Montessori Pre-K *& Kindergarten in Chevy Chase

YOUR Montessori
PRE-K & Kindergarten
IN Chevy Chase

Our Montessori preschool, pre-k, and kindergarten programs offer a welcoming, inspiring, and international environment for children and families in Chevy Chase and DC.

  • Teachers observe each child’s progress and provide additional lessons or more time to master a skill or concept, matching their personal rate of development.
  • From “silent moment” to community performances, daily classroom activities are designed to foster inner happiness and creative expression.
  • Students in our preschool and kindergarten programs learn to name their feelings and use words to solve problems. They also learn how to listen to the feelings of others.

Primary Program Levels

Photo of two young children playing a game

Oneness-Family School offers two primary program levels: Little Stars and the Children’s Peace Garden.

Little Stars (Ages 2-3)

  • Maximum of 16 students
  • Two co-teachers and an assistant teacher

Children’s Peace Garden (Ages 3-6)

  • Maximum of 22-24 students
  • Two co-teachers and an assistant teacher

Help Me Help Myself

The Montessori principle “Help me to do it myself” emphasizes nurturing a child’s natural desire for independence. 

Introducing Our Kindergarten Program

At Oneness-Family School, our Primary Programs embrace the core principles of Montessori education, fostering the natural curiosity, creativity, and independence of children ages two to six. Our child-centered approach encourages inquiry-based learning, where children explore and direct their own learning experiences in a supportive, inquiry-based preschool environment. As students transition into our Kindergarten and Elementary programs, they continue their educational journey through a flexible, hands-on curriculum that balances rigorous academics with personalized learning.

Certified Montessori teachers guide students through a dynamic, interactive learning environment that promotes autonomy and independent learning. Our students are empowered to take ownership of their learning, developing responsibility, confidence, and self-discipline, while receiving individualized attention to meet their needs. As part of our commitment to providing a well-rounded education, our program also includes world language instruction, allowing children to develop global awareness and cultural understanding.

Our school is proud to be a part of a diverse community that welcomes international students and families from various backgrounds. We are deeply committed to diversity, equity, and inclusion, ensuring that every student feels valued and respected. We provide a nurturing, engaging environment where children grow academically, socially, and emotionally, preparing them for success in the global community.

Join us at Oneness-Family School, where inquiry-based learning, hands-on exploration, and a lifelong love of learning are at the heart of our child-centered Montessori experience in the Chevy Chase and DC area.

Children’s Peace Garden: Full & Half-Day Programs

Oneness-Family School offers both full-day and half-day options for primary program students, providing families with flexible scheduling to meet their individual needs. Additionally, we provide Before Care (7:30-8:30 am) and Aftercare programs (3:30-6:00 pm) for all students at this level, ensuring extended hours of care and support. Whether you need a flexible, part-time schedule or a full-day option, our programs are designed to accommodate the diverse needs of families in the Chevy Chase, Bethesda, and Washington DC area.

Children’s Peace Garden (Ages 3-6)

  • Half-Day: 8:30-11:30 am
  • Full-Day: 8:30 am – 3:30 pm
  • Before Care: 7:30-8:30 am
  • Aftercare: 3:30-6:00 pm

Montessori Learning

Language

Science & Culture

Math

Learn About Our Springtacular Event!

The Springtacular is a joyful celebration of creativity, growth, and cultural exploration. It offers our youngest students a meaningful opportunity to share their learning and express themselves through music, movement, and community connection.

Learn More

Key Program Components

Guided Learning

From the first day, teachers cultivate strong personal relationships with their students and become familiar with each one’s natural strengths, unique interests, and areas of development. These personal qualities inform how the teacher guides the learning process for each child.

Classroom teachers regularly observe each child’s progress and provide additional lessons or more time to master a skill or concept, matching their personal rate of development. When ready, students demonstrate mastery of a skill or concept by showing the teachers they know how to do it. They then can move on to a new activity but with the option of returning to the familiar ones already mastered for confidence or comfort along the way.

Teachers remain in regular contact with parents throughout the year to support each student’s growth both at home and in the classroom. Three times a year, teachers write in-depth progress reports on each child, which are followed up with parent-teacher conferences.

Community Engagement

Treasured, protected, and included, our youngest students participate in the wider community life of the school in ways that nurture a sense of belonging and are appropriate to age and activity levels. The children can offer creative expression to a receptive and caring audience and witness their place in a continuum of childhood lived out in the school experience.

