About Us

Our Programs

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Welcome to All About Kids Montessori, our programs are modeled after the philosophy and pedagogy of Dr. Maria Montessori.As an educator, physician, social worker and scientist, she observed children at various ages and stages of development.Her work with children led to the development of specific environments and materials that cultivate the child’s own desire to learn.

Children's Community [Ages 2 to 3 Years]

The Childrens's Community Montessori classroom is a place where children can learn and explore their environment freely. The importance of the toddler age cannot be underestimated. As Dr. Montessori wisely observed, children are absorbing everything around them. They learn because they exist and every moment of their existence involves learning.

In the Children’s Community classroom, there are four distinct areas that make up the prepared environment:

Practical Life This area of the classroom enhances the development of task organization and cognitive order through care of self, care of environment, exercises of grace and courtesy, and coordination of physical movement.


Sensorial This area of the classroom enables the child to order, classify, and describe sensory impressions in relation to length, width, temperature, mass, color, sound, and smell.

Language In it’s beginning,facilitates oral language development, articulation, and expression. We focus on very basic skills of letter shapes and putting sounds together through the use of sandpaper letters and the moveable alphabet.

Life Sciences This area of learning exposes children to cultures, music, art and movement taken from different countries of the world. Other areas of work for the toiling and community building.


Toileting independently is a skill learned with consistency, repetition, and patience. By toileting consistently at the same times each day, by providing the clothes for the child to be successful, and with the inner drive and self satisfaction of being warm and dry, the child will move toward independence in this area. Parents and Teachers must be consistent to reduce confusion.

Each day the children will go outside, or do large motor activities including running, skipping, throwing balls, raking, shoveling, tumbling and jumping. Nutritious breakfast and lunch are part of practical life, it teaches children about healthy living. Transition to Primary I is determined by the child readiness and availability.

Primary I&II House [Ages:3-6 years]

Our Primary I&II clasrooms are designed for children 3 to 6 years of age We have three primary classrooms. At the Primary Montessori Day School, learning is based on the discoveries of Dr. Marie Montessori, who was one of the  first educators to perceive that children between the ages of three and seven are particularly sensitive to the world around them. To take advantage of their absorbent minds, Dr. Montessori developed a multi-sensory classroom environment filled with unique materials for learning. She was a brilliant student of child development, and out of her research came a curriculum that has stood the test of ninety years in Montessori schools around the world.

Purpose and Goal

ourprograms"A child perfects motor responses through repetition. He possesses a natural tendency to repeat, to perfect his performance. Repetition is essential to internalize knowledge and control over one's own actions. Repetition represents the 'unconscious' need of the child to perfect his actions up to his own standards. He would not repeat if he had satisfied some standard."  ---Maria Montessori.

Dr.Montessori felt that the goal for early childhood educators should not be to fill the child with facts from a pre-selected course of studies, but rather to cultivate the child’s own natural desire to learn. Most lessons in the Primary classrooms environment are given as individual presentations because the young child is creating his/her own intellect and personality.In the Primary classroom environment, this objective is approached in two ways:first, by allowing each child to experience the excitement of learning by his/her own choice rather than by being led; and second, by helping the child perfect his/her natural tools for learning, so that the child’s abilities will be maximized for future learning situations. Montessori materials have this dual, long-range purpose in addition to their immediate purpose of giving specific information to the child.

Practical Life Exercise


For young children, there is something special about tasks, which an adult considers ordinary---folding towels, washing dishes, paring vegetables, etc. These tasks, which to adults may seem mundane, are intriguing to children because they allow them to act as adults do. Repetition and imitation is one of the strongest urges during the child’s early years. The exercise and activities help children perfect their coordination as they repeat and become absorbed in an activity. Children gradually lengthen their span of concentration and also learn to pay attention to details as they follow a regular sequence of actions. Finally, through the exercises of practical life, the children learn life-long working habits: orientation to tasks, perseverance, self-direction, satisfaction and confidence they transfer to later academic work.

Sensorial Exercise

ourprograms3The sensorial materials in the primary classroom help children to distinguish, to categorize, and to relate new information to what they already know. Dr. Montessori believed that this process is the beginning of conscious knowledge. It is brought about by the intelligence working in a concentrated and ordered way on the impressions the child has collected through his/her senses. Children learn about their world by comparing, sequencing and abstracting different heights, lengths, weights, colors, sounds, smells, shapes and textures. Through working with concrete materials that help them abstract these qualities, children build their intellect by generalizing from the concrete to the abstract.


