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Preschool and Kindergarten

Children's House Curriculum

Montessori Curriculum for Pre-K & K

List of 13 items.

  • Curriculum Overview

    Young children take in a tremendous amount of information from their environment with what Maria Montessori called "the absorbent mind." Our Children's House preschool and kindergarten program provides an enriching hands-on learning experience with specially formulated Montessori materials for math, language, sensorial exploration, practical life activities, art, science and geography.

    Making choices and using coordinated movements to accomplish tasks leads the child toward self-regulation and self-control. Children develop observation and problem-solving skills. By manipulating, experimenting and discovering, children begin to move from the concrete to the abstract as they prepare for the more complex studies of the Inly elementary program.
  • Language

    Children are learning language long before entering the Montessori classroom. By using their senses as tools, children absorb information about their language. During the first two years of Children's House, students prepare themselves for language study by working in the practical life and sensorial areas with materials that refine auditory, oral, visual and sensory/motor skills which are necessary for writing and reading in the third year. Language spans every other area as an integrated source of preparation for a well-planned approach to further learning.
    Auditory preparation
    • Conversational speech
    • Identifying and discriminating sounds
    • Storytelling
    • Sequencing
    • Repetition
    • Poetry
    • Rhymes and finger plays
    • Listening skills and comprehension
    Visual preparation
    • Recognizing patterns
    • Matching and sorting
    Motor preparation
    • Eye-to-hand coordination
    • Strengthening of the hand

    • Manuscript
    • Introduction to cursive in the third year

    • Phonogram sounds
    • Blends
    Reading on word level
    • Phonics
    • Reading in context
    Correct expression
    • Vocabulary of objects, attributes, and actions
    • Informal discussion
    Function of words
    • Beginning writing
    • Introduction of noun identification
    • Introduction of verb identification
  • Math

    Logical thought stems from the human mind's ability to organize and categorize. The aim of the Math curriculum at the Children’s House level is to help students develop their thought processes, not to simply teach math facts at an early age. With hands-on materials, students begin to understand the concrete through manipulation, experimentation and invention, which prepares them for abstract study at the elementary level.

    Numbers 0-10
    Goals: Establish numbers one to ten. Understand quantity and sequence of numbers using manipulatives. Establish recognition of numerical symbols. Learn relationship of quantity to symbol.

    • Number rods and cards
    • Set baskets
    • Spindle boxes
    • Sandpaper numbers
    • Cards and counters
    Decimal System
    Goals: Understand the concept of base ten. Learn composition of numbers, including place value and equivalencies.

    • Introduction tray
    • Tray of nine
    • Golden Bead (or 45) layout
    • Numeral
    • Bead and numeral layout
    • Number fetching
    • Bank game
    Numbers 11-99
    Goals: Ability to recognize teens and tens.

    • Bead stair
    • Teens’ board
    • Tens’ board (or 45) layout
    Linear Counting
    Goals: Develop ability to recognize and count to any number. Learn skip counting.

    • Hundred board
    • 100 (square) chains
    • 1000 (cube) chains (or 45) layout
    Goals: Provide a concrete introduction to the four basic arithmetic operations. Then move into abstract work with operations.

    • Golden Beads
              o Addition
              o Multiplication

              o Subtraction
              o Division

    • Stamp Game
              o Addition
              o Multiplication
              o Subtraction
              o Division

    • Bead Board
              o Multiplication
              o Division

    • Bead Frame
    Continued Operations/Passage to Abstraction

    • Addition
              o Snake game
              o Addition strip board
              o Addition charts

    • Multiplication
              o Bead bars
              o Multiplication boards
              o Multiplication charts

    • Subtraction
              o Negative snake game
              o Subtraction strip board
              o Subtraction charts

    • Fractions
              o Names (wholes-ninths)

    • Money
              o Denominations


    • Geometric solids
    • Geometry cabinet
              o Regular polygons
              o Quadrilaterals
              o Triangles
              o Circles
              o Curved figures

  • Science

    Science is all around us. Young children interact with the natural world everywhere they go. Maria Montessori believed that experience with real objects should always come before learning the names or looking at pictures of things.

    During this sensitive period, children are encouraged to explore their environment with their senses. Regular trips to our Outdoor Classroom, digging in garden beds atop Sunflower Hill, and walks around campus all afford rich opportunities. Once their senses have been awakened, they are shown more abstract concepts back in the classroom such as how to care for plants, how to feed and water the class pet, the different shapes found in leaves, or the parts of a butterfly.

