Where Children Develop a Love for Learning

Authentic Montessori in Alpharetta for children ages 15 months to 12 years.

Welcome to Crabapple Montessori School

Welcome to Crabapple Montessori School, where children are nurtured emotionally, physically and intellectually to blossom to their fullest potential and be prepared for their next step in life!


We are an AMI and Cognia accredited private pre-school and Elementary school located in Alpharetta, Georgia that follows a Montessori curriculum for children between the ages of 15 months and 12 years. We serve families in the cities of Alpharetta, Milton, Roswell, Canton, Woodstock and Cumming in Metropolitan Atlanta, Georgia.

An environment designed for learning.

Crabapple Montessori School is situated on a three-acre wooded lot, and our school was designed and built with Montessori education principles in mind. Our classrooms are spacious and have an abundance of natural light and open space, and each classroom also has a fenced-in children’s garden for outdoor learning.

Why Choose Montessori?

When children are equipped with creative educational materials and guided by well-trained, certified teachers, they make remarkable developmental discoveries every day as they explore the pathways of natural curiosity. They discover how to work and play with others. Children discover self-confidence and develop a lifelong love of learning. 

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Our Programs

What Our Parents Say

  • SANGEETA & VIJAY


    Both our children have attended Crabapple Montessori School (CMS) — our older daughter attended CMS a couple of years ago, while our younger daughter will be starting her third year, Fall 2012.


    It is a pleasure to see a four-year old wake up on school days and be excited about going to school! We are happy with their advancements in academics and social skills. The combination of the Montessori teaching philosophy, outstanding teachers and supportive parents makes CM an ideal place to nurture young minds.


    We are proud to be part of the Crabapple Montessori family, and highly recommend this school.

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  • HEATHER


    Montessori is such an excellent environment for a child’s development, and CMS is the best of Montessori. In the CMS community, teachers, staff, families, everyone values education and individual development very highly.


    Some of the schools nearby are so focused on the children, but they do not offer scheduling options that working parents’ need. Some schools are over-focused on what the parents need or want to hear as “paying customers” that they may neglect the true best interest of the child. CMS manages to serve both the children and the parents’ needs very, very effectively.


    The communication from the administration to the parents is outstanding. The facility is beautiful. On my commute I pass 6 other schools that are options for my children. I did my research and I chose Crabapple Montessori School.

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  • SCOTT & SHAWNA


    Our daughter started Crabapple Montessori at the age of 2½, with Spanish as her first language. After only a few short months of being enrolled in the Toddler program, English became her primary language thanks to the dedication and support of her teacher.


    Now a student in the Primary program, her vocabulary has increased dramatically. Her ability to do the lessons in class and complete her “work” in its entirety has amazed us. We could not imagine how our daughter would have progressed this past year without the help and support of the CMS family.

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Visit Us!

We invite you to schedule a visit to see for yourself how Crabapple Montessori students experience hands-on learning, independent thinking and joyful discovery!

