Enhancing your Child's Creativity

Learning with Traditional values

Toddlers, Primary & Elementary Communities

Bodhana Montessori House of Children, a complete Montessori school at Velachery, Chennai, provides toddler, primary and elementary environment. At Bodhana, we stay faithful to Dr. Montessori’s deeply thoughtful pedagogy to meet the needs of children from 18 months to 11 years (Until Class V). Montessori techniques have persistently been proven to be the best methods of teaching that gives children the independence, responsibility, self-discipline, initiative, leadership, strong academics and Lifetime Love for Learning.
At Bodhana we strive at bringing the right mix of various aspects involving self-development, connection with nature, concerns for a child, a strong value system and academic excellence.

Toddler Community

In Toddler Community, We offer a small group experience for children 18 months to 3 years, who are encouraged to explore their interests in a peaceful home environment, prepared with inviting and challenging materials.

Primary Community

Primary class is a mixed age grouping of 3 years to 6 years children based on Maria Montessori’s philosophy of a multi-age educational society. The child’s social, emotional, physical and intellectual growth is fostered and supported.

Elementary Community

Elementary is a mixed age grouping of 6 to 11 year-old children. They become intellectual in nature and begin to move from concrete to abstract reasoning. They develop morality and imagination based on the reality they know.


“The child is both a hope and a promise for mankind.” – Dr. Maria Montessori

"We are proud to announce that Bodhana Montessori House of Children has been chosen as
Most Promising & Trusted Montessori of the year 2022, Tamil Nadu by EduAwards India"




From a modest beginning in 2012, the school has grown along with its children, to provide elementary environment from 2016. Bodhana was started as an
answer to the needs of young parents looking for an alternate meaningful education. Decisions about every aspect of school management are deeply questioned
and considered taking into account foremost the needs of a child that brought out to the development of teachers, participation of the parents and inclusion of
the immediate community.

In a true Montessori way, the School provides the children a carefully prepared environment where they can work for their own development listening to their inner needs, fostering their natural learning desire and developing independence in every area they venture.

Team Bodhana

Uma Sankaran
Founder and Principal / Adolescent Program Director
As a young engineer good at logic and algorithms, I was a typical software employee working for long hours in creating products. I went through a complete metamorphosis change during my primary Montessori course at IMC, Chennai. Secrets of childhood wondered me every minute. Having been instrumental in setting up Montessori environments in corporation schools, ... I went ahead to start Bodhana Montessori House of Children with a vision of providing a learning environment for children, following all tenets of the Montessori Method. The journey began with just 2 children, and slowly the team grew to touch more lives.

As our primary children were ready for Elementary education, with strong encouragement from our team and our parent community, we stepped into the elementary journey for Bodhana in June 2016. I completed my Montessori Elementary course at Indian Montessori Academy, Chennai. My team is my strength, and our organic growth helped us develop our own culture staying close to nature.

With a deep interest in extending Montessori beyond elementary years, I got oriented into the Montessori program for adolescents through a course offered by AMI @ IMTI, Iowa, USA.

To support the vertical growth of Bodhana Montessori, we acquired Learning Tree Montessori School in Jan 2022. In June 2024, with the support of our able team, Bodhana and Learning Tree are coming together at a larger premises at OMR, starting a new journey into the adolescent pathway.

“Development is a series of rebirth:” One of the powerful findings by Dr Maria Montessori. A child is like a plant that undergoes many stages of life. In which, every stage is a discovery of human life. She calls it “a drama of love between the child and its environment”. We, Team Bodhana and Team Learning Tree are so happy and content in doing our part in creating that healthy environment for the child and witnessing his rebirth at every stage. We thank every parent present here for having given us this opportunity to be in the service of your child. It gives me immense pleasure to invite you to meet our team and to learn more about our work through which we strive to nurture the love for learning in every child.

Sunitha Subramaniam
Montessori Consultant and Mentor
Ms.Sunitha Subramaniam holds a Diploma in Music from the College of Fine Arts, Kalakshetra Foundation, Chennai, and Primary and Elementary Diplomas from the Association Montessori Internationale, Amsterdam, The Netherlands. She began her teaching career in 1991.... In the span of these years besides working with children from the ages of 18 months to 13 years, from different socio-economic backgrounds, she has mentored teachers, conducted workshops for teachers and Parents, was a resource person at workshops conducted for The District Institutes for Education of Teachers, Tamil Nadu, the Isha Home School.

In the past ten years, she has been a consultant and teacher-mentor with Montessori schools in Chennai and Bangalore. She has been part of the faculty for the training of teachers for the Chennai Schools, Corporation of Chennai by the Sri Ramcharan Trust, Chennai. She has spoken at conferences conducted by the Indian Montessori Centre. She co-authored an article for the commemoration of the centenary of the opening of the first Casa dei bambini which was published in The Hindu (January 6th,2007). She has been associated with us since 2012 and has been mentoring the team in following all the tenets of Montessori.

