Wortspiele, Brooklyn

A German Montessori preschool and language program in Brooklyn, NY


Wortspiele German Immersion Montessori Preschool

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Age of Children and pedagogical focus

Wortspiele offers a brand-new, beautiful and spacious mixed age classroom for 2,3 and 4 year old children with a high student-teacher ratio, located on the border of Prospect and Crown Heights in Brooklyn, just minutes from the 2,3, 4 & 5 trains, the s-shuttle, and local busses B45 and B48.

Our special focus is on teaching German language and culture to children being raised bilingually in New York City, typically (but not necessarily) with one adult Native German speaker in the family.

All our classes are conducted exclusively in German on Mondays, Wednesdays and Fridays, while we are joined by one English teacher for a dual language experience on Tuesdays and Thursdays. Our multi-professional team includes trained and experienced preschool teachers, elementary and high school teachers as well as teachers with a background in art & art therapy, music, dance, yoga and acting.

Since the third year of life is of crucial importance in early language development and public kindergarden in NYC starts at 5 years we have moved the traditional Montessori preschool age range down to include the two year old children.

Two year old children may be registered half days (9 am - 11:45am) for 3 or 2 mornings per week. 

Three and four year old children attend from 9am - 2:50 pm, for 3, 4 or 5 days per week.

The Montessori Classsroom

The Montessori classroom a safe, beautiful and well organized space which invites and allows every child to investigate, discover and explore according to his or her individual pace, interests and learning style.

Within a set of simple and consistent rules, children work independently by themselves, together with a friend or in small groups as they move from one curriculum area to the next, driven (only) by their own interest, curiosity, excitement, and imagination.

Montessori materials and activities are designed to be used on different skill levels, in order to enable even the youngest child in the classroom to understand, practice and master them independently of adult help, while still posing a challenge to the oldest child in the classroom.

In the Montessori classroom adult help is offered, but never forced on a child. The Montessori teacher is an observant and gentle but firm guide, not a bully. By encouraging children to think for themselves, and to investigate and explore topics and solve problems together, rather than providing easy answers and solutions, s/he stimulates and supports the children’s intellectual growth and independence, and enables them to acquire important problem solving and conflict resolution skills, while serving as a role model for respectful and empathic communication and cooperation.

Through their hands-on interactions with the classroom materials and community (teachers and children alike) the children quickly gain vital, concrete insight and knowledge about the physical and social world around them, which is the foundation for the development of good social skills and self esteem, as well as all higher cognitive functions and a solid understanding of abstract academic concepts later on.

Following the developmental needs and mindset of the preschool child, there is no distinction between "work" and "play" in the Montessori preschool classroom. The child's "play" is his/her (developmental) "work". All “work” is by design playful, and all play intelligent and purposeful.

Our daily schedule provides ample time and opportunity for long, uninterrupted, imaginative, "unstructured" play), which we know to be crucial for children's healthy cognitive, social, emotional, and physical development. With this approach, Montessori pedagogy finds itself surprisingly in tune with the recently established Universal Pre-K "Interdisciplinary curriculum". It seems, the DOE may finally remember, what we had never forgotten, and researchers have gone to great lengths to prove: Play is an essential learning tool in the early childhood classroom and curriculum. There is no substitute for it, and no better alternative.