Schedule a Phone Tour

The Latest from our Blog

Stages of Development Series: Infancy
October 6, 2025
Imagine education from a fresh perspective—one that sees children not as empty vessels waiting to be filled but as whole individuals embarking on a lifelong journey of self-formation. From the moment of birth, children are driven by powerful internal forces that guide their growth and help them adapt to their unique time, place, and culture. This remarkable ability to evolve and adapt is a defining trait of our human species. The Montessori approach to education is built upon this profound understanding of human development. Dr. Maria Montessori dedicated her life's work to observing how children grow and change over time, identifying key developmental stages that shape their path to maturity. Through her scientific observations, she identified four distinct planes of development, each with its own unique characteristics and needs. In this four-part blog series, we’ll explore each of these four stages—birth to age six, six to twelve, twelve to eighteen, and eighteen to twenty-four—unpacking how Montessori education adapts to support children’s evolving needs at every phase of growth. By understanding these developmental stages, we can better support young people on their journey to becoming capable, independent, and fulfilled individuals. Infancy (Birth to Age Six) The first plane of development is an extraordinary period of psychological and physical growth. Newborns enter the world entirely dependent, unable to move or communicate. Yet, within just six years, they are walking, talking, and asserting their independence with intellect and will. Characteristics of the First Six Years During this transformative stage, children require ample sleep to support their rapid development. However, when they are awake, their curiosity knows no bounds. They explore their surroundings with boundless energy, using their senses to touch, smell, taste, hear, and examine everything in their environment. Conquest of Independence One of the primary goals during this stage is achieving functional independence. Children are eager to take care of their own needs and are naturally inclined to observe and imitate the actions of adults. The mantra of children at this stage is: “Help me do it myself!” Sensitive Periods Children in the first plane experience sensitive periods—windows of opportunity when they are uniquely receptive to acquiring essential skills. Movement : Young children need movement to develop brain-body integration. Order : They crave order to make sense of their surroundings, learning what happens and how objects are used. Language Acquisition : This is a critical period for language development, during which children absorb words and speech patterns effortlessly. These sensitivities drive children’s development, shaping their understanding of the world. Observable Milestones One of the most profound achievements in this phase is the acquisition of spoken language. Talking to newborns, for example, stimulates vocal cord development, and astonishingly, their vocal cords vibrate when adults speak to them. From being essentially mute at birth, toddlers can have a vocabulary of around 200 words by age two and an impressive 10,000 words by the end of this phase. This makes it essential to provide a language-rich environment during these formative years. Physically, this period is one of monumental growth. Children progress from being immobile to sitting, crawling, walking, speaking, and independently eating. As adults, we must be mindful about supporting rather than hindering this development. We want to offer rather than limit growth opportunities for our children! The Sub-Planes: Ages 0 to 3 and Ages 3 to 6 The first plane of development can be divided into two distinct sub-phases: Ages 0 to 3 : Children’s development is largely unconscious, driven by innate forces. During this phase, children absorb the world around them and do so without any filters. It’s important during this time that adults respect children’s natural developmental path without imposing external motivations. Ages 3 to 6 : During these years, children become more consciously aware of their actions and motivations. This is when we see the emergence of children’s willpower and the powerful drive to classify and understand their environment. Children become more conscious learners. As they grow, children naturally identify patterns, similarities, and differences based on their experiences. They construct their understanding of the world from scratch, and active experiences in their environment play a crucial role in shaping their cognitive development. Social Development in the First Plane During their first three years, children form strong bonds with their primary caregivers and family, finding comfort in a small social circle. They prefer solitary exploration and engage in parallel play. By age three, children seek a broader social experience beyond the family. They require opportunities to interact with peers and engage in community life, which fosters independence and social development. Creating a Supportive Environment Providing the right environment is crucial to supporting children during their early years. Key elements of an optimal environment include: A Secure Home : A safe and loving home helps children build trust and confidence in the world around them. Freedom to Explore : Children need space and opportunities to move and explore safely, both indoors and outdoors. Language Exposure : A rich linguistic environment helps children build vocabulary and develop confidence in self-expression. Participation in Daily Life : Involvement in practical life activities helps children develop independence and a sense of belonging. Cultural Experiences : Exposure to family traditions, rituals, and cultural practices helps children adapt to their culture and understand their place within it. As children develop over the course of this stage of life, they also benefit from being part of a social community and, in the process, learn valuable lessons about cooperation, sharing, and responsibility. By understanding the characteristics and needs of the first plane of development, we can create environments that nurture children’s natural growth, independence, and exploration.
Montessori Materials Explained: The Fundamental Needs Charts
September 29, 2025
