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EXPLAINING WHAT MONTESSORI IS.
"The most important period of life is not the age of
university studies, but the first one, the period from birth to six. For that
is the time when man's intelligence itself, his greatest implement is being
formed." Dr. Maria Montessori
"Whoever touches the life of the child touches the
most sensitive point of a whole, which has roots in the most distant past and
climbs toward the infinite future." "Dr.
Maria Montessori"
OUR MISSION
Our number one goal is to develop a love of learning in the child and to aid
in developing the "WHOLE CHILD" physically, intellectually, linguistically,
emotionally and socially. She spends time teaching them social graces and how
to handle themselves in many situations. Each child is allowed to develop at
their own pace by providing all the necessary equipment for them to excel.
Early reading is just the result of being in this environment we provide.
Every year we are turning out Kindergarden ready children that are more than
happy to show their skills at reading and arithmetic at a level that surpasses
any preconceived notions of what children should be learning at "preschool
age". We are committed to maintaining an environment that stimulates,
challenges and creates a curiosity about learning, while engendering a love,
respect and understanding of self and others.
THE MONTESSORI METHOD
The Montessori educational model is based on theory, research, and observation
developed over the last 80+ years from the work of Dr. Maria Montessori, an
internationally renowned Italian educator. One of the key advantages of this
method of instruction and learning is its lengthy heritage and proven ability
to provide quality education in tens of thousands of schools worldwide.
The basic tenet of the Montessori philosophy of education is that all children
carry within themselves the person they will become. In order to maximize
their physical and intellectual potential, students must develop a meaningful
degree of independence and self-discipline in an ordered environment. Dr.
Montessori developed what she called the "scientifically prepared environment"
which already possesses a certain order and allows children to learn according
to their own capacities and learning styles.
Montessori recognized that the only valid impulse to learning is the
self-motivation of the child. Children move themselves toward learning. The
teacher prepares the environment, directs the activity, and offers the child
stimulation, but it is the child who learns, who is motivated through work
itself. If Montessori children are free to learn, it is because they have
acquired inner discipline from their exposure to both physical and mental
order. Patterns of concentration, perseverance, and thoroughness established
in early childhood produce a successful learner later in life.
HISTORY
Maria Montessori was a physician and an anthropologist. She applied her
training as an impartial observer and analyst to the study of child
development. She noted that individual children develop in much the same way
as humans, as a group, have developed. Children use their natural tendencies
to explore, communicate, and perfect skills in order to meet their basic needs
and to adapt to the conditions around them, thereby contributing to their
society.
Children, like society, develop in stages. Montessori's experiments determined
that by preparing environments appropriate to a child's stage of development,
the child's innate desire to learn was not hampered. Adults in these
environments connect children with materials and experiences which allow them
to develop mentally, physically, and emotionally.
Montessori continued her observations and experiments throughout her life.
Montessori trained adults from around the world. Her hope was that by allowing
children to develop to their fullest potential, their contributions to society
would lead to a peaceful world. Her philosophy of showing respect to children
by preparing environments of materials, experiences, and attitudes suited to
the characteristics of each stage of development is the foundation of
Montessori training and practice today.
Montessori began her work in Italy during the early nineteenth century. She
later worked in India, Sri Lanka, and the Netherlands. Montessori schools
thrive in countries on five continents. It is estimated that there may be over
one hundred thousand Montessori schools worldwide. There are over five
thousand Montessori schools in the United States. Ninety years of
international success is the reason Montessori philosophy continues to attract
parents, children and educators today. We continue her effort to create a
peaceful world.
THE PREPARED ENVIRONMENT
The Prepared Environment Classroom design facilitates independent learning and
exploration. The environment strikes the imagination, leads one to
abstraction, and provides a system of information storage and retrieval. The
idea is that the total environmental design conveys the essential principles
of all disciplines through sequenced order and aesthetic appeal.
Montessori environments tend to fascinate both children and their parents.
Typically, they are bright, warm, and inviting; filled with plants, animals,
art, music, and books. There are curriculum centers filled with intriguing
learning materials, such as fascinating mathematical models, maps, botany
charts, classified nomenclature booklets, and collections of natural specimens.
Technology elements are integrated into classroom life - children learn to use
calculators, computers, and multimedia devices as part of their everyday
experience. Internet resources supplement research collected first hand from
resources found in the community.
Children are typically found scattered around the montessori environment
working alone or with one or two others. They tend to become so involved in
their work that visitors are immediately struck by the peaceful atmosphere.
