How to help parents balance both their career and family life? Located within Hsinchu Biomedical Science Park, Y2 Montessori Casa (Y2MC) offers a new option for families working in the Hsinchu Science Park area. Tyson Bioresearch Inc. envisioned a preschool, where families sharing a common educational philosophy could work and grow together. They commissioned Y2 Foundation for Future Education to plan and execute the project. After three years of preparation, a learning environment specially designed for children ages 0 to 6 opened its doors.
Y2MC spans the first to third floors of the Tyson Bioresearch R&D Building, covering approximately 600 pings (about 2,000 square meters). The space is bright and spacious, featuring a high ceiling and natural wood tones that create a warm, relaxing atmosphere. The preschool includes: an Infant Community (IC) class for children ages 2–3, 5 CASA mixed-age classrooms for ages 3–6, and a Parent-Infant Community. Currently, the preschool and Parent-Infant community are fully operational and open for enrollment. A NIDO child care center for ages 0–2 will open in the near future, completing the full 0–6 year Montessori early childhood education system.
Designing Spaces and Furniture Based on Children's Developmental Needs
Infant Community (IC) classroom.
Entering the IC classroom on the first floor, you're greeted by sunlit grassy lawns, trees, birdsong, and fragrant flowers outdoors. Inside, you’ll find child-sized cubbies and furniture ready for the little ones’ use. A two-year-old boy calmly took his water bottle from a low shelf and accidentally knocked over a backpack with a thud. The little boy didn't cry or look for an adult for help. Instead, he simply picked up the backpack and tried again. The little boy put the backpack in the cubby, only for it to fall back out again. This happened three times and without frustration on the boy’s part. Unfazed by the unsuccessful attempts, he finally set the backpack firmly in place on the fourth try. Pleased, he then walked into the classroom.
Watching this quietly from afar, we felt a sense of pride for the boy, and awe for Montessori education.
IC class teacher Wei-Ning Tsao smiled and shared: "If children are capable of doing something themselves, adults simply need to be at their side and wait. There's no need to intervene and help immediately.”
CASA classroom for age 3-6.
Throughout the classroom's various areas, children busily engage in their self-chosen work: Some are slicing boiled eggs with egg cutters, some are watering plants, while others are painting. These seemingly free and spontaneous explorations reflect meticulously and thoughtfully prepared environments designed to meet children’s developmental needs.
In the IC class, spaces are thoughtfully arranged—the art area is placed by the floor-to-ceiling windows, inviting children to paint and arrange flowers while enjoying the outdoor view.
To cultivate an "I can do it myself" learning atmosphere, Y2MC considered the furniture configuration from the perspective of children in early stages of design planning. Diane Teng, Chief Executive of Y2MC, explained: "For children ages 0–3, we designed two-tiered low shelves; for 3 to 6-year-olds, there are both two-tiered and three-tiered options." This way, Montessori materials that match the children’s height are always easily within their reach.
Wei-Ning also pointed out: "Children ages 2–3 is developing a sense of order. They need consistent language, routines, and organized spaces to feel secure." Thus, classroom layouts are kept consistent, with only small adjustments made once children are emotionally settled, as frequent changes could disrupt their emotional balance.
In addition to designing the space according to developmental stages, the IC classroom is also thoughtfully divided into distinct areas. For example, considering that new students may feel more uneasy, the Sensorial Area is placed near the entrance, with materials of various textures to capture their attention when they enter the classroom. The Art Area is located by large windows, where children can enjoy the views of the outdoor while painting or arranging flowers. A central island next to the sink is designed for toddlers to practice washing and cutting; extending from there is the Practical Life Area, where children water plants, clean up, and learn to change their own diapers. Other areas include Language, Music, and more. Wei-Ning carefully guided us through each corner, explaining the reasoning behind every setup and how it meets children's daily needs.
In addition to the IC, the CASA class and Parent-Infant Community all reflect this same level of intentional design. This is exactly what Montessori means by a "Prepared Environment"!
Learning in Life: "I Can Do It!"
In addition to meeting developmental needs, the Montessori preschool carefully selects materials and tools that mirror the real world, except in child-sized versions. Delicate miniature cups, plates, watering cans, shovels, towels, and mops are carefully selected to fit a child's hands. Wei-Ning further explained:
"We purchase real ceramic tableware, not plastic, even though it might break. We also provide real scissors and child-safe knives." On the one hand, this allows children to experience the real texture and proper handling of these items; on the other hand, it teaches them how to manage accidents. If something breaks, they learn how to avoid injury and clean up afterward.
“In the Montessori classroom, children have access to real tools that they might not be allowed to use at home. By being trusted with these responsibilities, they gain a sense of security and confidence in their own abilities. Children learn to care for their environment and themselves — whether it's cleaning up a spill, tending to plants, or feeding small fish — these acts nurture their sense of responsibility and serve as the foundation for life education." Wei-Ning explains.
Diane emphasized that the primary goal of education in early childhood stage is to help children achieve the ability to "do it themselves." The key strategy is to create an environment that feels like home, where everyday life activities are the learning itself. For instance, when a child accidentally spills water, they naturally learn to mop it up. Through these real-life experiences, children in both the IC and CASA classes gradually develop the skills needed to live well—handling objects carefully to prevent accidents and solving problems calmly when the unexpected happens.