Viola R Krishnamani (Lead Founder, Scholarius EdSer, Coimbatore, TN, India)
Cambridge Consultant and Mentor
Viola is a dynamic entrepreneur who has seamlessly transitioned from academia to the business world, carving out a niche as a highly successful education strategist and advisor. With a proactive connexion in both the educational and voluntary sectors, Viola focuses on launching new institutions, designing training programs, and implementing quality assurance systems....

Her proficiency lies in creating customized & robust academic and administrative frameworks within schools, particularly those affiliated with international boards like Cambridge and Edexcel. She collaborates closely with school managements and educators to streamline academic processes, enhance professional development opportunities, refine assessment methodologies, and ensure institutional quality standards. Viola's scope extends beyond international boards to encompass national curricula such as CBSE, CISCE, and various state boards, where she provides invaluable guidance on curriculum implementation and assessment protocols.

In addition to her role as an Exams Inspector with Pearson Edexcel and Standards Verifier for Pearson's BTEC qualifications, Viola serves as a trusted management consultant in the burgeoning edtech sector. She offers strategic advice to businesses on product development, service offerings, and fostering strong client partnerships.

At the helm of Scholarius EdSer, Viola extends her expertise to voluntary organizations, offering support in project funding, content management, systematization, and auditing processes. She actively engages with educators worldwide, collaborating on initiatives related to student engagement and Education Data Mining. Outside of her professional endeavours, Viola is an avid reader with a keen interest in geopolitics and public policy, dedicating her leisure time to expanding her knowledge in these areas.

Viola has been our Cambridge consultant mentoring Team Bodhana and Learning Tree.


Toddlers, Primary & Elementary

In Toddler Community, We offer a small group experience for children 18 months to 3 years, who are encouraged to explore their interests in a peaceful home environment, prepared with inviting and challenging materials.

The toddler community is a very important class, especially as this may be the first school experience. This is a delicate class as much personal and developmental growth is happening to these young children.
The classroom is a rich educational setting, filled with hands-on activities for this critical age of development.

We emphasize art, music, practical life, language, gardening and creative free play. Our beautiful outdoor area offers opportunities for gross motor development.

Primary class is a mixed age grouping of 3 years to 6 years children based on Maria Montessori’s philosophy of a multi-age educational society.

There is a “gallant dignity” within children of this age. When they are nurtured, treated gently, and consistently challenged they retain this dignity into adulthood.

The child’s social, emotional, physical and intellectual growth is fostered and supported.

The Whole Child is Served.

  • Social: Grace and Courtesy lessons help with the development of compassion, respect and helpfulness. Children become cooperative members of the classroom community.
  • Emotional: Children gain a sense of competence and experience self-respect as they master new skills. They make choices and practice appropriate and effective communication.
  • Physical: Specially designed materials and lessons help children develop fine and large motor control, and coordination.
  • Intellectual: Lessons and materials promote independence, concentration, and academic development. Children work with lessons that include Language, Mathematics, Geography, Science and Art.

toddlerElementary is a mixed age grouping of 6 to 11 year-old children. They become intellectual in nature and begin to move from concrete to abstract reasoning. They develop morality and imagination based on the reality they know. They acquire knowledge and information effortlessly because of their innate passion for learning.

They learn through discovery and creative problem solving. It is through the child’s own exploration, imagination and creativity that concepts are understood and mastered. Children have different areas of work that includes languages (English, Tamil and Hindi), history, geography, physical science, biology, arithmetic, geometry, algebra, arts & crafts, music & myth, Physical education.

toddler Adolescence (Age 12 and above) is a sacred mystery, a delicate age of physical transition, doubts, and hesitations. Adolescents must fortify their self-confidence, overcome their vulnerabilities, and develop their strengths. The vision for secondary education at Bodhana is to help adolescents achieve self-construction, economic independence, and valorization of their personality while also preparing them for the board exam IGCSE following the Cambridge curriculum.


All the answers you want

Q1. What is the Montessori Method of education?

Ans.: This system of education is both a philosophy of child development and a rationale for guiding such growth. It is based on two important developmental needs of children:

  1. The need for freedom within limits
  2. A carefully prepared environment which guarantees exposure to materials and experiences.
    Through these developmental needs, the child develops intelligence as well as physical and psychological abilities. The Montessori method of education is designed to take full advantage of the children’s desire to learn and their unique ability to develop their own capabilities. Children need adults to expose them to the possibilities of their lives, but the children must determine their response to all the possibilities.
Q2. What is the purpose of the Montessori Method?

Ans.: Primarily, the purpose of the Montessori method is to provide an environment where the innate abilities of the child can unfold spontaneously, encouraging the development of the person within, allowing the child to achieve his greatest potential. Maria Montessori stated, “the child is the father of the man.” As the child develops his inner self, a love of life and learning follows naturally.

Q3. When should I start my child in Montessori?

