Magnolia and Peach Tree Communities

Student Ages

2.5 - 6 Years

About This Community

Our primary program & curriculum are centered upon educating the whole child.  In the primary classrooms we:

  • Foster Independence
  • Build Confidence, Self-Esteem and Leadership Skills
  • Develop Problem Solving
  • Encourage Self-Discipline
  • Enhance Coordination, Fine Motor, and Social Skills
  • Encourage Cognitive Preparation
  • Encourage Respect for Others, Environment and Self
  • Provide Individualized Education for Every Child

With the guidance of our Montessori trained professional instructors, all children work at their own pace with self- chosen materials that encourage and stimulate them to investigate their world, concentrate, and learn spontaneously. Children are fee to work as individuals or in small groups while exploring the various classroom areas and subjects of study. 

Classrooms are broken up into the following areas:  practical life, sensory/motor, math, language, reading, geography, science, Spanish, music and art.  Each area contains age specific Montessori materials that encourage children to learn, develop new skills and attain mastery before moving on to something more complicated. Music, movement and stories are integrated into daily curriculum, helping students learn about our world and understand how they fit into our global society.

Primary students remain in their community for an approximate three-year cycle. During these three years, teachers, parents and children become accustomed to each other and form a strong relationship.  Each year in this three year cycle presents learning and growth opportunities as a student moves from being the youngest to the oldest student in class.  Students feel at home in class and develop a repertoire of work.  They enjoy their time to practice and to repeat, perfecting many skills and in turn, increasing knowledge.  Because of the bond between teachers and students, teachers can better recognize when  child is in a period of intellectual growth during which he/she requires increased attention and more lessons as well as when that same child's attention is focused on social relations or emotional growth. 

Teachers keep records of all the lessons each child has received and practices and documents student's progress.  Progress reports are prepared twice yearly for parent-teacher conferences.