At Montessori Children’s House of Denver, our unique community culture sets us apart from other Montessori schools. We are not just students, parents, and staff; we are all members of a family-like community whose main goal is to support the growth, development and learning of the children in our care. The low student-to-teacher ratios in our elementary classrooms enable our teachers to focus on each child as an individual and develop meaningful relationships with them. Our staff members are highly committed to the Montessori philosophy and to providing every child an authentic Montessori education.
We honor the developmental needs that are unique to children entering the later phase of Maria Montessori’s “second plane of development,” which typically occurs between ages 6 through 12. The Montessori elementary educators at MCHD provide a rich mixture of intellectual, social and physical stimuli that encourage each child to pursue their path to learning in a manner best suited to their individual learning styles and personal interests.
Our Cosmic Education Curriculum gives our students “a vision of the universe” that extends throughout their elementary school years. This curriculum is the backbone of our elementary program and permeates all areas of study, including math, language, geography, zoology, botany, earth science, physics, chemistry, and history. This academic breadth encourages children to make real-life connections through their learning.
MCHD upper elementary students receive individualized instruction, stimulating experiences and materials, and expansive learning opportunities. Our teachers support each individual as they strive to reach their own unique potential. At the upper elementary level, we continue to apply traditional didactic Montessori materials to support children as they develop a concrete understanding of complex concepts.
During these years from ages 9 through 12, children shift from learning to read to reading to learn. We support them in developing research, independent study and time management skills. They are excited to follow their interests independently and are encouraged to do so. With the tools and guidance to pursue their personal interests and passions, including planning and implementing their own “going out” experiences, they independently research, plan and organize their own off-campus excursions that deepen their understanding of curricular topics.
In upper elementary, we continue to educate the whole child. While we maintain high academic practices and expectations, we know that other important developmental growth unfurls during these later elementary years. The child’s social and moral character becomes more concrete and sophisticated, and they start to gain a higher understanding of their place in their community and the world. We give them numerous opportunities to explore how they directly affect themselves, others and their environment through student-initiated projects that empower them to make a difference.
Upper elementary students’ development also includes becoming externally motivated, which means they get energy by working and interacting with peers. At MCHD, we not only respect the developmental milestones of the elementary student, we encourage them to take advantage of their natural desire to collaborate in group settings.