Areas of Knowledge |
Our Montessori curriculum focuses on the following areas:
CURRICULUM: PRACTICAL LIFE
The exercises for practical life indirectly prepare the child for all other areas of the curriculum through order, concentration, coordination and independence. Practical life exercises include pouring, sorting, food preparation, care of self, and care of the environment. These exercises lay the foundation for all the other subject areas in the Montessori classroom.
"Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity, which is derived from a sense of independence." Maria Montessori
CURRICULUM: SENSORIAL
Through exploration of the multiple materials of varying dimension, colour, shape, texture, smell, and taste, all the faculties of intelligence are developed. The sensorial area also includes geometry and the subject is introduced to the children through their senses.
“The aim (of sensorial exercises) is an inner one, namely, that the child train himself to observe; that he be led to make comparisons between objects, to form judgments, to reason and to decide; and it is in the indefinite repetition of this exercise of attention and of intelligence that a real development ensues.” Maria Montessori
CURRICULUM: THE LANGUAGE AREA
The ages from three to six years old are a sensitive period for language acquisition. The language curriculum includes oral language activities, pre-reading work, writing and reading comprehension.
Initial sounds are introduced through Sandpaper Letters and Matching Objects. After the children learn a few sounds, they are then introduced to blending exercises through moveable alphabets. The Metal Insets are used to refine pencil control and help improve writing skills.
The objective of oral language activities includes the development of listening skills, comprehension and vocabulary. Once the children are able to blend three letter words that include a short vowel, they are then introduced to phonetic and phonogram series in conjunction with a matching workbook.
Initial sounds are introduced through Sandpaper Letters and Matching Objects. After the children learn a few sounds, they are then introduced to blending exercises through moveable alphabets. The Metal Insets are used to refine pencil control and help improve writing skills.
The objective of oral language activities includes the development of listening skills, comprehension and vocabulary. Once the children are able to blend three letter words that include a short vowel, they are then introduced to phonetic and phonogram series in conjunction with a matching workbook.
"Knowledge can best be given where there is eagerness to learn, so this is the period when the seed of everything can be sewn. The child's mind being like a fertile field, ready to receive what will germinate into knowledge." Maria Montessori
CURRICULUM: MATHEMATICS
Montessori mathematics focuses on the fundamental skills to calculate. The children learn linear counting and recognition of numerals, which then leads into addition, subtraction, multiplication and division concepts. They learn the principles of math through activities and games: children play different roles and learn to contextualize the decimal system, from units to thousands. This really creates a concrete understanding of numerical place values, and paves the way for advanced math operations.
CURRICULUM: CULTURAL STUDIES (Science, Botany, Zoology and Geography)
During cultural studies, the children gain a broad exposure to different areas of science. For example, they develop an initial understanding of the difference between living and non-living things, and a more in-depth study of vertebrates and invertebrates. The children learn fun facts about spiders and insects, and understand more about the relationship of different creatures to each other in nature. They also learn about the earth (continents, countries, and oceans and different cultures), and the solar system.
ART CURRICULUM
From birth, Art is essential in the environment of the child. It is a way of approaching life, of moving and speaking, of decorating a home and school, of selecting toys and books. It cannot be separated from every other element of life.
We cannot "teach" a child to be an artist, but we can help him develop:
An eye that sees
A hand that obeys
A soul that feels
Montessori education emphasizes the process of creating art versus the product. This means that children should be encouraged to explore and experiment with a variety of art mediums without being forced to complete a specific project that looks a certain way. While it is necessary to provide the child such freedom to make discoveries on his own, especially in the production of art, it is also valuable that the child is given the skills and experiences necessary to train and develop the hand and eye for the creation of realistic art as well. It is critical that the child is able to create with his own hands what he envisions in his mind.
Addressing the importance of the child’s developing hand, Montessori states, "The child is directed by a mysterious power, great and wonderful, that he incarnates little by little…he does it with his hands, by experience, first in play, then through work. The hands are the instruments of man’s intelligence"
Art meets the fundamental needs for communication, community, and socialization. Art provides children freedom to create, imagine, and explore. Experiences in art, also support the transition from concrete to abstract thinking.
We cannot "teach" a child to be an artist, but we can help him develop:
An eye that sees
A hand that obeys
A soul that feels
Montessori education emphasizes the process of creating art versus the product. This means that children should be encouraged to explore and experiment with a variety of art mediums without being forced to complete a specific project that looks a certain way. While it is necessary to provide the child such freedom to make discoveries on his own, especially in the production of art, it is also valuable that the child is given the skills and experiences necessary to train and develop the hand and eye for the creation of realistic art as well. It is critical that the child is able to create with his own hands what he envisions in his mind.
Addressing the importance of the child’s developing hand, Montessori states, "The child is directed by a mysterious power, great and wonderful, that he incarnates little by little…he does it with his hands, by experience, first in play, then through work. The hands are the instruments of man’s intelligence"
Art meets the fundamental needs for communication, community, and socialization. Art provides children freedom to create, imagine, and explore. Experiences in art, also support the transition from concrete to abstract thinking.
MUSIC CURRICULUM
The Montessori music curriculum develops the child non-verbal affective communication, increasing their understanding and enjoyment of music, and enhancing their ability to express him/herself through music. Learning music it is a natural and integral part of classroom life.
Benefits of Exposure to Music
Listening to, learning and playing music has beneficial effects for children of all ages. The study of music develops:
Here are some of the music activities of the Montessori classroom:
Benefits of Exposure to Music
Listening to, learning and playing music has beneficial effects for children of all ages. The study of music develops:
- Concentration
- Counting and other math skills
- Listening abilities
- Self-discipline
- Cooperation
- Language usage
- Memory and recall skills
- Creativity
- Spatial-temporal reasoning
- Abstract reasoning
- Physical coordination (gross- and fine-motor skills)
Here are some of the music activities of the Montessori classroom:
- Sound Boxes (Sensorial)
- Silence Game (Circle Time), Singing, Clapping
- The Bells: strike, pair, grade, pitch, names (Do-Re-Mi...), labels, Stave board.
- Listening different types of music ( classical music, jazz, bossa nova, etc)
- Instrument cards (Language/Sensorial/Matching)
- Composer cards (Language/Sensorial/Matching)
- Walking on the Line (Movement)
PEACE EDUCATION
Peace education is an important part of Dr. Montessori's philosophy. It is at the heart of the classroom dynamics and something we address on a daily basis with songs, stories, and games. We attempt to solve conflicts among children with an interactive process that engages all parties involved to try and come up with solutions to a problem. In group-time activities, we help the children think of a variety of words to express their feelings and role-play appropriate ways to interact with others.