Education at Noble World

• It is based on observations of the nature of the child.
• Its application is universal. The results can be successfully achieved in any country and with any racial, cultural or economic group.
• It reveals the small child as a lover of work, both of the intellect and of mastery of the body (especially the hand). This work is spontaneously chosen and carried out with profound joy.
• Through his work, the child shows spontaneous discipline. This discipline originates within him and is not imposed from without. This discipline is real, as contrasted with the artificial discipline of rewards and punishments prevalent under other methods.
• It provides suitable occupations based on the vital urges of the child at each planes of development. Each plane is successfully mastered before the next is attained.
• It offers the child a maximum spontaneity in choice of physical and mental activity. Nevertheless the child reaches the same or higher levels of scholastic attainment as under traditional systems.
• Each child works at his own pace. The quick are not held back nor are the slow pressured. There is much opportunity for group work, and the children spontaneously offer help with work they have mastered to those children who have not.
• It enables the trained adult to guide each child individually in each subject according to his own individual requirements.
• It allows the child to grow in biological independence by respecting his needs and removing undue influence of the adult. It allows the child a large measure of liberty based on respect for the rights of others. This liberty is not permissive license, but forms the basis of real discipline.
• It does away with competition as a major motivation for learning. The child competes with himself. It presents endless opportunities for mutual work and help--these joyfully given and received.
• The child works from his own free choice. This choice is preceded by knowledge and is thus a real choice.
• The Montessori Method develops the whole personality of the child, not merely his intellectual faculties but also his powers and deliberation, initiative and independent choice, with their emotional complements. By living as a free member of a real social community, the child is trained in those fundamental social qualities which form the basis of good citizenship.

The first few years of a child's life are crucial to his or her personality and intellectual development. In his acclaimed book The First Three years of Life, Dr. Burton L. White says "that a child born with the best mental and physical capabilities may not attain even average levels of competence without exposure to appropriate experiences".

Infants need not only love and emotional nurturance and a healthy physical environment, but also an environment which promotes their very real need to learn. The Montessori approach provides a basis for individualized learning activities, appropriate for even the earliest stages of a child's development.

Our infant program is committed to promoting quality Montessori infant care for children from six weeks to eighteen months to provide a continual balance between supporting the development of the infant's two basic psychological trusts; trust in the environment and trust in self. At one end of this continuum is the bonding relationship between the adult and the child, while at the other is support for a growing sense of self and independence.

The Infant program provides a nurturing environment under the guidance of trained and certified Montessori teacher in early childhood development.

• The aim of Montessori infant programs is to foster the development of basic trust and to assist in the normal development of the personality.
• Basic trust develops in an environment where people respond appropriately to the infant's communication of needs to be loved, respected, and accepted.
• Infants learn through their senses. They learn by watching and moving freely. Freedom to move is essential to the development of the infant's potential.
• The infant is considered as a whole person and is affected by the quality of holding and feeding, as well as the quality of physical care.
• Learning, which leads to independence, occurs when infants participate in their daily routines of care.
• Infants must be spoken to in the language with which they will communicate.

Montessori infant specialist is educated in these areas:

• Self-knowledge as preparation
• Human growth and development
• Preparing responsive environments to meet the infant's developmental needs
• Respecting daily routines and incorporating them into the infant's curriculum
• Both verbal and non-verbal communication skills
• Respecting the infant as a person
• Respecting the environment as a resource for the infant's development
• Taking responsibility to assist and protect the infant's development
• Nurturing infants

Our Montessori infant environment has these basic characteristics:

• Adults educated in the Montessori philosophy and methodology appropriate for infants.
• A partnership established with the family. The family is considers an integral part of the individual's total development.
• A variety of interesting objects–– to look at, explores, and experience-- which are designed to meet the developmental stages and sensitive periods of infants.
• A flexible sequence of routines and activities that reinforce the rhythmic patterns of activities of individual infants–– not a rigid schedule.
• An atmosphere that communicates unconditional love and acceptance.

Our guide is a Montessori certified with experience working specifically with toddlers and infants.

Babies may join our program around ages 6 weeks to 14-18 months.

Though it is important that children to attend 5 days a week, however children may attend two (2) and three (3) day per week based on availability. Extended hours from 7:00 a.m. to 6 p.m are available.

Parents are encouraged to schedule times to observe their child's class during the year. Teachers will always arrange a time to talk with you if you have any concerns. Conferences are held twice a year to discuss your child's progress. Parent meetings and educational seminars that focus on Montessori education at each level of child development are an integral part of our school's culture.