Exploring Human Connection: The Fundamental Needs Charts in Montessori In the Montessori elementary classroom, we support children’s natural curiosity about what it means to be human. One of the tools we use for this exploration is the Fundamental Needs Charts, which illustrate the universal needs that connect all people, past and present. Understanding Our Shared Humanity The purpose of these charts is to help children recognize their own needs and see how human beings across time and cultures have worked to fulfill them. Through this, children begin to develop a deeper awareness of their place in history and the common threads that unite all people. There are two charts that children use first as an overview and then as a tool for research. The first chart provides a broad overview of fundamental needs, divided into material needs (food, shelter, clothing, defense, transportation) and spiritual needs (art, music, religion, communication). The second chart focuses specifically on the human need for food, a concept that even the youngest elementary students can appreciate! Unlike traditional text-heavy resources, these charts rely on visual representations, which makes them accessible to younger elementary children. The charts also provide a visual model of how to organize an investigation into ancient civilizations and cultures. A Framework for Exploration Elementary-aged children are naturally curious about how things work and why people live the way they do. The Fundamental Needs Charts provide a structured way to study history and culture, allowing children to ask meaningful questions: How did different civilizations meet their needs for food and shelter? How did people create art, music, and systems of belief? What innovations, like the wheel, changed the way humans lived? Are spiritual needs as essential as physical ones for survival? These questions encourage children to think critically and compare cultures in a way that fosters both curiosity and respect for diversity. From Concrete to Abstract Thinking At first, children relate to physical needs like food and warmth because they have personally experienced hunger or cold. They also begin to grasp more abstract concepts, such as the role of art, music, and communication in human development. We introduce the first chart through conversation: What did you have for breakfast this morning? How did you get to school? Did you wear a seat belt? Why did you choose the clothes you have on today? What do you plan to do this weekend? We often write little slips with students’ answers. Then, we display the first chart and, together with the children, figure out how to put the different answers into the different categories. Children love this personal connection to the material, and the process lays the stage for how information can be organized thematically. Encouraging Independent Research The Fundamental Needs Charts do not present every possible human need–this is intentional. Instead, they provide a model that encourages children to create their own charts based on their research. This process deepens their understanding and allows them to make connections between cultures in a meaningful way. Younger children often love making “needs” collages from magazine pictures or even charts of their own personal “fundamental needs” such as “What I Eat.” Sometimes, children may make booklets or write a story or report about a particular aspect of the chart, such as “How We Get to School” or foods that come from fish or foods that are flowers! Or they may make a chart with all the different ways human beings transport themselves, or about human houses. The possibilities are endless! As they continue their studies, older children transition to The History Question Charts, which rely more on text and research. These allow for a more detailed examination of historical patterns, further reinforcing the idea that history is a story of human beings working to meet their needs. Education for Peace Dr. Maria Montessori believed that education should help children see themselves as part of a larger human family. By studying the universal needs that all people share, children develop a sense of human solidarity through space and time. They learn that while cultures may differ in their approaches, our fundamental needs unite us all. This understanding fosters empathy, respect, and a sense of interconnectedness—essential components of education for peace. The Fundamental Needs of Human Beings Charts are more than just learning tools; they are a gateway to understanding human history, culture, and identity. Visit our classrooms to see how our learning activities help young people become interconnected citizens!
Creating Community in Montessori Toddler Environments
September 22, 2025
In Montessori education, we emphasize community, not just as an abstract concept, but as a lived daily experience. From the very beginning of life, we emphasize carefully prepared environments that foster a deep sense of belonging and connection. What Is Community? The word community comes from the Latin communis, meaning “common, public, general, or shared by all or many.” In addition to shared space, in Montessori, we also think about community as a shared sense of meaning, values, and connection. At its core, community begins with the most fundamental human group: the family. Families form children’s first social experience and the first place where values, culture, and expectations are passed down. This bond has helped humans survive and thrive throughout history. Partnering with Families In the Montessori approach, we honor and respect each family's unique values, striving to foster strong home-school relationships. Our partnership with families is a mutual journey—one in which the adult caregivers at school and home come together with a shared purpose: to nurture children’s natural growth. Building the Toddler Community We design our learning environments—both indoors and outdoors—to meet each child where they are, providing just the right level of challenge, comfort, and beauty. In creating community, we focus on essential, concrete elements like people, space, and materials, while also attending to intangible aspects that provide a profound sense of order. The People : The adults—both the lead guide and trained assistants—focus on personal and professional preparation. Their role is