• Welcome to Attharva Montessori Play School


    Established in 2012 in the heart of Surya Nagar, AlagarKovil Road, Madurai, Atharava Montessori follows and holds values in common with other Montessori schools around the world. With Standard of teacher training, equipment and environment, we exclusively adhere to the Montessori philosophy of child education. In a Montessori environment, the child is in control of his or her activity. Children can choose who they wish to associate with, what they wish to do and when they wish to do each activity, the latter with some direction to facilitate group activities. Each child is given the opportunity to explore and the freedom to make individual choices on a daily basis, thus encouraging independence and confidence.

    The Management and Assistants observe a role of encouragement for our children in the Montessori environment. The prepared environment presents a wide variety of opportunities to learn, which in turn allows the child to develop independence in all areas according to their inner psychological directives. Our aim is therefore to assist in the total development of the child in his or her social, emotional, intellectual, physical, cultural and spiritual aspects – so that the children will be better understanding and prepared for the life and able to adjust to the changing conditions of the environment. The education provided at Atharva Montessori, is child-centered and is based on mutual respect and co-operation. It offers children the opportunity to realize their potential and seek to promote.


    - Self-confidence
    - Self esteem
    - A sense of achievement and self-worth
    - A sense of responsibility for themselves and their actions


    - Independence
    - Social Skills

    Ability to discriminate and judge

    - Concentration and perseverance toward task completion.

    Intelligence and imagination

    - Good work habits
    - Love for learning

  • What sets us apart from the others?


    We liken ourselves to preparing the child with life experiences. We realise that at the end of the day that piece of paper that acknowledges you have attained a certain level in academia will only take you so far in the working and social world. We want our children to be equipped with life skills like leadership, sportsmanship, team playing abilities, empathy, worldliness, andabove all self-confidence.

    Our Professionalism

    Our absolute goal is to help all the children in our care succeed. It may be socially or academically when hope is bleak.

    Inclusion: We are inclusive

    Our children learn acceptance and those who have special needs learn that there can be a gentle and knowledgeable world away from the loving environment their parents have set up for them.


    We are tenacious in our curiosity and pursuit of excellence. If a child needs extra help, we leave no stone unturned to find out new methods and theories that may help. We are fully committed to the Montessori method of teaching but are fully aware that technology has progressed giving us better insights to how children learn and succeed.

    Role Modelling

    We are constantly striving to better ourselves to model the posture to learning. Pleases and thank yous are just as important to the directresses

    Music and Movement

    Is not a haphazard jumble of activities thrown together to pass the time. This is our opportunity to observe intensely, how well your child's left and right brain are working as one. By weekly creating unique obstacle courses that challenge your children to stretch their muscles and fine tune their balance, we achieve a much more oiled machine to work with when we attempt the academic “stuff”. click for photos

    Years of experience

    There really is very little to beat experience. Our combined number of years teaching is close to 5 years.

    We do not write report cards for your child

    They are far too individual to have a standard report card written about them. We relate observations we note down from the many hours we work with them. We set aside 20 minutes at each teacher/parent conference for each of your children and we discuss their strengths and where we can see them improve.

  • Our Curriculum


    The programme aims togive children a good understanding of Mathematical concepts by working withconcrete materials thus enabling them to build a strong foundation for theunderstanding and application of Mathematical principles.

    They will work withsandpaper numbers, ‘tens’, ‘teens’ and ‘hundred’ boards, number rods, Goldenbead materials, addition and subtraction strip boards, multiplication and divisionboards etc.

    The children will therefore find it easier to abstract andinternalize concepts of number, symbol, sequence, basic operations andmemorization of basic facts.


    Preparation for reading and writing begins through the phonetic introduction of the sandpaper letters. Wordbuilding and preliminary reading exercises take place through a naturalprogression depending on a child's personal readiness.

    The child will learn to read by unlocking sound-letter relationships and decoding words. Grammar skillstaught will aid the child in better understanding and appreciation of thelanguage. To utilize and enhance their reading abilities, the child will followa reading programme based on the Scholastic readers, Oxford Reading Tree andFitzroy Readers.

    TheLanguage enrichment program will incorporate the use of all Montessori languagemanipulative (e.g. Sandpaper letters, Large moveable alphabets, object &picture boxes, sentence strips etc) for all levels as well as other Montessorilanguage creative activities.


    The purpose and aim of Sensorial work is for the child to acquire clear, conscious, information and to beable to then make classifications in his environment. Montessoribelieved that sensorial experiences began at birth. Through his senses,the child studies his environment. Through this study, the child thenbegins to understand his environment. The child, to Montessori, is a“sensorial explorer”.

    Through work with the sensorialmaterials, the child is given the keys to analyze and categorize the things aroundhim, which leads to the child making his own experiences in hisenvironment. Through the classification, the child is also offered thefirst steps in organizing his intelligence, which then leads to hisadapting to his environment.

    Practical Life

    The objective of Practical Life is to help the child gain controlin the coordination of his movement, and help the child to gainindependence and adapt to his society. It is therefore important to“Teach teaching, not correcting” in order to allow thechild to be a fully functionional member in his own society.

    PracticalLife Exercises also aid the growth and development of the child’sintellect and concentration and will in turn also help the child develop an orderly way of thinking.

