Specific Montessori programmers are offered at the following levels

Specific Montessori programmers are offered at the following levels

Assistants to Infancy (0-3)
The first three years of life are the most fundamental in the development of human beings and their potential. It is a period when the core of personality, social skills, and human values are developed. An understanding of the child's development allows Montessori environments to meet the needs of the infant and foster a sense of belonging, independence, and language acquisition enabling children to feel able and capable. Montessori infant-toddler programmes from birth to 3, are provided in several different formats:

Ante-natal: Classes for expectant mothers and their partners.
Parent/Caregiver and Toddler: Classes for parents/caregivers to learn with their child and gain an understanding of creating supportive environments for children of this age. The class focuses on how to observe the child and how to offer appropriate activities.
Nido: Environments for children between the ages of approximately two and fourteen months specially designed for children who are not yet walking.
Infant Communities: Environments provided for children from approximately fourteen months to three years that focus on developing movement, language, and independence within a social context.


Primary/Casa dei Bambini/Children’s House (3-6)
Between the ages of 3 and 6, Maria Montessori called this environment Casa dei Bambini (Children’s House). Having created the foundations of their personality, three-year-old children arrive in the prepared environment ready to develop and perfect their abilities. They learn best through real-life activities that support independence and self-efficacy; manipulation of objects to provide concrete sensorial experience; and open-ended exploration leading to the refinement of their movements, sensory perceptions, language and the development of their intellect. All members of this expanded community of 3 to 6-year-olds thrive through opportunities to follow their own interest, freely choose their own activities, develop their capacity for concentration, and engage at their own pace their emerging powers of reason, imagination, and sociability.

Materials and activities are designed to support self-directed discovery and learning, and so are a perfect match for this developmental stage. They are organized around Practical Life activities that develop both independence and social skills; Sensorial activities that refine sensory perception; the development of Spoken Language, Writing and Reading skills; and Mathematical activities that develop fundamental mathematical concepts; as well as activities that reflect upon our human understanding of geography, history, biology, science, music, and the arts. The trained adult guides the children along this journey, helping them become well-adapted individuals, ready to take a positive, pro-social place in their world.

Elementary (6-12)
Elementary aged children typically can be characterised by their curious minds, their ability to abstract and imagine, their moral and social orientation and their energy for research and exploration. Elementary children work in small, mixed-age groups on a variety of projects which spark the imagination, engage the intellect, and develop their reasoning abilities.

Elementary studies build knowledge through an in-depth study of the world and how it works. Studies are integrated across disciplines that include geography, biology, history, language, mathematics, science, music, and other forms of artistic expression. Exploration of each area is augmented by the children, who organise visits beyond the confines of the classroom to gain real-life knowledge from community resources, such as the library, planetarium, botanical garden, science centre, factory, hospital, etc. This approach fosters a feeling of connectedness to humanity and encourages children’s natural desire to make a contribution to the world.

The elementary school environment is for children ages 6 through 12. Sometimes the children are divided into two groups of 6 to 9 and 9 to 12 and sometimes all six years interact in one environment.


Adolescent (12-18)
For the 12 to 18-year-olds Maria Montessori had a special environment in mind. Because adolescents are in a special stage of life, on the threshold of adulthood, the environment should reflect all aspects of adult life and provide opportunities, not only to pursue academic interests but also participate in real adult practical work in a social setting as close to a real society as possible. Through experiences of everyday life and its responsibilities, the adolescents will practice what it takes to become a contributing member of a wider society.

This experience includes an initiation into economics and an understanding of its importance for everyday life. Another important aspect of the environment is that it should put the adolescents in close contact with nature in order to instill an appreciation and understanding of the responsibility of the planet on which we live and are a part of.

The school for adolescents is for young people ages 12 through 18. Sometimes the young people are divided into two groups of 12 to 15 and 15 to 18 and sometimes all six years interact in one environment, depending upon the size of the school.