not to direct the child but to support their natural development with presence, purpose, and peacefulness. The Space : The physical environment must be appropriately sized, thoughtfully arranged, and aesthetically pleasing. If it’s too large, children can feel lost or overstimulated. If it’s too small, they may feel crowded and unsettled. We design every detail—from the furniture to the flow of the day—with intention. The Materials : Everything in the classroom is purposeful, developmentally appropriate, and in harmony with Montessori principles. We carefully select materials to support children’s movement, independence, concentration, and sense of order. Profound Order : A true Montessori community also relies on an invisible but essential structure: the order that underlies everything. Children have a fundamental need for order, especially during the first six years of life when they are in their sensitive period for order. External order—seen in routines, consistent expectations, and a well-organized space—helps children form inner order, which is the foundation of emotional regulation, concentration, and autonomy. If children do not experience order in their lives, they must expend energy trying to create it—energy that should instead be used for self-construction. That is why order must exist not just in the physical environment, but also in the adults’ behavior and in the flow of the day. A sense of control, predictability, and respect enables toddlers to flourish as they begin to form their personalities. The Role of the Prepared Adult As we create and cultivate our learning communities, we also recognize the significance of our role as adults in creating a community where toddlers feel safe, supported, and free to grow. While we play a critical role in creating and maintaining a beautiful environment, we also recognize that it belongs to the children for their growth and development. To ensure that we support this development, we strive to master the art of observation, which enables us to identify what children need to aid their growth. With a deep understanding of the purpose of every material in the classroom, we can then connect children to meaningful work through intentional and respectful presentations. We also practice humility, recognizing that children are often more in tune with their needs than we are. Our work with toddlers requires us to respect each child’s human potential, even when behavior is challenging, and to love unconditionally, accepting children for who they are, not who we want them to be. This practice means that we regularly reflect on our own work, always striving to improve so that we can better serve the children. A Living, Breathing Community Creating a Montessori community for toddlers is both an art and a science that requires intentional environments, well-prepared adults, and a deep respect for children’s developmental journey. At its heart, the Montessori Toddler Community is a shared space where children learn how to be in the world—together. It is here they first experience what it means to belong, to contribute, and to grow with others. Schedule a visit to see what an intentionally designed community looks like in action!
Show More
Stages of Development Series: Infancy
October 6, 2025
Imagine education from a fresh perspective—one that sees children not as empty vessels waiting to be filled but as whole individuals embarking on a lifelong journey of self-formation. From the moment of birth, children are driven by powerful internal forces that guide their growth and help them adapt to their unique time, place, and culture. This remarkable ability to evolve and adapt is a defining trait of our human species. The Montessori approach to education is built upon this profound understanding of human development. Dr. Maria Montessori dedicated her life's work to observing how children grow and change over time, identifying key developmental stages that shape their path to maturity. Through her scientific observations, she identified four distinct planes of development, each with its own unique characteristics and needs. In this four-part blog series, we’ll explore each of these four stages—birth to age six, six to twelve, twelve to eighteen, and eighteen to twenty-four—unpacking how Montessori education adapts to support children’s evolving needs at every phase of growth. By understanding these developmental stages, we can better support young people on their journey to becoming capable, independent, and fulfilled individuals. Infancy (Birth to Age Six) The first plane of development is an extraordinary period of psychological and physical growth. Newborns enter the world entirely dependent, unable to move or communicate. Yet, within just six years, they are walking, talking, and asserting their independence with intellect and will. Characteristics of the First Six Years During this transformative stage, children require ample sleep to support their rapid development. However, when they are awake, their curiosity knows no bounds. They explore their surroundings with boundless energy, using their senses to touch, smell, taste, hear, and examine everything in their environment. Conquest of Independence One of the primary goals during this stage is achieving functional independence. Children are eager to take care of their own needs and are naturally inclined to observe and imitate the actions of adults. The mantra of children at this stage is: “Help me do it myself!” Sensitive Periods Children in the first plane experience sensitive periods—windows of opportunity when they are uniquely receptive to acquiring essential skills. Movement : Young children need movement to develop brain-body integration. Order : They crave order to make sense of their surroundings, learning what happens and how objects are used. Language Acquisition : This is a critical period for language development, during which children absorb words and speech patterns effortlessly. These sensitivities drive children’s development, shaping their understanding of the world. Observable Milestones One of the most profound achievements in this phase is the acquisition of spoken language. Talking to newborns, for example, stimulates vocal cord development, and astonishingly, their vocal cords vibrate when adults speak to them. From being essentially mute at birth, toddlers can have a vocabulary of around 