Sagebrush Montessori
Encouraging innovation and growth
Discover and explore
Individualized Education

A Specially Prepared Environment

The Montessori classroom is designed to encourage the natural inclination of the child to be independent, to move, and to explore. Furniture is child-size, counters and shelves are low, and all materials are accessible and sized for children. When a child enters the Montessori classroom, she finds herself part of a busy community of children, each with a sense of her own purpose, each contributing to the life of the class in his/her unique way.

Practical Life
For young children there is something special about tasks which an adult considers ordinary-washing dishes, paring vegetables, polishing shoes, etc. They are exciting to children because they allow them to imitate adults. Imitation is one of the strongest urges during children’s early years.

In this area of the classroom, children perfect their coordination and become absorbed in an activity. They gradually lengthen their span of concentration. They also learn to pay attention to details as they follow a regular sequence of actions. Finally, they learn good working habits as they finish each task and put away all the materials before beginning another activity.

Each of the Sensorial Materials isolates one defining quality such as color, weight, shape, texture, size sound, small, etc. The equipment emphasizes this one particular quality by eliminating or minimizing other differences.

The Sensorial Material in the Montessori classroom helps children to distinguish, to categorize, and to relate new information to what they already know. Dr. Montessori believed that this process is the beginning of conscious knowledge. It is brought about by the intelligence working in a concentrated way on the impressions given by the senses.

  In a Montessori classroom children learn the phonetic sounds of letters before they learn the alphabetical names in a sequence. The phonetic sound is given first because these are the sound they hear in words that they need to by able to read. The children first become aware of these phonetic sound when introduced to the “I spy Game” which makes them aware of initial sounds in a word, and later the consonants and of the Sandpaper Letters.

The individual presentation of language materials in a Montessori classroom allows the teacher to take advantage of each child’s greatest periods of interest. Reading instruction begins on the day when the children want to know what a word says or when they show an interest in using the Sandpaper Letters. Writing-or the construction of words with the Movable Alphabet-nearly always precedes reading in a Montessori environment.

The children’s interest in reading is never stifled by monotony. Rather, it is cultivated as their most important key to future learning. They are encouraged to explore books for answers to their own questions, whether they are about frogs, rockets, stars, or fire engines. 

 Dr. Montessori demonstrated that if children have access to mathematical equipment in their early years, they can easily and joyfully assimilate many facts and skills of arithmetic. On the other hand, these same facts and skills may require long hours of drudgery and drill if they are introduced to them later in the abstract form. Dr. Montessori designed concrete materials to represent all types of quantities, after she observed that children who become interested in counting like to touch or move the items as they enumerate them. By counting this equipment, separating it, sharing it counting it, they can demonstrate to themselves the basic operations of mathematics.

 Children in a Montessori class never sit down to memorize addition and subtraction facts; they never simply memorize multiplication tables. Rather, they learn these facts by actually performing the operations with concrete material. 

Physical Geography
 The large wooden puzzle maps are among the most popular activities in the classroom. At first the children use the maps simply as puzzles. Gradually they learn the names of many of the countries as well as information about climate, landmarks and people living there.

The maps illustrate geographical facts concretely. Children also learn the common land and water formations such as islands, peninsula, lake, and gulf by making them. 


 Montessori offers the children a concrete presentation of history by letting them work with Time Lines. As an introduction of the idea of history, the children begin by making a time line of their own lives, starting with their baby pictures.



Cultural Awareness Program
The children gain an awareness of the world around them by exploring other countries, their customs, food music, climate language, and animals. This helps to raise their consciousness abut other people, to gain an understanding and tolerance and, therefore, compassion for all the people in the world. Let us know if you can present the cultural aspects of your home country.



Cooking and Nutrition
The children study the four basic food groups and learn what their bodies need in order to be healthy. They may prepare nutritious meals that revolve around their studies of other countries.




Self Expression
Art in the primary environment strives to maintain the great joy the child finds in creating something of his or her own. The children have the freedom to explore their imaginations in a variety of mediums used for expression. The importance of this process is stressed at this time, not at the end product. For the Extended Day children, art projects are also integrated into all the other curriculum areas.



Music and Creative Movement
The creative music, movement, and dramatics program is an on-going flexible process that integrates itself into the academic program of Sagebrush Montessori School. Introduction to composers and instruments are given as soon as the child enters the school. The musical element of primary appeal to young children is rhythm and the natural response to rhythm is physical; therefore, the body is the child’s first instrument through which the movement in music is reflected and interpreted.


Science and Nature
In science the children’s natural curiosity is stimulated through discovery projects and experiments, helping the children draw their own conclusions. The plant and animal kingdoms are studied in an orderly fashion for foster a love an appreciation for all living things.




Nature is Within Reach
Our outdoor environment includes a garden that the children tend to as well as a composting site. The children rake leaves in the fall, fill bird feeders, walk on balance beams (perimeter of climbing toy).  These are  examples of many possibilities your child can get involved in. Daily outdoor play is provided in a safe and stimulating natural environment. 

Children are fascinated by plants and animals. It is not unusual for our preschool children to already have learned the names of many flowers, trees, birds and mammals that surround them in the world, as well as the parts of flowers and the very beginnings of biological classification.