Primary & Kindergarten Program

“The most important period of life is not the age of university studies, but the first one—the period from birth to age six.”

— Maria Montessori


The Primary Program is designed to support the whole child during one of the most important and formative periods of life. Between the ages of 3 and 6, children develop the foundations of independence, concentration, language, social awareness, and are eager to explore, to belong, and to understand how the world works. The Montessori classroom meets these needs with care, clarity, and purpose.

A Montessori child is pouring water into a bowl.

Where independence begins and a love of learning takes root.


A Child Centered Approach


In the Montessori Primary classroom, the child is not rushed or compared. Each child is gently observed and guided, with trust in their inner drive to learn. This is a space where they are free to make choices, where they are respected, and where learning is a joyful, personal journey.


Sensitive Periods for Natural Learning


Children between the ages of 3 and 6 move through Sensitive Periods—short windows of time when they are especially open to learning specific skills like language, movement, order, and social interaction. These moments of deep focus and interest guide the child’s natural development. Montessori described the child in this stage as having an Absorbent Mind—a natural ability to take in information simply by being immersed in the environment. Repetition is joyful. Curiosity is constant.


In our Montessori classrooms, the environment is prepared to meet these needs with purpose. Materials are introduced when the child is ready, allowing learning to unfold with ease, joy, and lasting impact.

Purposeful Work, Meaningful Growth


In the Montessori classroom, every material serves a purpose—and every task holds meaning. What may look like simple work to an adult—washing a table, spooning beans, tracing letters—is, to the child, a carefully chosen challenge. These activities develop coordination, concentration, and confidence while laying the groundwork for reading, writing, and mathematical thinking.


Because the materials are self-correcting and designed for repetition, children are free to practice until they reach mastery—not for praise, but for the quiet satisfaction of getting it right on their own.

Child working with the Montessori movable alphabet
Child working with the Montessori movable alphabet
Montessori child working with math materials

Grace and Courtesy and Community


In the Primary classroom, social learning is part of everyday life. Children are gently introduced to the language and rituals of respect—how to greet a friend, wait their turn, offer help, or resolve conflict with kindness. These small but meaningful lessons in grace and courtesy help create a peaceful classroom where everyone feels safe, seen, and valued.


The classroom also reflects the diversity of the world around us. Through conversation, shared traditions, geography, language, and cultural work, children begin to appreciate different perspectives and lived experiences and contribute to a community built on empathy and cooperation.


The Kindergarten Year in Montessori: A True Capstone


The Primary Program is designed as a three-year journey. In this mixed-age setting, children do not just learn academics—they grow into confident, capable individuals. The youngest begin by observing and absorbing. In the second year, they refine their skills through practice and repetition. By the third year—traditionally the Kindergarten year—everything comes together.


In this final year, the child steps into leadership. Lessons once introduced are now mastered. Reading, writing, and mathematical understanding deepen. The child takes ownership of their learning, helps guide younger peers, and gains the confidence that comes from seeing how far they have come. It is a year of consolidation, growth, and readiness—for both academics and life. This continuity allows each child to move through the cycle at their own pace, building not only knowledge, but independence, empathy, and a true love of learning.

Frequently Asked Questions About Our Montessori Primary Program

  • Why Do Montessori Classes Group Different Age Levels Together?

    Sometimes parents worry that by having younger children in the same class as older ones, one group or the other will be shortchanged. They fear that the younger children will absorb the teachers’ time and attention, or that the importance of covering the kindergarten curriculum for the five-year-olds will prevent them from giving the three- and four-year-olds the emotional support and stimulation that they need. Both concerns are misguided. At each level, Montessori programs are designed to address the developmental characteristics normal to children in that stage. 


    • Montessori classes are organized to encompass a two- or three-year age span, which allows younger students the stimulation of older children, who in turn benefit from serving as role models. Each child learns at her own pace and will be ready for any given lesson in her own time, not on the teacher’s schedule of lessons. In a mixed-age class, children can always find peers who are working at their current level. 
    • Children normally stay in the same class for three years. With two-thirds of the class normally returning each year, the classroom culture tends to remain quite stable. 
    • Working in one class for two or three years allows students to develop a strong sense of community with their classmates and teachers. The age range also allows especially gifted children the stimulation of intellectual peers, without requiring that they skip a grade or feel emotionally out of place. 

  • Why Do Most Montessori Schools Want Children to Enter at Age Three?

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  • Is Montessori Opposed to Homework?

    Most Montessori schools do not assign homework to children below the elementary level. When it is assigned to older children, it rarely involves page after page of “busy” work; instead, the children are given meaningful, interesting assignments that expand on the topics that they are pursuing in class. Many assignments invite parents and children to work together. When possible, teachers will normally build in opportunities for children to choose among several alternative assignments. Sometimes, teachers will prepare individually negotiated weekly assignments with each student.

Reviews

Our Reviews

"Miami Shores Montessori is a wonderful school that feels like home. My son started in the Toddler program at age two, he is finishing up his second year in Primary. He has learned so much in two years. It is incredible. Some of his favorite things are letter sounds, vocabulary, geography, math and counting, love of nature, animals, music and yoga. We are looking forward to our third year at MSMS and our youngest will also be starting her first year come August. I cannot be more confident when I wholeheartedly recommend this school to any family with children. You will see your child flourish into a mini Adult with amazement, as we have witnessed. The teachers and staff are warm and welcoming, they feel like family. Some of our greatest friends and relationships with other Parents and Children have blossomed from Miami Shores Montessori. We love this school!"


— The Ramos Family

If you think your child would thrive in a Montessori environment, give us a call or schedule a tour. We would love for you to visit our school and learn more.