Montessori schools stamford ct: Home | Montessori Schools of Connecticut

Membership & Benefits | Montessori Schools of Connecticut

Membership is made up of Connecticut Montessori schools. Each member school is represented by its Head of School. The criterion for membership in MSC is a school’s current/active membership/affiliation with the Association Montessori International (AMI-USA) or American Montessori Society (AMS), or a school actively pursuing the process of obtaining such membership or affiliation.

Membership of MSC entitles your school to:

• Montessori Advocacy participation in Connecticut and nationwide
• Networking opportunities among Montessori (independent, public and proprietary) Heads of School
• Participation in MSC’s annual meetings and Strategic Plan Committees
• Professional development for faculty and administration
• Participation in planning and supporting the annual conference event
• Reduced admission fees to MSC’s annual conference
• Annual Heads of School Workshop & Retreat
• Posting on the MSC new web site
• Opportunity to link Open Houses & Special Events (open to general public) and Employment information 
• Non-discrimination statement posted with school listings
• Access to resource material 

Annual membership is voluntary; fees are based on student enrollment.  If you wish to learn more about membership or place an application click here.

School Accreditation

Along with membership/affiliation in AMI or AMS, Independent MSC schools are also accredited by one or more State Department of Education approved organization, such as the Connecticut Association of Independent Schools (CAIS) or The New England Association of Schools and Colleges (NEASC).  

Additionally some MSC schools may also seek The National Association for the Education of Young Children (NAEYC) recognition for their toddler and pre-school programs.

School accreditation is a commitment by a school to follow the specific pedagogy and quality program standards established by the organization granting certification.

The Culture of our Schools

Montessori schools in Connecticut are geographically dispersed; each one has a unique culture that is only truly revealed when you visit the school. Any of our Montessori schools you wish to visit will encourage you to observe in a classroom. In this way you can truly experience the life of the classroom community.

Call our member schools to make an appointment to observe – you’re in for a treat!

MSC member schools listed are committed to a policy of Equal Employment Opportunity and will not discriminate against an applicant or employee on the basis of age, gender, sexual orientation, race, color, creed, religions, ethnicity, nationality, alien status or citizenship, marital status, military status, or any other legally recognized protected basis under federal, state, or local laws, regulations, or ordinances.

– Maria Montessori –

Our Program – The Children’s School

The First 2,000 Days of Life: What the Research Tells Us

Formative. Essential. Foundational.

These words are used frequently at The Children’s School when we answer the question of how important the early years are in a child’s life. In truth, it is impossible to overstate their significance: from birth to age 8 are when a child’s cognitive, emotional and social development explodes, and, experts say, as much as 85 percent of intellect, social skills and personality emerge.

If neuroscience has taught us anything in the last few decades, it is that this period of human development is one of astonishing growth: 
in the early years, the size of a child’s brain increases fourfold, reaching about 95 percent 
of that of the average adult. The impact of this growth is profound in another way, for it is at this time that the structure, organization and much of the connectivity of the brain are forged. Between 700 and 1,000 new neural connections are formed every second in the early years, according to Harvard University’s Center on the Developing Child.

As an overabundance of gray matter begins 
to arrange itself, an extraordinary degree of complexity—far greater than that of your personal computer—emerges in the brain, as 
a vast communications network is formed between and among the brain’s cells.  The bottom line? Yes, brain size matters, but even more important are those billions of neuronal connections, which are influenced 
by genetics as well as mental, sensory and physical activity.

According to the Harvard Center: “Early experiences affect the development of the brain architecture, which provides the foundation for all future learning, behavior and health. Just as 
a weak foundation compromises the quality of 
a house, adverse experiences in early childhood can impair brain architecture, with negative effects lasting well into adulthood.” Conversely, the roots of a strong future for any child lie, no matter what his or her background, in the experience of loving, stable relationships as well an educational environment that is nurturing, responsive and respectful.

Studies such as the famed High/Scope Perry Preschool Study and the Abecedarian Project, have demonstrated the critical 
importance of high-quality preschools for children’s cognitive and social-emotional outcomes, both in the short and the long term. Specifically, the National Institute for Early Education Research (NIEER) says that curiosity and intellectual capacities, along with those qualities we call character, such as self-esteem, motivation, self-regulation and empathy for others, are influenced powerfully by the school environment. Two large studies published in 2016, in North Carolina and Oklahoma, found that high-quality preschool programs improved all students’ test scores and kept them out of special education classes through at least eighth grade. The key to achieving these lasting outcomes were small class sizes, student-directed learning and lots of open-ended play.

For these reasons, there is a national movement afoot, one that is advocating for a more in-depth and thoughtful approach to the learning experience of children from pre-K to Grade 3. 
It is born out of the recognition that this time represents a distinct learning and developmental period—one that deserves highly trained teachers, an enriched curriculum and high standards. It also requires our best thinking and resources in order to bring children’s intellectual, emotional and social abilities to fruition.

The Children’s School is proud to stand at the forefront of this movement, a pioneer for more than  half a century in recognizing the importance 
of the early years. With our understanding that children crave respect and want to be taken seriously, we offer our students a whole-souled dedication to their growth and a distillation of the very best educational practices.

So what is the answer to the vital question of what a high-quality early-learning environment should look like? Ours is: The Children’s School.

Features Montessori School

• Montessori School – School of Life

In any person, Nature has a storehouse of opportunities, boundless knowledge and skills. There is only one thing to do – to reveal all this . So easy, but so hard! Undoubtedly, this requires attention from birth, the preschool period is very important for the development of a small Personality, and the school occupies a special place. The school period lasts for a whole decade – and a lot depends on which school the child will be formed in, what conditions will be provided for his development! So what kind of school do you need?

A school that reveals the potential, abilities, cognitive preferences of each child of the class, his interests. A school that takes into account the individual characteristics of each as much as possible. A school, the main thing for which is the burning eyes of students, their insatiable desire to explore and learn about the wonderful world around, and through it – to understand and reveal themselves more and more!

We believe this is the Montessori school.

• This is a school where the child masters the program at his own pace, based on his own individual educational route , which is compiled according to the route maps of each subject.