    Montessori realized that young children in the period of the absorbent mind have a real need to learn the proper names for things. She created the Montessori nomenclature materials (3-part cards, charts, and booklets along with their controls of error) to help children develop their vocabulary and increase their understanding of the world around them.

    Children's House classrooms dedicate work shelves and studies to the specific areas of history, geography, physical sciences, botany and zoology. Grouped together under the broader area of Cultural Studies, these components support Montessori's strong belief in the need for global education, beginning at a young age. Through exploration and inquiry, children define their own individual spirit as well as a sense of wonder of people and the world around them.

    At the Preschool and Kindergarten level, our Science curriculum covers the following: 
    Life Science
    • Botany – plant care, tree and leaf studies, flowers, gardening
    • Zoology – animal husbandry, animals kingdoms, vertebrate/invertebrate
    Physical Science
    • Magnetism
    • Sink and float
    Earth Science
    • Weather/seasons
    Scientific Reasoning and Technology
    • Observation skills
  • World Language: Spanish

    The Spanish program is designed to enable students to speak and write their basic thoughts and questions in a second language. The curriculum utilizes a combination of speaking, writing, and activities that are often based on music, art or Total Physical Response. Students learn to express themselves in a second language environment that promotes confidence and creativity.

    At the Preschool and Kindergarten level, our Spanish curriculum covers:
    • Vocabulary
    • Numbers
    • Games and songs
    • Questions and answers
  • Cultural Studies

    Inly presents a school-wide, three-year rotation of content so special events such as cultural festivals, assemblies, field trips and reading lists can be thematically planned for the whole school. Each year, a central question is posed and each level has its own sub-questions that focus the lessons and studies. Each level delves into the year's subject according to its appropriate developmental capabilities. 

    Year One: Ancient Civilizations
    The school-wide question is:
    • "How and why were ancient civilizations created?"

    The Children's House focus is:
    • "What is ancient?"
    • "What is a civilization?" and
    • "What is a story?"

    Year Two: American Civilization
    The school-wide central question is
    • "How and why has American civilization changed?

    The Children's House focus is
    • "How did America begin?"
    • "What people shaped America?" and
    • "Where did they come from?"

    Year Three: World Civilizations
    The school-wide central question is
    • "How and why do world civilizations connect?"

    The Children's House focus is
    • "What do all people need to survive?"
    • "How are people around the world the same or different?" and
    • "What is peace?"
  • Geography

    • Globe
    • Maps and continents
    • Land and water forms
    • Planets
  • Practical Life

    The Practical Life curriculum is the cornerstone of the Montessori method. Its goals span the three-year age cycle, providing practical experience in everyday activities. These activities not only teach physical skills, but also prepare the children for subsequent or concurrent work in mathematics, language, and socialization. The necessity of making choices and using coordinated movements to accomplish a task leads the child toward self-regulation and independence. The ultimate lesson, however, is concentration-without it, nothing else is possible.
    Physical Skills
    • Elementary movements
         Pulling out a chair, carrying a tray
    • Gross and fine motor skills
    • Use of activities that promote concentration, coordination, independence, and order
    Respect and care of environment
    • Indoor and outdoor
    • Recycling
    Grace, courtesy, and etiquette
    • Caring about others
    • Problem solving
    • Conflict resolution
    • Peace table
    • Care of person
    • Health and safety
    • Nutrition and food preparation
    Community Service
    • Developing an awareness of needs of others
    • Participating in several service projects throughout the school year
  • Sensorial

    The Sensorial Curriculum is the key to knowledge in the Montessori classroom. It builds on the foundation of the Practical Life Curriculum and prepares the way for children to progress into academic work through development of observation and problem-solving skills. The sensorial materials are designed to develop and refine skills that help young children learn how to think, reason, make distinctions, make judgements and decisions, observe, compare, and better appreciate their world. This is the beginning of conscious knowledge. Students learn to distinguish and differentiate physical properties through:
    Auditory learning
    • Sound
    Visual learning
    • Color
    • Size
    • Shape
    • Gradation
    Tactile learning
    • Texture
    • Weight
    Olfactory learning
    Gustatory learning
  • Visual Arts

