Diverse Kindergarten

Pris-T-giS Montessori School strives to promote a positive, safe, loving, nurturing and home-like atmosphere where the health, safety, nutrition and well-being of our children is of the utmost importance.

We encourage mutual respect, patience and creativity in an inclusive environment while viewing children as competent, capable, curious and rich in potential. Pris-T-giS Montessori School embraces the “How Does Learning Happen? Ontario’s Pedagogy for the Early Years (2014)” to guide our programing and pedagogy.

Our objective is to provide a positive framework to support our children and families in an environment that promotes
belonging, engagement, expression, and well-being. Pris-T-giS Montessori School believes in supporting positive and responsive interactions among our children, parents, staff, and volunteers. We encourage a partnership with parents where relationships are respectful of structure, culture,values, language and knowledge.  

Involving families in a meaningful and authentic way throughout all elements of our program is important to us. We value families’ unique perspectives and welcome their skills, talents, traditions, and experiences as they are the first and most powerful influence on children’s learning, development, health and well-being.

At Pris-T-giS Montessori School, each child is recognized to be unique, competent, capable, curious and rich in potential and each family’s individuality is valued. Pris-T-giS Montessori School strives to deliver a stimulating Montessori program in a safe environment that enhances children’s social, intellectual, physical, and emotional development. This enhancement happens throughout a child’s daily lesson plan which encompasses a balance of indoor programs and outdoor play, as well as innovative activities, rest and quiet time. Children begin to make sense of their world from the moment they are born as their brain develops at an outstanding rate during their first years of life.

They are active and social learners who are influenced by family, gender, culture, experiences and surroundings. We are committed to helping children to learn to love and believe in themselves by nurturing self-confidence and encouraging children to communicate and interact in a positive way as well as respecting their environment.

We encourage children to articulate their needs to others and help them to appreciate and empathize with the needs of those around them. We acknowledge that children have a variety of learning styles, methods of understanding and constructing knowledge. For this reason, we plan for and create positive learning environments and experiences in which each child’s learning and development will be supported. We believe that allowing children to actively explore, investigate, take manageable risks, and engage in creative problem-solving, are critical for their physical and mental health and well-being. Through our Emergent approach, we believe that children learn best by exploring the world with their body, mind and sense as well as interacting with adults and peers.  


Their explorations require flexibility and inventiveness. Children react to the outcomes of their investigations and create strategies for discovery. Through observation, reflection and stimulation, our educators create a positive, relevant
and meaningful learning environment that takes each child’s unique needs and interests into account. Our program provides child-initiated and adult-supported experiences through both indoors and outdoors active play, rest and quiet times. In
partnership with families, we encourage children to become aware of their bodies for self-care, nutritious foods, physical activities and rest, in addition to their need for social and emotional engagement. Through these approaches, we provide
opportunities for children to interact and communicate in positive ways; to support their strengths and abilities to overcome challenges, make choices, problem solve, and self-regulate their emotions and behaviours.

Our educators are responsible, knowledgeable, caring and resourceful professionals. They familiarize themselves with all information concerning medical conditions & medication requirements, exceptionalities, allergies, food restrictions, and parental preferences in respect to diet, exercise, and rest time.

We understand the importance for our families and educators to exchange information regularly about children’s experiences at home, in the community, and in our learning environment.  Communication is paramount; we encourage two-way dialogue and use various tools for communication between families and educators. It’s important to us that we create and maintain a trusting, respectful bond between families, staff, and children as the knowledge gained from multiple perspective helps our educators to develop a program that reflects the unique and diverse characteristics of all children’s families and communities, they live in.

Involving community partners is an instrumental part of creating a positive and supportive environment. We engage in constructive relationships with community agencies; they provide resources, information, and classroom support to better
meet the needs of our children, families, and educators. We work collaboratively with our local universities, community colleges, and high schools to offer opportunities for student training and experiences. Partnering with these institutions provides us with additional knowledge and resources to further support our program. We also welcome volunteers from the community who satisfy all safety checks as well.

Our qualified Montessori Teachers and RECEs, are trained in First Aid and CPR and are carefully selected and screened to provide a safe, secure, healthy and inviting environment for our children and families. With a sustained commitment to
ensure we provide a quality program, we support, encourage and provide opportunities for our educators to participate in continuous professional learning. It is important to us that we invest in our educators as when educators engage in
continuous learning and questioning, exploring new ideas and adjusting practices, they achieve the best outcomes for children, families and themselves.

Pris-T-giS Montessori School actively participates in ongoing assessments of our environment to measure the impact of the strategies set out in our program statement. It is essential for us to provide a nurturing environment with experiences that
encourage all of our children to reach their full potential. Our program reflects our philosophy and program statement. To ensure consistent implementation across Pris-T-giS Montessori School, all staff, students, and volunteers will review the
program statement prior to interacting with children. At a minimum, this statement will be reviewed annually by staff, educators, and Supervisor and the Directors. Any modifications will be reviewed by educators to ensure timely implementation. This Program Statement highlights the guiding principles for our practice. It is continuously brought to life through vibrant prominence in our program:

  • Guiding and Supporting Documents

  • Minister’s Policy Statement on Programming and Pedagogy

  • How Does Learning Happen? (HDLH) Ontario’s Pedagogy for the Early Years (2014)

  • Think, Feel, Act: Lessons from Research About Young Children

  • Early Learning for Every Child Today

Our Mission & Guiding Principles