Crabapple Montessori School

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

It’s Okay to Set Limits
11 Dec, 2023
As parents today we are bombarded with advice, ideas, suggestions, and rules on how to be the best parents we can be for our children. Some change is good; emerging research tells us more and more about human development and how our brains work, and making progress as a society is always a good thing. Still, it can be hard to weed through the good ideas and those with good intentions that don’t really serve us or our children. Giving children choice is important. Respecting children as autonomous human beings is important. We should recognize that even though they are young, their lives are not ours to live. Their dreams are not ours to fulfill. So, we give our kids choice. We let them make their own decisions. We honor their growing independence and understand that their ideas may sometimes (often) conflict with our own. And we try to be okay with that. But should we let our children do whatever they want all the time? We would argue that no, that is a very different scenario. Giving choice is one thing, neglecting to set any boundaries is something altogether different. What do children need? In order for a child to strengthen their sense of independence they need to be able to make their own decisions, but they need to make these within a framework that feels safe. As kids learn and grow, they need to be able to take risks and make mistakes; after all, making mistakes is one way we learn. It is critical, however, that we keep give our children boundaries within which they are able to make choices. As children grow and develop, it is critical that they form bonds with adults in their lives that are trusting and secure. Our kids really do test us sometimes; they push against the rules we set because they are seeking a sense of how strong our limits are and whether or not we mean what we say. Giving guidance and setting boundaries isn’t just okay, it’s critical to letting our children know we are here for them and care about their well being. In short: kids need choice. They also need those choices to fall within limits that keep them safe, both physically and emotionally. When they’re younger, they need fewer choices and more limits. As they grow, we increase the choice and decrease the limits. This way, once they are fully mature adults, they have had plenty of time to practice making decisions prior to any expectation that they actually do so successfully on their own. Isn’t that what childhood is all about? Human children are able to experience a joyful period of time in which we get to practice becoming a responsible adult. What does this look like in our classrooms? Montessori classrooms are carefully prepared environments with built-in choices and limits. Some examples of how we achieve this balance: Furniture is arranged so that children are free to move around, but most classrooms are devoid of large open areas that might encourage running in such a confined space. Those shelves are placed with intention! Materials on the shelves are rotated frequently. Children may only access what is available to them. Materials that we do not want the children to have access to are kept stored away in a cabinet or closet. The snack table might be just large enough for two chairs. We want children to eat and socialize when they choose, but we also know that if there is space for ten children to do so at once, the activity may become disruptive and lose its original intent. Older children may utilize work plans. This enables them to determine the pace, order, and details of their work, but requires them to be accountable for completing all desired tasks within a specified amount of time. For example, a child may be asked to complete a range of math, reading, and biology work within a given timeframe, but there is plenty of choice in how they accomplish the goal. Children in Montessori classrooms do not typically have to ask permission to use the restroom. Instead, we create structures so that they may do so safely whenever the need arises. Some schools have restrooms located within the classroom, others have hall passes available, or hold class meetings to discuss procedures with the children. What might this look like in our homes? If your family is new to Montessori, it can sometimes take a bit of time to shift ideas and expectations. Once you do, however, it’s hard to imagine doing things any other way. Some ideas to get you started: Allow your children to make decisions about what they wear. For older babies and toddlers, this may be as simple as allowing them to choose between two different color shirts. For older children, you may just set guidelines, such as their clothing must be appropriate for the weather. If you need your child to get a few things done, let them choose the order. For example, ask them if they would rather take a bath or make their lunch first. Be clear that your expectation is that they will do both, but that you value their opinion and want to let them help decide how to spend their time. Define boundaries when your child is struggling with emotions. It’s great to let your child feel whatever they are feeling, but that doesn’t mean they should mistreat those around them when they are frustrated or angry. “I see that you are frustrated. It’s normal to feel that way but you may not scream in our house. Here are some other ways to express that feeling…” Have frank and open discussions with your older children. Have you been feeling like they’re overdoing it with video games or staying out too late? Tell them what your concerns are, what your limits are, and solicit their ideas with solutions. Rather than implementing sudden new rules, engage your older children in problem solving talks until you come to a conclusion you can both live with. We hope this post has been helpful and inspiring. In a world of permissive parenting and misunderstandings about what Montessori really means, it can be easy to get caught up in giving in to our children’s every desire. The good news is, you don’t have to. Our children look to us to be the adults in their lives. Each and every child deserves adults who love and respect them for who they are.