Dr.Montessori demonstrated that if children have access to concrete mathematical materials in their early years, they can easily and joyfully assimilate many facts and skills of arithmetic. Montessori designed materials to represent all types of quantities, after she observed that children who become interested in counting like to touch or move the items as they enumerate them. By combining these materials, separating, sharing, counting, and comparing, children can demonstrate to themselves the basic operations of mathematics.The children’s early experiences with these materials from a solid foundation that supports the understanding of abstract mathematical concepts introduced in the preschool years.

Language Arts


Dr.Montessori In the Primary classroom language arts provides rich opportunities for oral language development, written expression, reading, grammar, creative dramatic, and children’s literature. Basic skills in writing and reading are developed through the use of sandpaper letters, alphabet cut-outs, and various presentations allowing children to link sounds and letter symbols effortlessly and to express their thoughts through writing. The individual presentation of language materials in a Montessori environment allows the teacher to take advantage of each child’s greatest periods of interest. Writing or the construction of words with the “moveable alphabet” precedes reading because the decoding of words follows phoneme awareness as the first step to reading.The child begins by creating simple 3-letter phonetic words and moves on to reading phonetic words.Gradually the children learn irregular words (“puzzle words”) and words with two and three syllables by performing many reading exercises that offer the child variety rather than monotonous repetition. Proceeding at there own pace, children are encouraged to read about things that interest them.Beginning grammar is then presented through games and activities.The child’s interest in reading is cultivated as the most important key to his/her future learning.Children are encouraged to explore books for answers to their own questions, whether they are about frogs, rockets, stars, and dinosaurs.

Other Areas


Additional materials are available for children to pursue their interests in such topics as geography, geometry, science and nature, art, music, and history.Large motor activities, group discussions, stories, and songs are also part of the primary classroom day.

Extended Areas

Traditionally,"day care" in Montessori schools required the children to make a transition to a day care room (enrichment center) after the three-hour morning program ended.This meant a transition to different staff members, a different community of children, and a different environment.Research indicates that these transitions are very difficult for the young child who requires consistency and order in his/her day. All About Kids Montessori means just that – and is designed to eliminate unnecessary transitions, allowing the child to remain in the familiar and protected.All About Kids setting for the full day.The Montessori environment offers an ideal child care situation providing a range of activities to serve the child’s developmental, physical and emotional needs. The children who enroll in the All Day program will find that it is an extension of their home environment.After the three-hour All About Kids morning cycle, the children play outside in our beautiful outdoor environment.Then they have a full hour for lunch, which encompasses family rituals: the children share responsibility for setting tables and for cleaning up after meals, they use disposable plates, cups and napkins. All this takes place in their own classroom, which serves as an extension of the All About Kids environment. After lunch the door between the classrooms are closed to offer a protective environment for those who rest or nap, while the other children resume working with Montessori materials and activities.

Kindergarten Year

Children who are experiencing their Kindergarten year continue there All About Kids experience in a full day setting.This child has reached a level of maturity requiring a longer work cycle and this rich exploration is the culmination of their All About Kids experience resulting in the reinforcement of reading and math skills in preparation for entering elementary.This is also the period, which allows the child to become a leader in the community, and provides greater opportunities for socialization with peers in the afternoon hours.


Our School

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AAK Mission and Philosophy Statement

All About kids Montessori school bases its philosophy on high quality early childhood program. Our teaching philosophy integrates the theories of Montessori, Dewey, Piaget, Erickson, and Vygotsky. We believe it is important to meet the needs of the whole child by providing a safe, consistent, nurturing environment encouraging the social, emotional, physical, and intellectual growth of children, while also responding to the needs of families. The unique personality, needs, abilities, and learning style of each child are accepted and appreciated, as the staff and parents work together in the best interests of the children. We emphasize socialization, building each child’s self esteem through play, the natural learning experience for children. All about kids Montessori schools staff works in partnership with parents to increase the child’s respect for her/himself and the rights of others. Regardless of your child’s stage of development, our goal is to promote three key developmental issues through interactions and curriculum: security, exploring and discovery, and identity.

Philosophically, Winnetka Community Nursery School strives to:

  • Foster positive self-identity and sense of emotional well-being.
  • Develop social skills and knowledge.
  • Encourage children to think reason, question and experiment.
  • Encourage language and literacy development.
  • Enhance physical development and skills.
  • Encourage and demonstrate sound health, safety and nutritional practices.
  • Encourage creative expression, representation and appreciation for the arts.
  • Respect cultural diversity.
  • Include parents as partners in the education of their children.

