Molly Henry

Belonging and significance, our greatest need, is at the core of both Positive Discipline and Montessori. We provide hands-on tools for parents and teachers to bring kind and firm discipline to homes and classrooms. I'm so thankful that Abintra is able to provide this support for families and staff.

MOLLY HENRY,

PARENT EDUCATION AND SUPPORT

Having access to support from the school at my fingertips made all the difference when our daughter was younger. I am grateful to have the chance to offer the same to our community.

EMI CANAHUATI,

PARENT EDUCATION AND SUPPORT

Emi Canahuati
Student climbing wall during recess

WHY POSITIVE DISCIPLINE?

LIKE MONTESSORI EDUCATION, POSITIVE DISCIPLINE IS

BASED ON RESPECT AND TRUST IN THE CHILD.

Positive Discipline:

  • Combines kindness and firmness

  • Provides hands-on parenting and teaching tools

  • Recognizes stages of child development

  • Provides a common language and framework for discipline

  • Offers consistency between home and school

This discipline philosophy is based largely on the principles developed by Alfred Adler and Rudolf Dreikers, which have been explained thoroughly in a series of books authored and co-authored by Jane Nelsen, Ed.D. and Lynn Lott M.F.C.C. (founders of the Positive Discipline Association). Positive Discipline is part of the fabric of daily life at Abintra and is carried out by all staff members through very practical means.

BUILDING YOUR TOOLBOX

CHILDREN DON'T ARRIVE IN PARENTS' LIVES WITH

A HANDBOOK OR AN OWNER'S MANUAL.

Positive Discipline provides practical parenting tools, such as

  • Limited choices

  • Encouragement

  • Positive Time Out

  • Natural consequences to teach lessons

  • Solutions, rather than punishment

  • Community or family meetings

Positive Discipline classes, which are offered throughout the year and address a variety of stages of childhood development, give parents a better understanding of the classroom language at Abintra, provide hands-on discipline tools, and build strong patterns of communication within families.

Student and teacher working outside

HUMAN GROWTH & DEVELOPMENT

OUR COMPREHENSIVE HUMAN SEXUALITY PROGRAM

As part of Abintra’s commitment to science-based holistic education, the curriculum integrates age and developmentally appropriate education about sexuality.

At Abintra we believe that:

  1. Sexuality is a lifelong, natural, and integral part of being human.

  2. Children and young people deserve access to positive, accurate, and age-and-developmentally appropriate information about sexuality.

  3. Access to positive sexuality education produces what our society needs: sexually healthy adolescents and adults.

For lessons and guidance, we use the National Standards for Sexuality Education to guide the information provided.

LOWER SCHOOL (AGES 3-6)

In the Lower School children learn:

  • To use correct names for all body parts in the context of personal care and bathroom

  • About personal boundaries

  • About how families come to be and grow and respecting different kinds of families

  • To manage, make, and maintain friendships

  • To communicate respectfully

  • How living things reproduce

  • To communicate feelings

  • That they have a right to accept or refuse touches like hugs, handholding, and playing tag, etc.

  • What touches are appropriate and in what contexts.

Eliana and Ivy running-1.jpg
Walker anatomical model-2.jpg

UPPER SCHOOL (AGES 7-14)

In the Upper School students learn:

  • To manage friendships and communication

  • The physical, social, cognitive, and emotional changes that occur during puberty and adolescence

  • To identify trusted adults as resources

  • Science-based information on healthy behaviors that prevent STIs and pregnancy

  • Research skills to identify accurate medically based information