Children's House

Renaissance Schools Children’s House Program serves children ages 3-6. Our Program runs from 8:30am-4:00pm, Monday through Friday. We also offer Morning Care from 7:00am to 8:30am and After School Care from 4:00pm to 6:00pm.

A Day In The Life

In Montessori, work or activities are generally child initiated. The guide, or teacher, will give initial lessons on materials and then the child is free to chose it anytime after that lesson. The inside environment is a quiet and active place. Children are free to move and choose their activities freely as long as they are not disturbing another or the environment. There is a lot of purposeful movement and respectful noise happening at all times. The outdoor environment allows for the children to run, climb and be louder since there is space for both fast movements and loud sounds. There are also a couple guide led all group times during the day that include games, singing, books, yoga, dance and instruments. These may also include discussions on the daily calendar, weather, introduction to the main themes for the month, new works in the environment, grace and courtesy and birthdays.

The Montessori environment has many varied equipment and materials for the children to use. Practical Life is a big part of the classroom that helps the children take care of themselves and the environment. These materials also provide opportunity to strengthen focus and concentration. Brooms, mops, spray bottles, cloths, watering cans, glasses, utensils, stools, scrubbers, polishes, food prep and compost containers and just a few. There are also specific Montessori materials used for developing skills and knowledge in language, math, sensorial, geography and science. These materials are hands on and use as many senses as possible to develop the highest potential in each individual child and meet various learning styles.

Typical Daily Schedule

Daily Schedule

Primary (3-5 year olds)

Before School Care
Morning Inside Work Period: Individual and small group lessons, free choice, snack and bathroom (snack at 10am)
Outside Time for Nappers
Group Time: Yoga, stories, music
Bathroom/Lunch (Lunch at 12:00)
AM Half Day Pickup/PM Half Day Arrival
Bathroom/Naptime/Quiet Indoor Activities/Forest School
Bathroom and Snack (Snack at 2:45)
Outside for Nappers
Full Day Pickup
After School Care: Inside Activities

Program Goals

Program Developmental Goals and Objectives 3-6 year olds:

Shows skills in resolving conflicts
Verbalizes feelings to solve problems
Asserts own rights and needs
Shows respect for others/Interacts appropriately with peers
Assists other children when they need help
Able to participate in a group
Respects classroom boundaries/rules
Has a positive/cheerful outlook
Truthful/Chooses to do right
Grounded in reality
Executive Functioning/Independence
Able to control body/impulse control
Able to work/play independently
Able to follow 2-3 step directions
Careful with toys/materials
Displays ability to focus/concentrate
Initiates repetition of activities
Chooses a variety of challenging work/play
Independent Care for Self (dressing, eating etc.)
Independent Care for Environment (putting toys/materials away, composting food)
Physical/Fine and Gross
  Ability to use proper pincer grip
  Shows successful eye-hand coordination
  Displays large muscle coordination
  Shows adequate balance
  Confident in trying new physical activities
  Moves with purpose and control
  Able to discriminate size, shape, visual, tactile and auditory
  Uses clear and enunciated speech
  Speaking in 5+ word complete sentences
  Consistent, increasing vocabulary
  Identify 5+ shapes and colors
  Responds to questions
  Sequences stories
  Beginning to recognize alphabet sounds
  Displays phonemic awareness of initial sounds of words
  Attempting to write own name
  Tracing variety of lines/shapes
  Demonstrates one to one correspondence
  Rote counts to 10+
  Beginning to identify numbers
  Beginning to write numbers
  Basic understanding of addition

Some Examples of specific activities designed to promote physical, intellectual, social and emotional development. Activities should be culturally appropriate for individual children and communities.

Small Motor/Proper pincer grip/Successful eye-hand coordination
Cutting with scissors
Picking up small objects such as beads with fingers and putting them into a container
Stringing beads
Pouring water from a pitcher into a glass

Large Motor/Adequate balance/Confident in trying new physical activities
Walking on a balance beam or log
Climbing stairs
Pushing a wheelbarrow
Running down a hill
Walking on balance cups
Climbing into a swing

Purposeful movement and control
Carrying a glass of water to the table for snack
Carrying a tray of materials to a work rug
Walking around a friend’s work rug

Pink Tower
Geometric Solids
Fabric Box
Thermic Bottles
Baric Tablets
Sound Cylinders

  Reading Books Out loud
  Story Cards
  Sensorial Materials
  Sandpaper Letters
  Language Objects
  Name Tags and Tracing Paper
  3 part cards
  Moveable Alphabet
  Word Lists

Pink and Blue Language bundles that include beginning sound fill in the blank, short vowel word lists, blend and image punch cards, consonant digraph activity and much more.

  Sandpaper Numbers
  Cards and Counters
Golden Beads
  Stamp Game
Teen Board/Ten Board/Hundred Board
Addition Snake Game

Grace and Courtesy lessons
Attention to behavior and consistent follow through
Verbalizes feelings to solve problems
Model consistent language for the children to use to communicate with peers
Provide opportunities for children to help each other
Provide group time
Boundary expectations including respect of self, others and the environment
Provide materials and activities that meet the children’s needs
Children are respected
Guides, or teachers, model respectful talk, a joyful attitude, and a supportive relationship with the children and other adults in the environment.
Materials, including books, are rooted in reality and concrete pictures and facts not imaginary things such as talking animals and flying people.