
  • The vision for each individual child and for the children as a whole is consistent amongst all adults who assist them in their development
  • It is about the children and about nothing else
The Prepared Environment

Physical Space

  • Overall the environment is ordered, clean and aesthetically pleasing
  • Complete set of Montessori materials as per the Training albums
  • Material for each activity is complete, clean, in very good condition and adorned with small details
  • Materials arranged in orderly, sequential manner
  • Materials accessible to children
  • Furniture and equipment is child-sized to facilitate independence
  • Floor space to allow for work mats on the floor
  • Access to outdoor area for daily outdoor play, weather-permitting
  • Access to a garden to introduce children to nature and to care for the outdoor environment
  • Access to a gymnasium with specific activities that assist in the development and refinement of movement and equilibrium
  • Access to an hygenic, semi-private toileting area
  • Access to water supply in classroom
  • Good lighting – source of natural light preferable
  • Plants, flowers and small animals/class pets to introduce children to nature and for the care of and respect for all living things

Intangible Atmosphere

  • There is a hum of activity
  • Minimum 2 hour uninterrupted morning work cycle
  • Two hour sleep period in the afternoon for full-day children
  • Concentration is protected
  • Children may work at their own pace
  • Individual differences are respected and supported
  • The children are joyful, spontaneous, enthusiastic, independent and peaceful
  • No rewards, punishments or coercion; the children obey joyfully, and trust in what their Teacher tells them
  • All adults in the environment model respectful social interaction/grace and courtesy
  • There is mutual respect and courtesy between adults and children
  • The vision for each individual child and for the children as a whole is consistent amongst all adults who assist them in their development
  • It is about the children and about nothing else
The Children
  • 12 months/walking to 3 years
  • Children complete full cycle in the same environment
  • Free to choose their own activities
  • Are engaged in a variety of activities from different areas of the program
  • Demonstrate concentration and care in the use of the materials
  • Use materials purposefully
  • Persist with an activity as they deem necessary
  • Repeat activities for as long as they deem necessary
  • Put materials away after use
  • Store finished and unfinished work
  • Free to help each other or show each other how to do things
  • Interact freely with each other and with the Teacher
  • Are happy and purposefully engaged in their activities
  • The children’s movement is purposeful and orderly
  • Are responsible for themselves and for the environment
  • Demonstrate independence in their self-care and activities
  • Remain in one main prepared environment throughout the day
  • Have daily access to other environments (garden and gymnasium), which are prepared accordingly as extensions to learning and development
The Adults

Teacher

  • Demonstrates: joy, patience, curiosity, humility, sense of humour
  • Allows for exploration and nurtures a sense of wonder
  • Prepares and maintains the prepared environment
  • Provides consistent limits to the children
  • Uses positive redirection
  • Models grace and courtesy with adults and children
  • Gives presentations (lessons) to individuals or small groups
  • Re-presents as needed
  • Rarely works with the whole group
  • Observes the children at all times
  • Takes time to observe individual children and the group as a whole
  • Demonstrates careful and precise movements
  • Uses a firm, calm voice in which the children trust
  • Uses clear, precise, complete language
  • Is emotionally available to the children
  • Promotes independence, yet assists children as needed
  • Assists children as needed in social situations/conflict resolution
  • Plans presentations for each child on a weekly/monthly/yearly basis
  • Keeps records of presentations shown and of observations
  • Presents from all areas of the program as per the Training albums
  • Engages in regular professional development activities
  • Communicates regularly with parents outside class time
  • Assists parents to understand Montessori philosophy and pedagogy
  • One teacher per class

Assistant

  • Assists in the preparation and maintenance of the prepared environment
  • Non-teaching role
  • Reinforces consistent limits with the children
  • Uses positive redirection
  • Models grace and courtesy with adult and children
  • Uses clear, precise, complete language
  • Models the Teacher’s firm, calm voice for consistency
  • Observes children at all times and is available to do so
  • Provides feedback to Teacher re: observations of the children
  • Protects presentations given by Teacher from interruption
  • Protects concentration of children by limiting interruptions
  • Promotes independence, yet assists children as needed
  • Assists children as needed in social situations/conflict resolution
  • Assists Teacher as needed
  • Is receptive and open to learning new ways of doing things
  • Is flexible
  • If assistant speaks a second language in the environment, he/she strives to speak it consistently, and to give the children the language necessary to answer her appropriately
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YOUNG CHILDREN’S HOUSE

Guiding Principles for the Montessori 18-30 Months Environment

Children may enter the Young Children’s Community when they are walking independently with confidence.