Ans.: The abilities of young children at two and three years old are really amazing. In Montessori environments, Children are able to absorb concrete materials using all their senses simultaneously, a unique ability soon lost. This period of special absorption is called “Sensitive Periods”. As the child grows, these periods change, yet the continuum is set in motion for the rest of the child’s life. Therefore, the early years are the most important, yet most neglected in many societies. Starting a child at 2 1/2 in a good Montessori environment with well-trained directresses can have results that will remain with the child all her life. Still, Montessori for toddlers(1 ½ to 2 ½ years) will help the child gain more fine and gross motor skills and prepare them for the sensitive period effectively.

Q4. What is the difference between Montessori and traditional education?

Ans.: Montessori emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own, individual pace and according to their own choice of activities from hundreds of possibilities with materials that have been introduced to them 1:1 by the teacher who knows what each child is ready to do. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning. Montessori classes place children in three-year age groups (3-6, 6-9, 9-12, and so on), forming communities in which the older children spontaneously share their knowledge with the younger ones. Montessori represents an entirely different approach to education.

Q5. Where are the rows of desks? Where does the teacher stand?

Ans.: The different arrangement of a Montessori classroom mirrors the Montessori methods differences from traditional education. Rather than putting the teacher at the focal point of the class, with children dependent on her for information and activity, the classroom shows a literally child-centered approach. Children work at tables or on floor mats where they can spread out their materials, and the teacher circulates about the room, giving lessons or resolving issues as they arise

Q6. Why does Montessori have multi-age classrooms?
Ans.: Montessori classes are set up to encompass a three or four-year age span. This allows younger students the inspiration of older children, who in turn benefit from serving as role models. Each child learns at her own pace and will be ready for any given lesson in her own time, not on the teacher’s schedule of lessons. In a mixed-age class, children can always find peers who are working at their current level.

Children ideally and typically stay in the same class for three years; with two-thirds of the class normally coming back each year, so the classroom culture remains quite stable.Because a child remains in one classroom for three years he/she develops a strong sense of community with classmates and teachers. The age range also allows especially gifted children the stimulation of intellectual peers, without requiring that they skip a grade or feel emotionally out of place.

Q7. What Do Mixed Age Groups Bring to Montessori?

Ans.: Interaction: The mixed age group environment creates an atmosphere where children learn to help and be helped by other children, because they interact consistently with children whose age and abilities are varied. Children gain an appreciation for their achievement and the accomplishments of others, and are naturally challenged by the achievements of others.

Learning from Each Other: Older children learn to be patient and tolerant, and serve as role models and teachers for the younger children. When an older child teaches a younger one, it reinforces previously learned concepts and is actually an aid in complete mastery of concepts. Younger children learn about courtesy, manners, and conflict resolution by watching the older children in the class.
Work at Child’s Own Pace: Because teachers do not have to set the instruction pace by a whole group, each child is given the ability to learn at his or her own pace. This is a striking difference from traditional education, where everyone turns to page 33 of the book and stays there until every child understands the concept.
Community: By staying in a classroom for a three year period, children develop a strong sense of community and stability, with 2/3 of a class returning every year. This community aids the development of students as role models for one another.
Familiarity: Being in the same classroom year after year allows a teacher to truly learn each individual child’s learning abilities, style, and developmental level to better be able to set the learning agenda as well as build on strengths and work on weaknesses.

Q8. If children are free to choose their own work, how do you ensure that they receive a well rounded education?

Ans.: Montessori children are free to choose within limits, and have only as much freedom as they can handle with appropriate responsibility. The directress ensure that children do not interfere with each other, and that each child is progressing at her appropriate ace in all subject. For every child there will be a weekly and term plan set out by the directress and will be closely followed for the complete development of the child in every aspect.

Q9. Is Montessori only for certain types of children?

Ans.: The Montessori Method of education is not directed at any particular type of child. In fact, Montessori is advantageous for many different styles of learning. Some children learn better by touching, some by listening, and some by doing: there are many ways children become successful in a Montessori classroom. It is been applied and proven successful in wide range of cultures.

Q10. How do older students who transfer into Montessori classes adjust?

Ans.: Some Montessori schools do not allow older students to enter their classes. Most give priority to transferring students from their own or other Montessori schools. Adjustment into Montessori classes depends upon the child, his prior educational experience, innate flexibility, and attitudes toward learning and school. They frequently enter with heightened enthusiasm for the “games” encountered. As they adjust to the more subtle structure of the classroom and their own responsibility for their learning, they usually go through a period of trying the limits. It is not unusual for students entering from more traditional education to want to do everything in the room the first week. The idea of touching, handling, and talking as they work tends to, at first, be over stimulating for some, while intimidating for others. It usually takes 6 weeks to 6 months for students to integrate into the classroom. Once adjusted, however, students who have experienced another form of education can positively engage their peers in introspective observations.

Q11. What happens when my child leaves Montessori?

Ans.: This is the most frequently asked question of most people seeking information regarding Montessori learning. Changing from one environment to another takes self-confidence and patience. Different children respond differently to change. Most children adjust well to the transfer from Montessori to other private or public schools when their self esteems are high. Statistically, those who are in Montessori classrooms longest tend to make the adjustment more smoothly. They usually enter their new environments with a positive, flexible confidence following their experience with, and nurturing of, a real love of learning. The skills that they have learned from being in Montessori classroom completely outweigh the problems that they encounter when they first make the transition to a traditional school.