  • 2014 - 2015 School Calendar

    Comming Soon

  • Frequently Asked Questions

    How is Montessori different from traditional schools?

    Initial differences to the observer are probably physical. There are no desks in rows facing the teacher standing at the blackboard. Indeed, there may not be a blackboard. Groups of children ranging in ages are working on joint projects. Some are more engrossed in their work than others. Some are sitting at tables or desks grouped together, while others work on the floor with multi-colored materials that draw their attention like a game. The teacher's voice is rarely heard above that of the children talking quietly to each other as they work. There is a steady hum of activity throughout the classroom.

    What is the Montessori Method of education?

    Maria Montessori never set out to make a system of education. Rather, her methods of teaching evolved from her observations of the children in her care. She observed that the child absorbs from the environment she is in, and using specially designed materials she was able to call to the child's inner desire to learn. These materials are presented in small groups or to an individual child frequently on the floor, encouraging individual hands-on participation, and peer problem-solving dialogue. The child is allowed certain freedoms to be independent within the highly sequenced structure of the Montessori Method. Control of error is built into manipulative materials and charts, encouraging self-confidence and independence.

    What is the purpose of the Montessori method?

    Primarily, the purpose of the Montessori method is to provide an environment where the innate abilities of the child can unfold spontaneously, encouraging the development of the person within, allowing the child to achieve his greatest potential. Maria Montessori stated, "the child is the father of the man." As the child develops his inner self, a love of life and learning follows naturally.

    Why should I send my child to a Montessori school?

    Confidence and the love of learning are the two most important goals for any child. Montessori developed a three-period lesson which fosters confidence. The first lesson is a gift, rather than a rhetorical guess. The second lesson is a choice, i.e. "which of the following is correct", often using self-correcting materials. The third lesson is the direct question, "what is it?" With confidence and a sense of acquiring knowledge as an adventure in lifelong learning, children can reach a greater potential personally and as citizens of the world.

    What curriculum is in a Montessori class?

    Basic subjects such as language, math, history, geography, biology, chemistry, geometry, music, physical education, and art are introduced in Montessori classes first in the 3-6 programs. Elementary students, by nature, want more answers to life's questions. The "how, where, what, when" questions are expanded into their environment and beyond. They want to classify, group, get control of their world. So the elementary curriculum developed by Maria, and later by her son and grandson, incorporate that explosion into knowledge from questions with materials that name, classify, and redefine the natural world in which the child has joined. Montessori thought less of her method of teaching as having a curriculum, as following the questions of the child to create individual and group lessons based on where the child is and where the group of children might go. That is not to say that her method is without curriculum, nor that the child does what she wants. Montessori directresses are arduously trained in methodically sequenced lessons, frequently broken into many passages for children who need that degree of gradual movement from concrete to abstract presentation. These sequences in each subject matter make up, but do not necessarily define, the curriculum. Each new group of students dictates which lessons will be given according to the needs of those individual and collective children.

    When should I start my child in Montessori?

    Montessori was herself amazed at the abilities of young children two and three years old. In her environments she discovered that they were able to absorb concrete materials using all their senses simultaneously, a unique ability soon lost. She called these times of special absorption "Sensative Periods", and developed specific materials for that time. As the child grows these periods change, yet the continuum is set in motion for the rest of the child's life. Therefore, the early years are the most important, yet most neglected in many societies. Starting a child at 2 1/2 or 3 in a good Montessori environment with well-trained directresses can have results that will remain with the child all her life.

    How do older students who transfer into Montessori classes adjust?

    Some Montessori schools do not allow older students to enter their classes. Most give priority to transferring students from their own or other Montessori schools. Adjustment into Montessori classes depends upon the child, his prior educational experience, innate flexibility, and attitudes toward learning and school. They frequently enter with heightened enthusiasm for the "games" encountered. As they adjust to the more subtle structure of the classroom and their own responsibility for their learning, they usually go through a period of trying the limits. It is not unusual for students entering from more traditional education to want to do everything in the room the first week. The idea of touching, handling, and talking as they work tends to, at first, be overstimulating for some, while intimidating for others. It usually takes 6 weeks to 6 months for students to integrate into the classroom. Once adjusted, however, students who have experienced another form of education can positively engage their peers in introspective observations.

    What happens when my child leaves Montessori?

    This is the most frequently asked question of most people seeking information regarding Montessori learning. Changing from one environment to another takes self-confidence and patience. Different children respond differently to change. Most children adjust well to the transfer from Montessori to other private or public schools when their self esteems are high. Statistically, those who are in Montessori classrooms longest tend to make the adjustment more smoothly. They usually enter their new environments with a positive, flexible confidence following their experience with, and nurturing of, a real love of learning. The goal of a Montessori education is to allow each child to reach his or her full potential, intellectually and in relationships with others, while developing a sense of self-esteem and responsibility.

    We encourage:

    • Responsible decision making
    • Creative self-expression
    • Orderliness and respect of environment
    • Cooperation and positive interactions with others
    • Independence and self-discipline
    • Non-competitive attitudes

  • Contact Address

    Attharva Montessori School

    No 15, jai Nagr, Subhasini Nagar,
    2nd North, Surya Nagar,
    Madurai -625007

    Phone : +91 9597985358

    Contact Form

  • Gallery

    Attharva Montessori School Photo Gallery