Welcome to the ‘Happy Feet’  Montessori


Your child is growing up fast and ready for a little more independence, our pre school club will be a perfect introduction.


Our approach to learning and teaching is through child centered play and education. We have a fully equipped nursery.

After School

With a wide range of activities including arts and crafts, imaginative play and physical activities, our staff will engage with your children.

Why Happy Feet Montessori

Guided by the Montessori philosophy and best practices in modern early childhood education, together we nurture children into compassionate, independent, lifelong learners.

Happy Feet Montessori is celebrating its 18th year of love and learning . We are a very unique school made of loving faculty, seamlessly hybrid instruction, and innovative programming.



Monterssori education is a Revolution in Education It is da departure from all the traditional methods of teaching. It is unique in various aspects and the definition itself is unique in nature. It gives the importance to the child. It is syllabus oriented. It is the concept oriented, and mainly the child oriented. It is the child who is going to shape his life. Fill his head himself and expand his awareness in various aspects. The approach of Montessori method is to assist and help. What all we have to do is that we have to provide necessary assistance to child, it is for him weather to take it or refuse.

Based on the Montessori method that Active Learning by the child, and shared control by the adult, develops solid foundations for learning. A day at school will revolve around opportunities for children to make plans ( choose with intention) and reflect (remember with analysis). Planning and reflections are positively and significantly related to developmental progress. Furthermore in the curriculum, shared control is central to how Adults and Children interact. Kidken offers a supportive climate where Adults and Children share control of the learning environment. Adult and Child are partners throughout the day.

As Adults, we appreciate that learning comes easier when we have a strong desire to achieve a new skill. Curriculum provided, offers children opportunities to make their own choices throughout the day (within carefully constructed boundaries). The adults observe the child “at play” and participate with the play, often modeling what the child is doing in order to consolidate a positive action and also offering “extensions” so the child can see where they can bring the play to. Carefully designed classrooms and play areas, along with detailed adult/child interaction strategies, allows for all children to develop as individuals.


2 Years Old

Maria Montessori (1870-1952) noticed that young children are naturally drawn to the types of things that allow them to put their sense of order to use. They also have an inner developmental need to gain independence. This certainly seems to be true for most toddlers that I know.

A primary goal of Montessori philosophy is: “Help me to do it myself”. We want to encourage children to learn by doing and to incorporate a sense of learning and accomplishment into their everyday tasks and activities. These little guys and gals are so much more capable than we realize!

Many Montessori-inspired activities promote self-sufficiency, have a built-in control of error, appeal to the senses, and/or prepare the finger muscles for holding a pencil for writing. Most importantly, they are geared towards a young child’s developmental interests.

In order for us to successfully prepare the environment for learning, it is important that we regularly observe each child for changes in their particular interests and their developmental readiness.



to provide children with a psychologically safe and purposeful environment that provides developmentally appropriate learning opportunities.
To provide children with an ease of transition from the home to the playgroup setting by building a sense of community.
To provide learning that occurs in the context of each child’s unique characteristics, abilities and characteristics.
To provide time for children to express and follow through on their goals and intentions with adults who become fully engaged in supporting and encouraging children to do and say things for themselves.
To provide children with the skills to think and reason to become active problem solvers for life.
To provide a language rich environment in which the child’s personal interests questions and intentions lead to exploration, experimentation and the construction of new knowledge and understanding.
To provide active learning in which the child, by acting on objects, materials and equipment and interacting with people ideas and events constructs new understanding of the environment in which they live.
That the adults in the setting will empower children to take control of their own learning by being active and participatory but also observational and reflective.
It provides a rich framework to help your school nurture future world citizens, who are both competent and caring individuals.



Dr. Montessori’s insights
into a child emotional development
Emotions are the newborn’s first spontaneous expressions. They control the mother’s behavior and establish and maintain significant relationships between the infant and the environment. An atmosphere of love and affection is the most critical influence during the child’s early years of development. The quality of the infant’s environment determines the quality of the infant’s adaptive functioning in that environment.
Emotional factors, such as the child’s close relationship with the adults who care for him or her, help form the child’s personality. By age three, if children are not rejected, they respond with gratitude, trust and respect for those who are willing to help them orient themselves in their world. They evolve a sense of worth, security and a means for emotional expression, along with autonomy and independence. If babies are treated with love and respect within the family and without violence or oppression, they will grow to have confidence and feelings of adequacy.

Children continue to grow in maturity as they carry out certain activities and acquire certain experiences. However, their choices can also be dictated by repressed negative experiences that distort the children’s outlook and cause such as feelings of insecurity, inadequacy, inferiority or fear.

A good Montessori primary classroom creates conditions that allow children to manifest their natural developmental propensities. With a prepared environment and freedom to act within it according to their inner needs, individual rhythm and tempo, children exhibit characteristics not generally attributed to them.

The activities young children are most enthusiastic about are those that further structure the personality under through the processes of differentiation and integration. When children are able to concentrate, doubt and timidity disappear. The children become calmer, more intelligent and more expansive. When children work to assimilate the environment, their personalities are unified. However, the improvement will be purely temporary if children go back to live in conditions that have not been altered.

Children derive so much joy from constructive activities that satisfy their inner needs, that it seems to onlookers as if they are playing. When they have the opportunity to realize their own development, they become, as Montessori describes, “supremely happy.” Acquiring new skills and new knowledge changes children; they are no longer discontented.


Our Results Speak for themsleves!

The mission of the Happy Feet Montessori  is to provide the essentials of quality education for young children:  support, predictability, warmth, and acceptance in the context of intellectually-stimulating, enriching activities.  We are influenced by the Montessori philosophy, which recommends a structured environment for children to develop to their full potential.

We cultivate compassionate, independent lifelong learners

What The Parents Say

Our Rooms & Classes

Happy Feet Montessori blends the latest and best practices of early childhood education.  We diverge from a traditional Montessori approach as a product of thoughtful research and pedagogical discourse as a community. As a result, we enhance Montessori lessons with current knowledge about child development. For example, while we use the moveable alphabet to help children learn to spell, we also employ shared reading techniques to engage all students in connecting pictures and words to support individual word identification.

Our materials reflect a blended approach to supporting children in their path of learning. Blocks of all sorts and fantasy-play materials allow for children to play out their worlds. Our daily routine reflects a Montesssori approach and a more modern early childhood approach. A traditional Montessori school might only present work to individual children or small groups of children. While we use this method, we also bring the whole group of children together once per day for stories, singing or games as well as for the introduction of new materials.

Your children’s education and wellfare are our main priorities