The environment at Y2MC is not only prepared for children but also carefully considers the needs of adults. While there are child-height counters and islands for the little ones, there are also adult-height cabinets and sinks for the teachers. Ekko Hsu, a CASA teacher, shared an interesting detail: “Each classroom is equipped with an adult restroom in addition to child-sized bathrooms.” Many teachers pointed out how important this feature is. When a teacher needs to use the restroom, they don’t have to leave the classroom. Children feel reassured knowing their teacher is always nearby. In case of any emergency, the teacher can respond instantly. This small but meaningful design decision reflects a deep respect for the well-being of both adults and children—a true embodiment of Montessori’s humane-centered philosophy.
Each classroom is equipped with an adult restroom in addition to child-sized bathrooms. In case of any emergency, the teacher can respond instantly.
Begin with the End in Mind: Help Children Gain Autonomy and Independence
In the CASA, math operations are made visible through hands-on materials, helping children explore mathematics and build logical thinking skills.
After turning three, children in the IC can transition to the CASA. CASA, which means “home” in Italian, echoes the Montessori philosophy of “living to learn; learning to live.” Children progressing from IC to CASA move beyond the development need for order and begin to cultivate social skills and conscious obedience—not obedience out of fear but because they genuinely trust the adult guiding them. Children at this stage begin to engage in more complex logical reasoning and show significant advancements in language development. Ekko walked us through the five major learning areas of the CASA environment: Practical Life, Sensorial, Language, Mathematics,
and Culture.
As children enter the 3 to 6 year-old stage, the learning materials in the classroom gradually shift from purely practical tasks to incorporate knowledge-building work. For example, in the Mathematics area, various colorful bead materials are introduced.
These hands-on materials allow children to visually and physically grasp the relationship between numbers and quantity, which are highly abstract concepts.
With guidance from teachers, children "see" and "play" with mathematics through their hands, while simultaneously developing logical thinking skills. In the Language area, what appears to be just a farm model is actually a consciously designed language teaching aid. Teachers guide children through increasingly detailed descriptions: “A cow” → “A cow lying down” → “A brown cow lying down.” Through this process, children learn to pick out the correct object like little detectives, experiencing the precision and beauty of language. With supporting materials like grammar boxes and writing implements, children further explore and refine their language skills.
The farm model is actually a consciously designed language teaching aid. Teachers guide children through increasingly detailed descriptions: “A cow” → “A cow lying down” → “A brown cow lying down.
Parent-Infant Community: Creating Intimate Moments of Growth Together
Children under the age of 3 are welcome to join the Parent-Infant Community, where facilities are carefully designed for safety and age-appropriate use.
Given that many families place great importance on their children’s education, the school has thoughtfully designed the Y2 Montessori Parent-Infant Community (Y2MPIC) to offer parents an opportunity to explore and experience Montessori education together with their child.
The program welcomes families with children under the age of three, who are divided into two groups: NIDO (0 to 1.5 years-old) and IC (1.5 to 3 years-old). Each two-hour session accommodates up to eight parent-child pairs and offers a rich variety of activities and learning experiences. The environment is intentionally designed with safety features and furniture scaled precisely to the children's size.
"In the Parent-Infant Community, parents accompany their children into a group environment. With their parents nearby, children feel safer to explore.
Y2MPIC Director Angeline Huang shared with a smile: "First-time babies often explore wide-eyed with excitement, eagerly touching everything in sight, since everything is designed to fit their tiny hands and growing curiosity." Children aged 1.5 and above have their main activity space on the other side of the room, yet the open-concept design allows free movement between both areas, encouraging exploration and independence.
Angeline explains the key difference between Parent-Infant Community and the IC: "In the Parent-Infant Community, parents accompany their children into a group environment. With their parents nearby, children feel safer to explore, easing separation anxiety. After several sessions, children grow braver and more willing to express what they can do on their own—that's where the journey begins."
That said, Angeline often sees adults stepping in to instruct their children too soon. In these moments, she chooses not to interfere. The goal of the Parent-Infant Community is to create a space where both adults and children feel comfortable. Rather than correcting parents outright, teachers observe quietly.
They avoid strict rules or direct instruction, knowing that if the parent feels uneasy, the child will too—because the parent-child connection is deeply felt. Instead of actively interfering, teachers in the Parent-Infant Community use gentle guidance to help children notice the teacher’s demonstration—one step at a time, with no rush to move on before the previous action is complete. Parents begin to witness the power of waiting: Waiting for a child to thoughtfully select a flower, then gracefully take one from the vase; waiting as the child fills a small bucket, gets distracted by the fun of the faucet, and begins to play with water. Once the need to explore is satisfied, the child returns to the flower-arranging activity.
“We have to respect the natural rhythm of parentchild interaction—that’s when change can truly happen,” explains Angeline. After about six sessions, she often sees clear growth in the children. Only after the child finishes their work do teachers share with parents the purpose behind each activity and its developmental goals. “If you’d like your little one to explore a range of experiences, interact with peers, and get a feel for the Montessori approach, we warmly welcome you to join a trial class!” Angeline invites with enthusiasm.
Children who learn and grow at Y2MC are truly fortunate. With professionally trained Montessori educators, a kitchen on par with a top-tier restaurant, and a balanced meal plan, the school offers far more than the basics. Its spacious layout—many times larger than that of a typical kindergarten—allows learning to flow naturally from indoors to outdoors, all within an environment infused with architectural and design aesthetics. Every step of a child’s development is closely observed, documented, and supported by the teachers. Just like the two-year-old boy who patiently and repeatedly tried to close his cubby door just right, children here are empowered to try bravely, explore freely, and grow steadily into individuals capable of caring for themselves, others, and the world around them.
Text by Yu-Hsiu Su
Images provided by Y2 Montessori Casa, Y2 Montessori Parent-Infant Community