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Sagebrush Montessori subscribes to an educational philosophy created and developed by Maria Montessori over one hundred years ago. On January 6, 2007, the world celebrated the centennial anniversary of the first Montessori school in Rome, Italy. Today Montessori education continues as the product of long and careful hours of ongoing research. Through our awareness of how children develop, we create environments that meet their special needs.


An essential part of the Montessori teaching method is a thoughtfully prepared environment that is beautiful and orderly. Furniture is child-sized and materials are readily accessible by the child. The classroom is outfitted with carefully prepared and sequenced materials meant to meet each child and his/her particular level of development. Through skillful observation, the adult is prepared to offer children instruction that will stimulate their interest and activity.  The special relationship between child and adult in the Montessori classroom is perhaps best conveyed by these words of a young child: “Help me to do it myself.”


Our classrooms are multi-age. Mixing ages is an important component of the Montessori philosophy. It allows for more individualized work and for students to move through the curriculum at their own pace in a non-competitive environment. Older students have a chance to be role models, while younger students have the benefit of a more stimulating environment.


At the Children's House level, our goal is to help develop each child's interests and abilities through individualized instruction. Children work on real life activities that foster concentration, independence and respect for the community. A child's teacher (guide) will guide them through the discovery process while helping develop skills such as motivation, discipline and a love of learning. 

At the Elementary level, students feel a strong pull toward collaborative group work. Teachers utilize Maria Montessori's principles of "Cosmic Education" to connect children with their passions and interests while also helping them to become confident members of their social community. As part of their love of big work, desire for social justice, and efforts toward independence, the work of the classroom starts to extend beyond the school to the broader community at large. 

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