We Believe in

A gifted program for every child.


Early Childhood Program

private preschool in garden grove ca

Private Preschool in Garden Grove, CA

“At the age of three, life seems to begin again; for now consciousness shines forth in all its fullness and glory  .  .  .   Only with the advent of consciousness do we have unity of the personality, and therefore the power to remember.”

-Maria Montessori

Early Childhood Level

2.8—5 years:   Early Childhood classes

4.9 (by September 1)—6 years: Offering a stand-alone Kindergarten class  (Belgrave Facility)

AND . . .

2.6—6 years:  Offering a traditional multi-level program that includes the

Kindergarten level (Los Alamitos Facility)

    Young children have an innate desire to learn which leads them to teach themselves through their own activity. Montessori viewed the child of this age as an unfolding organism who absorbs the environment and actively constructs his or her own intelligence from the experience and interaction with the world. Montessori also believed that early childhood is characterized by "sensitive periods"—internal urges which motivate the child to focus on, respond to, and internalize particular aspects of the physical and psychological surroundings. These special sensitivities make the early childhood period a crucial one for the refinement of movement and the senses, for acquisition of language and social skills, and for the growth of a sense of order.

    The style of a Montessori class is matched to the developmental style of this age period. At this age, an optimal learning situation provides opportunity for each individual to be stimulated according to her own needs and to progress at his own pace. Each child is supported by a democratic leadership style that facilitates growth in capacity for social interaction. Although lessons are given, in terms of demonstrating how equipment may be used successfully, they are informal and compatible with the young child's natural learning style and cycle.

The Early Childhood Curriculum

To maximize the child's natural and creative energies in development toward autonomy, competence, and healthy self-esteem, an activity must arouse such an interest that it "engages the whole personality." Montessori believed that the fulfillment of potential grows from the ability to concentrate generated by the child's interest. Our environment presents children with a hands-on curriculum, organized as a developmental continuum that includes many valid and purposeful choices of activity.

In the Practical Life area, activities focus on strategies for work, for care of self and environment, and for participation in social life. Their content presents skills the child will need in dressing and grooming, using basic household tools to keep the environment clean and orderly, in preparing and serving simple foods, and learning social conventions for courteous interaction. These exercises offer many opportunities to develop purposeful activity, motor coordination, awareness of order and sequence, concentration, independence, and sense of personal and social responsibility.

The Sensorial curriculum offers the child varied opportunities to refine observation skills, perceptual discrimination, and judgment. Materials focused on the qualities of objects encourage the child to cultivate specific perceptual awareness (visual, tactile, kinesthetic, gustatory, olfactory, auditory) and explore relationships in size, color, shape, and texture. Through activities that involve sorting, matching, grading, and construction, the child gains physical experience of certain concepts which are prerequisite to mathematical understanding, such as class inclusion, recognition of patterns, global and serial ordering, and one-to-one correspondence.

The Mathematics materials introduce ideas of set and number, numeration, and base system. Using manipulative materials, the child  practices  grouping  and  logical  quantification,  counting, numerical operations, and the use of simple algorithms, proceeding eventually to memorization of number facts and abstract computation.

Language development is supported through the child's expansion of vocabulary and organization of thought in the meaningful context provided by all curriculum areas. Activities in language arts encourage listening, speaking, and graphic expression, then build on the child's own development to introduce more formal levels of language: encoding (writing) and decoding (reading). Our language program is "whole," in the sense that the awareness and exercise of language permeate all activities, from the oral reading of good literature to dramatic play—but with the added strength of materials that present an organized approach to the development of phonics skills.

Cultural Studies present experiences designed to foster a basic understanding and appreciation of human cultures. Many such experiences are presented through a project approach that integrates activities around a central theme and assists children in exploring ideas of who people are and what they need (history), how they interact with their environment (geography), how they express themselves (fine arts), and how they observe and think about things (science).

Art, Music, Foreign Language, and Physical Education are an ongoing part of every classroom program. Our weekly music classes follow the Orff Schulwork tradition (through Music Rhapsody) and offer experience of tempo, tone, and beat, utilizing voice, traditional Orff instruments, and movement.  Our Teaching staff utilize their special talents in a team approach to provide the enrichment of art, physical education, and Spanish. 

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Our School Locations

4001 Howard, Los Alamitos CA 90720 (562) 430-4409

5856 Belgrave, Garden Grove CA 92845 (714) 897-3833