Primary Program (Ages 3 - 6)
In an exciting, stimulating but peaceful environment the children learn through a hands-on approach and, guided by their teachers, they embrace the principles of mathematics, the sciences, language and foreign language.
Activities in the Primary Program are located in four major areas: practical life, sensorial, language and mathematics. Other areas include art, music, science, geography and physical education which are also part of the daily curriculum.
The KMS Primary classroom contains an abundance of concrete manipulative materials maintained in an orderly, clean and attractive manner. The materials reflect reality and nature and enable the child to organize his/her perceptions of the world. All materials are carefully selected to promote independent, self correcting activities and freedom of choice.
Emphasis in the Primary environment is placed on helping the children develop coordination, concentration, a sense of order, and independence. They will also gain a sense of belonging and will learn to contribute to the group. Respect for others, courtesy and grace and compassion will develop naturally as the children grow in the Montessori atmosphere.
Our elementary classroom encourages the children to take charge of their own learning. They follow their desire to explore subjects of science, geography and history. The children gain confidence in their reasoning minds and learn to imagine and abstract.
Activities in the Elementary Program help acquire factual knowledge of mathematics through the use of concrete materials and abstract applications. They help build strong skills in language, music and art. Fieldtrips and nature studies complement the curriculum and are designed to enhance the children's understanding about the community in which they live.
The ultimate goal of the Elementary Program is to enable the children to make contributions to their world, to foster in them a feeling of connectedness to all humankind, and to see them become independent and responsible individuals.