200 words by age two and an impressive 10,000 words by the end of this phase. This makes it essential to provide a language-rich environment during these formative years. Physically, this period is one of monumental growth. Children progress from being immobile to sitting, crawling, walking, speaking, and independently eating. As adults, we must be mindful about supporting rather than hindering this development. We want to offer rather than limit growth opportunities for our children! The Sub-Planes: Ages 0 to 3 and Ages 3 to 6 The first plane of development can be divided into two distinct sub-phases: Ages 0 to 3 : Children’s development is largely unconscious, driven by innate forces. During this phase, children absorb the world around them and do so without any filters. It’s important during this time that adults respect children’s natural developmental path without imposing external motivations. Ages 3 to 6 : During these years, children become more consciously aware of their actions and motivations. This is when we see the emergence of children’s willpower and the powerful drive to classify and understand their environment. Children become more conscious learners. As they grow, children naturally identify patterns, similarities, and differences based on their experiences. They construct their understanding of the world from scratch, and active experiences in their environment play a crucial role in shaping their cognitive development. Social Development in the First Plane During their first three years, children form strong bonds with their primary caregivers and family, finding comfort in a small social circle. They prefer solitary exploration and engage in parallel play. By age three, children seek a broader social experience beyond the family. They require opportunities to interact with peers and engage in community life, which fosters independence and social development. Creating a Supportive Environment Providing the right environment is crucial to supporting children during their early years. Key elements of an optimal environment include: A Secure Home : A safe and loving home helps children build trust and confidence in the world around them. Freedom to Explore : Children need space and opportunities to move and explore safely, both indoors and outdoors. Language Exposure : A rich linguistic environment helps children build vocabulary and develop confidence in self-expression. Participation in Daily Life : Involvement in practical life activities helps children develop independence and a sense of belonging. Cultural Experiences : Exposure to family traditions, rituals, and cultural practices helps children adapt to their culture and understand their place within it. As children develop over the course of this stage of life, they also benefit from being part of a social community and, in the process, learn valuable lessons about cooperation, sharing, and responsibility. By understanding the characteristics and needs of the first plane of development, we can create environments that nurture children’s natural growth, independence, and exploration.
Montessori Materials Explained: The Fundamental Needs Charts
September 29, 2025
Exploring Human Connection: The Fundamental Needs Charts in Montessori In the Montessori elementary classroom, we support children’s natural curiosity about what it means to be human. One of the tools we use for this exploration is the Fundamental Needs Charts, which illustrate the universal needs that connect all people, past and present. Understanding Our Shared Humanity The purpose of these charts is to help children recognize their own needs and see how human beings across time and cultures have worked to fulfill them. Through this, children begin to develop a deeper awareness of their place in history and the common threads that unite all people. There are two charts that children use first as an overview and then as a tool for research. The first chart provides a broad overview of fundamental needs, divided into material needs (food, shelter, clothing, defense, transportation) and spiritual needs (art, music, religion, communication). The second chart focuses specifically on the human need for food, a concept that even the youngest elementary students can appreciate! Unlike traditional text-heavy resources, these charts rely on visual representations, which makes them accessible to younger elementary children. The charts also provide a visual model of how to organize an investigation into ancient civilizations and cultures. A Framework for Exploration Elementary-aged children are naturally curious about how things work and why people live the way they do. The Fundamental Needs Charts provide a structured way to study history and culture, allowing children to ask meaningful questions: How did different civilizations meet their needs for food and shelter? How did people create art, music, and systems of belief? What innovations, like the wheel, changed the way humans lived? Are spiritual needs as essential as physical ones for survival? These questions encourage children to think critically and compare cultures in a way that fosters both curiosity and respect for diversity. From Concrete to Abstract Thinking At first, children relate to physical needs like food and warmth because they have personally experienced hunger or cold. They also begin to grasp more abstract concepts, such as the role of art, music, and communication in human development. We introduce the first chart through conversation: What did you have for breakfast this morning? How did you get to school? Did you wear a seat belt? Why did you choose the clothes you have on today? What do you plan to do this weekend? We often write little slips with students’ answers. Then, we display the first chart and, together with the children, figure out how to put the different answers into the different categories. Children love this personal connection to the material, and the process lays the stage for how information can be organized thematically. Encouraging Independent Research The Fundamental Needs Charts do not present every possible human need–this is intentional. Instead, they provide a model that encourages children to create their own charts based on their research. This process deepens their understanding and allows them to make connections between cultures in a meaningful way. Younger children often love