By understanding how children learn the teachers can provide your
child with tools and opportunities tailored to the way they
experience the world around them. At the same time there is a
strong physical dimension to many Montessori activities,
encouraging dexterity, balance and appreciation of shapes,
colors and sizes.
What all these elements have in common is that they are providing
the building blocks of future learning, hardwiring your child’s
capacity to engage with new material and information and providing the tools with which to manipulate it.
The Montessori approach allows children to learn through understanding, rather than
through being told. From this understanding your child is able to develop confidence
and a joy in learning.
By understanding how children learn the teachers can provide your child with tools
and opportunities tailored to the way they experience the world around them. At the
same time there is a strong physical dimension to many Montessori activities,
encouraging dexterity, balance and appreciation of shapes, colors and sizes.
What all these elements have in common is that they are providing the building
blocks of future learning, hardwiring your child’s capacity to engage with new
material and information and providing the tools with which to manipulate it
Practical Life activities are the activities of everyday life and they are involved in all
aspects of life. The child observes these activities in the environment and gains
knowledge through the real experience of how to accomplish life skills in a
purposeful way. These activities are cultural and specific to the child's time and
place.
Practical life activities help give the child a sense of being and belonging, established
through participation in daily life with us. Through practical life the child learns
about his culture and all about what it is to be human. Practical Life exercises help
children to become self-confident, independent and prepare them for other aspects
of learning.
Maria Montessori believed that nothing comes into the mind except through the senses. During the years between three and six, as children develop their senses, their attention is directed toward the environment. The purpose of the Sensorial activities is to help the child in his efforts to sort out the many varied impressions given by the senses. These materials are specifically designed to help the child develop discrimination, order, and to broaden and refine the senses. These materials also help prepare him to be a logical, aware, and perceptive person. The Sensorial materials are designed with a built in feed back to control of error to show when mistakes have been made. The child then remains independent of your oversight and develops an inner, personal incentive to practice and improve. After experiencing Sensorial activities, the child's sense perceptions will appear inherently structured and capable of comprehending abstract concepts.
Develops the difference in dimension, width, length, and size can be found in these materials:
Learning mathematical concepts in a Montessori classroom begins concretely and
progresses towards the abstract. They are developed from simple to complex.
Process is taught first and facts come later. The child using these materials
experiences order, coordination, concentration, and independence.
The activities in the Math area are not to be implemented at a set pace. Providing
the child with the materials at precisely the right challenge level will enable the
child to demonstrate his development to the teacher through his progress. A child
that is able to grasp such math concepts as addition and subtraction demonstrates
the successful use of the math materials. The materials are so beautifully designed
and appropriate for each child during his sensitive periods of learning math.
Mathematical apparatus provides the necessary stimulation for the child to learn
math concepts more readily.
The math activities are organized into five groups.
0-10 Lesson Plans
This group introduces sets of one through ten, which prepares the child for counting
and teaches the value of quantity. Children begin to associate numeral and quantity
with number rods and number cards. A child will gain a growing understanding of
sequence.
Other 1-10 additional counting activities the teacher adds which reinforces
the one through ten numeral concepts.
Decimal Lesson Plans
These lessons involve the decimal system using the golden bead material. The
child will become familiar with the names of the decimal categories; units, tens,
hundreds, and thousands. A concrete experience with each category is represented
by the beads.
The quantity will be followed by symbol and association.
Quantity is presented using the teen and ten boards followed by symbol and association. The one-hundred board and bead chains develop number concepts and recognition of numbers one through one-hundred. The bead chains also introduce the child to skip counting; five, ten, fifteen, twenty, etc.
From the beginning, the students are introduced to mathematical concepts in concrete form. The use of concrete materials to learn abstract concepts and operations is fundamental to the development of the mathematical mind in the Montessori classroom as the materials represent abstract ideas. The materials can be felt and manipulated so that the hand is always involved in the learning process. This approach to math is logical, clear and extremely effective. It allows the students to internalize math skills by using concrete materials and progressing at their own pace toward abstract concepts. Students understand and develop a solid foundation in mathematics. Later, as they master the concrete they begin to move to the abstract, where the child begins to solve problems with paper and pencil while still working with the materials.
