Montessori-inspired Philosophy
We believe the optimal learning experience occurs, naturally and joyfully, at moments when children are attuned and prepared. AppleTree Educational™ classrooms look, feel and sound different than traditional early childhood classrooms; there is always an industrious hum of purposeful activity. The use of physical objects and the importance of sensory experiences provide a stimulating and exciting environment: little feet are walking, stepping and skipping; little hands are carrying, pouring, lifting and turning. All activity is guided by the principle of respect: respect for the teacher, for the work of others, for the material, and for the self. Our learning environment provides a veritable feast of exploration for children, preparing them for the world beyond the classroom.

Our standardized curriculum includes Montessori-inspired, developmentally-appropriate activities spanning and interrelating between seven subject areas: Practical Life, Sensorial, Mathematics, Language, Science, Geography & Culture, and Art & Music. Curricula are tailored to children’s interests and developmental levels, and supported by parent-teacher communication and partnerships. We use many traditional Montessori materials as well as other educational materials, some created by our teachers, which meet children’s needs and pique their interests. This results in a stimulating, well-prepared learning experience for children of each age group.

In AppleTree Educational™ classrooms, children have opportunities to work individually with materials, fostering a non-competitive environment. Each child relates only to their previous work, and their progress is not compared to the achievement of other children. When children work in pairs or groups, they learn to work together toward a common goal, drawing on each other’s equally-valued contributions to achieve that goal. We believe that competition in education should be introduced only after the child has gained confidence in the use of basic skills. We believe that a child should never be allowed to risk failure until they have a reasonable chance of success.