Children’s House

Who we are

We are the Children’s House at MTIS where children from 15 months to grade 1 grow and develop their little personalities in a bilingual setting, facilitated and cared for by trained Montessori AMI professionals.

What we do

Children are born with a desire to learn and to grow. They experience growth with great joy, if they are supported by perceptive adults and if they live in a stimulating environment. They develop their individual personalities. During this period they have the special ability to absorb all sorts of information from their immediate environment using their senses. They are able to learn complex language skills, for example. Culture, religion, customs and social behavior are also absorbed through the senses. Children also have an inner drive to achieve physical independence (e.g. walking, eating, speaking, and getting dressed). Among other things, an ordered environment and the ability to repeat the same movement are essential to this.

How we do it

  • Montessori education recognizes that children learn in different ways, and accommodates all learning styles. Pupils are also free to learn at their own pace, each advancing through the curriculum as he is ready, guided by the teacher and an individualized learning plan.
  • Classroom design, materials, and daily routines support the individual’s emerging “self-regulation” (ability to educate one’s self and to think about what one is learning), toddlers through adolescents.
  • The mix-age classroom—typically spanning 3 years—re-creates a family structure. Older pupils enjoy stature as mentors and role models; younger children feel supported and gain confidence about the challenges ahead. Teachers model respect, loving kindness, and a belief in peaceful conflict resolution.
  • Montessori pupils enjoy freedom within limits. Working within parameters set by their teachers, pupils are active participants in deciding what their focus of learning will be. Montessorians understand that internal satisfaction drives the child’s curiosity and interest and results in joyous learning that is sustainable over a lifetime.
  • Teachers provide environments where pupils have the freedom and the tools to pursue answers to their own questions.
  • As they mature, pupils learn to look critically at their work, and become adept at recognizing, correcting, and learning from their errors.


  • The room is equipped with the typical Montessori materials according to the needs of toddlers aged 15 months to six years old. These are above all objects from the “practical life” materials, e.g. carrying objects or putting them in a certain place as well as sorting materials or opening and closing certain items. The sensorial material stimulates the development of the senses and refines the sensory perception as well as the hand-eye coordination and the ripening of the fine motor skills.
  • Language and verbal communication play a vital role in a child’s development. Picture cards, picture books, stories, rhymes, finger games, songs and rhythm exercises support a child’s language development. Language is a key element of all learning material, enabling children to express themselves and communicate their needs.
  • The role of the teacher is to lovingly and consistently support the child in this process. The application of Maria Montessori’s demanding pedagogical concept to secure your child’s optimal development requires highly qualified staff. Only excellent and highly qualified teachers can nurture the child’s development in an ideal way. Therefore we attach great importance to well- trained and qualified personnel. Our teachers are trained according to AMI standards and continually improve their skills.