The New Century School‘s preschool division exemplifies the profound impact of authentic Montessori education under the guidance of Preschool Coordinator Terriann Lane. Now in her second year, Ms. Lane has orchestrated significant enhancements to both the physical environment and educational approach, creating spaces where young minds can truly thrive.
One of Ms. Lane’s primary achievements has been establishing consistency across classrooms while maintaining each teacher’s unique perspective. “When I joined the TNCS community, each preschool classroom was in their own bubble,” she reflects. “Now they’re visiting each other’s classrooms to observe how systems work. They’re collaborating and asking each other questions. There’s now a sense of community while striving to understand and implement the curriculum.”
“The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.” Dr. Maria Montessori
This cohesion extends to the physical environment, where Ms. Lane has implemented substantial improvements. She explains:
One of the requests was to make sure that each classroom had furniture that matched. When you go into either classroom, they have the same types of shelves, same types of chairs, same types of tables, and that creates order, which is important in Montessori. Dr. Maria Montessori wrote that ‘…everything about a child should not only be in order, but that it should be proportioned to the child’s use, and that interest and concentration arise specifically from the elimination of what is confusing and superfluous.’
The preschool division currently encompasses three primary (ages 3–5 years) and three preprimary (starting at age 2) classrooms, each thoughtfully—and beautifully—equipped with materials that support the Montessori curriculum. Ms. Lane has ensured that “all of the curriculum areas are covered in every classroom,” with special attention paid to Practical Life activities—a cornerstone of Montessori early childhood education. “Practical Life work prepares the children to excel in other areas of curriculum, including Sensorial, Math, and Language by growing their sense of coordination, concentration, order, and independence,” she said.
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Innovation meets tradition in these spaces. A particularly creative solution was found for the second-floor classrooms that lacked working sinks. Ms. Lane introduced “Mighty Sinks,” a portable solution that enables essential Practical Life activities. “It has a working faucet, and you just fill it with water, dump the water, clean it, fill with water, and repeat,” she explains. “The children are now able to do their dishwashing and hand washing, cleaning up after art projects… they can use it for any work requiring water right in the classroom.”
The classrooms buzz with purposeful activity, particularly during mealtimes. Students actively participate in preparing for lunch, setting their own places, and engaging in what Ms. Lane calls “social learning.” Food preparation has become an integral part of the curriculum, with children learning practical skills like peeling oranges or cutting bananas—activities that build independence and fine motor skills.
For how to support your Montessori student at home, see the PowerPoint presentations from the TNCS Preprimary and Primary Workshop events held earlier this month:
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Most importantly, Ms. Lane notes signs of true Montessori “normalization,” in which children naturally follow classroom procedures and engage in work independently. The focus on community building is evident as students demonstrate care for their environment and each other. “If you walk into a classroom and see something on the floor, you pick it up. Or, someone falls down and bumps their knee on the table and you go over and ask how they’re doing and can I help you. Those moments reflect true community.”
Looking ahead, Ms. Lane envisions expanding the so-called “Cosmic curriculum”—Montessori’s integrated approach to cultural and political geography, life sciences, botany, and zoology. She emphasizes the importance of scientific observation in tracking student progress: “The Lead Teachers scientifically observe what the children are doing and then plan lessons for them to move forward through the curriculum.”
The teaching staff’s dedication to Montessori principles has been particularly noteworthy. “I’m proud of them for hearing me, trying it all, and now asking questions to strengthen their practice,” Ms. Lane shares. “In the beginning, they were just asking questions, and now they’re implementing what they’ve learned and are learning.”
Through careful attention to both the physical environment and pedagogical approach, TNCS’s preschool division continues to provide an authentic Montessori experience where children develop independence, community awareness, and a love for learning. Under Ms. Lane’s guidance, the school maintains its commitment to Dr. Montessori’s vision while adapting to meet the needs of today’s young learners.