The 3-6-year-old students of the Children’s Peace Garden join the weekly school Community Meeting to celebrate birthdays, watch or perform skits or songs, and share school news. These 3- to 6-year-olds participate regularly in other school-wide observances, including United Nations Day and the Festival of Lights, and exhibit their scientific curiosity in simple projects prepared for Science Fair.

At the CPG Spring Special, students prepare an event in collaboration with local theater groups to deliver a performance and picnic in the park for parents and siblings.

Social & Emotional Learning

Young children bring imagination and joy to the most basic tasks of caring and responsibility. At Oneness, we support these positive qualities which grow to become long-term character traits of social and emotional intelligence. Caring for their classrooms, putting work away when finished, cleaning up after themselves, and respecting the workspace of others are steadily taught from the first day of school. Students in our preschool and kindergarten programs learn to name their feelings and use words to solve problems. They also learn how to listen to the feelings of others.

During Preschool and Kindergarten, children adapt from the setting of home to the more complex social world of a classroom. The foundations of feeling empathy, speaking one’s truth, and understanding a variety of perspectives are built at these age levels. These are the very skills our students will apply later as they mature and seek creative solutions to the challenges of the wider world.

At Oneness-Family School, our primary program students help keep our playground tidy and care for the school’s garden spaces. They also create exhibits for our annual Science Fair, reinforcing their conceptual learning about the web of life.

Self-Discovery

From “silent moment” to community performances, daily classroom activities are designed to foster inner happiness and creative expression. Students in preschool through kindergarten begin each day with a few moments of silent reflection, developing the concentration so important for academic learning. Songs about community and stories of sharing and positive communication inspire each child’s recognition of their own boundaries and those of other beings. All classrooms have a Peace Corner where a child can find quiet and inner peace.

All are encouraged to express their unique personalities through art, music, and movement. Learning about the beauty and magic of the world they live in raises the sense of awe Maria Montessori knew was vital for students to become stewards of the planet.

In preschool through kindergarten, students learn to practice gratitude by expressing thanks for the simple things in their lives and the help of others in the classroom. They perform at the school’s United Nations Day ceremony and the Festival of Lights and host their parents for a Spring Special performance. Little Stars students perform for their parents at Family Day each spring.

Sensory Exploration

For students in our Primary Program, sensory exploration and gross motor coordination are key to healthy development. Our fitness program for preschool and kindergarten students emphasizes joy in movement through a mix of multi-sensory activities. 

Freestyle and patterned movement with different musical tempos, daily outdoor and indoor play activities, and simple yoga poses of different animals are among the practices that connect health and fun. Our integrated curriculum includes dance, music, and art-making that contribute to the children’s full enjoyment of the body and what it can do.

Students also grow into practicing the basic care of their own bodies, recognizing and communicating the need for rest or restroom, thirst or hunger, and clean-up time. This dimension supports early mind-body awareness and the foundations of good health.

Cognitive & Social Development

Our Preschool-Kindergarten program lays the cognitive and social-emotional foundation for academic learning. Dr. Montessori recognized that play is the work of the child. In the classroom’s safe, gentle world away from home, our 2-3-year-old toddler students begin building concentration, focus, and basic language and math concepts through imitation, repetition, and purposeful activities. Gaining comfort and confidence from a daily routine, students develop practical life skills, discover the joys of music and movement, and learn how to care for their classmates in circle time and the Peace Corner.

From age 3 through Kindergarten, our Children’s Peace Garden students go through a huge brain leap, building long-lasting mental concepts by working with hands-on activities and tactile Montessori materials. Classrooms are organized according to the purpose of educational materials, including language, math, sensorial, practical life, and cultural areas. Lessons are given based upon the student’s stage of readiness and ability, and students can advance at their own pace and follow their own interests. By the completion of Kindergarten, many students have reached a high level of achievement due to our “follow the child” approach—a cornerstone of Montessori philosophy.

A bright and sunny classroom scene with two round desks and students working on different projects.
A bright and sunny classroom scene with young children playing with a wooden toy.

Did you Know?

Montessori educators guide rather than instruct, observing each child closely and offering materials that support their natural curiosity, fostering a love of learning through purposeful work and self-directed discovery.

Explore The classrooms

Illustration of a sun coming out from behind a cloud in a bright blue sky

The Sun Room

The Sun Room is one of two specially-designed learning environments where we offer our Preschool and Kindergarten program to children aged 3 – 6 years old.

Learn more
Illustration of a moon, stars and a cloud in a dark blue night sky.

The Moon Room

The Moon Room is the second of our two specially-designed learning environments where we offer our Preschool and Kindergarten program to children aged 3 – 6 years old.

