Pre - Primary
Meet Our Pre-Primary Teachers
Mra Sugarland Team
Ms. Sunhye Lee
Pre-Primary Lead Teacher and Music Movement Teacher
- She has been an MRA educator since 2018.
- Advises, counsels, and trains MRA Lead educators on classroom organization and efficient ways to communicate with parents.
- Zumbini instructor certified natures student’s love of movement through music, dance, and educational tools.
- Focus: Educates MRA students
- To become independent and confident through hands- on learning activities geared towards experience, guidance, and practice.
- To positively use their energy and movement through dance, music, and art- all while improving gross and fine motor skills.
- Proud to be Montessori Certified!
Mra Sugarland Team
Miss Maria Morgan
Pre-primary Lead Teacher
- She has 21 years of experience in childhood education-an MRA educator since 2018.
- (CDA) Child Development Associate Certified and (CEI) Childhood Education International member.
- Bachelor’s degree in Early Childhood Education.
- Focus: Build a strong learning foundation for student’s vital early years of development through a safe prepared environment where the child is free to explore his new world.
Mra Sugarland Team
Ms. Aysha Rajifa
Pre – Primary 1 Lead Teacher
- She has been a part of the MRA team since 2017
- Earned her Bachelor’s Degree
- Plans and implements new reggio activities and lessons based on the unique needs of her students
- To create a peaceful, ordered, caring context to support the skills being sharpened
- Spark a child’s interest in learning while developing independence and self-confidence
MRA Pre-Primary Class
We believe that learning speed is accelerating and that your child will discover something new every day. Our unique course introduces them to the world of learning, growing, sharing, and innovation.
Our teachers consider the children’s interests in their classroom when setting up these places and collecting new materials to offer. Our classroom’s planned areas provide a physical structure that allows children to watch all available sports and learning activities. Through the building, children learn what is going on in the learning center – building, painting, scrubbing, digging, reading, sorting, and accelerating.
Our learning centers include Dramatic Drama, Science and Sense, Mathematics and Manipulation, Reading, Writing, Blocks and Community, Art, Music and Movement, and Macro Motor. They deliberately selected according to the subject areas required for a deliberate educational experience.
Friendships and Fun
The mixed age group opportunities in this room allow teachers to teach new concepts while children have the chance to communicate, cooperate, and interact appropriately with each other. At this age, we begin our conflict resolution program, which will help your child learn the social skills needed to succeed in group settings. Teachers observe and guide interactions between children, assisting the students in identifying other people’s feelings, develop problem-solving skills, and respond appropriately to peers in various situations. These social skills are essential as learning and friendship go hand in hand.
A Montessori classroom for toddlers safely supports your child’s drive to do things alone, developing confidence and a sense of competence. The environment is language-rich, with adults using proper nomenclature rather than baby talk so that the children are exposed to and develop a broad vocabulary. Adults also support toddlers in communicating with each other. A range of books and material allows children to explore on their own or read aloud with an adult.
In this learning environment, children work independently, observe others, explore freely, and express their curiosity and creativity. A self-care area fosters toilet awareness and independence in maintaining personal hygiene (such as learning how to wipe one’s nose and wash hands independently). A sleeping area with individual floor beds/mats that allows toddlers to exercise autonomy in preparing for rest and allows them to get up independently once rested. There is also an area for gross motor activities to help children coordinate their movements, and low tables that enable them to help prepare, serve, eat, and clean up their snacks and meals.
Practical life activities encourage the child to take care of the environment with size-appropriate tools. The children care for the outside environment through gardening activities and for the inside environment through dusting, mopping, sweeping and washing dishes. The toddler is also directed to take care of himself by washing hands, hanging up clothing, managing personal items and toileting.
The toddler is encouraged to explore books and perform various jobs that ultimately increase his ability to concentrate and work independently while creating foundations for learning.
The toddler is refining both fine motor skills and gross motor skills. Fine motor skills are heightened through practical life activities such as pouring, sorting, etc. Gross motor skills are heightened in physical activities like rhythm/music movement and outdoor play.
Language activities are developing at a rapid rate during the toddler years. Sandpaper letters help the child learn the phonetics of the alphabet. Naming cards and matching introduce foundations for alphabet and language. Stories, finger plays, singing, and spontaneous conversation time encourage both social and language skills.
The toddler uses hands-on materials for learning concrete math concepts. The toddler begins to understand number concepts, both quantity and symbol, and the meaning of zero. The child also begins to understand language used in performing simple single-digit addition.
The toddler is able to discover and explore the world around her through her five senses.
The toddler learns about the environment through the use of “trial and error.”
Lessons in geography introduce the concept of a globe and create a framework for whole-world to self-world learning.
The toddler is able to use various materials to express creativity and to enhance fine motor skills. Language skills are further reinforced through the child’s description of the art and its personal meaning. Social skills particular to gift-giving are introduced and coordinated with traditional holidays.
The use of sign language in the toddler program helps the child express needs in a non-verbal manner. This can help reduce the frustration level of the child who is in the earliest stages of verbal expression.
Foreign Language: Spanish
Language and communication are at the heart of the human experience.
- Welcome and warm-up -We work on a few key Spanish words per week and introduce them along with the theme or lesson plan for the week.
- introduce new words, short story’s, teach a new songs,
- Sing songs or chants to review colors, numbers and shapes.
- Introduce content: Bring something to get student’s attention, use props puppets, costumes. Review content: Use flashcards, memory game, bingo, I spy, anything visual and that keep students moving
- Extras: We read a book, watch a video or play a game to review our content.
Potty Training and Prep to be promoted to the Primary Class
We can begin very naturally when the child is young, talking with them about their bodily functions as we change them. It is a normal process and we can explain that everyone used the toilet to get rid of the parts of food that our body does not need. It is also a good idea not to give them a negative feeling towards these bodily functions, for example, by making faces when changing or cleaning.
A potty can be available from a young age so the child can sit on it and imitate others in the household and classroom, even before they have bladder and bowel control.
Our Pre-Primary Classes have restrooms located in the classrooms to help students gain the confidence and become potty trained all while instigating confidence and positive behavior.
Once the child is showing interest in using the toilet and potty, the bathroom can be set up to give the child as much independence as possible., Our teachers working individual plans according to the child and work as a team with the parents on accomplishing this goal