making “needs” collages from magazine pictures or even charts of their own personal “fundamental needs” such as “What I Eat.” Sometimes, children may make booklets or write a story or report about a particular aspect of the chart, such as “How We Get to School” or foods that come from fish or foods that are flowers! Or they may make a chart with all the different ways human beings transport themselves, or about human houses. The possibilities are endless! As they continue their studies, older children transition to The History Question Charts, which rely more on text and research. These allow for a more detailed examination of historical patterns, further reinforcing the idea that history is a story of human beings working to meet their needs. Education for Peace Dr. Maria Montessori believed that education should help children see themselves as part of a larger human family. By studying the universal needs that all people share, children develop a sense of human solidarity through space and time. They learn that while cultures may differ in their approaches, our fundamental needs unite us all. This understanding fosters empathy, respect, and a sense of interconnectedness—essential components of education for peace. The Fundamental Needs of Human Beings Charts are more than just learning tools; they are a gateway to understanding human history, culture, and identity. Visit our classrooms to see how our learning activities help young people become interconnected citizens!
Creating Community in Montessori Toddler Environments
September 22, 2025
In Montessori education, we emphasize community, not just as an abstract concept, but as a lived daily experience. From the very beginning of life, we emphasize carefully prepared environments that foster a deep sense of belonging and connection. What Is Community? The word community comes from the Latin communis, meaning “common, public, general, or shared by all or many.” In addition to shared space, in Montessori, we also think about community as a shared sense of meaning, values, and connection. At its core, community begins with the most fundamental human group: the family. Families form children’s first social experience and the first place where values, culture, and expectations are passed down. This bond has helped humans survive and thrive throughout history. Partnering with Families In the Montessori approach, we honor and respect each family's unique values, striving to foster strong home-school relationships. Our partnership with families is a mutual journey—one in which the adult caregivers at school and home come together with a shared purpose: to nurture children’s natural growth. Building the Toddler Community We design our learning environments—both indoors and outdoors—to meet each child where they are, providing just the right level of challenge, comfort, and beauty. In creating community, we focus on essential, concrete elements like people, space, and materials, while also attending to intangible aspects that provide a profound sense of order. The People : The adults—both the lead guide and trained assistants—focus on personal and professional preparation. Their role is not to direct the child but to support their natural development with presence, purpose, and peacefulness. The Space : The physical environment must be appropriately sized, thoughtfully arranged, and aesthetically pleasing. If it’s too large, children can feel lost or overstimulated. If it’s too small, they may feel crowded and unsettled. We design every detail—from the furniture to the flow of the day—with intention. The Materials : Everything in the classroom is purposeful, developmentally appropriate, and in harmony with Montessori principles. We carefully select materials to support children’s movement, independence, concentration, and sense of order. Profound Order : A true Montessori community also relies on an invisible but essential structure: the order that underlies everything. Children have a fundamental need for order, especially during the first six years of life when they are in their sensitive period for order. External order—seen in routines, consistent expectations, and a well-organized space—helps children form inner order, which is the foundation of emotional regulation, concentration, and autonomy. If children do not experience order in their lives, they must expend energy trying to create it—energy that should instead be used for self-construction. That is why order must exist not just in the physical environment, but also in the adults’ behavior and in the flow of the day. A sense of control, predictability, and respect enables toddlers to flourish as they begin to form their personalities. The Role of the Prepared Adult As we create and cultivate our learning communities, we also recognize the significance of our role as adults in creating a community where toddlers feel safe, supported, and free to grow. While we play a critical role in creating and maintaining a beautiful environment, we also recognize that it belongs to the children for their growth and development. To ensure that we support this development, we strive to master the art of observation, which enables us to identify what children need to aid their growth. With a deep understanding of the purpose of every material in the classroom, we can then connect children to meaningful work through intentional and respectful presentations. We also practice humility, recognizing that children are often more in tune with their needs than we are. Our work with toddlers requires us to respect each child’s human potential, even when behavior is challenging, and to love unconditionally, accepting children for who they are, not who we want them to be. This practice means that we regularly reflect on our own work, always striving to improve so that we can better serve the children. A Living, Breathing Community Creating a Montessori community for toddlers is both an art and a science that requires intentional environments, well-prepared adults, and a deep respect for children’s developmental journey. At its heart, the Montessori Toddler Community is a shared space where children learn how to be in the world—together. It is here they first experience what it means to belong, to contribute, and to grow with others. Schedule a visit to see what an intentionally designed community looks like in action!
Show More