Learn more

Take The Next Step

If you’re interested in learning more, we can arrange for you to visit the school and take a tour

Book a Tour

Independent Learning

A growing body of research affirms Dr. Montessori’s observation that a student’s ability to focus is the foundation of all other successful learning. Preschool-K students are given the freedom to become absorbed for long periods of time in a single activity and to return to and repeat certain activities of choice until they attain mastery of the skill involved. Classrooms are designed to allow uninterrupted work cycles, so children develop strong attention skills.

Primary program class sizes are intentionally limited in size so that teachers can focus fully on each student and best practice our student-centered learning philosophy.

Photo of a classroom with different sets of coloured pencils
A teacher is sat at a desk assisting a young student with her art project.

 Felipe Kanadani Gonçalves ’24

The teachers here are incredibly encouraging and supportive of their students, and because of this, I have realized that I can do anything I want as long as I put myself out there and try.

Felipe shares his 8th grade graduation speech, given on June 6, 2024.

I entered the Peace Arbor classroom (Grades 1-3) in 2018, when I was in third grade. As a 14-year-old, I am more than grateful for having had the privilege of attending the Oneness-Family School. 

The first few days I spent here, I realized, “I have never been this happy to go to school.” I had just left a public elementary school at the time, a place where I had many personal difficulties and little support from the adults. 

Over the next six years, I have grown in my confidence and my capability to manage myself. In my first year at Oneness, I was a very shy and nervous child. I was in a completely new school and a new environment, and I didn’t know anyone there. One of my most deeply ingrained memories of this was during the third-grade promotion, where I was so nervous that I decided to hide my face in front of the audience. Now here I am, presenting this speech to all of you. 

This school hosts many trips, and during these trips, I have learned how to push myself outside of my comfort zone. This was especially true for the New York trip in 7th grade and the one to Philadelphia just a month ago, where I had to be with my classmates and away from my family for nearly a week. In the end, it was all so incredibly worth it. 

I’ve learned so much from my experience at Oneness. One thing I learned is how to organize myself when doing my work, and from this, I have also learned how to keep an organized everyday life. This will surely be helpful for whatever the future has in store for me. The teachers here are incredibly encouraging and supportive of their students, and because of this, I have realized that I can do anything I want as long as I put myself out there and try. 

Before I close, I want to reflect for a moment on how special and unique this place is. I want to reflect on the experiences I have had here and the wonderful people I have met, something that would have probably been different at another school. I have become more and more confident in my time here, and I will use this confidence to guide myself through high school and beyond. I will miss all of you. 

Thank you. 

Felipe Kanadani Gonçalves ’24

Assessment

Montessori was founded on the principle of observations and in addition to tracking academic skills, the teachers record social, emotional, and physical abilities to better serve the student’s needs and support their development.

Tracking is done on each individual student’s progress by grade and subject following the school’s annual subject goals and a scope and sequence developed by Dr. Montessori. Tracking is based on conversation, presentation, observation, self-assessments, and student portfolios, and progress is shared in detailed reports.

Benchmarks

 Johannes Traa

Thinking back to what I learned at Oneness, I can see how my experiences there shaped how I approach my work and relationships of all kinds.

Thinking back to what I learned at Oneness, I can see how my experiences there shaped how I approach my work and relationships of all kinds. I currently work as a research engineer at a semiconductor company in the Boston area, specializing in algorithms development. In fact, I recently helped start a Diversity, Equity, and Inclusion (DEI) group in my office to see how we can help the company as a whole improve itself on a “people” level. We spend so much time pushing forward technical work that we sometimes forget that we’re all individuals with unique needs and wants. We’ll all live and work better together if we do our best to acknowledge that uniqueness with openness and compassion.

On a related note, I took over as organizer of an affinity group on Meetup.com a few years ago that is focused on people with a sensitive temperament (myself included). It turns out that there’s an incredible diversity among those who consider themselves to have relatively strong emotional responses to their environment, which often manifests as a need to empathically relate to others. All these values around diversity, empathy, and compassion are rooted in my experiences at Oneness. I’m glad that I had the chance to spend a few years there and hope that today’s Oneness students take some of those same core values with them. It makes a big difference!

Johannes Traa

Meet Your Teachers

  • Carina Sonora

    Primary Program Teacher (Ages 3-6), Moon Room

    Email

    carina@onenessfamily.org

    Biography

    As a child from Rio Cuarto, Córdoba, Argentina, Carina knew she wanted to follow in her mother’s footsteps and work with children. She began her career at Oneness-Family School in 2002 as a Montessori Assistant & Aftercare Teacher, where she learned the importance of preparing children socially, emotionally, and academically for higher education. Carina earned her MSDE teaching certificate in 2003 and her Early Childhood AMS Montessori certificate in 2011.

