Children's House Experience

Call it the blue bag processional.

It happens every weekday morning. Over 200 children between the ages of 3 and 6 go up the hill with blue bags. The bags are dragged, carried, and tossed. Some are empty, some loaded with goodness knows what. But it’s part of the ritual: a new day is dawning in Children’s House.

Entering the classroom, each child is greeted with a personal word and a warm handshake. That’s when the fun really begins.

Work is child’s play
Children’s House is the very core of the Montessori method for it was with this age group that Maria Montessori, over 100 years ago, redirected the educational process. During her exacting research, she observed that more learning takes place during this period than at any other time of life. And she noted that children learn best at their own pace by seeing, hearing, touching, tasting, and smelling. With these observations as the foundation, she opened the Casa di Bambino.

Our Children’s House follows her model. Each classroom is equipped with a basic set of materials, each specific to one skill. These materials—including the moveable alphabet, the bead frame, and the thermic tablets—are designed to be touched, held, moved, smelled, and experienced as only a young child can.

“Handling the materials provides very concrete experiences,” Jane MacMillan, Children’s House VI Director said. Leisa Guvetis, Children’s House I Director, adds, “And they really tap into the different types of learners—the auditory, the visual, and the aesthetic learners.” “Plus it’s so much fun to learn by getting your hands on the materials and experiencing it all in that way,” Fay Masterson, Children’s House IV Director, said.

But what do the children say?

Nothing. They don’t have time. They are too busy making snacks and inviting their friends to share. Moving independently from one work to the next. Washing windows, gardening, and hammering nails. Tracing letters with their fingertips and shapes with their pencils. Creating maps of the world. Making exchanges at the bank. Singing in Spanish. Making decisions. Working. Playing. Learning. Whew.

Three little words
Ask our Directors what part of the curriculum really sets us apart and they will reply, practically in unison, “Grace and courtesy.”

Here, the independent graces—respect, courtesy, and peace—underscore each lesson. This is both the vision and success of our Children’s House.

“We have a lot of respect for the children and we try to show them how responsible we expect them to be,” Josie Spreher, Children’s House III Director explains. “As they get older, they set the example for the other kids and they become leaders and teachers and guides to the younger children. At a young age they learn to help each other, to collaborate, cooperate.”

Uniquely Montessori
Think of the materials as the framework and respect as the atmosphere. As important as these are, Children’s House would not be the rich environment it is without other vital components.

Consider our faculty. Each Director has completed a special Montessori training, earning the equivalent of a Masters degree or higher. Not only does this provide more education than most preschool teachers, it is specfic to the age group. Jane explains, “Because our training was not for K–8th grade but [ages] 3–6, we have a stronger understanding of this developmental stage.”

Spanish lessons, in the form of songs, dances, and games, are led by Martha Leon. Gayle Thompson provides a rich array of music and art. And educational resource leader, Mary-Anna Arnold, acts as a third teacher in the classrooms.

Finally, mixed ages and the three-year cycle give depth to the program and to each child. Imagine the comfort of a 3-year old surrounded by older friends, the pride of a 4-year old celebrated by peers, and the confidence of a 5-year old who shepherds the young.

Having three years with each child gives the Directors freedom to teach. “This makes the most sense,” Susan Sloan, Children’s House VII Director said, “because everybody doesn’t learn everything at the same time.” Renée Baker, Children’s House II Director adds, “When we’re with the children for three years we can see where each child is and take them at that point, regardless of where the whole class is. We are able to individualize every child’s lesson.”

And the children really respond. Given the opportunity to explore, cooperate, and learn in this way, creates secure, confident children. “It’s exciting to watch,” Michael Sanderson, Children’s House V Director said. “The children are so joyful and enthusiastic. And they learn so quickly—you see new things from them every day.”

The first year was great. The second year was great. But the third year? I’d ask her “How was school today?” and she would shout, “It was the best day of my life!” —Children's House parent