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MONTESSORI PHILOSOPHY
In order for self directed learning to take place, the whole learning environment – classroom, materials, and social setting atmosphere – must be supportive of the child. The teacher provides the necessary resources, including opportunities for children to function in a safe and positive environment. Together, the teacher and the child form a relationship based on trust and respect that fosters self confidence and willingness to try new things.
The curriculum at Global Montessori and Global West Montessori is unique in that it constantly addresses the ever-changing needs and interests of the individual child. A child is carefully observed to determine the level to which her/his skills have developed, and then is led to the appropriate materials. As the child masters new skills through the use of the materials, she/he is introduced to more challenging activities.
THE CLASSROOM | THE PREPARED ENVIRONMENT
In order for self directed learning to take place, the whole learning environment – classroom, materials, and social setting atmoshpere – must be supportive of the child. The teacher provides the necessary resources, including opportunities for children to function in a safe and positive environment. Together, the teacher and the child form a relationship based on trust and respect that fosters self confidence and willingness to try new things.
THREE YEAR PROGRAM
Because the Montessori program is a three year program, it is most beneficial for children to begin at age 3 until age 5, at which point of the years experiences come together and you will see the growth and development of the child.
When the children first come to our schools, they will begin in the practical life area, and then move from there to the sensorial, math, language and cultural areas of the classroom.
THE MONTESSORI MATERIALS
Dr. Montessori’s observations of the kinds of things which children enjoy, and go back to repeatedly, led her to design a number of multi-sensory, sequential, and self correcting materials to facilitate learning.
The classroom is broken down into the following areas :
Dr. Montessori viewed practical life as the foundation of all learning. This area relates directly to daily living skills. These skills are based on activities a child sees being carried out everyday in the home; pouring liquids, folding laundry, polishing objects, dusting surfaces, etc. The purpose of these activities is manifold; in doing these activities a child is developing fine motor skills, mastering life skills in order to achieve independence, developing logical, sequential thinking and, most importantly, concentration.
The sensorial materials were scientifically designed by Dr. Montessori to aid the child in organizing and understanding the abundance of sensory information he receives every day. Each activity isolates one quality (e.g., size, colour, texture, temperature, etc.) and allows the child the opportunity to discern slight differences in the given quality. As the child masters these skills, she moves on to more complicated activities which eventually will lead to scientific classification.
The Montessori language materials are phonetic, and begin with the most fundamental element of language, individual sounds. Once the child is familiar with the sounds and symbols of each letter, they begin putting the sounds together to make words. The words join to make sentences and soon the child is reading simple books. The physical mechanics of writing is supported by other Montessori materials.
Like the language materials, the math materials begin with the fundamental units of math, the quantity and the symbol that names it. Once the child has mastered the quantity and symbols of the numbers one to ten, they can be introduced to the decimal system. Then they are shown materials that introduce them to the teens and tens, and soon after they are introduced to the four operations (addition, multiplication, subtraction, division).
The cultural materials serve to introduce the child to the world around him in a logical and methodical manner. Using the disciplines of Botany, Zoology, Geography and History, the child is given the opportunity to use materials that expand awareness of his environment.
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