The Montessori Preschool

The Happy Child at School

The Montessori Preschool Centre is a private subsidized institution. The Montessori pre-kindergarten, a pioneer in Montreal, opened its doors in 1960. The educational program is inspired from the values and approaches of the Italian educator, Dr. Maria Montessori.

Our educational program is tailored around fostering the child’s overall development by enabling the child to develop all facets of his or her personality on the emotional, social, moral, cognitive, language, physical, and motor levels. In addition, we want the child to gradually become adapted to their environment that will help him or her eventually integrate harmoniously into kindergarten.

A Bilingual Program

Mastering two languages simultaneously

At the Montessori Preschool, children have the opportunity to learn two languages (French and English). In order to create this bilingual environment, each class is led by three educators: a Francophone educator, an English-speaking educator and a bilingual educator. Using Montessori material, children learn to read and write in both languages.

Bilinguisme à L'École Montéssory de Montréal
Bilinguisme à L'École Montéssory de Montréal

Introduction to Spanish

Discovering a Third Language Through Play

Once a week, a Spanish teacher comes to class for an activity that allows the children to become familiar with this Latin language. Through singing, rhymes, stories, and role-playing, the children discover this language through the spirit of play.

Montessori, a world-renowned educational method

Excellence For Over 100 Years

Maria Montessori

« Let us not bring up children for today’s world. This world will no longer exist when they grow up. Our priority should be to help children cultivate their ability to create and adapt. »

Maria Montessori,

The Absorbent Mind


Who was Maria Montessori?

Born in 1870 in Chiaravalle, Italy, she became the country’s first female physician in 1896. Her first job was in a psychiatric environment. In 1901, she went back to school to study philosophy and psychology and became familiar with the works of Jean Itard and Édouard Séguin. On January 6, 1907, in San Lorenzo, she officially inaugurated the opening of the first Casa dei Bambini (Children’s House). Within a few years, Montessori schools sprung up throughout Italy, Europe, Asia, and America. Currently, there are 22,000 Montessori schools in the world. She travelled extensively to give lectures on her new educational method. Her long life’s journey came to an end in 1952 in Holland.

The Montessori Educator

A Key Factor
in Your Child’s Development

Le rôle de l’enseignant(e) dans une classe Montessori est d’être avant tout un observateur très attentif aux besoins individuels de chaque enfant. Il/elle doit éveiller l’intérêt et encourager les enfants. Il/elle est le lien dynamique entre l’enfant et l’environnement, tout en créant un climat harmonieux, paisible, juste et sans préjugé.

Bilinguisme à L'École Montéssory de Montréal

The Montessori Classroom

Une approche unique pour chaque enfant

Une classe Montessori est le reflet même du monde de l’enfant âgé de 2 ½ à 6 ans. Ainsi donc, cette classe est équipée pour leur taille, leur rythme et leurs intérêts. Elle est conçue pour l’enfant en lui accordant la liberté à l’intérieur des limites dans un environnement organisé avec des exercices attirants. Les enfants travaillent aux tables ou sur des petits tapis posés par terre où ils sont naturellement à l’aise. Il existe toujours dans une classe Montessori un bourdonnement d’activités. L’utilisation du matériel implique le mouvement (marcher, tirer, porter, verser, etc.) La manipulation du matériel et l’apprentissage par la découverte plutôt que par un discours de l’enseignant(e) donne aux enfants une satisfaction particulière. Dans une classe Montessori, une unité, par exemple, est quelque chose qu’un enfant puisse tenir dans sa main plutôt qu’un simple nombre écrit sur un papier. Un verbe est quelque chose qu’il puisse exécuter et encore une fois pas seulement un mot écrit sur un papier.

Respecting your Child’s Profression


Individual Development – A Priority

Children are continuously stimulated by the vast choice of exercises and many possible uses. Younger children, or those who work more slowly, are able to proceed at their own pace without bothering or slowing down the other children of the group. On the other hand, an older or more advanced child may go from one exercise to the next more rapidly without getting bored waiting for his or her classmates. Children work individually with the Montessori material. There is no competition. The progress of each child is not compared to the successes of others.

Stimulating the Child’s Interest

Fun and Enriching Content

Montessori class material may be divided into five main categories:

In a Montessori class, Practical Life is likely the most important category. It provides the basis for all other exercises that will follow. The ultimate objective of Practical Life is to develop the child’s intellectual and physical independence. Exercises are analyzed and divided into smaller parts so that the child can complete a series of complex actions in an efficient manner. This fosters their self-trust and concentration.

