An application for admission is required by all interested parents. Access the application here or contact us and we will mail the application, or you can stop by our office between the hours of 9:00am and 3:00pm to pick up an application.
Complete and return the application without the registration fee. Receipt of the application places your child on the waiting list, and as soon as classroom space is available, we will contact you.
We encourage all parents who are interested in their children attending the Fresno Montessori School to observe one of our classes. We want you to have the ability to make an informed decision for your child.
We're available to answer any questions you may have regarding our programs.
Since 1969, we've served as a provider of quality preschool programs.
Discover how our early education programs can prepare your child for lifelong learning.
We promote active parent participation through our Parent Teacher Organization.
At the Fresno Montessori School we are dedicated to creating a diverse atmosphere for our students to learn and grow. All children are accepted for enrollment without regard to race, religion, or national origin.
1. The Montessori approach to education is child-centered. Children are free to choose materials that appeal to them. We know students learn effortlessly if they are engaged and interested. Montessori teaches tailor lessons to capitalize on each student's ability and demonstrated interest.
2. Each child is encouraged to reach his or her full potential in all areas of classroom life; there is no ceiling on the curriculum. Each child worked independently, able to maintain momentum without having to keep pace with any other child.
3. Montessori teachers do not dominate the classroom, but rather act as gentle guides. They are encouraging and give students personal, meaningful feedback. False praise and extrinsic rewards are damaging to children and have no place in a Montessori classroom.
4. Montessori classrooms use special materials that are beautiful, hands-on, and designed to help children develop concentration and work through the process of learning. These materials introduce concepts in concrete terms, which then enable abstract learning and reasoning when developmentally appropriate. Dr. Montessori deliberately designed her materials so that children can spot their own errors, self-assess, and complete tasks on their own, gaining self-sufficiency and independence. Errors are viewed as part of the learning process. We believe that mistakes are critical to learning and often highlight our own mistakes in the classroom for students to see.
5. Montessori students work in a variety of settings and contexts (from working alone in a quiet classroom to applying lessons learned out in the field with peers), which encourages social and academic growth. It is important that students be exposed to a variety of learning situations; this keeps negotiation and leadership skills sharp and requires students to exercise flexible thinking strategies, a skill we know they will need for future success.
6. A fundamental belief of the Montessori Method is that children learn best within a social environment that supports and respects each child's unique development - a comfortable setting filled with developmentally appropriate materials and experiences that contribute to the growth of self-motivated, independent learners. We are social creatures and want to teach others what we know (Lieberman, 2013).
7. Immersion learning, independent investigation, and multisensory instruction are all part of the Montessori classroom. Montessori students learn in a variety of ways so that new information can be stored in multiple ways.
8. Montessori students are free to move about the classroom at will, to walk and get a drink when they need it, to talk to a friend about an exciting new idea, or maybe even do a math lesson graphing how far each first-year elementary student can jump. Dr. Montessori believed that movement and learning were rooted together, a concept backed up by current brain research on what is called "embodied cognition" (Bennett, 2008).
Bennett, D. (2008, January 13). Don't just stand there, think. The Boston Globe.
Lieberman, M. (2013, October 22). Why we are wired to connect. Scientific American.
Montessori, M. (1967). The absorbent mind. New York: Dell Publishing.
Emphasis on conforming to the group
Emphasis on grade, punishment, or rewards as motivating factor
Students grouped chronologically to suit teachers' pre-planned class lessons
Subjects are taught in lecture form and students must change classes and attend lessons all at the same time
Students must practice on their own and be graded on "busy work" or home work that is often done without close monitoring
Students work at desks and passively sit to listen to lectures for long periods. The work period must be interrupted frequently
Knowledge often consists of memorization of irrelevant information from abstract concepts unrelated to the child's daily experiences
Scheduled testing does not take into consideration the preparation of each individual. Students are intimidated and taught that passing is more important than knowing.
Respect for individual differences
Self-motivation and child centered learning process
Multi-age grouping whereby students learn "horizontally" from observation of other people's work, directly or indirectly
Students learn at their own pace, free to complete a project or pursue a subject as deeply as they wish and according to personal enthusiasm
Students learn by practicing their subject matters while in school with the supervision and assistance of the teacher as needed
The classroom is used as a library or resource room for projects and studies: the children are free to move
about the classroom
Knowledge is acquired through the use of concrete materials, scientifically designed to enhance conceptual thinking and lead to abstraction
Testing built into the method as the third period of the "three-period-lesson" and is applied routinely when the individual is ready. Testing aims at self-correction, repetition and competence.