Kaban Montessori School is a prepared environment that is more than materials; it involves the careful coordination of space, people and time as well as the selection of activities and materials. The way in which these elements are combined will vary according to the stage of development.

The Casa classroom space is usually divided into four distinct areas: Practical Life, Sensorial, Mathematics and Language. Although these areas represent the parts of the Montessori curriculum, it is important to remember that they are no subjects and are not taught in isolation.

Practical Life
This area provides to the child a link between home and classroom. The practical life materials allow the child to take part in the activities of daily adult life, giving him the skills to function independently in the adult world. Practical life activities include:

• Care of self (buttoning, zipping, combing, tying, etc)
• Care of the environment (cleaning, sweeping, care of plants, washing cloths, setting a table, sewing, etc.)
• Grace and Courtesy (greeting, serving, accepting, apologizing, thanking, etc.)
• Movement (balancing, walking with objects, etc) and absence of movement (silence)

Sensorial
Through sight, touch, sound, taste, and smell the sensorial materials enable the child to clarify, classify and comprehend their world. It is also the beginning of scientific vocabulary to describe and compare qualities of objects.

Mathematics
Children have naturally mathematical minds. They have the capacity to reason, calculate and estimate. They are intensely conscious of quantity. The concrete Montessori mathematical materials allow these sensorial explorers to begin their mathematical journey from the concrete to the abstract internalizing concepts of numbers, symbols, sequence, the operations of the decimal system and memorization of basic facts.

Language
The Montessori classroom emphasizes spoken language as the foundation for all linguistic expression. The child builds upon oral language to discover the relationship between sound and symbol. This discovery enables the child to make his own thoughts visible (writing) and to decipher the thoughts of others (reading). The child is fascinated with the relationship among letters that form words, the order of words in a sentence, and even the grammatical analysis of the parts of a sentence. Writing and eventually reading are often acquired spontaneously.

We give the support to the world of the child by introducing him to the natural, social and man-made world, giving him incentives that may guide to his future.

The experience of the child with science and culture, complement their integral development and helps the child to adapt to the world; with activities related to geography (maps), botany (parts of plants), zoology (classification of animals), history (personal time-line) and simple scientific experiments.

Art and Music activities are viewed as forms of self-expression, and, as such, they complement and enhance the children’s ongoing explorations, including the enrichment of vocabulary.

The materials of science and culture are into the prepared environment as part of the day-to-day activities of the children. Science and culture are all around us. Montessori education permits a child to view the science and culture as natural parts of the physical world