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Kids 'R' Kids Philosophy Compared to the Montessori Method

The Kids ‘R’ Kids curriculum is founded upon the theories of three educational theorists, Jean Piaget, Lev Vygotsky, and Sara Smilansky. These theories guide our decisions for each level of learning to ensure an appropriate educational experience for children throughout our programs. At Kids ‘R’ Kids Learning Academy of First Colony, our curriculum is designed so that children learn through teacher and peer interaction in a safe and creative environment in accordance with Vygotsky’s theories of the development of the young mind. We are committed to elevating learning strategies at every age and in each classroom using Piaget’s framework of proposed stages in a child’s developing ability to learn. Finally, we support Smilansky’s teachings of learning through play. Our curriculum has been designed to include a plethora of recreation and playtime both inside and outside of the classroom. This gives children plenty of freedom to run and play while exploring the world around them.

Each of these three child development experts agree that young children learn best when they take an active role in constructing meaning from the world around them.  A different proponent of educational constructivism is the Montessori method of teaching. Although the Montessori method is similar in philosophy to Vygotsky, Piaget, and Smilansky’s methods, the Montessori approach has several unique differences.

Below is a comparative chart between the Kids ‘R’ Kids teaching philosophy and attributes of the Montessori teaching method for young children:

Kids ‘R’ Kids Learning Academies

Motto: Hug First, then Teach

Nurturing prepared environment with center-based activities

Balance of teacher-directed and child-initiated activities during a typical day following a predictable schedule

Accredited curriculum by AdvancED based on developmental milestones of motor and verbal skills achievement by age

Standards-based curriculum linked to national and state Pre-K Requirement standards

Children grouped by age in six months increments

Each day has specific teaching plans and scheduled routines

Large and small group planned activities to engage children

Staff of teachers exceed annual state training requirements

Achievement assessment by specific learning goal with progress tracking in addition to anecdotal and portfolio evidence

Use of assessment tools for first grade readiness


Motto: Respect of the Child

Nurturing prepared environment similar to home-living set up

Predominantly child directed choices of activities available referred to as “child’s work” without specific scheduled routines

Holistic curriculum dealing with all aspects of young child’s acquisition of knowledge

Skill acquisition is based on sensitive periods of learning by individual child

Mixed age groups

Each day is driven by self interest of child with minimal interruptions

Children urged to follow own interest and move at own pace

AMI, AMS Certification preferred

Assessment by anecdotal observations and portfolio evidence

Children need to make transition into more traditional setting when leaving program