The Montessori Advantage

The Montessori Advantage

The Kankakee Valley Montessori School was established in March 1968 as a private, not-for-profit preschool. The school is a member of the American Montessori Society and serves children from the ages of 2 to 12 years. Our toddler program is fully licensed by the Department of Children and Family Services (DCFS).

The development of self-confidence, independence, concentration and love of learning in a carefully prepared environment is emphasized. The program is based on the educational method developed over a century ago by Dr. Maria Montessori.

"Our aim is not only to make the child understand, and still less to force him to memorize, but to touch his imagination so as to enthuse him to his innermost core."

Dr. Maria Montessori
Student-Teacher-Ratio

Low student-teacher ratio

Most public and private schools have ratios of 20:1 and sometimes higher. The student teacher ratio at Montessori Children's Community is one of the lowest in the area. What does that mean for your child? It means that your child will receive more individualized attention as well as aspire to a lifetime of learning.

Multi-age

Multi-Age Classrooms

One of the key aspects of the Montessori Method is the multi-age classrooms. When children spend multiple years in the same classroom, they develop a deep bond with the teachers as well as with their classmates. In turn, the teacher will get to know your child well, and will learn the correct strategies to motivate and challenge your child to his/her fullest potential. The multi-age classroom offers each child a chance to be a leader. Unlike traditional education, where leadership is often based on an outgoing personality, the leaders of the classroom at KVMS are the older children. Every child, whether outgoing or shy, is given the opportunity to lead. This is a wonderful experience that will serve your child the rest of his or her life. 

IIndividualized-Learningndividualized Learning

The multi-age classroom allows children to work at their own level of understanding and development. Children do not feel the pressure of working at a specific level. Instead, the teachers can tailor the work to the needs of each individual child. In each subject area, children are given lessons individually or in small groups, which insures that each child will develop self-confidence in working alone and with others. Research has shown that the best predictor of future success is a positive sense of self-esteem.

Community

Community

Our school community is perhaps the greatest KVMS advantage. We are an educated and diverse group of families and staff who share similar values for children. The goal is to provide quality Montessori education to our children. Our community is friendly and supportive, all brought together by a single purpose: to develop successful learners who are self-confident, respectful, responsible, and most of all, happy.

Montessori Children's Community:

  • Individualized approach to education
  • Encourages independence, which develops self-esteem
  • "Community" has respect for one another and the environment
  • Environment in which there is freedom in learning
  • Teaching staff that has a positive consistent approach with children
  • Environment that is rich in stimulation
  • Hands-on experience with materials
  • Multi-age classrooms that promote cooperation and collaboration
  • Environment that is prepared for children
  • Intrinsic motivation and freedom within limits
  • Child-centered and responsive

Montessori and Traditional Education: The Differences

MontessoriTraditional
Emphasis on cognitive development Emphasis on social development
Teacher–pupil ratio about 1 to 8 Teacher–pupil ratio about 1 to 25
Teacher has unobtrusive role in classroom Teacher is center of classroom as "controller"
Environment and method encourage self-discipline Teacher acts as primary enforcer of discipline
Mainly individual instruction Mainly group instruction
Mixed age grouping Same age grouping
Grouping encourages children to teach and help each other Most teaching done by teacher
Child chooses own work Curriculum structured for child
Child discovers own concepts from self-teaching materials Child is guided to concepts by teacher
Child works as long as he wishes on chosen project Child generally allotted specific time for work; instruction pace set by group norm
Child sets own learning pace child spots own errors from feedback of material If work is corrected, errors usually pointed out by teacher
Child reinforces own learning by repetition of work and internal feelings of success Learning is reinforced externally by repetition, rewards and punishment
Multi-sensory materials for physical exploration Few materials for sensory development
Organized program for learning care of self and environment (polishing shoes, cleaning the sink, etc.) No organized program for self-care instruction – left primarily up to parents
Child can work where he chooses, move around and talk at will (yet not disturb work of others); group work is voluntary Child usually assigned to own chair; required to participate, sit still and listen during group lessons

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