Our Programs
Primary (ages 2 years 9 months to 6 years)
The primary curriculum is designed with the understanding that children learn best through real-life activities that support independence, concrete experiences that engage the senses, and open-ended exploration. This leads to the refinement of their movements, sensory perceptions, language and intellect development. Children thrive through opportunities to follow their own interests and freely choose their own scaffolded activities. Through guided exploration they develop independence, concentration and curiosity.
Montessori materials for the primary age are designed to support self-directed discovery and learning. They are organized around Practical Life activities that develop both independence and concentration; Sensorial activities that refine and develop the child’s senses; the development of Spoken Language, Writing and Reading skills; and Mathematical activities that develop fundamental mathematical concepts; and Cultural activities that include geography, history, biology, science, music, and the arts.
A physical environment designed to be accessible to the children
From the size of the chairs to the height of the ceilings, each component of a Montessori classroom is ideally designed to create a “children’s house,” complete with everything a child needs for his or her independence at a scale appropriate for the child
Concrete, didactic, self-correcting materials:
The Montessori materials are truly the shining stars of the Montessori classrooms. From simple materials that introduce pouring grains and spooning beans to advanced materials that expand on complex mathematical principles, the Montessori materials are designed to allow independent exploration of complicated concepts. Because the materials are so carefully designed to match what we understand about children’s development, the concepts included often surpass the content we typically expect of young children. High-quality, beautiful materials entice the child to explore challenging concepts in ways that reflect specific qualities of children’s growth.
For example, the pink tower is comprised of ten pink wooden cubes ranging from a cubic centimeter to 10 cubic centimeters. The cubes increase progressively in the algebraic series of the third power. Therefore, the second cube equals eight of the first; the third cube equals 27 of the first and so on. The uniform color and texture of the blocks allow the child to focus only on dimension, and a child who stacks the tower in the incorrect order would eventually notice that the pattern of decreasing size is disrupted and try again.
A multi-age environment within which children typically spend three years
The multi-age classroom allows children to learn from each other, to explore a variety of social roles in authentic ways, and to cycle through periods of extraordinary growth and reassuring rest. Over the course of three years, children are learners and teachers, leaders and followers, sometimes engaged in independent work and sometimes engaged in work with other children. By the end of the three years, the child’s confidence, self-efficacy and ability to collaborate with others reflects these invaluable experiences as part of a reliable community.
Specially educated teachers
The Montessori teacher’s role differs from that of a traditional teacher. Montessori teachers are expected to act as scientists in the classroom, carefully observing each child’s development to prepare an environment which is specifically responsive to the needs of the children it serves. Montessori teachers facilitate children’s curiosity by matching individual lessons to individual children.
Child-centered and child-directed curriculum
In a carefully prepared environment rich in high quality materials and supported by expert teachers, the curriculum can closely follow the interests and rhythms of each child. Children choose the materials of interest to them and are introduced to new materials in the classroom when they are developmentally appropriate for the child. The teacher’s role is especially important to this model: teachers must be able to observe children carefully to determine the subtle cues that indicate a child’s readiness for differing work and must document each child’s development to assure steady and balanced development.
School Hours & Tuition
Dandelion Montessori has a variety of school and auxiliary programs to support families with different needs for Montessori education and care. We operate on a 10 month school year (September through June) as well as provide programming for school year and summer breaks.
Full Day School Program
8:30am – 3:30pm
Half Day School Program
8:30am – 12:30pm
After Care Program
After Care A: 3:30pm – 4:30pm
After Care B: 3:30pm – 5:30pm
Families who are interested in Aftercare for fewer than five days per week will be accommodated as available.
Breaks Program 2024-2025
Dandelion offers the following programs for children during school breaks for families needing additional care outside of the school year:
February Break Program: 2/17/25 to 2/21/25
April Break Program: 4/21/25 to 4/25/25
Summer Break Program in 4 (2 Week) sessions
Family Involvement at Dandelion
At Dandelion Montessori, family involvement in the classroom, in family education and community events, and in committee work support a learning environment that moves fluidly between school, home and community.
Families will be invited to attend at least one in-class observation session (9:30am-11:30am) over the course of the school year. These sessions provide an opportunity for parents or family members to witness the Montessori environment in action, act as a guest of their child, and practice the art of Montessori observation.
Family education meetings with the teachers provide the opportunity for families to deepen their understanding of Montessori philosophy and how it informs their child’s experience at school and at home.
Each Dandelion family is also asked to participate in the life of the school to the extent that they are able. We recognize that families bring their own unique skill sets to our community, and we want to encourage them to either participate in a standing committee (technology, marketing & outreach, physical space, community building, board of directors) or share a talent, occupation or family tradition with the children during the school day. There is a rich tradition of this type of family participation at Dandelion and it is highly valued!
Community Program
Dandelion families are invited to participate in optional parent-led activities and discussions throughout the year to support open communication, to nurture and celebrate our shared passion for this school, and to strengthen our sense of community. Past events have included potlucks, after-school and weekend park meet-ups, community education evenings, and group visits to the Museum of Science. Dandelion families are also invited to participate in an optional community online discussion platform, giving families the opportunity to be a resource for each other and to support each other as our children develop and grow throughout the year.
Our goal is to provide opportunities for children and parents from different families to interact and bond with each other, and transforming our community into a big, extended family where we all care for each other. We also hope to create opportunities for families to support the Dandelion teachers and the school space itself, encouraging a community sense of ownership and stewardship of the school.
This program includes both formally scheduled events and spontaneous activities, guided organically by the interests and input of Dandelion families. New ideas are always welcome!
The child who has felt a strong love for his surroundings and for all living creatures, who has discovered joy and enthusiasm in work, gives us reason to hope that humanity can develop in a new direction.
- Dr. Maria Montessori
