Montessori Schools
Aim:

How:

DEVELOPMENTAL STAGES:
Maria Montessori believed that if education followed the natural development of the child, then society would gradually move to a higher level of co-operation, peace and harmony. The children at Montessori schools progress at their own pace and rhythm, within a frame work that supports their developmental stages.


birth to age six ( the "absorbent mind"); absorbing all aspects of his or her environment, language and culture.
age six to twelve ( the "reasoning mind"); exploring the world with abstract thought and imagination.
twelve to eighteen ( the "humanistic mind"); eager to understand humanity and the contribution he or she can make to society
age eighteen to twenty-four ( the "specialist mind"); taking his or her place in the world.

CLASSES:

*reinforces the child's independence and natural urge toward self-development. This is achieved in three ways: beauty, order and accessibility.
Beauty: The Montessori materials are beautifully handcrafted and enticing
Order: Each piece of material has a specific purpose and is presented to the children in a manner that will enable them to direct their own learning. If the child has done something incorrectly it will be self-evident. The geometric shape, for example, won't fit the hole; the water will spill on the table or the last label will not match the last picture. Being able to see his or her own mistake allows the child to work independently.
Accessibility: Everything is easily accessible

*The Montessori classroom is not merely a place for individual learning. It is a vibrant community of children, where the child learns to interact socially in a variety of ways. The three-year age range enables older children to teach the younger and learn much themselves from the experience while the younger children are inspired to more advanced work through observing the older ones. With such a variety of levels in the classroom, each child can work at his or her own pace, unhindered by competition and encouraged by co-operation.

*Choice and freedom: the environment gives the child the opportunity to choose what they do from a range of activities that are suitable to their developmental needs. The student chooses to work for as long as they want to, to not work, to work without being interrupted by other children or by the constraints of a timetable etc. As long as his activity does not interfere with other children’s right and freedom to do the same.

*Role of the Adult: the adult is also part of the Montessori environment. The role of this adult is not like the teacher in a traditional environment, however – whose role is to teach the children. The role of the adult in a Montessori environment is to facilitate the child to teach themselves by following their own internal urges that will lead them to do things in their own order. The directress provides a link between the child and the prepared environment, introducing the child to each piece of equipment when he or she is ready in a precise, clear and enticing way. On a broader level the directress provides a link between the classroom and the parent, meeting with each child's parents to discuss progress. The most important attribute of a directress is the love and respect she holds for each child's total being.

PRACTICAL LIFE:
-The Practical Life component of the Montessori approach is the link between the child's home environment and the classroom. The child's desire to seek order and independence finds expression through the use of a variety of materials and activities which support the development of fine motor as well as other learning skills needed to advance to the more complex Montessori equipment. The practical life materials involve the children in precise movements which challenge them to concentrate, to work at their own pace uninterrupted, and to complete a cycle of work which typically results in the feelings of satisfaction and confidence. Practical life encompasses four main areas: Control of Movement, Care of Person, Care of Environment, and Grace and Courtesy.

LANGUAGE:

MATHEMATICS:

PRIMARY:

In a research style of learning, elementary children work in small groups on a variety of projects which spark the imagination and engage the intellect. Lessons given by a trained Montessori teacher direct the children toward activities which help them to develop reasoning abilities and learn the arts of life.

Children, at this age, are driven to understand the universe and their place in it and their capacity to assimilate all aspects of culture is boundless. Elementary studies include geography, biology, history, language, mathematics in all its branches, science, music and art. Exploration of each area is encouraged through trips outside the classroom to community resources, such as library, planetarium, botanical garden, science centre, factory, hospital, etc. This inclusive approach to education fosters a feeling of connectedness to all humanity, and encourages their natural desire to make contributions to the world.

ADOLESCENCE:

ERDKINDER: