Our mission is to provide a quality Montessori bilingual program that supports the natural development of children within a nurturing, kind, safe, and diverse school community.

Our School

Violeta Montessori School is a bilingual dual immersion Montessori classroom, serving children ages 3 to 6 years and their families. We are located at 290 Broadway Street in Cambridge, MA. Our school calendar can be seen here.


Nuestra misión es dar un programa Montessori bilingüe  de calidad  que apoye el desarrollo natural de los niños dentro de una comunidad escolar de crianza, amable, segura y diversa.

How Do We Envision Montessori at Violeta?

Montessori schools, like other communities, often reflect the personalities and preferences of the people who comprise them. While there is no one way to implement Montessori, there are some key presumptions Montessorians make about children that help to inform the environments we design:


  • We believe that children are intrinsically good. Unlike “blank slate” models, Montessori presumes that the natural state of children is positive, that children will do the right thing if given the opportunity, and that when children’s behavior is less positive, it reflects some obstacle to the child’s natural state.


  • We believe children are intrinsically peaceful. Montessori classrooms are often notable of their peaceful, gentle climate, within which children of differing ages and development seem to interact with each other with less conflict and more joy.


  • We believe this is the natural condition of childhood so, when conflicts do occur, we look to the physical design of the classroom, the developmental differences between children, or the choices of the teacher to resolve. 


  • We believe children are intrinsically motivated to learn. Montessori shies away from traditional models of punishment and reward, believing that children’s motivation to learn is natural to them and continues to blossom in environments that allow authentic learning. Because we believe children to be intrinsically good, intrinsically peaceful and intrinsically motivated to learn, we look first to ourselves as the primary stewards of the classroom environment when challenges occur.


  • We ask what we might do differently as adults to return the children to their natural state, rather than punishing or labeling children as problems to be solved.

The Bilingual Montessori Classroom

  • A bilingual education provides a child with more than a valuable tool for his future social, cultural and professional life; bilingualism contributes to overall cognitive development. The effects of a bilingual education on cognitive development have been intensely studied in the last decade. Scientists today talk about the bilingual advantage, described as the ability to adapt to ongoing changes and process information efficiently and adaptively. This involves the executive functions of inhibition, switching attention and working memory. In a recent review study Bialystok et al. conclude that “lifelong experiences in managing attention to two languages reorganizes specific brain networks, creating a more effective basis for executive control and sustaining better cognitive performance throughout the lifespan” (Bialystok E., F. Craik and G. Luk. 2012. Bilingualism: consequences for mind and brain. , 16, 4, p.241) 


  • Maria Montessori observed that a child shows the greatest potential for the acquisition of a second language during the “critical period” for the acquisition of language: from birth to six years of age.  During this period, a child absorbs language naturally and effortlessly, and the knowledge acquired becomes a solid and permanent base for future learning. 


  • The Montessori environment is particularly suited for a bilingual program:


  • All areas in the Montessori curriculum (i.e. language, mathematics, geometry, music, the physical properties of shape, color, texture) are taught by first exposing the child to the sensorial experience of an object, concept, or sound, and then presenting him with the correlating abstract symbol (a name or a sign) that represents it.  A second language can be naturally introduced in the same way and at the same time.


  • The Montessori classroom is intriguing and beautiful, and the materials and dynamics in the classroom promote self-direction and independent activity.  Within this environment, the child has the opportunity to discover objects, relationships, and meaning through his own experience. When he is offered the name, both in English and Spanish, to describe his discovery, learning two languages is a natural and real consequence of his activity.

  • Following the principles of the “whole language” Montessori language curriculum, the child will move beyond vocabulary acquisition to learn to read and write in both languages, establishing a solid foundation of bilingualism to develop beyond the primary years according to the child’s future interests and needs.