The Montessori
approach begins with the acknowledged potential of
each child and provides for mental, physical,
emotional and social development through a specially
prepared environment. We believe early childhood is
just such a time for this.
Children need to be respected for their
individuality and for the differences and qualities
that constitute their personality. They also need to
learn to reciprocate this respect in order to
contribute towards and co-operate in a society of
many different personalities and people.
Understanding ourselves and others is the basis for
positive self development.
Early childhood is also a time when positive
impressions regarding learning are formed. When the
love of learning is inspired within the child,
further education becomes a source of joy and a
satisfaction of healthy curiosities.
At Titoki Montessori we believe when children are
provided with an environment in which they are a)
free to explore areas of learning b) presented with
positive attitudes towards learning and c)
encouraged to respect and appreciate themselves and
others, then a positive and secure basis is indeed
formed for physical, mental, social and emotional
development.
The Montessori curriculum encourages children to
proceed at their individual pace, learning first
through their senses, then their intellect and their
associations with peers and the adults around them.
Children are encouraged to express their own needs
and feelings, as well as to develop an awareness of
the needs of the group. The curriculum encompasses
the following areas of development:
- Practical
life experience:
The Montessori curriculum emphasises the
practical. This helps children gain confidence
in their ability to deal with their day to day
activities. They learn practical tasks such as
pouring, polishing, washing and general care of
themselves and their environment. Coordination
and concentration increase steadily as more
challenging tasks are tackled.
- Sensorial
activities:
Maria Montessori recognised that a child’s first
knowledge of the world is gathered through the
senses. It is also through the senses that the
child later develops powers of discrimination.
The Montessori curriculum included some 26
sensorial exercises grouped in categories of
sight, sound, taste, smell and tactile sense,
each of which gives the child the freedom to
explore and learn.
- Language
development:
When the child comes to a Montessori environment
he is given the opportunity to further develop
his language by utilising and consolidating what
he already knows. The adults and the children in
the environment speak clearly, accurately,
freely and logically with each other, always
listening to what the other person has to say.
Many verbal activities help the child to
consolidate his oral skills and facilitate the
child’s arrival at reading and writing. The
child is encouraged to listen to the sounds in
words and thus language is developed through the
phonic sounds, and is further developed through
use of sandpaper letters.
-
Mathematics:
Using a variety of activities and materials, the
Montessori method introduces the child to
mathematics as a whole, including the linear,
the numerical, the geometric and the algebraic
forms. The child learns to take up one challenge
at a time, master it, and then move to the next.
The child’s experience with mathematical
concepts progresses step by step from concrete
forms to abstract concepts. An understanding of
mathematics is taught through the introduction
of five main groups of activities: quantities
and symbols 1-10; decimal system of numeration;
linear counting with traditional names;
memorisation of tables; passage into
abstraction.
- Culture:
A variety of activities and materials stimulates
the child’s interest in the natural and cultural
world. Globes, puzzle maps, land and water forms
introduce geography. The concept of history is
introduced by means of an events chart and time
lines: the child’s interest in the natural world
is stimulated by caring for plants, planting
seeds and bulbs and sometimes a class pet.
Models and pictures of animals and birds
stimulate the child’s interest in other living
creatures. Field trips taken throughout the year
are planned to allow children to observe nature,
care of the environment and cultural activities.
- Music
Children learn a repertoire of songs, rhymes and
games with music. Simple percussion instruments
are used.
The need for
movement is met in a variety of ways. a) free play
b) nature walks c) access to and use of materials
which require movement and d) movement exercises
(balancing and dancing).
Ample time and
materials are provided for artistic expression.
Children may pursue individual as well as group
artistic activities. Further to this the children
are free to express themselves through language.
Time is spent both listening to them and encouraging
them to listen to each other. |