Q12. No textbooks, no grades! Explain this to me because it does not make any sense!

Ans.: Montessorians see text books as limiting. We teach them the concepts through manipulating objects, colour, movement, matching, comparing, researching and so on. We feel that simply going to a text book for information doesn’t teach a child how to learn. But a child who is taught to use the library, the internet, newspapers, as well as to gather information from their surroundings, use prior knowledge, analyze and extrapolate will.

As far as grades go, in Montessori we work towards mastery- the complete understanding of a concept. In a grade focused classroom people often work on learning tricks to pass the test. A Child’s progress is not dictated by a textbook or a grade level, but by their own innate ability.

Q13. How will my child settle into traditional school class VI after Montessori elementary?
At the end of the Montessori elementary program, your 11 year old is ready for a very important transition: His elementary years have given him the freedom to develop as a unique individual. He has experienced the challenges and rewards of working with a group of other children of different ages and has seen his skills and talents put to use in many group projects. He has developed proficiency in all areas of academic endeavours and looks forward to the new opportunities beyond Montessori elementary. Above all, he is flexible and adaptable. Also Elementary curriculum academically meets all the aspects of learning in a child growth for his age. These skills, the culmination of the 5 year Montessori elementary program, will help him to easily assimilate into new academic and social situations in high school, college and beyond.
Q14. From which age will my child have books, homework, and assessments?
From Class 6, we will follow Cambridge curriculum along with Montessori Spine hours. They will have homeworks and assessments from Class 6 and they will get prepared for IGCSE exam equivalent to Class X.


About Montessori

Born in Italy in 1870, Dr. Maria Montessori was a remarkable educator whose insights remain profound. She believed each child is a secret which is gradually revealed as he/she develops. Maria Montessori was adamant that intelligence blossoms when imagination is sparkled.

Maria and Montessori believed that “no human being is educated by another person. He must do it himself or it will never be done. A truly educated individual continues to learn long after he leaves the classroom because he is motivated from within by natural curiosity and love for knowledge”

Montessori began to develop her philosophy and methods in 1897, attending courses in pedagogy at the University of Rome and reading the educational theory of the previous two hundred years. In 1907, she opened her first classroom, the Casa dei Bambini, or Children’s House, in a tenement building in Rome. From the beginning, Montessori based her work on her observations of children and experimentation with the environment, materials, and lessons available to them. She frequently referred to her work as “scientific pedagogy”.

Through her initial work with handicapped and socially deprived children, she began to develop her unique educational philosophy. As a result of her further study, observation, and experimentation, she found the principles of her method to be applicable to all children.

bodhana-11At Bodhana we give children an opportunity and tools to explore by doing it themselves. They will discover the power of word, find the magic of numbers and see the significance of relationships and also the subject’s science, art and world culture.

Our children will learn to think and reason, learn to respect and love to learn not as a task but as a journey.

Our goal is not to fill the child with facts from a preselected course of studies but rather to cultivate his/her own desire to learn.

At Bodhana, we follow authentic Montessori Program with all the tenets respected and holistically applied.

m-2The Montessori Method of education, developed by Dr. Maria Montessori, is a child-centered educational approach based on the scientific observations of children from birth to adulthood. Dr. Montessori’s Method has been time tested, with over 100 years of success in diverse cultures throughout the world.

It is a view of the child as one who is naturally eager for knowledge and capable of initiating learning in a supportive, thoughtfully prepared learning environment. It is an approach that values the human spirit and children’s physical, social, emotional, cognitive development.

Montessori education is not a system of teaching but a method of guiding children in the total development of their personalities and enhancing key periods of their growth and learning.

“Enjoyment”, “Happiness”, “Empowerment” are the words we hear only in Montessori House of Children. It is not what the teacher does or what the school provides….it is what the child experiences at the end.

“Montessori education is a brain based, developmental method that allows children to make creative choices in discovering people, places and knowledge of the world.”

-Dr. Steven Hughes, Ph.D, President, American Academy of Pediatric Neuropsychology


    • Montessori schools begin with a deep respect for children as individuals. They work with a deep concern for their social and emotional development.
    • Montessori classes brings together children of multi-age levels. This allows teachers to have close and long term relationship with the child while also understanding his learning style. This encourages learning from each other. Older children learn to be patient and tolerant and serve as a role model for the younger ones. Also when they help the younger ones, it reinforces his previously learned concepts and will aid them to gain mastery over the concepts.
    • The environment is arranged according to subject area, and children are always free to move around the room instead of staying at desks. There is no time limit as to how long a child can work with a piece of material. The subject area includes Practical Life Exercises, Sensorial, Arithmetic, Language, Science, Geography, Art, Music, etc.
    • There are self-correcting materials within the environment. The materials are designed so that the children learn through their own errors to make the correct decision as well as a guide point it out to them.
    • There is an emphasis on concrete learning and progressive abstract thinking. Children need to experience concepts in concrete “hands on” ways so that they make their own leaps to abstraction.
    • The environment is “prepared” for the children. Everything in the room has a specific place on the shelf. Children are orderly by nature and having the room set this way allows them to grow in a very positive way.
    • There are no papers turned back with red marks and corrections. Instead the child’s effort and work is respected as it is. The teacher, through extensive observation and record-keeping, plans individual projects to enable each child to learn what he needs in order to improve.
    • There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio, teacher’s observation and record keeping. The test of whether or not the system is working lies in the accomplishment and behaviour of the children, their happiness, maturity, kindness, love of learning and level of work.
    • Education of character is considered equally with academic education, children learning to take care of themselves, their environment, each other – cooking, cleaning, building, gardening, moving gracefully, speaking politely, being considerate and helpful, doing social work in the community, etc.
    • Montessori Method emphasizes learning through all five senses, not just through listening, watching, or reading for 0 – 6 year children.