    Carina believes parents and teachers should work together as allies to ensure children reach their full potential. She embraces the need to create an environment filled with age-appropriate materials and hands-on activities. She encourages children to explore, build social skills, and develop motor skills through Montessori lessons that are fun and positive.

    Carina loves hiking in the mountains with her husband and their dogs Honey and Bruno in her spare time. Her favorite hobbies are biking and Pilates. Carina has practiced martial arts (Karate-Do) for many years and earned a black belt in 1998. She also devotes time to bringing awareness and funding to animal shelters or worldwide organizations that provide care for animals in need.

    Carina Sonora

  • Clara Mendez

    Primary Program Teacher (Ages 2-3), Wishing Stars

    Email

    clara@onenessfamily.org

    Biography

    Clara joined the Oneness-Family School in 2022 after previously working at a preschool for eight years with students ages two to three. She holds a Maryland State Department of Education (MSDE) Teacher Credential. She finds working with toddlers inspiring, knowing that she is a part of their first school experience. Clara feels that it is a gift to help the youngest students explore the world around them. It brings her joy to watch the students grow throughout the school year. 

    Clara lives in Gaithersburg, Maryland, with her husband, Jose, and their fur baby Remi. During her free time, she likes to spend time with her family and enjoys expressing her creativity through photography and crafting. 

    Clara Mendez

  • Jashai Rowe

    Primary Program Teacher (Age 2-3), Wishing Stars

    Email

    jashai@onenessfamily.org

    Biography

    Jashai has been an educator at Oneness for four years and has been involved in the Montessori teaching environment since 2011. She holds an Early Childhood AMS Montessori degree.

    From a young age, she has been passionate about working with children, and finds immense fulfillment in witnessing her students’ progress and development throughout the year. She believes that these formative years are crucial in shaping a child’s future and was drawn to the Montessori philosophy due to Maria Montessori’s belief in the child’s greater capabilities. One of her favorite Montessori quotes is, “Never do for a child what he can do for himself,” which reflects the importance of fostering independence and self-reliance.

    Jashai Rowe resides in Rockville with her husband, Kofi, a correction officer, their 11-year-old daughter, Jade, who recently started 6th grade, and their energetic Cavapoo, Jet. Beyond teaching, she enjoys crafting stories, singing loudly and proudly, preparing tasty meals, engaging in family game nights, and traveling to Ghana to visit relatives.

    Jashai Rowe

  • Kumari Fernando

    Primary Programs Teacher (Age 2-3), Wishing Stars

    Email

    kumari@onenessfamily.org

    Biography

    Originally from Sri Lanka, Kumari is a certified early childhood Montessori teacher with over 15 years of experience in early childhood education and childcare. Becoming a parent opened her eyes to the incredible growth and development that takes place in children between the ages of 2-5, inspiring her to better understand how to nurture their full potential. This curiosity led her to pursue formal training in the Montessori method.

    She was particularly drawn to the Montessori approach, which emphasizes independence, discipline, and respect for the learning environment. Kumari appreciates how Montessori not only nurtures a child’s curiosity but also instills a sense of order and responsibility—finishing a task, putting things back in their place, and preparing the space for a friend. She finds it to be a beautiful way to help children grow into mindful, capable individuals.

    Kumari is grateful to be part of the Oneness-Family School community and is excited to learn, share, and grow alongside the children and educators there.

    Outside of her professional interests, she enjoys swimming and running. Having completed a few half marathons, she now focuses on 5K runs, keeping her passion for the sport alive. 😊

    Kumari Fernando

  • Lisa Pawley

    Primary Program Teacher (Age 3-6), Sun Room

    Email

    lisa@onenessfamily.org

    Biography

    After more than 15 years of teaching and raising children, Lisa uses her sense of humor to explain concepts in a simple way, attuned to the student’s ability level.

    A certified Maryland State Department of Education and Montessori teacher, Lisa has a BA in Performing Arts and a Masters in Dance/Movement Therapy with a minor in Counseling Psychology.She believes it is important for students to develop the ability to confidently think through problems and track their thinking process as they move toward a solution.