By providing a rich and creative curriculum, highly qualified staff, opportunities for parental involvement and partnership, a sense of school community, All About Kids Montessori School strives to be a model in excellence in early childhood education.

Educational Organization

Research has shown that most of the child’s potential for learning is established by age six. During these early years, children need a stimulating environment which will enable them build their own knowledge through many and varied opportunities to see, hear, smell, taste, and feel. This includes opportunities to be “little scientists”, to explore and experiment, to question and guess, to fail and try again.Through research, we know that young children learn primarily through play. In play, children feel the freedom to try out new ideas, practice skills and imitate adult roles. As our teachers plan activities and direct opportunities for children to work together, children learn to get along with others and to feel about themselves. These experiences affect their growth and all other learning for the rest of their lives.

AAK Community

The school community at All About Kids is an inviting and welcoming one. Our parents and teachers feel a sense of partnership in guiding the learning process of the students here. There is ample opportunity for parent involvement in community events, governance and ambassadorship of the school.  Our facility is designed especially as a Montessori school.  Our classrooms are fully equipped with all the approved Montessori materials, filled with natural light and with access to outdoor play areas and gardens. Our school is an active member of Association Montessori International (AMI), also registered with the Illinois board of education and a licensed school with DCFS.

AAK  History

In 1995, All About Kids Montessori School bought the land, with the community support and several families connected our school was running in a short time. We are proud to say our school has grown from 10 students to 100 students. As a private and independent school, it has the freedom to determine its own direction and standards.
Our school was founded with a clear and distinct educational mission, and is run by a Board of Directors that makes decisions regarding the school's current operations and future direction in support of that mission.  Our facility is designed especially as a Montessori school. Our classrooms are fully equipped with all the approved Montessori materials, filled with natural light and with access to outdoor play areas and gardens.

We are registered with the Illinois Board of Education and licensed by DCFS. Montessori Curriculum is taught by the teachers who are active member of Association Montessori International - AMI.

AAK School Hours

School Hours
Daily: 6:30 a.m. - 6:15 p.m.

Half Day Montessori

Daily: 8:30 a.m. - 12:30 p.m.

Extended Day

M-F, 8:30 a.m. - 3:30 p.m.

Please contact the school for different options for partial days.  Visiting hours by appointment: 9:00a.m-11:00a.m



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Educational Philosophy

The aim at All About Kids Montessori School is to educate the whole child. The excellence Montessori Method of education is coupled with a focus on freedom of expression, imagination and creativity. In an environment carefully prepared to stimulate development, ourprograms2children are respectfully given the freedom to be themselves to grow socially, emotionally and intellectually.

The child’s natural sense of wonder, exploration, discovery, independence and concentration are nurtured in the classroom. The teacher acts to help the child discover the prepared environment by observing a child’s interest, introducing appropriate self-teaching materials, and allowing space and time for discovery. Children receive

Instruction individually or in small groups and may choose to work along or with other children. There is freedom to move around the room, to socialize and to work.

The child enters a prepared environment. The Montessori aspects of the classroom include:

Practical Life Exercises for promoting large and small muscle coordination, concentration and persistence to complete a work cycle. Activities include sweeping the floor, scrubbing bright tropical shells, pouring colored water, from pitcher and tightening screws into a wooden blocks, etc

Sensorial Exercises for refining sense perceptions and relating basic space and dimensional relationships. Thisourprograms2colorful series of materials includes graduated color tablets for refining color perception and movable triangles used to build basic geometrical shapes.

Language Exercises for vocabulary development, phonetics leading to reading, prewriting and writing skills, and basic grammar. Children begin with a visual/tactile/auditory experience of tracing sandpaper letters and later may learn grammar skills with the aid of miniature farm.



Mathematics Exercises for concrete representations of quantity and operational functions. By picking up and moving around color coded beads, number symbol card, spindles, discs, etc……., and by performing mathematical exercises, the children develop a solid base for later understanding of abstract mathematics.

Science Exercises for introducing basic scientific procedures in problem solving, and hands-on contactsourprograms2with the processes and materials in nature.

Geography Exercises for presenting land forms and countries using clay, Water, and puzzles maps, etc., Cultural awareness is celebrated with food, dance and song. A global view of people and their sameness is stressed.



Curriculum Goals for Children Attending AAK

Two and five year olds

Personal & Social Domains

Self Concept

Self Control

  • Follows simple classroom rules and routines with guidance.
  • Begins to use classroom materials carefully
  • Manages transitions.