For e.g., Alphabets are introduced through Sand Paper letter – to feel and remember the shape and phonetics of different letters.

Numbers are introduced through Number rods to understand them through their quantity.

Number system is introduced through beads – they feel the shape and size of the material to understand the number.

Elementary is a mixed age grouping of 6 to 11 year-old children. They become intellectual in nature and begin to move from concrete to abstract reasoning. They develop morality and imagination based on the reality they know. They acquire knowledge and information effortlessly because of their innate passion for learning. They learn through discovery and creative problem solving. It is through the child’s own exploration, imagination and creativity that concepts are understood and mastered. Children have different areas of work that includes languages (English, Tamil and Hindi), history, geography, physical science, biology, arithmetic, geometry, algebra, arts & crafts, music & myth, Physical education.

He is entering a new period in his life; this imaginative, social, creative child needs a planned environment and expansive course of study to support his burgeoning independence and potential. The Montessori Elementary program, for children between the ages of six and twelve, is designed to meet the needs of your child in this phase of development. This experience will shape not only his knowledge and skills, but also his attitude about learning for the rest of his life.

  • The Montessori elementary is built on the foundations of the primary.
    • The elementary classroom environment is beautifully and thoughtfully prepared to support independent learning; it is child-centered, not adult-centered. There is access to the outdoors and the kinds of learning that can only take place in nature.
  • The elementary “curriculum” is only limited by a child’s imagination
    • The goal of a traditional curriculum is to delineate what a child is supposed to learn. In Montessori, we want your child to be able to learn everything! The starting point for all courses of study is the “Great Lessons”; these impressionistic and scientific stories are presented every year and give the students the “big picture” of cosmology, astronomy, earth science, geography, chemistry, physics, biology, history, anthropology, cultural and social studies, language, math, music, and art. Subsequent lessons offer the children keys for exploring these areas of human knowledge in more detail. The lessons are starting points for your child’s own activity. Meaningful learning happens when children are inspired by a lesson and begin to explore the subject and work on their own,
  • Children work collaboratively and cooperatively.
    • Elementary children have a strong drive to be social and to collaborate. For this reason, most of the lessons and follow-up projects in elementary are done in pairs or groups of children. Each day, your child will practice the social skills necessary to plan and carry out his projects: delegation and division of labor, sharing resources, making group decisions, taking responsibility for actions, and celebrating the success of peers. Conflict is not uncommon, but the motivation to resolve it comes from the children and their engagement with their projects. The Montessori teacher models and supports constructive and respectful problem solving.
  • The classroom is designed to nurture imagination and reason.
    • Elementary age students are naturally curious and have a strong internal drive to discover how our world works. They may ask, “How does a fish breathe under water?” “What number comes after a trillion?” “What causes a volcano to erupt?” Instead of simply giving them the correct answers, Montessori elementary teachers ask the right questions; they tell stories to inspire the children’s imagination and tantalize them to explore on their own to find out more: about volcanoes and dinosaurs and Monet and gladiators and poppies and skateboards and butter churning and cheetahs and – there is no limit! Driven by their passions, the children are open to the input from the teacher that refines their reading, writing, reasoning, and research skills. Designing our elementary program around the children’s natural cognitive abilities means that our focus is less on the facts and concepts we teach and more on what the children learn and how they learn it
  • The children’s work is open-ended and creative.
    • Each child’s response to a lesson is unique, and their follow up work reflects those individual differences. Your child is free to form or join a group to work with the concepts introduced in a lesson. For example, a group of children might have a lesson on the parts of a river. Some might choose to label an outline map with the rivers of India. Others might choose to repeat the demonstration with the river model (and without the teacher), labeling for themselves the parts previously demonstrated. Another pair might be intrigued by a particular river mentioned in the lesson or by the river running through their city, and they might launch a research project about the Ganges or the Cauvery. Because the children are free to move around the classroom and see what others are doing, it’s not uncommon for an idea to spread; children are stimulated not just by the teacher’s lessons, but by each other.
  • The children are empowered to seek knowledge beyond the classroom.
    • An important component of the elementary program is what we call “Going Out.” Going Out occurs for a group of children when exploration of a topic exhausts the resources of the classroom. We want the children to be comfortable navigating the world, not just our classrooms. So, we have a few excellent books, but not everything there is to read about a topic. We have many evocative art and construction materials, but probably not the one perfect thing that a group of children need to build their model. As a result, the children must “go out” beyond the limits of the classroom to find the information or resource that they need.
      A Going Out is a planned undertaking by a small group of children. They find a resource in the community, schedule the outing, arrange for their own transportation and supervision (by staff or parent volunteers), prepare themselves for the experience, conduct themselves with dignity while out in public, and return to share their research with the rest of the class. Each Going Out is an entire course of study on independence, responsibility, and good citizenship —to say nothing of the intellectual rewards that children get from such experience. Montessori elementary children go out to the public library, to museums, to farms, to local businesses and public service institutions. They visit other schools and consult with experts. They attend plays, ballets, concerts, public lectures, tours, and other civic offerings. They spend time outside, having direct experiences with the natural world. Montessori children might go out occasionally or often, but the experiences are always deeply personal and memorable.

