Pre- Montessori:
As toddlers develop friendship, self-esteem, and curiosity, our pre-Montessori program will help our children to explore their world in a safe and nurturing environment. Each day is filled with fun activities that excite and help toddlers develop in ways that give them the comfort and confidence to grow and develop both cognitively and socially.
Montessori Method
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Age group in Montessori
  •  Pre-Montessori (M0): 1-2.6 years
  •  Montessori 1 (M1): 2.6 - 3.6 years
    [Equivalent to Pre-Nursery]
  •  Montessori 2 (M2): 3.6 -4.6 years
    [Equivalent to Junior KG]
  •  Montessori 3 (M3): 4.6 - 5.6 years
    [Equivalent to Senior KG]

After the completion of Montessori education (M3), child is eligible for Class 1 admission.


Admission opens throughout the year.

No admission test.
Working days: Monday-Friday.
At the time of Registration the following documents are to be submitted to the administrative office:

1. Duly filled Registration Form

2. 3 recent passport size colour photos and 1 family photo

3. Proof of Date of Birth

"Education cannot be effective unless it helps a child open up himself to life."-- Maria Montessori

Montessori education offers our children opportunities to develop their potential as they step out into the world as engaged, competent, responsible, and respectful citizens with an understanding and appreciation that learning is for life.

Montessori Method

Montessori Method

The Montessori system is a scientific form of education that has a philosophy with a defined process of teaching, using scientifically designed equipment. Montessori education is based on the characteristics and needs of children at each stage of their development. Child's natural curiosity and desire to master the world is encouraged through carefully prepared learning environments, internationally recognized Montessori materials, and the individual attention and guidance of specially trained, nurturing teachers.

Though education is a continuous process, the most crucial period of a child's development takes place between the ages of 2 and 6. The inputs received during this period are internalized by the child and play a major role in shaping the child's future.

The Montessori approach to teaching and learning can be summed up as follows:

  • Young children 'learn' in a unique way from birth to around 6 years. They do not have a language or a conscious will to learn like adults do. They have an “absorbent mind” whereby, using their senses, they unconsciously create their personality by absorbing from their environment. During the first phase, from birth to 3 years, they learn to walk, speak, gain control of their hands, and master their bodily functions. By about 3 years, they move into the period of conscious work or the conscious phase of the absorbent mind. Their fundamental need during this phase is freedom - freedom to move purposefully, freedom to choose, and freedom to concentrate. Their mantra is “Let Me Do It By Myself!”
  • There are certain "sensitive periods" of development (periods of a few months or even weeks), during which a child's mind is particularly open to learning specific skills or knowledge. The sensitive periods for order, movement, language and social interaction are particularly important. These skills are learned effortlessly and joyfully. Learning one of these skills outside of its corresponding sensitive period is certainly possible, but always difficult and frustrating for the child.
  • The Montessori classroom is called an “Environment”. It is a special child-oriented space that is designed to be academically supportive, physically comfortable, and emotionally secure. The special layout fosters independence. Children are the masters of their schoolroom environment and are given the tools and the responsibility to manage its upkeep.
  • The Montessori system is a highly hands-on approach to learning. Montessori activities require the use of the five senses, kinetic movement, motor coordination, and concrete knowledge, that later leads to abstract thinking. Every activity is complete in itself and is self-correcting. The materials are specific in design, conforming to exact dimensions. Each activity is designed to focus on a single skill, or concept.
  • Children are capable of self-directed learning. The teacher is an "observer" of the child instead of a lecturer. An on-going, continuous observation of the child interacting with his or her environment is the basis for presenting new material for learning new skills.
  • Children are not “forced” to learn a skill for which they are not ready. They are taught, instead, to choose their own activities and work in a focused manner, on their chosen activity.
  • In a Montessori environment, children are perceived to be “working” rather than “playing”. Children have a need to experience and understand the world around them - this is serious business for them! What looks like “play” is for them work, which they enjoy. Therefore they are not to be disturbed while they are working at their development.
  • The hand is intimately connected to the developing brain in children. Children must actually touch the shapes, letters, temperatures, etc. that they are learning about – not just watch a teacher or a picture book.
  • Group activity interspersed with individual activity helps children to interact in a group, learn from one another and get used to a classroom situation.

  •  Children choose the materials suitable to their developmental stage.
  •  Children work at own pace and aren't hurried to meet a schedule.
  •  Children are free to explore and discover on their own.
  •  Children are given a sense of order and responsibility - everything has to be returned to its place.
  • The learning environment is child-centered.
  • Montessori materials are designed to promote self-education and self-correction.
  • Montessori designed multi-sensory materials develop specific skills.
  • Children are free to move around the classroom and pick materials at will
  • Children may talk freely, provided they don't disturb others.
  • Teachers are guides only, encouraging children to act and think for themselves.
  •  Teachers work to a set curriculum.
  •  Teachers set the pace to get through the work in a specified time-frame.
  •  Teachers enforce a lesson plan that is followed every day.
  •  Materials don't necessarily need to go in the exact place from which they came. There is no real sense of order.
  • The teacher is the centre of attention.
  • Teachers use reward and punishment as a means to motivate education.
  • Play materials are for non-specific skills.
  • Children have to sit in designated places and aren't allowed to move without permission or choose their own materials.
  • Children have to keep quiet unless called upon to answer questions or invited to ask questions.
  • The teacher is the leader and children are expected to follow.