Our Classroom Environments

At Ladybird Montessori, we currently serve children from 8 weeks of age - 12  years of age. We are expanding and will eventually serve children through 14 years of age.



Inside work_edited.jpg

The Nido Community is a beautifully prepared, home-like, environment designed for the changing developmental needs of 8 infants from 8 weeks of age to 18 months. The floors are wood and provide soft spaces for movement and exploration when awake. The cribs are floor cribs with unobstructed views of the environment. There is an outdoor classroom space, as well as an outdoor playground that is specifically for the Nido Community. It is surrounded by the school gardens.The infants are provided with rich sensory materials in a calm, yet stimulating setting.

Ladybird (24 of 25).jpg



We provide an aesthetically pleasing environment, for 12 students from 18 months -  3 years of age. The environment promotes the development of the 5 senses, cognitive and gross motor development, and hand-eye coordination. All of the furniture and fixtures are made on a smaller scale to promote independence and exploration. Practical life exercises help your child learn how to do everyday activities in a purposeful way. The aim of these exercises is to help your child gain control in the coordination of his/her movement, to gain independence, and adapt to society. The activities in the environment foster care of self, care of the environment, artistic expression, food preparation and meals, gardening, gross motor activities, fine motor activities, language and communication.

Ladybird (16 of 25).jpg



Our Children's House is an aesthetically pleasing environment created for 24 students from potty learned through 6 years of age. It has a well-defined area for Language Arts, Math, Science, Practical Life, and Culture. Each of these areas features shelves with a variety of inviting materials from which students can choose. The classroom has an area devoted to peace and reflection. It has a quiet corner with well-chosen items to lead a child to meditative thought. The classroom is uniquely suited to the needs of the students. It has low sinks, chairs, and tables; reachable shelves; and child-sized kitchen tools—elements that allow independence and help develop fine motor skills. The activities in the Children's House foster care of self, care of the environment, language and communication, math, vocabulary, science, artistic expression, food preparation and meals, gardening, gross motor activities, and fine motor activities.
Special note: A child must be successful at eliminating in a toilet prior to being accepted into this environment.

Ladybird (14 of 25).jpg

                                    LOWER & UPPER ELEMENTARY


At Ladybird Montessori School, we created our first Montessori Elementary Classroom in the fall of 2018. Our Lead Guide in the Lower Elementary classroom holds both a bachelors of education in EC-6 and a Masters level Montessori Elementary Education credential. The classroom has one guide to a maximum of a fifteen-child ratio and serves children from 6-9 years of age, and the 1st-3rd grade. Our Lead Guide of our Upper Elementary program holds a Masters Degree as a Reading Specialist and a Masters Level Montessori Elementary Education credential. Our Upper Elementary serves children from 9-12 years of age, and 4th -6th grade. The elementary classroom is furnished with a complete set of Montessori Elementary Curriculum. Part of the program will include going to the working farm on campus daily to care for the animals. The elementary program offers a continuum built on the preschool experience. The environment reflects a new stage of development and offers the following:

Ladybird (7 of 25).jpg
  • Integration of the arts, sciences, geography, history, and language that evokes the native imagination and abstraction of the elementary child.

  • Presentation of the formal scientific language of zoology, botany, anthropology, geography, geology, etc., exposing the child to accurate, organized information and respecting the child's intelligence and interests. 

  • The use of timelines, pictures, charts, and other visual aids to provide a linguistic and visual overview of the first principles of each discipline.

  • Presentation of knowledge as part of a large-scale narrative that unfolds the origins of the earth, life, human communities, and modern history, always in the context of the wholeness of life. 

  • A mathematics curriculum presented with concrete materials that simultaneously reveal arithmetic, geometric, and algebraic correlations.

  • Emphasis on open-ended research and in-depth study using primary and secondary sources (no textbooks or worksheets) as well as other materials. 

  • Montessori-trained adults who are "enlightened generalists" (teachers who are able to integrate the teaching of all subjects, not as isolated disciplines, but as part of a whole intellectual tradition).

  • "Going out" to make use of community resources beyond the four walls of the classroom. 

  • As in the preschool, the Montessori materials are a means to an end. They are intended to evoke the imagination, to aid abstraction, to generate a world view about the human task and purpose. The child works within a philosophical system asking questions about the origins of the universe, the nature of life, people and their differences, and so on. On a factual basis, interdisciplinary studies combine geological, biological, and anthropological science in the study of natural history and world ecology.

  • The introduction to technology through learning coding, building basic computers, etc.

  • The program is made up of connective narratives that provide an inspiring overview as the organizing, integrating "Great Lessons." Great Lessons span the history of the universe from the big bang theory of the origin of the solar system, earth, and life forms to the emergence of human cultures and the rise of civilization. Aided by impressionistic charts and timelines, the child's study of detail in reference to the Great Lessons leads to awe and respect for the totality of knowledge.

  • Studies are integrated not only in terms of subject matter but in terms of moral learning as well, resulting in appreciation and respect for life, moral empathy, and a fundamental belief in progress, the contribution of the individual, the universality of the human condition, and the meaning of true justice. (NAMTA)