Extended Day

This program, our Kindergarten, is for children who have completed two years of the preschool program and/or are at least five years old by the suggested cutoff date by the state.

The Extended Day program is based on the culmination of the child’s experience from the previous Montessori years. In the morning, an Extended Day child is the older student, the model, the helper for the younger children, which makes for an “extended family” learning experience. This leadership role is a win-win situation for everyone. Our program thrives on having the 3 year span providing the leaders for each preschool class.

The students work with peer age companions in the afternoon, after enjoying a lunch brought to school by the student. Lunchtime is managed by the students within the classroom by jobs which rotate weekly. The extended time enables each child to get into a second cycle of work after lunch time. The prepared environment is filled with more advanced learning and enrichment activities. Learning is still concrete, but moving more towards abstraction. Each student is expected and guided to choose work which challenges his/her own skill set.

In addition to individual work, the afternoon class time is used to accomplish group lessons, covering topics which include, but definitely not limited to Our Food Plate, The Human Body, and Money. Here the children are gaining experience in how to work effectively in a group and how to listen and follow verbal directions while participating in seasonal projects. The climax of the fall is the infamous “Thanksgiving Play” with each of the students in an active role as actor or actress.

An important addition to our Extended Day curriculum is the nationally known music program, Kindermusik and the nationally known Reading program, Spalding Reading Road to Writing and Spelling.

Monday through Thursday – 8:30 a.m. to 2:30 p.m. and
Friday – 8:30 a.m. to 11:30 a.m.

“It is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may always be ready to supply the desired help, but may never be the obstacle between the child and his experience.”