As part of the Math curriculum, fractions are also introduced to the Kindergarten children.
The Montessori 3-6 classroom is a natural extension of the patterns of
communication that have already been absorbed. Through every conversation,
every book read aloud, every new word that is taught, the Montessori student is
learning language, and thus, learning to read and emphasis is placed on the process
of acquiring language. In the Montessori 3-6 Language curriculum, writing itself is
seen as a direct preparation for reading.
The Montessori preschool classroom emphasizes spoken language as the
foundation for all linguistic expression. Throughout the entire Montessori
environment the child hears and uses precise vocabulary for all the activities. The
child is encouraged to converse with peers and staff.
Reading is taught phonetically as the child is ready. The concrete materials, from
the sandpaper letters to the beginning of sentence analysis, allow the child to take
small, logical, sequential steps to independent, fluent reading. Language work
leads into cultural subjects, extending the child's vocabulary and working with the
child's fascination of her environment.
The Montessori science curriculum seeks to cultivate children’s natural curiosity
and to allow them to discover the answers to their “why” questions. As with the
other areas of the curriculum, science study concentrates on process, in this case,
the scientific process of question, hypothesis, procedure, observation, data analysis
and conclusion. The use of this process paves the way for children to think about
something that is easily translatable outside the science arena. It teaches them to
think before deciding, to use a logical method of discovery or testing and to use
data to evaluate results and arrive at a thoughtful conclusion. Einstein said that
science isn’t the thing being studied but the way it is being studied. It is the process
of discovering reliable information about what is probably true and what is
probably not.
Along with process, however, the science curriculum aims to provide each child
with a basic knowledge of: zoology, botany, matter, energy, earth science,
astronomy, human development and personal health. Firsthand experience with the
natural world and with scientific materials and apparatus is a guiding principle. As
with other Montessori pursuits, observing and doing are methods of learning, and
safety at all times is emphasized. As always, the children use the real scientific
materials and learn the proper nomenclature for such things as animal
classification, chemical processes, earth forces, botanical components and rock
types.
Finally, the Montessori curriculum aims to fill a child with wonder at the
complexity and grandeur of the universe, the simplicity of physical laws and the
miracle of life in all of its forms. It encourages respect for the world that we have
been given and an understanding of our place in the natural order of things. The
ultimate goal is the development of an ecological view of life and a feeling of
responsibility for the earth.
Through sensory experience and the use of imaginative stories, children in the
Montessori 3-6 environment learn about their physical world. They can touch a
sphere and compare the shape to the globe. They build landforms using play dough
and fill water forms with water. Montessori puzzle maps are meant to be taken apart
and put back together again as children develop an understanding of continents and
oceans. These Montessori hands-on activities build long-term memory by physically
engaging the hand.
Discoveries are made about the people who live on different continents. Montessori
students learn about food, music, clothing, traditions, holidays, customs, housing, as
well as the plants and animals of the region as they compare their lifestyles to others.
They learn about the flags of the world and reverently carry them as they “walk the
line” in the Montessori prepared environment. They learn to appreciate the wonder
found in the similarities and differences found around the world.
Our Primary Art Curriculum builds on the foundation provided in the Practical Life curriculum. Our students display a reasonable control of movement, fine motor skills and eye/hand coordination, having been encouraged to express themselves in artistic ways. Elementary Art instruction seeks to strike a balance between skill instruction and free exploration and to encourage a child’s natural desire for self-expression. It also seeks to build a child’s art vocabulary; awareness of artists and their techniques and knowledge of the various forms of art expression, from architecture to painting to sculpture to computer graphics. Through artistic adventures children also become aware of and develop a respect for the contributions of the arts and artists to societies and cultures, past and present. They gain a lasting appreciation of art from the dual vantage points of participant and audience. They gain insight into the way that art is a non-verbal method of expressing opinions, perceptions, feeling and history. Finally, they begin to realize the connections between art and their daily lives in areas such as math, nature, cooking and sports. Inclusive Montessori encourages every child to “find and nourish the artist within him/herself”.