Our Gifts to Children
04 Dec, 2023
A mindful approach to parenting during the holidays: how it can shift our perspective, and what it means to be truly present with and for our children.
The Stereognostic Sense
27 Nov, 2023
In Montessori toddler and primary classrooms, we offer specially designed materials to help young children refine their senses. In addition to the five senses—tactile (touch), visual (seeing), auditory (hearing), olfactory (smell), and gustatory (taste)—we also support children’s stereognostic sense. What is the stereognostic sense? The word stereognostic comes from the Greek words “stereo” which means “around” and “gnosis” which means “to know.” Having a stereognostic sense means being able to identify the shape and form of a three-dimensional object, and therefore its identity, through tactile manipulation without any visual or auditory input. “They are very proud of seeing without eyes, holding out their hands and crying, ‘Here are my eyes!’ ‘I can see with my hands!’” – Dr. Maria Montessori, The Montessori Method Children develop a mental picture of an object through the use of touch and movement. This tactile and muscular experience allows them to recognize an object by feeling and palpating without seeing or hearing the object. Everything we touch helps form a memory. Young children are absorbing everything, so the more experiences they have with objects and parts of their environment, the more accurate their perceptions will be. Thus, the combination of language (naming objects), the tactile experience, and muscular memory provides children with a more complete and precise understanding of the world. Mystery (or Stereognostic) Bags In our toddler and primary classrooms, we have special “mystery bags” or “stereognostic bags” to support the development of children’s stereognostic sense. These drawstring bags contain objects children have already encountered in their environment. We make sure children know the names of the objects, too. The first bag we introduce has a set of four to six objects that belong to a classified group, such as kitchen utensils, art supplies, bathroom items, etc. These are real items that children have used in their lives. The next bag has four to six general objects that are not grouped in any category (e.g. a comb, rock, sponge, funnel, cloth, etc.). The third bag has three to four pairs of objects that are very different from each other. The Experience When we introduce each of these bags, we first show how to carry the bag and invite the child to take the bag to a table. We then carefully demonstrate how to open and close the bag and give the child a turn to try opening and closing. Next, we peek inside the bag and remove one item at a time, naming each object as we remove it from the bag and place it on the table. We also give the child a turn to feel each item. When all the objects are removed from the bag and lined up on the table, we name one and invite the child to place it in the bag. We repeat this until all the objects are back in the bag. Then the fun begins! We explain that we are going to reach into the bag to find an item. Putting both hands into the bag (and without looking in the bag) we feel around and grasp an object. With some enthusiasm, we say the item’s name before we remove the item. Then we take the item out of the bag and show it to the child. Often the child watching takes great delight in the fact that we were able to name the object before seeing it. We repeat with the other items and then invite the child to try. When using the bag with the paired objects, the only difference is that we select one item, name it, remove it from the bag, and then try to feel for the matching item. We regularly rotate the items in the bags so children have lots of opportunities to feel for what is in these “mystery bags”. Children find the experience to be absolutely delightful! The best part is that when children try to recognize an object through touch alone, their brain receives the sensorial input and then forms a three-dimensional image that provides a more complete understanding and precise perception of the object. “When the hand and arm are moved about an object, an impression of movement is added to that touch. Such an impression is attributed to a special, sixth sense, which is called a muscular sense, and which permits many impressions to be stored in a ‘muscular memory,’ which recalls movements that have been made.” – Dr. Maria Montessori, The Discovery of the Child The stereognostic bags are just one example of the many carefully designed materials we introduce in Montessori classrooms. We always love to have you come visit to see or experience these sensorial delights firsthand. Schedule a tour today!
