- Cotter Schools
Main Square: Montessori 16 Months-6 Years
Main Square: Montessori 16 Months-6 Years
welcome to Main Square
"Education should no longer be mostly imparting of knowledge, but must take a new path, seeking the release of human potentialities." – Maria Montessori
Montessori education builds a child’s capability to become a fulfilled and productive adult able to contribute to the world—at home, at work, and in their community.
Main Square Montessori offers or 12 month (full year) enrollment in both the Toddler Community (16 to 33 months) and the Children’s House (33 months to 6 years). MSM is an all day program, and enrolled students are expected to attend full time (at least six hours per day), 5 days a week.
Quick Access
Glossary
KIDREPORTS
KidReports is a parent engagement app – check in with your child's daily activities and see pictures posted by Main Square Montessori staff.
PROCARE
Procare is a child care management software where families can easily make mobile payments, update child(ren)'s schedules as well as register for the program.
SCRIP
Scrip is a way for you to make money as you spend it! It is one of the easiest fundraisers the school has in place. You save money on your tuition by using Scrip. The school, you, and the merchants who participate all benefit from the Scrip program.
Contacts
123 West 4th Street, Winona, MN 55987
office: 507-474-6246
admissions: 507-453-5016
email: communications@mainsquaremontessori.org
Apply
STEP 1: APPLY ONLINE
- Fill out an online application
- Families who would like to request a paper copy of the application may contact the director at 507-474-6246.
STEP 2: SOMEONE FROM MSM WILL CONTACT YOU
- Someone from Cotter admissions or MSM will reach out and schedule time for a phone conversation. This is an opportunity to ask questions and learn more about the school.
STEP 3: PLACEMENT OR WAITLIST
- You will be invited to fill out a re-enrollment packet and pay a $35.00 fee. This will ensure your place in the program or on the waitlist.
REACH OUT IF YOU HAVE QUESTIONS
- If you have any questions, or need help with the application process, contact us at communications@mainsquaremontessori.org.
About Main Square Montessori
Children's House
OVERVIEW AND PHILOSOPHY
The environment for children from the ages of 33 months to six years is known as the Children’s House. The Children’s House is divided into four distinct areas:
- Practical Life: Children’s learn how to care for themselves and the environment by participating in activities such as food preparation, sweeping, and sewing.
- Sensorial Development: Children develop skills in classification, clarification, and comprehension of the the world that surrounds them. This is done with activities and materials designed to engage the senses.
- Language: Children are introduced to the alphabet and associated sounds. Language lessons include writing, sentence structure, and story structure. Reading materials explore grammar and language mechanics.
- Math: A rich variety of math materials are used in lessons. These materials not only introduce ideas, but are used time and again to introduce new concepts and reinforce mathematical thinking. Students participate in lessons that guide them from the concrete to the abstract.
Instruction occurs one-on-one, and in small groups. Montessori materials and lessons are intentionally organized in a logical, sequential nature and are designed to enable the child to master specific skills. Children will have the opportunity to practice, or repeat, a lesson as many times as they desire. Lead Teachers in the classroom are trained to use observation to determine when a child is developmentally ready for a new lesson or lesson series. While children are not in lessons, they are free to choose work from the from the well-defined, beautiful, and organized areas of the environment. This freedom to choose their work develops independence, self discipline, curiosity, concentration, accountability, and a sense of accomplishment.
We recognize that each child has an individual path of development, and lessons will be presented in a way that supports each child’s unique development and potential.
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Toddler Environment
"Do not tell them how to do it. Show them how to do it and do not say a word. If you tell them, they will watch your lips move. If you show them, they will want to do it themselves." – Maria Montessori
When young children are stable walkers, they are ready to join the Toddler Community. The Toddler Community is divided into several areas in which the children move freely throughout the day. A beautiful, safe, and orderly environment has been specially prepared to meet a toddler’s need to move freely, to explore, make discoveries, develop language skills, and to grow in independence. The environment is filled with furniture and materials that are specifically designed for someone their size. The multi-age setting provides children with the opportunity to learn from one another as they develop.
Language and communication skills are an important part of the Toddler environment. This age is a sensitive period, or natural burst of growth, for language. This is supported through language activities and materials that encourage conversation and the use of new vocabulary. Every day, children will enjoy poems, books, songs, and finger plays.