Examples: the dressing frames, polishing shoes, washing a table, washing clothes, sewing a button, folding, caring for plants, and so on.

Sensorial material contains a series of objects placed in a specific order. Intuitively, children will understand the concept of order through the materials and will be able to classify and arrange objects according to their size, volume, texture, colour brightness, length, sound intensity, and so on. Examples: cylindrical blocks, geometrical figures, colour tablets, and the geometric cabinet.

We offer the children the tools to expand their knowledge and to build their vocabulary through various exercises in class, storytelling, songs, poetry, and so on.

Practical daily life exercises (all liquid transfer exercises) and sensorial materials (cylindrical blocks, geometric cabinet), involving fine motor skills, indirectly prepare the child for pre-writing. Sandpaper letters, metal insets, and the movable alphabet directly help in developing handwriting and tracing letters.

The “I Spy” game, the sandpaper letters, and the movable alphabet introduce children to the reading process. Using these class materials, children begin to read simple phonetic sound combinations and words.

Mathematical potential is present from birth. It is the ability to think abstractly, reason, imagine, calculate, measure, and to make precise judgements. It is through manipulation that a child discovers mathematics and different concepts. In order to integrate and master mathematics, the use of many senses is necessary.

The mathematics program is highly structured with defined priorities. Numbers are taught through concrete quantities. Symbols are introduced independently later on. Finally, numbers and quantities are combined. In preschool, children acquire a sensorial impression of the four operations (addition, subtraction, multiplication, and division). Examples of activities: golden bead work, group activities, and stamp game.

In geography, children learn to situate themselves, to explore their environment, and to be open to the world. Initially, this learning begins with a general overview and then the learning becomes more specific. With the sandpaper and coloured globes, children discover planet Earth and the oceans!

Through the manipulation of various geographic landforms, children are invited to observe and use their sense of touch to understand the waterways: lake, island, bay, cape, isthmus, peninsula, strait, and gulf.

By using the geography puzzles, the children learn the continents, countries, and Canadian provinces. One continent and one country are chosen for exploration. The culture and the specific characteristics of the location will be discovered.

Children learn to recognize the different aspects of their immediate environment: their neighbourhood, city, and country. Their knowledge broadens when they are put in contact with the map of the world, the seven continents, and the different countries.

Opening up new horizons

Des activités amusantes et diversifiées !

Physical Education

Physical education occupies a very important place in our program. The objective is to develop general motor skills and coordination, in addition to stimulating children’s interest in being in good physical condition. Team spirit, cooperation, sociability, and respecting the rules of the game are taught during these classes. Children enjoy the good weather and get exercise outside, at our safe playground. In addition, they regularly do a variety of physical activities at the big park facing the school. They are also introduced to a few sports and cooperative games at our primary school gym.


Once a week, a teacher is invited to teach a dancing class. Yet another opportunity for students to move about to the sound of music and to prepare Christmas and end-of-year performances to present before their parents!

Plastic Arts

Children develop artistic skills by experimenting with various painting and drawing techniques using pastels, and wax, felt, and colour crayons. They learn to recognize these techniques in a number of works of art. In addition, they play around with recyclable and non-recyclable materials. Developing imagination and creativity is essential and encouraged. We have an arts room that children visit occasionally for various artistic projects. Every month, they discover a famous painter and learn about his or her art and style.

Singing and Music

Children participate in music workshops, organized by a specialized teacher every week. Music is experienced through vocal, verbal, and instrumental expression and body movement. Theoretical notions are also part of these music experiences. At Christmas and at the end of the school year, children have an opportunity to showcase their talent in performances presented before their parents.


Each month, educators develop children’s scientific awareness on a different topic. Through experiments and observation, they learn to explain various phenomena encountered in everyday life.


Each month pupils discover a children’s author through his or her works. In addition, story and tale reading occupies a key place in the class routine as part of familiarizing children with different literary styles and developing their interest for books.

Social Sciences

Children develop social skills in the class context. They learn to recognize emotions in themselves and others, to work in a team, and to settle most conflicts in an independent and peaceful manner. Courtesy and rules of conduct and safety are also taught, so that children might understand the importance thereof and apply them in their everyday lives.