Approaches to learning

  • Shows eagerness and curiosity as a learner
  • Attends briefly, and seeks help when encountering a problem
  • Approaches play with purpose and inventiveness

Interaction with others

  • Interacts with one or more children
  • Interacts with familiar adults
  • Participates in the group life of the class
  • Shows empathy and caring of others

Social problem-solving

  • Seeks adults help when needed to resolve conflicts


Language and literacy

  • Listening
  • Gains meaning by listening
  • Follow two-step directions
  • Shows beginning phonological awareness


Speaking ourprograms2

  • Speaks clearly enough to be understood by most listeners
  • (3 yr olds: and without contextual clues)
  • Uses expanded vocabulary and language for a variety of purposes



  • Shows appreciation for books (2 yrs old and up reading)
  • Shows interest in letters and words (2 yrs old and up: shows beginning understanding of concepts about print)
  • Comprehends and responds to stories read aloud
  • (3 yrs old: begins to develop knowledge about letters)



Represents ideas and stories through pictures, dictation, and play uses scribbles and unconventional shapes to write (3 yrs olds: uses letter – like shapes, symbols, and letters to convey meaning) (3 yrs olds: understanding purposes for writing)                                  ourprograms2


Mathematical Thinking

Mathematical processes

  • Shows interest in solving mathematical problems
  • (3 yrs olds: begins to use simple strategies to solve mathematical problems)


Number and operations

  • Shows curiosity and interest in counting and numbers
  • (2 yrs olds: shows beginning understanding of number and quantity)


Patterns, relationships, and functions

  • Sorts objects into subgroups that vary by one attribute
  • (3 yrs olds: recognize simple patterns and duplicates them)


Geometry and spatial relations ourprograms2

  • Identifies several shapes
  • Shows understanding of several positional words



  • Shows understanding of some comparative words
  • Participates in measuring activities ( 3 yr olds: orders, compares, and describes objects according to a single attribute )


Scientific Thinking


  • Uses senses to observe and explore classroom materials and natural phenomena
  • Begins to use simple tools and equipment for investigation
  • Makes comparisons among objects

Social Studies ourprograms2

People, past and present

  • Begins to recognize own physical characteristic and those of others
  • (3yr olds: begins to recognize own physical characteristics and those of others)

Human Interdependence

  • Begins to understand family structures and roles ( 3yr olds: begins to understand family needs, roles, and relationships)
  • Describe some jobs that people do ( 3 yr olds: and what is required to perform them)
  • ( 3 yr olds: begins to be aware of technology and how it affects life )


Citizenship and government

  • Shows awareness of groups rules
  • ( 3yr olds: show awareness of what it means to be a leader)


People and where they live

  • Shows beginning awareness of their environment
  • ( 3 yr olds: describes the location of things in the environment)


The Arts

Expression and representation

  • Participates in group music experiences
  • Participates in creative movement, dance, and drama
  • Uses a variety of art materials for tactile experience and exploration


Understanding and appreciation ourprograms2

  • Responds to artistic creations or events


Physical Development and Domain

Gross motor development

  • Moves with some balance and control
  • Coordinates movements to perform simple tasks


Fine motor development

  • Uses strength and control to perform simple tasks
  • Uses eye-hand coordination to perform simple tasks
  • Explores the use of various drawing and art tools
  • ( 3 yr olds: shows beginning control of writing, drawing, and art tools)


Personal health and safety

  • Begins to perform self-care tasks independently
  • Follows basic health and safety rules with reminders




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"The objects in our system are instead a help to the child himself, he chooses what he wants for his own use, and works with it according to his own needs, tendencies and special interests.In this way, the objects become a means of growth."

By Maria Montessori.

Montessori education is a scientific method of education developed by Dr. Maria Montessori over one hundred years ago in Italy. It is based on Dr. Montessori’s belief that children go through very specific developmental levels, during each of which they exhibit different learning characteristics and different needs.   Montessori believed that a child’s educational setting must change at each developmental level and should correlate with the psychological characteristics of that plane of development. In the Montessori educational setting each learning environment is richly prepared for the characteristics of that specific stage of development and includes certain foundations of Montessori principles. This produces a community of learners who learn from each other as well as from the adults in the environment. The students are encouraged to independently explore the materials and activities. The teacher is there to guide them, giving individual and small group presentations. There is a high interest level in the materials and in the presentations. Each child’s independent exploration leads to natural learning as opportunities to follow each student’s passions abound. Graduates of Montessori education are generally creative, curious and independent world citizens who are committed to life-long learning. Their experience in a Montessori classroom encourages a deep respect for themselves, others and the world around them.

Contact Us

AURORA 60504
Phone:  630-820-1760
FAX:  630-922-7448