Adolescent Plane of Development

Physical Space

  • Overall, the environment is ordered, clean and aesthetically pleasing
  • Complete set of Montessori materials as per the Training albums
  • Material for each activity is complete, clean, in very good condition and adorned with small details
  • Materials arranged in orderly, sequential manner
  • Materials accessible to children
  • Furniture and equipment is child-sized to facilitate independence
  • Floor space to allow for work mats on the floor
  • Access to outdoor area for daily outdoor play, weather-permitting
  • Access to a garden to introduce children to nature and to care for the outdoor environment
  • Access to a gymnasium with specific activities that assist in the development and refinement of movement and equilibrium
  • Access to an hygenic, semi-private toileting area
  • Access to water supply in classroom
  • Good lighting – source of natural light preferable
  • Plants, flowers and small animals/class pets to introduce children to nature and for the care of and respect for all living things

Intangible Atmosphere

  • There is a hum of activity
  • Minimum 2 hour uninterrupted morning work cycle
  • Two hour sleep period in the afternoon for full-day children
  • Concentration is protected
  • Children may work at their own pace
  • Individual differences are respected and supported
  • The children are joyful, spontaneous, enthusiastic, independent and peaceful
  • No rewards, punishments or coercion; the children obey joyfully, and trust in what their Teacher tells them
  • All adults in the environment model respectful social interaction/grace and courtesy
  • There is mutual respect and courtesy between adults and children
  • The vision for each individual child and for the children as a whole is consistent amongst all adults who assist them in their development
  • It is about the children and about nothing else
The Prepared Environment

Physical Space

  • Overall the environment is ordered, clean and aesthetically pleasing
  • Complete set of Montessori materials as per the Training albums
  • Material for each activity is complete, clean, in very good condition and adorned with small details
  • Materials arranged in orderly, sequential manner
  • Materials accessible to children
  • Furniture and equipment is child-sized to facilitate independence
  • Floor space to allow for work mats on the floor
  • Access to outdoor area for daily outdoor play, weather-permitting
  • Access to a garden to introduce children to nature and to care for the outdoor environment
  • Access to a gymnasium with specific activities that assist in the development and refinement of movement and equilibrium
  • Access to an hygenic, semi-private toileting area
  • Access to water supply in classroom
  • Good lighting – source of natural light preferable
  • Plants, flowers and small animals/class pets to introduce children to nature and for the care of and respect for all living things

Intangible Atmosphere

  • There is a hum of activity
  • Minimum 2 hour uninterrupted morning work cycle
  • Two hour sleep period in the afternoon for full-day children
  • Concentration is protected
  • Children may work at their own pace
  • Individual differences are respected and supported
  • The children are joyful, spontaneous, enthusiastic, independent and peaceful
  • No rewards, punishments or coercion; the children obey joyfully, and trust in what their Teacher tells them
  • All adults in the environment model respectful social interaction/grace and courtesy
  • There is mutual respect and courtesy between adults and children
  • The vision for each individual child and for the children as a whole is consistent amongst all adults who assist them in their development
  • It is about the children and about nothing else
The Children
  • 12 months/walking to 3 years
  • Children complete full cycle in the same environment
  • Free to choose their own activities
  • Are engaged in a variety of activities from different areas of the program
  • Demonstrate concentration and care in the use of the materials
  • Use materials purposefully
  • Persist with an activity as they deem necessary
  • Repeat activities for as long as they deem necessary
  • Put materials away after use
  • Store finished and unfinished work
  • Free to help each other or show each other how to do things
  • Interact freely with each other and with the Teacher
  • Are happy and purposefully engaged in their activities
  • The children’s movement is purposeful and orderly
  • Are responsible for themselves and for the environment
  • Demonstrate independence in their self-care and activities
  • Remain in one main prepared environment throughout the day
  • Have daily access to other environments (garden and gymnasium), which are prepared accordingly as extensions to learning and development
The Adults

Teacher

  • Demonstrates: joy, patience, curiosity, humility, sense of humour
  • Allows for exploration and nurtures a sense of wonder
  • Prepares and maintains the prepared environment
  • Provides consistent limits to the children
  • Uses positive redirection
  • Models grace and courtesy with adults and children
  • Gives presentations (lessons) to individuals or small groups
  • Re-presents as needed
  • Rarely works with the whole group
  • Observes the children at all times
  • Takes time to observe individual children and the group as a whole
  • Demonstrates careful and precise movements
  • Uses a firm, calm voice in which the children trust
  • Uses clear, precise, complete language
  • Is emotionally available to the children
  • Promotes independence, yet assists children as needed
  • Assists children as needed in social situations/conflict resolution
  • Plans presentations for each child on a weekly/monthly/yearly basis
  • Keeps records of presentations shown and of observations
  • Presents from all areas of the program as per the Training albums
  • Engages in regular professional development activities
  • Communicates regularly with parents outside class time
  • Assists parents to understand Montessori philosophy and pedagogy
  • One teacher per class

Assistant

  • Assists in the preparation and maintenance of the prepared environment
  • Non-teaching role
  • Reinforces consistent limits with the children
  • Uses positive redirection
  • Models grace and courtesy with adult and children
  • Uses clear, precise, complete language
  • Models the Teacher’s firm, calm voice for consistency
  • Observes children at all times and is available to do so
  • Provides feedback to Teacher re: observations of the children
  • Protects presentations given by Teacher from interruption
  • Protects concentration of children by limiting interruptions
  • Promotes independence, yet assists children as needed
  • Assists children as needed in social situations/conflict resolution
  • Assists Teacher as needed
  • Is receptive and open to learning new ways of doing things
  • Is flexible
  • If assistant speaks a second language in the environment, he/she strives to speak it consistently, and to give the children the language necessary to answer her appropriately
APPLY NOW