Show More
It’s Okay to Set Limits
11 Dec, 2023
As parents today we are bombarded with advice, ideas, suggestions, and rules on how to be the best parents we can be for our children. Some change is good; emerging research tells us more and more about human development and how our brains work, and making progress as a society is always a good thing. Still, it can be hard to weed through the good ideas and those with good intentions that don’t really serve us or our children. Giving children choice is important. Respecting children as autonomous human beings is important. We should recognize that even though they are young, their lives are not ours to live. Their dreams are not ours to fulfill. So, we give our kids choice. We let them make their own decisions. We honor their growing independence and understand that their ideas may sometimes (often) conflict with our own. And we try to be okay with that. But should we let our children do whatever they want all the time? We would argue that no, that is a very different scenario. Giving choice is one thing, neglecting to set any boundaries is something altogether different. What do children need? In order for a child to strengthen their sense of independence they need to be able to make their own decisions, but they need to make these within a framework that feels safe. As kids learn and grow, they need to be able to take risks and make mistakes; after all, making mistakes is one way we learn. It is critical, however, that we keep give our children boundaries within which they are able to make choices. As children grow and develop, it is critical that they form bonds with adults in their lives that are trusting and secure. Our kids really do test us sometimes; they push against the rules we set because they are seeking a sense of how strong our limits are and whether or not we mean what we say. Giving guidance and setting boundaries isn’t just okay, it’s critical to letting our children know we are here for them and care about their well being. In short: kids need choice. They also need those choices to fall within limits that keep them safe, both physically and emotionally. When they’re younger, they need fewer choices and more limits. As they grow, we increase the choice and decrease the limits. This way, once they are fully mature adults, they have had plenty of time to practice making decisions prior to any expectation that they actually do so successfully on their own. Isn’t that what childhood is all about? Human children are able to experience a joyful period of time in which we get to practice becoming a responsible adult. What does this look like in our classrooms? Montessori classrooms are carefully prepared environments with built-in choices and limits. Some examples of how we achieve this balance: Furniture is arranged so that children are free to move around, but most classrooms are devoid of large open areas that might encourage running in such a confined space. Those shelves are placed with intention! Materials on the shelves are rotated frequently. Children may only access what is available to them. Materials that we do not want the children to have access to are kept stored away in a cabinet or closet. The snack table might be just large enough for two chairs. We want children to eat and socialize when they choose, but we also know that if there is space for ten children to do so at once, the activity may become disruptive and lose its original intent. Older children may utilize work plans. This enables them to determine the pace, order, and details of their work, but requires them to be accountable for completing all desired tasks within a specified amount of time. For example, a child may be asked to complete a range of math, reading, and biology work within a given timeframe, but there is plenty of choice in how they accomplish the goal. Children in Montessori classrooms do not typically have to ask permission to use the restroom. Instead, we create structures so that they may do so safely whenever the need arises. Some schools have restrooms located within the classroom, others have hall passes available, or hold class meetings to discuss procedures with the children. What might this look like in our homes? If your family is new to Montessori, it can sometimes take a bit of time to shift ideas and expectations. Once you do, however, it’s hard to imagine doing things any other way. Some ideas to get you started: Allow your children to make decisions about what they wear. For older babies and toddlers, this may be as simple as allowing them to choose between two different color shirts. For older children, you may just set guidelines, such as their clothing must be appropriate for the weather. If you need your child to get a few things done, let them choose the order. For example, ask them if they would rather take a bath or make their lunch first. Be clear that your expectation is that they will do both, but that you value their opinion and want to let them help decide how to spend their time. Define boundaries when your child is struggling with emotions. It’s great to let your child feel whatever they are feeling, but that doesn’t mean they should mistreat those around them when they are frustrated or angry. “I see that you are frustrated. It’s normal to feel that way but you may not scream in our house. Here are some other ways to express that feeling…” Have frank and open discussions with your older children. Have you been feeling like they’re overdoing it with video games or staying out too late? Tell them what your concerns are, what your limits are, and solicit their ideas with solutions. Rather than implementing sudden new rules, engage your older children in problem solving talks until you come to a conclusion you can both live with. We hope this post has been helpful and inspiring. In a world of permissive parenting and misunderstandings about what Montessori really means, it can be easy to get caught up in giving in to our children’s every desire. The good news is, you don’t have to. Our children look to us to be the adults in their lives. Each and every child deserves adults who love and respect them for who they are.
Our Gifts to Children
04 Dec, 2023
A mindful approach to parenting during the holidays: how it can shift our perspective, and what it means to be truly present with and for our children.
The Stereognostic Sense
27 Nov, 2023
In Montessori toddler and primary classrooms, we offer specially designed materials to help young children refine their senses. In addition to the five senses—tactile (touch), visual (seeing), auditory (hearing), olfactory (smell), and gustatory (taste)—we also support children’s stereognostic sense. What is the stereognostic sense? The word stereognostic comes from the Greek words “stereo” which means “around” and “gnosis” which means “to know.” Having a stereognostic sense means being able to identify the shape and form of a three-dimensional object, and therefore its identity, through tactile manipulation without any visual or auditory input. “They are very proud of seeing without eyes, holding out their hands and crying, ‘Here are my eyes!’ ‘I can see with my hands!’” – Dr. Maria Montessori, The Montessori Method Children develop a mental picture of an object through the use of touch and movement. This tactile and muscular experience allows them to recognize an object by feeling and palpating without seeing or hearing the object. Everything we touch helps form a memory. Young children are absorbing everything, so the more experiences they have with objects and parts of their environment, the more accurate their perceptions will be. Thus, the combination of language (naming objects), the tactile experience, and muscular memory provides children with a more complete and precise understanding of the world. Mystery (or Stereognostic) Bags In our toddler and primary classrooms, we have special “mystery bags” or “stereognostic bags” to support the development of children’s stereognostic sense. These drawstring bags contain objects children have already encountered in their environment. We make sure children know the names of the objects, too. The first bag we introduce has a set of four to six objects that belong to a classified group, such as kitchen utensils, art supplies, bathroom items, etc. These are real items that children have used in their lives. The next bag has four to six general objects that are not grouped in any category (e.g. a comb, rock, sponge, funnel, cloth, etc.). The third bag has three to four pairs of objects that are very different from each other. The Experience When we introduce each of these bags, we first show how to carry the bag and invite the child to take the bag to a table. We then carefully demonstrate how to open and close the bag and give the child a turn to try opening and closing. Next, we peek inside the bag and remove one item at a time, naming each object as we remove it from the bag and place it on the table. We also give the child a turn to feel each item. When all the objects are removed from the bag and lined up on the table, we name one and invite the child to place it in the bag. We repeat this until all the objects are back in the bag. Then the fun begins! We explain that we are going to reach into the bag to find an item. Putting both hands into the bag (and without looking in the bag) we feel around and grasp an object. With some enthusiasm, we say the item’s name before we remove the item. Then we take the item out of the bag and show it to the child. Often the child watching takes great delight in the fact that we were able to name the object before seeing it. We repeat with the other items and then invite the child to try. When using the bag with the paired objects, the only difference is that we select one item, name it, remove it from the bag, and then try to feel for the matching item. We regularly rotate the items in the bags so children have lots of opportunities to feel for what is in these “mystery bags”. Children find the experience to be absolutely delightful! The best part is that when children try to recognize an object through touch alone, their brain receives the sensorial input and then forms a three-dimensional image that provides a more complete understanding and precise perception of the object. “When the hand and arm are moved about an object, an impression of movement is added to that touch. Such an impression is attributed to a special, sixth sense, which is called a muscular sense, and which permits many impressions to be stored in a ‘muscular memory,’ which recalls movements that have been made.” – Dr. Maria Montessori, The Discovery of the Child The stereognostic bags are just one example of the many carefully designed materials we introduce in Montessori classrooms. We always love to have you come visit to see or experience these sensorial delights firsthand. Schedule a tour today!
Show More
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