Curriculum: (Class 6 and above)

Montessori Spine Hours:

  • Connect with nature: Get children involved in hands-on farming activities, like caring for plants and animals, to teach them about the natural world and develop valuable life skills.
  • Work and trade: Let children experience making and exchanging goods and services, teaching them about economics and responsibility.
  • Understand society: Encourage children to participate in community activities, helping them learn about teamwork, empathy, and civic engagement.
  • Path to Economic Independence: By teaching children a wide range of skills and instilling a strong work ethic, we prepare them to navigate the world and contribute meaningfully, leading to a bright future.

Cambridge Curriculum:

  • As a part of their holistic preparation, children also prepare for their academic readiness to face the board exams following the IGCSE syllabus (International General Certificate of Secondary Education).
  • Equivalent to 10th Indian Board Exams – ICSE / CBSE
  • Required coaching towards IGCSE will be prepared by our team with the required lab and coaching facilities.
  • Students on successful completion of the IGCSE exam can join 11th grade in any school for CBSE, ISC, or A-level Cambridge exams.




Admission Process

Admissions at Bodhana happen seamlessly for the term beginning June, September and January for the toddlers, primary and the elementary community.

    • Children between 18 months – 3 years of age qualify the spectrum of Toddlers community.
    • Children between 3 – 6 years of age qualify the spectrum of primary community and
    • Children between 6 – 11 years of age qualify for the elementary community.
    • Class 6 to Class 10

Parents seeking admissions for their children may approach the school beforehand through mediums of an enquiry through website/ email and/or a phone call. Please take an appointment for school visit to understand the Montessori Method and school. Admission for a child is confirmed based on the details furnished by the parents about the child, the availability of an opening for a particular age group and the inputs received from the child observation.

Parents may contact: 044 – 22591699/9940327479/9840884533/ email us at: bodhanahoc@gmail.com to enquire about admissions.

Bodhana Blog

Farm Trip

Just before the onset of the pandemic restrictions in Mar 2020, we had a memorable trip to a farm with our older elementary children. Though we have had many night stay experiences earlier at the Bodhana campus itself, this is the first time we took our children for an overnight trip outside the campus. We were equally thrilled like our children. We stayed on an organic farm and had a complete farmer’s day experience doing all chores from ploughing, waste segregation, preparation of organic compost as well vermicompost, pot mixture preparation, planting Herbs and vegetables, taking care of the cattle and their shed, tried their hands on milking the cow. The interest that children had in doing these activities is commendable. Though some children had a little hesitation, in the beginning, they all tried the activities. It would be more apt if you hear from the children about the experiences they had. Here you go. Milking Cow: “It felt like jelly” – Layaa “the thingy was like rubber” – Aarjith “It was more like kneading slime” – Johanna “I was so shy and afraid. I didn’t milk however saw some of my friends milking” – Ajitesh Waste segregation and Vermicompost: “Enjoyed the waste segregation the most but didn’t like touching the cow dung at all.” – Aarjith “I took the compost part which had earthworms and used for planting” – Sricharan “ I was so thrilled to do vermicomposting though he was not comfortable handling waste segregation and cow dung” – Pranav A Handling Goats: “Enjoyed handling goats – I really liked it because the goat I took was... read more

Montessori during Lockdown

As proud Montessorians, we always advocate children to have concrete experiences in every bit of their learning. All that happened with little warning with the school closure in Mar’20 due to the outbreak of pandemic COVID-19 didn’t seem to spare anyone. As adults, we took time to adapt to the new normal. But acceptance is always the key, and things slowly started to unfold. We realized so well that, every crisis is an opportunity in disguise. There is a Montessori approach to every path we take, provided we go back to the CHILD with a question in mind, “What does this child need?”. We decided to stay not just with the word but with the spirit of Montessori. As Dr. Montessori advocates Education to aid life in the service of the child, it is not always about classrooms and schools, even though that’s where we tend to practice it. Now with our life so much contained within our house, we are thinking about avenues to help the child with the needs of his life right now. We strongly believe that our children need a lot of inspirational moments to keep their love for learning active. We always believe learning is not all about writing alphabets and numbers. Primary Age Group (2.6 to 6 years) Need of the Child: i. To explore their current environment sensorially and become aware of the world around them. ii. To socialize – develop their language skills to communicate to the world around them (Not just learning the alphabets) iii. To exercise their muscles- Both intricate fine movements and large gross movements. Scope: Engaging children... read more

Montessorian in Everyone!

