Infant & Toddler
Cha Cha (1.5-3 Years Old, Campus 1 &2)
At this age children learn unconsciously from their environment. PPMI provides a safe, orderly, and developmentally appropriate environment for the children to learn at their own pace. Children are also able to nurture and develop their individual talents and explore their particular interests. This program focuses on developing each child physical, social, and emotional needs by refining their gross and fine motor skills through interaction with real objects and prepared environment. Also, this program prepares each child for academic readiness in a supportive and cooperative environment guided by a trained Montessori teacher. The program is taught exclusively in English.
Preschool & Kindergarten
CaSa (3-6 Years Old, Campus 1 &2)
This program has been designed to offer the opportunity for children to learn and develop to their full potential in a carefully prepared and challenging environment. At this stage, children are encouraged to be more active, independent, and cooperative in carrying out learning tasks in a variety of academic subjects and social skills as well as interpersonal skills that prepare them for the primary level. Concrete materials in the classroom guide children in their learning by allowing them to work at their own pace and engage in problem-solving tasks, while being constantly and consistently guided, supported and monitored by a trained Montessori teacher and teaching assistants.
Grades 1-6 (Campus 1)
PPMI offers a Khmer-International curriculum that allows students to follow a dual academic track.
We offer a unique mix of Montessori resources and learning choices with the American Common Core curriculum (CCSS).
We start our Khmer Program in Primary and our goal is for our students to be truly bi-lingual and foster a love of learning languages.
PPMI is licensed by the Ministry of Education, Youth, and Sports
(MoEYS) and follows the Khmer National Curriculum.
PPMI greatly values our Khmer culture and language. There is compelling research relating to mother-tongue maintenance and development (Cummins and Danesi, in Baker and Prys Jones, 1988) is particularly significant.
This research indicates that students following a mother-tongue maintenance and development programme receive the following benefits:
- They avoid language loss and the resultant negative effects, for example, subtractive bilingualism (where the development of a second language is detrimental to the first language). They perform at least as well (often better) in mainstream subjects (science, humanities, etc) as monolingual students.
- They perform at least as well (often better) as second-language students who don’t maintain their mother tongue and are schooled wholly in the second language.
- They retain a positive attitude toward their mother tongue and cultural background when the school shows acceptance of the mother-tongue language, accounting for increased self-esteem and its resultant benefits.
PPMI makes every effort to align the Khmer and International curriculum where possible, so students have the opportunity to make connections and learn cross-culturally.