    The Inly visual arts program seeks to foster creativity, problem solving, and self-expression as it relates to each child's level of development from toddler to middle school. Art lessons use a variety of auditory, kinesthetic, and visual components. Students are encouraged to experience the art process as each concept is presented utilizing a variety of 2-D and 3-D materials to help them truly absorb and understand the lesson's objectives. Lessons include drawing, painting, sculpture, collage making, and print making.
    Students will recognize and understand concepts of line/shape/form:
    • how a connection of point becomes a line,
    • how a 2-D shape becomes a 3-D shape-as in sculpture,
    • how a closed line of points becomes a line-showing movement, edges, and
    • expressing feelings.
    Students will recognize and understand concepts of color:
    • color terms and definitions: hue, value, shade, chroma, primary, secondary, and intermediate colors,
    • monochromatic/complementary colors, and
    • color wheel: the colors and sequences.
    Students will recognize and understand concepts of texture:
    • surface variations-implied or actual markings,
    • sense varying texture by touch and sight,
    • describe textures with words, and
    • create a variety of textures.
    Students will recognize and understand basic patterns of organization:
    • repetition/pattern,
    • sequence, and
    • universal basic structures: radial, spiral, dendritic/branching, orbital, gradient, mosaic, modular chain, grid, waves closure, symmetry, and rhythm.
    Students will recognize whole-to-part relationships:
    • process of reduction of whole to parts,
    • process of construction of parts to a whole,
    • grouping by similarities and differences, and
    • spatial awareness-positive and negative space.
    Students will recognize and understand the processes of change:
    • sequential process,
    • abstraction,
    • relationships between objects and symbols before and after change occurs,
    • transformation, and
    • cycles of nature and time.
  • Music

    The music curriculum combines individual and group work with work designed to appeal to a variety of learning styles. This directly relates to our philosophy of enhancing the Montessori philosophy with other innovative methods. The music curriculum also offers significant opportunities to build community through our numerous performances, field trips, and assemblies.
    Understand tempo
    • Keep a steady beat
    • Matching pitch
    • Singing in unison
    • Introduction to aspects of drama
  • Movement Arts

    The ultimate goal of the Inly movement arts program is to assist all children along the path to lifetime physical fitness, which is also in line with our holistic philosophy. The benefits of this journey are many: health, longevity, positive body image, improved overall self-esteem, and increased energy and concentration in all areas. All students from toddler to middle school participate regularly in movement arts classes and activities.
    Movement arts at Inly embraces the philosophy of the school as a whole. The program, at each level, is responsive to the needs and interests of the children, and the ultimate goal is the joyful discovery of movement and its benefits, both physical and psychological.
    Inly movement arts seeks to benefit ALL children, not just those with particular interest or talent in this area. Volumes have been written about the connection between body image and overall self-esteem, as well as the dangers of introducing children to competitive sports at an early age. Care is taken to keep the emphasis on fitness and fun, as opposed to individual superiority of skills.
    • Basic locomotor and axial movement activities
    • Creative self-expression through movement
    • Basic manipulative skills with movement props
  • Library and Technology

    All Children's House students visit the Inly library on a twice monthly basis. During their visits, they select books to bring home and often enjoy stories read to them by a parent volunteer or the librarian. Skills stressed during the three years in Children's House are as follows:
    • How to treat a book-open, close, and carry properly
    • Have the responsibility for returning library books
    • Understand the roles of the author and the illustrator
    • Grace and courtesy in the library
    • The role of the librarian
    • Knowing the location of picture books, beginner readers, animal and nature books, dictionaries
    Children's House students are exposed to the computer in their classrooms and begin to understand its function. They hear their teachers identify the most basic parts of the computer -mouse, monitor, and keyboard. The students may choose to use a simple program and print a page of their work, but there is no formal requirement for computer skills at the Children's House level.

Curriculum Map: Children's House

  • CH Curriculum Map 2019–20
    Download the Children's House Curriculum Map above for a snapshot of this year's curricular lessons and cycles. 
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Inly School

46 Watch Hill Drive | Scituate, MA 02066
Tel: 781-545-5544 | Fax: 781-545-6522
Welcome to Inly, a private, independent Montessori school with innovative programs that inspire toddlers, preschool and K-8 students to become independent, lifelong learners. Our inviting community draws students from 20 towns on the South Shore of Boston,
including Scituate, Cohasset, Hingham, Norwell, Hanover, Marshfield, Pembroke, Plymouth and Hull.
Inly School admits students of any race, color, religious affiliation, national and ethnic origin, and without regard to disability, to all rights, privileges, programs and activities generally accorded or made available to students at our school. We do not discriminate on the basis of race, color, religious affiliation, national and ethnic origin, or disability in the administration of our educational policies, admissions policies, scholarship and loan programs, and athletic or other school administered programs.