Founded in 1991, our school has been dedicated to the highest standard in Montessori education. Through depth, quality, and care of each students’ education, we’ve been the Chesapeake-area Montessori school of choice for over 25 years.
Nestled deep in the local Chesapeake community, our roots began humbly with a one-room preschool and 20 children between the ages of 3 and 6. Since then, we’ve opened our doors to offer a more extensive education in the traditional Montessori method, responding to the remarkable interest and rising demand for engaging classrooms, hands-on education, and endless learning options.
Today, we’re known as Chesapeake Montessori School, serving 150 students on our newly constructed school in Grassfield.
We invite your family to join us for a tour, a meal, or to hear more about our school. See you soon!
What makes Chesapeake Montessori School unique?
Authenticity and Full Afilliation or Accrediation
Affiliation serves as the keystone to an exceptional Montessori education. While some schools claim to integrate the vast principles of the Montessori method into their classrooms, only a fully accredited or affiliated school can be recognized for its authenticity. Our students learn from highly qualified and experienced faculty, all of whom hold Montessori credentials from MACTE accredited teacher education programs at their level of certification. Get to know our staff →
Freedom and Expression
Chesapeake Montessori School is about helping each child be truly free – in their own skin and in the world. That’s why our classrooms are designed with the fewest boundaries and restrictions, so that they can exercise independence with intentional boundaries. Our children enjoy work and materials that are designed for their age group, and share their experiences with peers who are on their own path of purposeful education.
Engagement and Nourishment
We believe education should cultivate a lifelong desire to know the world. We feed our children’s curiosity inside and outside the classroom at Chesapeake Montessori school, making it our mission to nourish your whole child: cognitively, socially, emotionally, and physically. Our mission is to plant the seeds for life so that our Montessori children can dig into their education and spread their roots in areas of interest that impact the world.
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Chesapeake Montessori School Philosophy:
An authentic Montessori education for small bodies and big minds.
The world is a better place when we can create, collaborate, and problem solve – together. Whether it’s building a board to honor springtime, painting a colorful masterpiece, or sharing a moment of thanks before mealtime, our Montessori school inspires – and is inspired by – our young students.
That’s why our goal is to foster a lifelong education and insatiable curiosity in each child, so that they may touch the world.
At Chesapeake Montessori School, each child:
- Learns in an environment that’s intellectually stimulating, socially cooperative, and emotionally nurturing.
- Observes the way their senses guide them through their day, whether it’s molding and touching materials, preparing and eating at mealtime, or holding a conversation with a fellow peer.
- Challenges their education according to their personal needs, in an intimate setting that allows for expression and experimentation.
- Respects their mind and body, while also caring for others, the environment, and the world around them.
Please note that we have discontinued our infant and toddler program. Students must be at least 3 years old and completely potty trained to participate in Children’s House classes.
In our Children’s House Program, children ages 3 to 6 have the opportunity to learn at their own pace and choose their own activities. Children are placed together into a three-year age group, forming a community where the older children can spontaneously share their knowledge with the younger ones.
Each activity begins with the Montessori teacher giving the child a presentation on the activity, or the “work,” to show them how to use the materials associated with it. The work is then added to the repertoire of activities the child can choose from each day. The child then makes use of what the environment offers, interacting with the teacher when support or guidance is needed.
By giving children freedom to explore these works, they engage in an exciting process of discovery that helps them to develop concentration, motivation, self-discipline, and a love of learning.
The activities and materials associated with each work are designed to help students develop their cognitive abilities (seeing, hearing, tasting, smelling, touching, and moving) through direct experience, and to increase a child’s level of independence, ability to focus on a selected task, reading and writing skills, and understanding of the concepts of numeration.
The teacher, child, and environment create a learning triangle. The classroom is prepared by the teacher to encourage independence, freedom within constraints, and a sense of order. The child, through individual choice, makes use of what the environment offers, interacting with the teacher when support or guidance is needed.
The Montessori elementary program is divided into lower elementary (1st through 3rd grade) and upper elementary (4th through 6th grade), and the curriculum is based on developmental needs common to this age group, including social, emotional, intellectual, and physical growth.
There are six major areas of study in the Montessori elementary curriculum: language, math, geometry, science, history, and geography. In addition to the core curriculum, elementary students also participate in Spanish, music, physical education, art, and ecological studies.
Our goal is to help students grow into independent, confident and inquisitive people. Children at this age are encouraged to learn more about the “hows” and “whys” behind the things they study. Inquiry and curiosity lead to research, discussion, and large-scale projects.
The teacher’s role is to present key information and material in an area of study, and then to guide the children in developing projects to explore different aspects of the subject area. Testing is not a common occurrence, because the teacher knows each child well and keeps a record of their work.
It is common to observe children working productively even without any external rewards or consequences. Making connections between the things they learn excites children, stimulates their imagination, and gives them a sense that they already know so much and can easily learn more. They learn that they are not dependent on the teacher for all of their information, and they acquire methods of learning on their own.