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More About Madrone

     Madrone Montessori School, established February 2000 in Rescue, California, was designed and created as a landmark in Montessori Education based on the method established by Italian Psychologist and Educator, Dr. Maria Montessori and her work. The Montessori approach evolved over many years as the result of Dr. Montessori’s work with different populations and age groups. Her work resulted in the educational philosophy and approach found in Montessori schools today. In general, Montessori schools consciously strive to create and maintain a diverse student body, welcoming families of every ethnic background and religion, and using scholarships and financial aid to keep their school accessible to deserving families. Montessori is also found in the public sector as magnet public school programs, Head Start centers, and charter schools. In Montessori schools, students learn to collaborate with each other, discover their own innate abilities and develop a strong sense of independence, self-confidence, and self-discipline.

     Madrone Montessori School is designed for anyone between the ages of 18 months through 6 years who seeks a peaceful, challenging and inspiring place of education. We are a school where self-reliance and choice are consistently fostered through purposeful work. We encourage personal growth and the refinement of harmonious relationships within the success of this work. Our focus centers on the emotional, spiritual and physical development of the child as well as academic growth. Our diverse and well-balanced staff works synergistically with students, parents and the community, to create and provide a positive environment of acceptance, encouragement, and inspiration. Simplicity weaves a foundation of courage and strength in our youth. We provide a place of education where children are accepted equally & where opportunities are moments of growth. Through love and peace, children are guided to experience their true greatness.


      Our mission is to provide the community with a quality Montessori School, meeting the needs of families and children together. We encourage self-reliance and decision making skills where children are encouraged through purposeful work. Madrone Montessori School is a place where families experience communication, equality and understanding within a prepared environment. Madrone Montessori School offers a wide variety of subjects under the direction of experienced and trained teachers.

     Montessori education is a scientifically based academic curriculum. Teachers prepare and demonstrate lessons in all subjects including; math, geometry, language, history, geography, zoology, botany, practical life, music, sensorial, and physical development providing a comprehensive educational approach, which begins early, and progresses through adolescence. Our environment contains specially designed, manipulative, “materials for development” that invite children to engage in learning activities of their own individual choice. Nature and its beauty surround us allowing ample opportunity for outdoor exploration and adventure developing a respect for all life.


We, as a diverse and unified group, practice acceptance and growth through daily positive affirmations in work & play. Together with love & peace we give reverence for all, receiving self-reliance & awareness.

Be Honest

Practice Kindness


Show Respect

Use Words


     How does Madrone Montessori School educate for peace? Dr. Montessori herself noted that education in reaction to violence would not in itself yield a peaceful society. The peace curriculum at Madrone  Montessori School, developed and coordinated by Educational Director Krista Campbell, is enacted through a range of academic studies as well as the development of peacemaking skills, beginning with the youngest Cedar Room group and culminating in the Lavender Room.  It permits the student to study the history and science of the natural world, the beliefs and traditions of diverse world cultures, and to learn about and finally place one's self within society as an active, contributing individual. All of these endeavors are guided by the school's all-encompassing guidelines: reverence for self, reverence for others, reverence for the environment, and responsibility for one's actions and words.

     At the younger  level, the child relates to the natural and human world through the presentation of geographic materials. Globes and maps are studied, as are peoples, animals and plants of the world. These studies engender understanding and respect of different places, needs and beliefs, and are approached through art, music, history and science. Young children contribute to the peaceful classroom by keeping materials orderly, respecting others' work spaces, controlling movement and sound, and participating in the group circle, both as listener and speaker. The tools for expressing emotions respectfully and resolving conflict peacefully are introduced at the primary level, and one may see two three-year-olds, with the help of a teacher, talking through differences.

     At the older level, students look beyond the globe to speculate on the beginnings of life and the universe. Time is studied and students construct timelines of life on earth and of their own lives. Biological and physical studies are pursued with greater specificity, as are studies of civilizations through time, and the fundamental needs and beliefs of diverse peoples. Great peacemakers are studied, and the contemporary world is acknowledged as a place of diversity, conflict and possible peace in which the student may play an active role. Again, the integrated curriculum brings music and science, history and art, geography and physical education to bear on questions of creation, physical and biological processes, the needs and beliefs of human societies, and the place of the student in the cosmos.

     Dr. Montessori identified the 3-6  year old period as one of sensitivity to social morals, and older students continue to learn social graces and effective means of communicating information and emotions. Students begin the year by creating a classroom list, the ground rules for the peaceful classroom. The classroom community is served by daily tasks (cleaning, caring for plants and animals), the mentoring of younger students, and service projects that extend the concept of community to the school and beyond. 

     From the perspective of the peaceful classroom, students from primary through adolescence observe a global vision of peace through understanding their connection to the world. Most importantly, they learn through academics and social interaction, that they are a part of that vision, and that their contributions are essential.


     In the course of the academic year a series of gatherings, celebrations and projects bring the entire school together to sing for peace, to celebrate extraordinary efforts for peace and human rights, and to affirm a collective commitment of respect for our natural and living environment.

     Our classrooms incorporate Sonnie McFarland’s book Honoring The Light of the Child, and activities that nurture peaceful living skills in young children.  Each classrooms peace shelf is equipped with a variety of literature, activities and manipulatives that empower peace, communication, sharing and coping skills in order to promote healthy relationships with slef and others.

     Throughout the year we celebrate and reflect  honoring our love light and others.  We celebrate with music, food, art and culture - bringing to life other experiences of peace.  We celebrate over 50 different celebrations a year.  These celebrations may include discussion of geographical location, religious aspects, living conditions, rituals, traditions, fairy tales, stories, artifacts, and more.   

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