Why Montessori?

Why Montessori

Following the Child

All children enter the world as self-directed learners. Some children, do, however, “unlearn” this skill if they are in environments that fail to support it. In our classrooms you will observe children independently choosing from many purposeful activities that teachers place on the shelves.The entire culture of CMH is created to support self-direction and independence. This culture provides lifelong skills for the children. The classroom is structured to lead children to different disciplines and materials in ways that foster the child’s desire to learn independently. Teachers, with low student-teacher ratio, have the time to observe each child to see where to draw out natural curiosity and encourage self-direction. Other students model the self-directed behaviors and help classmates who may struggle with this in the beginning.

Well-rounded Education

The “whole child” approach makes CMH special. The primary goal of our program is to help each child reach full potential in all areas of life: physical, cognitive, social, and emotional. Through our carefully prepared environments and the gentle guidance of our teachers, each child experiences the joy of learning and develops the ability to create his or her own knowledge. CMH graduates leave our school confident and competent to face future educational experiences. Each classroom is a carefully prepared environment that encourages creative approaches to problem-solving. Art and music are integral parts of a Montessori classroom.

How CMH Shines

Travel east through buzzing, historic old Loveland, passing the bike trail, quaint shops and charming restaurants, cross over the railroad tracks and venture past the fire station on the corner, continue where West Loveland Avenue becomes O’Bannonville Road, and you will soon come to a great space of endless sky and earth. Some might call it a tiny piece of paradise. Many say, “Wow! I did not even notice that this beautiful place even existed!”

Nestled up on the hill where Loveland meets Clermont County is Children’s Meeting House Montessori School. Children’s Meeting House (CMH) is not just any ordinary school. Resting on eight bucolic acres and surrounded by more than 300 acres of varied and unspoiled natural landscapes, CMH has for 40 years offered the very best of Montessori education to children three years to 12 years of age.

Montessori education is known for its strength of hands-on learning focusing on the whole child. Dr. Montessori researched child development to determine optimal learning for all students. Considered the education for the 21st century, Montessori provides students not only with excellent academics but also life skills in communication, problem solving, and collaboration.

At CMH families will find in each classroom a partnership of experienced, treasured Montessori teachers and multi-age communities that enable students to work at a pace conducive to their best learning. The curriculum extends in depth beyond the ages represented in each classroom. And CMH offers enrichment programs in Spanish, outdoor education, music, art and yoga as well as after-school clubs and studios that provide a natural complement to the instructional day.

Montessori Resources

The following references provide some recent research on Montessori education. There are also many other websites that provide information about the Montessori philosophy.

Murray, A. K. (2011). “Montessori Elementary Philosophy Reflects Current Motivation Theories.” Montessori Life, Vol. 23, No. 1, pp. 22 – 33.

Montessori: The Science Behind the Genius by Angeline Stoll Lillard. See the book www.montessori-science.org/montessori_science_genius.htm.

Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional Dimensions of a Montessori Education www.ccma.ca/files/Outcomes_Kahn,_Baker_etc..pdf

The Montessori Way by: Tim Seldin & Paul Epstein Ph.D. The Montessori
Way is more than a beautiful coffee table book: it is an in-depth, yet easy- to-read explanation of Montessori education in layperson’s terms, from the early years through secondary school.

Yardsticks: Children in the Classroom Ages 4-14 by Chip Wood. Written with warmth and humor, Yardsticks offers clear descriptions of children’s development. This comprehensive, user-friendly reference helps teachers and administrators use knowledge of child development to shape classrooms and schools where all children can succeed. For each age, this book includes a narrative description of developmental traits and charts summarizing physical, social, language, and cognitive growth patterns.


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