ABOUT US

A Brief History of Casa Montessori

Casa Montessori, Inc., a California corporation, was founded in 1971 by Mrs. Sakura Long with the intent of building an excellent educational institution applying the American Montessori approach to learning.

Prior to founding Casa Montessori, Mrs. Long had served as Principal of Montessori Schools, Inc. – the very first Montessori school on the West Coast! When Montessori Schools, Inc. dissolved, Mrs. Long was determined to find a home for the 150+ students that had been attending. She was able to get a loan to build a school on Lassen Street in Northridge – our current school location. With a 14% interest rate on the loan, the early years were a financial struggle, but her dedication to her students and her conviction in the superiority and success of Montessori teaching methods fed her passion to not just survive but thrive.

Seven classrooms and one administration building were almost finished when students and faculty moved into this location on January 2, 1971. Not long after, Casa Montessori became a non-profit corporation. In 1985, our auditorium was completed; and in 1994, a library was added to our campus. Our last building was completed in 2008 and is home to our computer lab and a Teacher Training Center.

In the year 1990, Mrs. Consuelo Valera, a Montessorian, was appointed as the new principal of Casa Montessori and continued the school's goal to develop the full potential of each child in a nondiscriminatory environment. Mrs. Valera dedicated her career and life to Casa Montessori. She decided to retire in 2023 and has appointed Dr. Monet Montclaire, who is now the principal of Casa Montessori.

Our Montessori Classroom

Our classroom is divided by low, open shelves into several curriculum areas – Reading and Writing, Language and Art, Mathematics, Science and Culture, and Practical Life. Each classroom material isolates a specific concept or skill and has been designed to naturally draw children to work with it with little or no nudging from adults.

The materials are used as tools to help children work and learn at their own pace, to see abstract ideas presented in a very concrete, three-dimensional way, and to help them grasp and understand the concepts they are working to master. Because the materials have been created, in many cases, to allow children to check their own work, Montessori students learn not to be afraid of making mistakes. We refer to this as a built-in "control of error." Children learn that they can try again without fear of embarrassment.

Embracing Maria Montessori’s Method

Child-Centered Approach

The method prioritizes the individual needs, interests, and developmental stage of each child.
Children are encouraged to learn at their own pace and follow their natural curiosity.
Montessori classrooms are designed to be responsive to these individual needs.

Prepared Environment

The classroom is carefully organized with specific learning areas for different activities, such as practical life, sensorial exploration, math, language, and cultural studies.
Materials are typically child-sized, made from natural materials, and displayed on open shelves for easy access.
A calm and aesthetically pleasing environment is created with natural lighting and minimal wall decor.

Teacher as Guide

Montessori teachers act as facilitators rather than lecturers, guiding children through activities and providing support when needed.
They observe children to understand their needs and interests, then tailor the learning experience accordingly.
Teachers also foster independence and self-directed learning.

Hands-on Learning

Montessori emphasizes learning through concrete experiences and manipulation of materials.
Children learn by doing, exploring, and discovering rather than through rote memorization or passive learning.

Independence and Self-Direction

Children are encouraged to make choices about their activities and work independently.
This fosters a sense of responsibility, self-confidence, and self-discipline.

Mixed-Age Classrooms

Montessori classrooms typically include children of different ages within a three-year age range.
Older children can mentor younger ones, and younger children learn from observing their older peers.