Where Education Meets Fun

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Your generous donation to our 501c3 Nonprofit goes directly to complete our fundraising efforts for our Infant and Toddler Program. Our community needs more quality childcare programs.

We plan to build and open by Fall of 2023. Ready to serve 28 families with their infant and toddler needs. Your charitable donation ensures our families are served.

Thank you. This has truly been a loving journey to provide quality, safe, and a nurturing environment to grow our most precious community members.

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Foundation for the Future

Kinder Kids Montessori is an inclusive school located in beautiful Weaverville, California, the heart of mountainous Trinity County. We are childcare professionals who provide children from all backgrounds an education worth giving while embracing each child's unique strengths and interests. Kinder Kids is a Montessori dedicated to providing better education to all our county's children, regardless of family income, funded through a mix of tuition, grants, and community programs.

Kinder Kids Montessori
Philosophy

The Montessori System of education is both a philosophy of child growth and a rationale for guiding such growth. It is based on the child’s developmental needs for freedom within limits, and a carefully prepared environment, which guarantees exposure to a wide range of materials, experiences, and grace and courtesy, through which a child can develop intellectually, as well as physically and socially.
Montessori education recognizes that the only valid impulse to learning is the self-motivation of the child. The Montessori classroom is designed to capture the unique ability of children to develop their own capabilities. The adult prepares the environment , provides the activity,, functions as the resource person or exemplar, offers the child stimulation and guidance; but it is the child who learns, who is motivated through the work itself to persist in his/her chosen task.
Kinder Kids Montessori proposes another option for children ages 3 months to 6 years old to attend school within Trinity County, by providing additional spaces in our program. One element of authentic Montessori schools that often surprises parents new to the philosophy is the schools’ use of mixed age groups. The multiage class (which spans over three years) allows the teachers and the children to develop a close and long-term relationship. Older students are encouraged to become role models, and mentors for the younger students. In turn they are developing leadership and nurturing skills. The younger students truly look up to their older classmates and this gives them the incentive to behave and strive to achieve more challenging work.

"A child who has become master of his acts through long and repeated exercises, and who has been encouraged by the pleasant and interesting activities in which he has been engaged, is a child filled with health and joy and remarkable for his calmness and discipline.”

Dr. Maria Montessori divided children into these age groups based on studies that showed distinct, three-year periods of cognitive development (also known as “planes of development”). She found young children had incredible abilities to absorb new information and continued on to older children where they begin to formulate individual and group ethics. When in groups comprised of students in the beginning, middle, and end of each plane, children naturally teach and are taught by their peers, in addition to the instruction provided by teachers specializing in their developmental stage.
Here at Kinder Kids Montessori, our-three-year Primary Program, which includes First Year, Second Year, and Third Year (otherwise known as Preschool, Transitional Kindergarten, and Kindergarten) prepares children for first grade; three-, four-, and five-year-old children are welcome to join the program at any stage. Children are provided with an interactive, hand-on and educational environment so they can become self-motivated, self-responsible, and successful learners. With the guidance of their teachers, they are free to explore their senses to fully understand the world around them, and provided with invaluable security and consistency.

The Outcome

Dr. Maria Montessori developed the principles of Montessori education over many years of experimentation and observation. They are based on respect for children’s learning process. The Montessori principles are just as much about understanding how children learn as they are about defining how Montessori is different from traditional education.

Independence

The child is able to choose his or her own “work” freely, and complete the “work” in concentration and repetition. and return the “work” to its proper place, prepared for the next child to use.
Confidence and Competence

The child’s self-perceived successes are far more numerous, that his or her self-perceived failures. The child is capable of self-correcting their work upon observation, reflection, or discussion.
Autonomy

The child can accept or reject inclusions in another child’s “work” or “work” group with composure.
Intrinsic Motivation

The child is drawn to continue working for the apparent pure pleasure of doing-so. The child will achieve a particular competence, and will move on to revel in mastery by showing their peers.
Ability to Handle External Authority

The child is able to accept the “ground rules” of the group as appropriate in his or her interactions with the other children. The child, while distant from the Teacher, is able to function as if the Teacher is nearby.
Social Responsibility

Independent and autonomous persons are always part of a group and must attain independence and autonomy through participation in group activity. The loss of these qualities by one of a group is loss for all. Students will attain independence and autonomy, and at the same time, to develop social responsibility.
Academic Preparation

Academic preparation entails activation and cultivation of inherent powers and processes through which the learner becomes a supplier of meanings or of things-meaningfully-known. Academic skills are essential to learning and knowing, not the aim of learning and knowing. Students acquire academic skills and them in to learn.