Primary Community – (3 years through Kindergarten)
In the next phase, from age three through Kindergarten, children strengthen coordinated movement, articulate language and independence. The overall goal, one that overshadows the particular goals of “curriculum areas,” is offering many opportunities for the child to develop a profound self-confidence and a healthy, happy, strong self-image.
Academics are presented at this level. Language, Math, Zoology, Geography, Practical Life and Sensorial areas are part of this classroom. Their work leads to concentration and is therefore often individual. The teacher moves quietly among the children, presenting activities to individuals or small groups. Large group activities are less frequent since their development is still an individual or internal construction.
The Practical Life exercises are the foundation in the Montessori environment. They help the child to develop concentration, coordination, independence, good manners, and care of self. The activities include the use of everyday items and teach life skills such as dressing, pouring, spooning, measuring, and sewing. Care of the environment is learned through sweeping, dusting, washing, and plant care. Children are taught manners through games and by the examples set by the adults in the classroom.
The outdoor environment is an extension of the Practical Life area. The lovely protected porch areas are utilized each day as weather permits. The Practical Life activities are enhanced through exposure to fresh air and sunshine, which are very important for children’s health and morale. Please be sure your child has appropriate seasonal clothing for outdoor environment. Layers of clothing help the child to easily adjust to indoor and outdoor temperature differences.
Attractive materials, designed by Dr. Montessori, are used to refine the five senses and guide the children in learning size and color discrimination, and classification. The materials are presented in activities involving matching, sorting, and placing in series. The children progress from simple to complex, from strong to subtle contrasts, and the control of error being in the material to the control of error being within the child’s perception.
Language evolves from experience. Thus the development of language pervades the whole room as children share their discoveries, learn new songs, and listen to stories at circle-time. When the child is ready, letters and their sounds are introduced. The child’s senses, having been sharpened through Sensorial activities are now used to discriminate between letter sounds and symbols. Children lay the foundation for reading as they work with the sandpaper letters and the moveable alphabet. At BRMS children begin reading when they are ready and proceed at their own pace. The materials for development of writing begin with colored pencils in conjunction with the insets used for designs. The child’s reading and comprehension skills grow through practice of letters, words and creative writing.
The perceptual development of dimension, size, quantity, and regulated series lead directly into the study of numbers. With concrete examples, we explore the values of the numerals 1-10, study the decimal system, and then return to focus on the manipulation of quantity in the processes of addition, multiplication- and subtraction.
Geography is taught through the use of globes, land forms, and puzzle maps. In class, cultural activities help them understand their own and other cultures. Following the child’s spontaneous interests and wonder, nature and physical sciences are explored. Discovery, classification, and exploration are emphasized.
The children learn about nature and care of living plants and animals by their observation. The children care for the school’s various animals, aquariums, and gardens.
Rhythm instruments, singing, and dancing all help to promote an appreciation for music.
Daily-individualized art activities for all levels of development give intellectual, creative, and social stimulus.
The children are able to discover other languages through songs, games, and specially designed individual and group activities. Our curriculum emphasizes Spanish and Sign Language.
In the primary class, children are interested in refining the skills they acquired during their first years. Materials and activities encourage precision and control. Children spend time outdoors each day. The playground equipment includes climbing structures and slides, for exercise and bravery and appropriate risk-taking.
Lunches and Snacks
- The parents are responsible for providing a lunch for their child every day.
- BRMS provides a morning and an afternoon snacks each day. Snack menus are updated daily and posted in the classroom.
Napping and Rest Periods
State guidelines require a rest period for children less than 5yrs. Those children who need a longer rest period are free to nap up to two hours. For those children who don’t require a nap, are free to return to class after resting quietly for one hour. Parents must provide a plain (no animated characters) crib sheet and crib blanket for napping. We do not allow pillows.
It is very important that the toileting milestone in child development be attained before starting the Primary program.
Areas of Interest
The cubbies are an essential part of the Primary Community. This is where all of the children’s extra clothing is stored. The cubbies are the first stop in the morning. This is where the child hangs their coat and book bag. Parents are encouraged to facilitate independence by allowing the child to put his belongings away himself with little to no adult interference. It is important for parents to ensure that their children have plenty of weather appropriate extra clothes.
Schedule and Tuition
View the most recent Primary schedule and tuition list.