Alpha Montessori

testimonials

Gayathri Ram

After months of searching for the right daycare for my daughter Ranjana, we were convinced that we had found the best when we walked into Alpha Montessori. As any other parent, we were relieved to find a peaceful place that is always immaculately clean and has big, open rooms. My baby started to go to Alpha Montessori since she was 14 months old. After the first few days of my baby attending school, we found that it’s not just that the place is clean. Ms. Rupali strives hard to keep the kids clean and smell fresh all the time. We have never seen my daughter with a dirty mouth or a dirty dress. Ms. Rupali has been a real blessing to us. We have never seen my daughter cry when we leave her at the day care. Not just that, she has learned a lot of good habits: she eats by herself, puts everything in the right place (without me telling her to do so), identifies flash cards already, tries to mimic and sing the ABC song and above everything, communicates very clearly as to what her needs are. Above all, when we go to work, we go very peacefully thinking that she is in a place that loves her so much. Last but not least, we had our 7 year old son attend the summer school and his comments were – “Mom, Ms. Rupali is really nice to Ranjana and she never raises her voice to her or any other kid. She talks to them nicely and all the kids listen too!” He is also ready to go there for the after school program now. We would highly recommend Alpha Montessori to any parent. Thanks for all you do Rupali and keep up the great work!

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Why Montessori ?

Some Comparisons of Day Care or Child Care Centers using Traditional Education with Montessori Education

Montessori children are unusually adaptable when compared to child attending regular daycare or childcare centers. They have learned to work independently and in groups and develop the skills necessary to effectively collaborate with all types of people. Since they’ve been encouraged to make decisions from an early age, these children are problem-solvers who can make appropriate choices and manage their time well as opposed to traditional structured day care programs where the teacher is continually “managing” the classroom or telling the child what to work on or correcting the child’s work. Children are encouraged to freely exchange ideas and discuss their work with others. Their good communication skills ease the way in new settings. Research has shown the best predictor of future success is a positive sense of self-esteem. Montessori programs, based on self-directed, non-competitive activities, help children develop strong self-images and the confidence to face challenges with optimism.

Montessori

Traditional Day Care or Child Care Settings

Emphasis on cognitive structure and social
development.

Emphasis on rote knowledge and social development.

Teacher has unobtrusive role in classroom activity; child is an active participant in learning.

Teacher has domain, active role in classroom activity; child is a passive participant in learning.

Environment and method encourage internal
self-discipline.

Teacher acts as primary enforcer of external discipline.

Instruction, both individual and group, adapts to each student’s learning style.

Instruction, both individual and group, conforms to the adult’s teaching style.

Mixed age grouping.

Same age grouping.

Children are encouraged to teach, collaborate, and help each other.

Most teaching is done by teacher and collaboration is discouraged.

Child chooses own work from interests and abilities.

Curriculum structured for child with little regard for child’s interests.

Child formulates own concepts from self-teaching materials.

Child is guided to concepts by teacher.

Child works as long as she/he wishes on chosen project.

Child generally given specific time limit for work.

Child sets own learning pace to internalize information.

Instruction pace usually set by group norm or teacher.

Child spots own errors through feedback from the material.

If work is corrected, errors usually pointed out by teacher.

Learning is reinforced internally through the child’s own repetition of an activity and internal feelings of success.

Learning is reinforced externally by rote repetition and rewards/discouragements.

Multi-sensory materials for physical exploration.

Fewer materials for sensory development and concrete manipulation.

Organized program for learning care of self and environment (cleaning the sink, taking care of plants or animals, etc.)

Less emphasis on self-care instruction and classroom maintenance.

Child can work where she/he is comfortable, moves around and talks at will (yet does not disturb the work of others); group work is voluntary and negotiable.

Child is usually assigned their own chair in day care; encouraged to sit still and listen during group sessions.

NOW ENROLLING : Infants to Elementary