Care for self and for the environment is a large part of the toddler curriculum. Children will learn how to dress themselves, put on and take off shoes, prepare to go outdoors, and care for their bodies by brushing teeth, washing hands, and staying tidy. Food preparation, caring for animals, tending to plants, and cleaning skills, such as sweeping, cleaning windows, washing dishes, etc. are a regular part of the toddler’s day.
Activities are designed to support the development of both fine and gross motor skills. Examples of activities that support fine motor growth are: puzzles, stringing beads, using scissors, and art activities.n Gross Motor skills will be developed with activities such as riding tricycles, playing with balls, walking on a balance beam, and playing outdoors.
At Main Square Montessori, we recognize that each child has an individual path of development, and lessons will be presented in a way that supports each child’s unique development and potential.
Why Montessori?
Founded in 1907, by Dr. Maria Montessori (1870-1952), Montessori pedagogy educates children for life. Children have the freedom to explore and to develop their potential as they work with didactic materials, either independently or in groups, in a prepared environment. The Montessori method is grounded in the concept of respect - for self, others, and the environment. The Montessori rooms are prepared to meet the developmental needs of the age-span served within the environment. The materials and furniture are designed for the child’s physical needs (size and proportion) and psychological needs (area of interest or skill development). Each prepared environment includes a full range of Montessori materials, a trained Montessori guide, and a trained or highly qualified assistant. The materials are designed to assist growth in practical life, sensorial, mathematics, language arts, music, art, history, geography, and the sciences. The work the child performs with the materials is intended to develop mental and manual dexterity. While working with the materials, the child develops concentration, self-confidence, respect, an understanding of order, and a joy of learning; all in the context of community.
We believe that the child and their needs are the central and commanding focus of the learning process. It is the role of the guides to observe, to know, to inspire, and to advocate for the child as he or she proceeds through the stages of development.
We see in each child the future of our society, of our nation, and of our planet. The child in the process of fundamental development has unlimited possibilities and the future rests on our ability to cultivate and nurture these potentials.
We believe that the learning process is governed by certain basic human tendencies or needs:
- The need to communicate, to use language
- The tendency for order: the need to organize, classify, and interpret reality
- The need for independence and activity; the drive to work constructively and purposefully
- The need for social relationships
In a Montessori school, the outdoor environment is considered an extension of the indoor environment. While there is a scheduled time for large motor activities that encourage collaborative group play and allow children to gain an understanding of the rules and movements associated with large motor skills, the space is not only used during recess. The outdoor environment is also a “work space” that can be used during the Montessori work cycle. Throughout the day, and with the accompaniment of an adult, children may work on materials, garden, or simply explore the natural landscape of our outdoor space.
The Montessori guide facilitates activities within the environment while modeling peaceful behavior. The guide is not the center of the learning process. Rather, with respect for each child’s unique nature and ability to make choices for themselves and with the goal of all children reaching their full potential, the guide nurtures academic and social / emotional development by giving key presentations to connect the children with materials to meet their needs and current interests. Individual and group lessons are varied and designed to meet each child’s learning style and pace. The guide observes the children often and plans lessons based on their observations of the needs and interests of an individual or group.
Within the multi-age community, older children often serve as teachers and mentors for the younger children. These children share their experiences by helping others. This process not only helps create a sense of community and interdependence, but also reinforces previous learning for the older children. Self-direction encourages trust, acceptance, and non-competitiveness. The materials, the guide, and the community of children come together to assist every child in developing a strong self-image and a sense of self-esteem, which is critical when building a love of learning and of exploration that lasts a lifetime.
Family Resources
Independence in Toileting
An important part of developing independence in the toddler environment is learning toileting skills. When the time seems appropriate, your child will be encouraged to wear cotton pants that we will provide at school. When children show signs of readiness we will will work closely with the family to support each child with a stress free approach. We are committed to starting this process with no pressure, and to respect each child’s timetable.
We use cotton pants because this natural fiber gives children the opportunity to gain information about how their bodies work. Disposable diapers absorb moisture, preventing the child from feeling wet. When children wear cotton pants, they can feel the sensations of elimination, and can then start the process of responding to these sensations.
Families may find that they would like to use cotton pants at home, as well. For those families, we offer a drop-off and pick up site for diaper service.