Children of different ages often work together on projects. Teachers can be
seen working with an individual or small group to facilitate the learning
process, stimulate interest or provide guidance for further research
THE TEACHER
Role of the Teacher
Montessori teachers think of themselves as "enlightened generalists", trained
in the details of the curriculum. Montessori teachers have four principal
obligations:
1. ...to awaken the child's spirit and imagination;
2 ...to encourage the child's normal desire for independence and high sense of
self-esteem;
3....to help the child develop the kindness, courtesy, and self-discipline
that allows him to become a full member of society, and;
4....to help the child learn how to observe, question, and explore ideas
independently
Dr. Montessori observed that children learn most effectively through direct
experience and the process of investigation and discovery. Thus, the basis of
the Montessori method of instruction is a combination of the prepared
environment with specially selected materials and a teaching style that
emphasizes observation and guidance rather than direct teaching and providing
answers. The teacher rarely presents a lesson to more than a handful of
children at one time, and these lessons are limeted to brief efficient
presentations. The goal is to give the children just enough to capture their
attention and spark their interest, intriguing them enough that they will come
back on their own to work with the materials
THE CHILD
MULTI-AGE LEARNING
Montessori education places children in three-year age groupings. Generally,
children ages 2 1/2-5, 6-9 and 9-12 are grouped into lower and upper
elementary classes respectively. This offers many advantages for learning,
including the following:
1. Children can progress through the curriculum at their own pace.
2. The environment is highly enriched since the curriculum has to cover the
entire span of interests up through the oldest and most accelerated students
in the class. Remedial materials are also inherent in the structure of the
program.
3. Younger children are constantly stimulated by the intersting work of the
older students.
4. Older students serve as tutors and role models, providing leadership
experiences. They benefit from helping the younger students, reinforcing their
own knowledge by teaching others. They learn to empathize with the needs of
children who are younger than themselves.
5. Teachers typically get to work with children for 3 years and get to know
them real well.
6. The class retains a high degree of continuity since 2/3 of the class
returns each year. This makes it easier to orient new children and
individualize the curriculum
INDIVIDUALIZED LEARNING
For education to touch a child's heart and mind she must be learning because
she is curious and interested. We want learning to become its own reward with
each success fueling the desire to discover even more. For this to happen the
curriculum must be individualized according to the following principles:
1. Individual learning styles, timetables, and capacities are respected. It is
the child who must develop herself; the adult acts as a resource and a
catalyst for development.
2. Students are given the opportunity to choose a large degree of what to
investigate and learn.
THE MONTESSORI CHILD
Through the freedom he is given in a Montessori environment, the child has a
unique opportunity to reflect upon his own actions, to determine their
consequences both for himself and for others, to test himself against the
limits of reality, to learn what gives him a sense of fulfillment and what
leaves him feeling empty and dissatisfied, and to discover both his
capabilities and his shortcomings. The opportunity to develop self-knowledge
is one of the most important results of freedom in a Montessori classroom."
Q1 What is the origin of Montessori education?
A. Montessori (pronounced MON-tuh-SORE-ee) education was founded in 1907 by
Dr. Maria Montessori, the first woman in Italy to become a physician. She
based her educational methods on scientific observation of children's learning
processes. Guided by her discovery that children teach themselves, Dr.
Montessori designed a "prepared environment" in which children could freely
choose from a number of developmentally appropriate activities. Now, nearly a
century after Maria Montessori's first Casa dei Bambini ("Children's House")
in Rome, Montessori education is found all over the world, spanning ages from
birth to adolescence
Q2.What is the difference between Montessori and traditional education?
A. Montessori emphasizes learning through all five senses, not just through
listening, watching, or reading. Children in Montessori classes learn at their
own, individual pace and according to their own choice of activities from
hundreds of possibilities. Learning is an exciting process of discovery,
leading to concentration, motivation, self-discipline, and a love of learning.
Montessori classes place children in three-year age groups (3-6, 6-9, 9-12),
forming communities in which the older children spontaneously share their
knowledge with the younger ones. Montessori represents an entirely different
approach to education.
Q.3Are Montessori children successful later in life?
A Research studies show that Montessori children are well prepared for later
life academically, socially, and emotionally. In addition to scoring well on
standardized tests, Montessori children are ranked above average on such
criteria as following directions, turning in work on time, listening
attentively, using basic skills, showing responsibility, asking provocative
questions, showing enthusiasm for learning, and adapting to new situations.
Q4 How is creativity fostered in a Montessori Classroom
A. By grounding the child in reality based experiences, we foster the early
development of both the imagination and the intuitive mind. Work with the
manipulative materials in a learning environment rich in language exchanges
develops the motor skills and control, enhances sensory perception, promotes
concentration and also the exchange of ideas. The Montessori environment
encourages children to pursue their artistic interests.