Children join the Toddler community who are comfortably walking, about 15-18 months of age, in a small group of 7-12 children, where basic motor coordination, independence and acquisition of language along with social and emotional development are fostered.

The Toddler Community provides a nurturing environment under the guidance of trained and certified Montessori teacher in early childhood development.

Under the guidance of nurturing teachers trained in early childhood development and Montessori philosophy.

• Toddlers gradually learn to separate from their parents and feel secure in an environment away from home.
• All materials are child-sized, attractive, and displayed on low shelves within the children's reach.
• Children are free to choose their work, and work becomes a cherished activity. It is not uncommon to see a child repeat an activity over and over, with great delight.
• Independence is encouraged at a gradual pace according to child’s ability.
• The children spend time outdoors every day (weather permitting) and exercise is a regular part of each day.
• Children work with art, music, and movement on a regular basis. Library resources are also available to each child.
• Diapering is a regular part of our routine and toilet-training is part of our curriculum (when your child and parents are ready)

With 27 years of experience working specifically with toddlers, our guide is not only Montessori certified, but is also teacher trainer.

We believe that even very small children can be responsible for the care of themselves and their own environments.

Children may join our program around ages 14 months to 3 years.

Children must attend 5 days a week. Though our core program is from 9:00 a.m.- noon. However, Extended hours from 7:30 a.m. to 6 p.m is available.

Parents are encouraged to schedule times to observe their child's class during the year. Teachers will always arrange a time to talk with you if you have any concerns. Conferences are held twice a year to discuss your child's progress.

Parent meetings and educational seminars that focus on Montessori education at each level of child development are an integral part of our school's culture.

The Primary Level – also known as Children's House - is a group of children from 2 1/2 to six years old who live and learn together in a prepared environment that offers choices of individual activities that aid the child's work of "self construction." The Montessori guide cultivates in children the ability to choose freely, to sustain focused and concentrated attention, to think clearly and constructively, and to express themselves through language and arts. Through active development of will and satisfaction of their authentic needs, children become self-disciplined and socially cohesive.

Areas of activity of the primary level are practical life, sensorial, language art, mathematics, science, botany, art, history, zoology, geography, and cultural subjects. The extensive sets of Montessori materials in each of these areas are designed to appeal to the children's deep interest and to inspire repeated activity. The children's absorbent minds take in vast amounts of information and grasp sophisticated relationships and principles wholly and effortlessly.

Guided by their human tendencies, following their sensitive periods and according to their plane of development, the children experience great joy in educating themselves. Children become normalized and reveal characteristics seldom recognized as typical of young children. Over the three-year cycle, children develop expertise, become leaders of their community, and manage the social and practical affairs of their classroom. To insure success after initial struggle new challenges are prepared for indirectly and presented only after indicated by careful observation..

• The classrooms are deliberately prepared with stimulating materials and child-sized furniture and equipment.
• Learning is from concrete to abstraction with hands-on specially designed Montessori materials for practical life, sensorial, language art, math, art, science, geography, and culture.
• Observation and exploration make discoveries, and with their imaginations learning germinates.
• Students choose activities from the prepared environment and work at their own pace alone, or in small or large groups.
• Directress guides students so children can explore and come up with solutions on their own rather than rely on the teacher to supply the answers.
• Art, music, and movement teachers work with all children on a regular basis. Library resources are also available to each child.
• All children bring a lunch and remain in their own classrooms to eat. During afternoon, children 4-year old and younger take nap and Kindergarteners participate in many of the same activities that are offered during the morning hours, but in a more enriched format, with more group interaction.
• Children stay in the same classroom for 3-year cycle.
• Children must be toilet-trained and 2 ½ -6 year old.
• Half-day (9:00 -Noon), full-day (9:00 – 3:00), and all-day programs available.
• Child care is available before and after school from 7:30 am – 6:00 pm.

We believe that even very small child can be responsible for the care of themselves and their own environments.

Children must attend 5 days a week. Though our core program is from 9:00 a.m. - noon. However, extended hours from 7:30 a.m. to 6 p.m are available.

Parents are encouraged to schedule times to observe their child's class during the school year. Teachers will always arrange a time to talk with you if you have any concerns. Conferences are held twice a year to discuss your child's progress.

Parent meetings and educational seminars that focus on Montessori education at each level of child development are an integral part of our school's culture.