The child`s experience is not just with few activities that he/she does at home/school in a day. The child`s early years of life as a whole is an experience for life. Dr.Maria Montessori gave us many ideas/ways to deal with children as she dedicated her time observing children and working for their development. We very strongly believe that each of us who looks at a child`s holistic natural path of development is a Montessorian. Many of us might think, “I didn’t do the course. I may not know how to deal with children in the best way”. But we know many grandparents, parents, uncles or aunts are being a Montessorian, without doing any course. Certainly, Montessori Course allows a person to specialize in this area and centralize the thoughts around the child. But that Montessori sense is within all of us, who thinks for the child`s development. Almost all parents have a dream of how they want their child to be in the future. Naturally, this very thought itself is the first step towards optimizing the child`s growth. No one else can think so much about your child other than you as parents. In a way, you are the first and the best teacher for your child. In this process, we always wish to fill the child`s life only with happy experiences and memories. That’s the natural tendency of a parent because we don’t wish to see the child struggling or disturbed. Sometimes with this point of interest, we tend to go wrong. We go a little overboard on this thought and do many things for the child without... read more

Need for Structure in the Freedom

With the lock down continuing in the city for more than 2 months now, our daily routine has changed a lot! With no one rushing to school or office, with no shopping happening, with no visitors at home, with the only person we see in our day being the corporation foot soldier who comes daily for health Sensex, with our only window to see what’s happening in our neighbourhood being the Television News, We sometimes don’t realise the difference between day and night! Are we all truly liking this freedom? Are we all satisfied with our time and energy in a day? I am sure somedays we feel so tired of this excess freedom. Are we all not looking forward to how things were a few months back? Why so? As much we all crave for freedom, we have a dire need for structure too. And more than adults, children enjoy having a little structure in the day more than a free day! With no structure, life is chaos! And with too much structure, there is no creativity! And hence children naturally look forward to a balanced environment where there is a structure as well they have a bit of freedom too. And this what is the magic happening in the Montessori environment. At Montessori Environment As you a Montessori Environment, you will surely observe a neatly arranged sequence of activities so invitingly kept for the children. Children will find everything that they may need in a day, kept in a ready to use way. Also, you can notice well ventilated quiet corners for reading/writing created. We, Montessori teachers,... read more

Montessori Myths – Homework, Test and Competition

Montessori supports Homework, Tests and Competition….. As a child we have always had butterflies fluttering in the tummy for every class hour beginning for various reasons – completing the previous day’s homework, surprise test, test papers been corrected. I’m sure all of us (the brightest or an average performing student) can relate to it in our own ways. With our memories there, let see how Montessori works. Will you be surprised if I tell you that Montessori too supports homework, tests and competition? In a proper Montessori school, children learn concepts by working with materials. They work, rework, explore, explode and then move to abstract working. In this process, children are never corrected with their work. For eg: If a child records 2+5=6, he will never be corrected at that time. Instead, the adult will observe that the child needs more help and will re-present the work, where he will learn 2+5=7 without knowing that he was wrong earlier. Learning is always in positive way in a Montessori class. So along with learning the concepts, children blossom into a very strong confident individual. His love for learning is continuously fuelled everywhere in a Montessori Environment. So, it is not a practice to give homework in Montessori Primary Classroom • As children are still working with materials, that are not available at home • As children need a positive way of learning where they are not corrected for their mistakes at their work. • Montessori doesn’t believe in using work sheets and work books that calls for a repetitive work with less intellectual involvement from the child Most parents feel... read more

Best gift you can give your child!

As a child is born in the family, everyone in the family starts thinking about giving the best for the child. Be it the bedding, dress, doctor, food, friends, school, art exposure etc. But do you know the best gift parents can give the child? “Love of Reading”. Reading is the key to learning. It opens the door of the world they haven’t seen yet. Here are the ways and means to help you give this best gift to your child. Starting Early: At just few months of age when the child can sit upright, an infant can look into the picture, listen to your voice and associate the mapping. Initially, when you start reading to the child, the child may cooperate for less time, may be 2 to 3 mins. But when we do the same activity of reading books everyday at a particular point of the day, the child will slowly get hooked to the books and starts looking forward for the reading time. Slowly this 2 or 3 mins can increase to even 15 to 30 mins. As they are in the sensitive period for language learning, they get hooked to the human voice and picks up the words we use while reading the books so easily and associate it to the pictures or objects they have seen. Consistency: As a parent we have so many important activities in a day to take care of the child. But it is equally important to include reading time in that. Scheduling time for reading with your child will bring in that order in the child as well your... read more