    Yet for Lisa, the greatest lesson a teacher can bring to students is to help deepen their ability to love and cherish themselves. A key part at OFS is the emotional literacy program that teaches students to become aware of their feelings and those of their classmates. This then makes it possible to help them navigate through situations of conflict using healthy communication methods—and in turn fosters a lifelong skill set.

    In her spare time, Lisa likes to dance and write poetry.

    Lisa Pawley

  • Matthew Chappell

    Primary Program Teacher (Ages 3-6), Moon Room

    Email

    matthew@onenessfamily.org

    Biography

    Matthew began his career as a Montessori teacher over 25 years ago after taking part-time summer work at a Montessori school operated by family friends. This experience confirmed something that Matthew already knew, which was how much he enjoyed connecting and interacting with children. Wanting to deepen this experience and pursue a meaningful career led him to begin Montessori teacher training that same year.

    The experience of learning while teaching is continually rewarding for Matthew. His love of pursuing and sharing knowledge about many topics carries over to the students, helping them feel proud of what they know while recognizing that adults are still learning, too. He approaches teaching with the hope that he will instill curiosity and confidence to explore in his students so that they will enjoy connecting with their world.

    Matthew’s university studies in French later facilitated picking up Spanish, which he now speaks fluently with his Peruvian wife and her family, along with other friends and neighbors.

    Matthew appreciates what he calls the “team-oriented approach and atmosphere of unity” at Oneness-Family School, working with and supporting colleagues while enjoying the same from them. 

    Fun fact: Years ago, he singlehandedly dug and set up a 750-gallon garden fishpond so his father could relax outdoors, watching beautiful carp splash and swim.

    Matthew Chappell

  • Melissa Maltby

    Primary Program Teacher (Ages 3-6), Sun Room

    Email

    melissa@onenessfamily.org

    Biography

    Melissa came to the teaching field and Oneness-Family School in 2014 after a long career working for the Washington Post. Her areas of expertise and experience encompass special education and recreational coordination, as well as childcare. She holds an MSDE teacher certificate and an Early Childhood AMS Montessori degree.

    Melissa is a lifelong learner and devoted to teaching young children minds. When a child has a question, she takes the time to converse, explore, and experiment with an idea so that they develop an interest in knowledge in the subject. She aims to connect with each child and make them feel seen and heard.

    Melissa enjoys art, playing with her cat Java, and teaching her bird Flare tricks. She loves nature and the feeling of being connected to something greater than herself and traveling to find beauty in the things she hasn’t seen or experienced before. 

    Melissa Maltby

  • Cameron Youngblood

    Primary Programs Assistant Teacher (Age 3-6)

    Email

    cameron@onenessfamily.org

    Biography

    Cameron came to Oneness-Family School after five years at Wellan Montessori School in Massachusetts, where he supported children’s growth and learning in a variety of classroom settings. His work there gave him valuable experience with Montessori education and a deep appreciation for the independence and curiosity children bring to their learning. Cameron graduated from Grinnell College, where he honed his skills in research, writing, and communication, as well as his ability to collaborate and think critically. 

    In the classroom, Cameron brings warmth, attentiveness, and curiosity to his interactions with students. He is committed to creating an environment where children feel comfortable taking risks, asking questions, and exploring their interests. Cameron believes that learning is most powerful when it is connected to a child’s natural sense of wonder, and he strives to nurture that spark by listening carefully and responding thoughtfully. 

    Outside of school, Cameron practices Brazilian Jiu Jitsu and enjoys running, he is also a lifelong fan of the beach, hiking, baking and is a devoted supporter of Boston sports teams. In addition to these interests, Cameron has a rich background in Buddhist practice, he was previously ordained as a monastic under the Thai Theravāda Buddhist tradition and continues to cultivate his practice at Wat Thai Washington, D.C. This grounding in mindfulness and reflection deeply informs his teaching, helping him to remain present, patient, and engaged with each child.

    Cameron Youngblood

  • Carol May

    Primary Programs Volunteer (Age 2-3)

    Email

    carol@onenessfamily.org

    Carol May

  • Marlyn Arevalo

    Primary Programs Assistant Teacher (Age 2-3)

    Email

    marlyn@onenessfamily.org

    Biography

    A certified Maryland State Department of Education and Montessori Assistant teacher, Marlyn finds it exciting to be part of the beginning of a child’s educational journey. She finds meaning in both teaching and learning from the youngest students at Oneness-Family School.

    Marlyn is currently getting a degree in Early Childhood Education. She lives in Prince George’s County with her parents, siblings, and puppy Rambo. During her free hours Marlyn loves spending time with family and friends, and traveling whenever she can.

    Marlyn Arevalo