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The Children's House Of Gladwyne

920 Youngsford Road
Gladwyne, PA 19035

(610) 649-1761


Philosophy & Approach

Day in the Life

General School Mission

"The Gladwyne Montessori School is a joyous, independent, co-educational, day school that seeks to galvanize students' minds and hearts—their curiosity, imagination, and love of learning, as well as their potential for goodness and greatness.

Our educational philosophy, founded on Montessori principles, is attuned to children's developmental stages and enriched by current research in brain function, education, technology, and psychology. Respect-based partnership education — education for and with the child — enables students to thrive in classrooms where teachers respect the uniqueness and needs of individual students. Motivation is enhanced through the pursuit of individual interests, and self-confidence is strengthened through the introduction of new materials based on individual readiness, learning style and ability. The teacher's role is one of trained observer, mentor, guide, developmental expert, and catalyst of student-potential. The child's role is one of elated explorer, independent thinker, compassionate collaborator, and thoughtful researcher. We provide “child-centered� education at its best.

Beginning with our Parent/Toddler program and continuing through sixth grade, GMS has a special character, which results from a rare combination of principles and beliefs:

Children are born good — innately caring, curious, creative, and intelligent.
In preparing their classrooms, designing their curriculum, and through individual and small group instruction, teachers attempt to cultivate this human potential. They stimulate and challenge students, encouraging them to develop their imagination, intellectual curiosity, and sense of wonder, as well as individual expressions of grace and courtesy. In this environment, children have the opportunity to find their passions — a tool they will use throughout their lives.

Children should be allowed to have a joyous, productive, unhurried childhood.
Students are welcomed into spacious, sun-lit, carefully prepared classrooms where, without the clamor of school bells and constant interruptions, genuine exploration and sustained work is possible. Children are therefore able to work at their own pace, having the gift of time to perfect their skills and attain a sense of mastery.

Children are intrinsically motivated and will succeed when their learning involves movement, purposeful manipulation of materials, and opportunities for independence.
Our classrooms are laboratories laden with intriguing, developmentally appropriate, self-correcting materials that provide ample opportunities for spontaneous investigation, learning by doing, and the construction of individual knowledge. Students thus develop their own unique gifts and learning potential.

A sound education should enhance the building of life-skills.
Students are placed in warm, nurturing, multi age communities where they experience courtesy and trust, build long-term relationships, and encounter countless life-lessons. In a three-year period, children experience being the youngest, the middle-aged, and the oldest in the community. They learn, they practice, and they teach other students. In naturally occurring academic and social situations, they learn to ask for help, to accept help, to offer help, to resolve conflicts peacefully, and to encourage and acknowledge each other. In the process, they learn to be responsible and respectful students — learners who are able to work effectively on their own or in co-operation with others. These skills are essential to success in life because they foster emotional intelligence, the ability to understand another's point of view.

International education is integral to educating future citizens of the world.
The curriculum, with its emphasis on geography, history, world cultures, community service, and peace education, conscientiously seeks to promote a global perspective and enhance mutual respect. The students and faculty represent a fairly broad spectrum of religious faiths, socio-economic backgrounds, and ethnic heritages. While academic and creative excellence is emphasized and accomplished, we also nurture a sense of compassion, social responsibility, and global understanding — key elements for living consciously in our ever-changing world.

Stewardship is fundamental to Montessori education.
The Gladwyne Montessori School, surrounded by green fields, trees, parks, and playgrounds, provides ample opportunities for outdoor education and natural science explorations in botany, zoology, chemistry, geology, and anthropology. Students' investigations of how each living being contributes to sustaining the universe, leads them to contemplate their own contribution as human beings. The resulting realization is that human beings, the most highly evolved of the species, are essentially custodians of the earth — we must take care of ourselves, other lives, and the environment that sustains all life.

Through an education based on these beliefs, our students at The Gladwyne Montessori School graduate having experienced more than books, friends, and teachers. At all levels of development they demonstrate independence, self-direction, insatiable curiosity, and perseverance when engaged in meaningful work. They leave with the essential tools necessary for a meaningful, confident adult life — a passion for and proficiency in learning, the ability to choose and engage in a task with sustained concentration, the ability to identify and resolve social problems, a sense of respect and responsibility for the natural environment, an appreciation of different cultures, and a commitment to make the world a better place.
Excerpted from the preschool's website