Children's education during the early years holds great significance in later life, therefore a more concerted and planned effort was required to plan the third environment for them. Considering the Montessori's pedagogical principles we have placed the school in the house. All the equipment and apparatus used are made in such a way that they don't limit the movement of children. The Montessori en
vironment thus encourages the children to self-educate themselves and cultivate independence and self-assurance in performing skills in a well ordered manner. The curriculum helps develop competencies of the child chiefly in practical life skills, motor and sensory training, and literary and computational skills. The directress(teacher) acts as a channel of motivation and as a diagnostician of each child's educational profile. She notes the child's physical development, previous learning and readiness for new learning experiences. She then guides, but not pushes the child to appropriate activity, material or apparatus. Schools are most effective when closely related to the families of children. Hence the parents are expected to be proactive in their child's education and progress at school and partake in frequent parent-directress meetings. Each child is special and unique and has an ocean of talents within him/her. We give them a plethora of activities and opportunities to explore and develop these skills and commit ourselves to ensure that not a single child is left behind. The cultural events and sports meet in the school and the annual day programme are instrumental in doing the same. Ultimately we aim to create holistic human beings who are emotionally stable, intellectually vibrant and socially committed. Let's move towards this goal.