Quantifying Growth

Today, people are well connected that it appears as everyone is installed with a GPS and a CCTV on their buttons. When a child is entering the school life, it is quite natural for us to get curious to know about what happens in those few hours in our child’s life. We try conversing with our child, but hardly get any information. It becomes easy to stay calm with children attending traditional school as we are all connected with their learning through their home-works. But it is a very difficult task for a parent who has enrolled their child in a Montessori school. When we question, “What did you do at school?”, the child might share “Nothing” or the same activity everyday. As a parent we really are so curious to know what’s happening to my 3 year old. “I sprinkled 3 seeds in a fertile soil with some distance between each. I also ensured that the place has enough sunlight. I sprinkled enough water every day. Suddenly one day, a seed started sprouting. The little green leaf is so lovely to watch. I continue to take care of that sprout as well the two seeds in the same way. At the same time, I was so curious to know what’s happening with the other seeds. Not able to control my anxiety, I tried digging the place to see what’s happening with the second seed. Immediately I had my friend stopping me from harming the seed’s growth. But I was too late. In a couple of days, the third seed started sprouting. I waited for few more days to... read more

Screen Time and the Child’s development:

The child with a mobile or a tab is a common scene in many public places we go around. Be it a family dining at a restaurant or wait area in a children hospital or any Public transport. Also, at many households with young child, the feeding times are always coupled with screen time. All these children hooked to a gadget seem to be busy and quiet that helps everyone around. On the other side, there is a big awareness going on in all social media on how screen time affects the child’s development. Parents, who really wanted to give the best to their child in every aspect, take this screen time exposure a little casual. There is certainly a knowing and doing gap here. Everyone base their experiences to arrive at their judgements. If you have witnessed any negative results in your child who had been exposed to excessive screen time, then you might understand that technology is not a good fit for your child. On the other hand, if you had a positive or neutral effect, then you might probably conclude that technology isn’t that harmful for the childhood. Let’s try dwelling a bit more on these thoughts. 1. Parent’s claim: “Children learn a lot from the screen time. Especially they learn many words. My child picked up language so easily” Our observations: Children learn from what they see in their environment. From Infant stage, children observe the lip movements carefully. They feel our jaws when we go close to them while talking. A child who can sit, roll their eyes and keenly watch the conversations that... read more

Moments to think

Admission cycle of the year is the time when we meet lot of new parents and their child. Like the previous few years, it gives me a heavy heart to see few children coming in with delayed milestones or differently abled skills. Recently, I attended a workshop conducted by a renowned child psychiatrist, on the importance of early screening of such deviations or delays in children. Certain special needs are set in by nature, while some are nurtured by the environment. We have been having lot of charts to mark the different development milestones of the child and also to get them into therapy if there are deviations. As a person who strongly believe not tagging the child, it left me dwell with many thoughts on the reason behind the increase in such children being tagged with various needs. 1. Shouldn’t there be a screening for the couple getting into family way? (which is more important to fix the cause of the problem) To say a few, a. Non-Consanguineous marriage. b. Both the parents less than 30 years (for the fertilized egg to be really healthy). c. One of the parents be ready to spend the first 1000 days of the child in helping him meet all his physical and psychical needs. (this is really very important) 2. Anything the nature had been taking care in the earlier days, are fought against now with all our developed neonatal care(artificially nurtured environment). Undeniably this advancement in neonatal is helping the humanity by increasing the mortal rates. And at the same time, that also leaves us with a different challenge of... read more

All about the Play

Montessori believes in “following the child” across all age groups. In the initial years of Bodhana, we had tried putting children infront of audience and have realized that some children were ready for that while some were very reluctant. That was a learning for us, and from then on, we have always protected that sense in the child to be freely performing among their friends and aunties in their class but not a stage. But the same children as they got into their elementary are ready for any challenge. They look forward for all new avenues to explore and we have been having children perform play or dancing or singing in elementary for last 2 years. But this year is something new and very special. A learning way for us as well our children. As the Christmas season started (Dec 2018), we recollected the play children displayed in the previous year. We considered giving them a good story for the play for this year. It all started with a small thought. We arrived at a story after thoughtful considerations. We took it to the children and narrated the story as it is. Children were thrilled the moment they were told of the option of putting it as play. We narrated the story again and this time it helped children make up their minds about their choice of role. And there started a new journey for us. Children nominated themselves for their choice of role. When we have many children opting for the same role, we suggested having an audition. After having clear idea of what it means, children jumped... read more

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Bodhana Montessori House of Children

Toddler and Primary Block

No #11, Officer Colony,

Vijaya Nagar, Velachery,

Chennai – 600 042

Tamilnadu, India

Elementary Block

No #12, II Cross Street,

Srinivasa Nagar Extn, Velachery,

Chennai – 600 042

Tamilnadu, India

Toddler, Primary, Elementary and Adolescent Block

5/381, Ambedkar Main Rd,

Elango Nagar,Perungudi,

Chennai – 600 041

Tamilnadu, India

✆ : + 91 99403 27479

☎ : +91 44 2259 1699

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