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Montessori Philosophy

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Montessori Philosophy

Montessori-based learning refers to the use and creation of the hands, which instruct the intelligence. Through their work, the children develop a general foundation that includes a positive attitude, inner security and a sense of order, pride in the physical environment, abiding curiosity, a habit of concentration, joyful self-discipline, habits of initiative and persistence, the ability to make decisions, and a sense of responsibility to the group.

 

 

kids_reading.gifPrepared Environment

Children of this age possess what Dr. Montessori called the Absorbent Mind. This type of mind has the unique and transitory ability to absorb knowledge without effort or fatigue. Each child progresses at his or her own pace, according to their individual capabilities. Individual and group work is encouraged.

The design of the Montessori environment is based on the principles of simplicity, reality, beauty, and order. The children's innate passion for learning is encouraged by giving them opportunities to engage in spontaneous, purposeful activities with the guidance of a trained educator. The Montessori environment consists of the following areas: Practical Life, Sensorial, Language, Math, and Cultural Extensions. Children are encouraged to think for themselves, to solve problems on their own and with others, and to have confidence in their ability to find solutions.

 

 

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Practical Life exercises instill care of self, care for others, and care for the environment. The activities include many of the tasks that children observe adults doing daily at home such as washing windows, scrubbing tables, pouring water, learning to dress and undress, watering plants, etc. Practical Life activities are the activities of everyday life and they are involved in all aspects of life. The child observes these activities in the environment and gains knowledge through the real experience of how to accomplish life skills in a purposeful way. These activities are cultural and specific to the child's time and place.

Practical life activities help give the child a sense of being and belonging, established through participation in daily life with us. Through practical life, the child learns about his culture and all about what it is to be human. Generally, the activities of practical life revolve around four areas: Caring for the Self, Caring for the Environment, Grace & Courtesy and Movement of Objects. There is another area which encompasses all four areas and which is a very important part of practical life, namely food. Practical Life activities are an integral part of any Montessori environment.The purpose of Practical Life is to help the child gain control in the coordination of his movement, and help the child to gain independence and adapt to his society. Practical Life Exercises also aid the growth and development of the child’s intellect, focus/concentration, and will in turn also help the child develop an orderly way of thinking.

 

 

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Sensorial

Sensorial comes from the words "sense" or "senses". The purpose of Sensorial work is for the child to acquire clear, conscious, information and to be able to then make classifications in his environment. Montessori believed that sensorial experiences began at birth. Through his senses, the child studies his environment. Through this study, the child then begins to understand his environment. The child, to Montessori, is a “sensorial explorer”.

Through work with the sensorial materials, the child is given the keys to classifying the things around him, which leads to the child making his own experiences in his environment. Through the classification, the child is also offered the first steps in organizing his intelligence, which then leads to his adapting to his environment.

 

 

 

 

 

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Language is vital to human existence. Maria Montessori observed that children rapidly acquire language from birth until approximately six years of age without ever being taught. She believed that this phenomenon provided evidence for her theory on the Absorbent Mind. 

Language in the Montessori Language Area is typically taught using the Three Period Lesson. With this lesson, the teacher can evaluate the child’s understanding without pressure or stigma, so that his intrinsic motivation is not thwarted. The three periods might be thought of as association, recognition, and recall. The adult first states the name of an object. Next, the adult asks the child to hand her or point to the object when she states the name. Lastly, the child is asked when the adult points to a particular object to recall that object’s name.

CHHH Montessori's learning environment is rich in language. Not only are children introduced to the various language learning activities, but they are also encouraged to socialize with one another. One of the most important lessons that we instill in each of our students is... "You have a voice and you deserve to be heard!"

 

 

math2.gifMathematics

The mathematics materials help the child learn and understand mathematical concepts by working with concrete materials. This work provides the child with a solid foundation for traditional mathematical principles and provides a structured scope for abstract reasoning.

 

 

 

 

 

 

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Geography, History, Biology, Botany, Zoology, Art and Music are presented as extensions of the sensorial, math and language activities. Our cultural lessons expose children to the various people, places, and animals around the world. Through these lessons, the child becomes aware that there is a big, wide world outside of themselves... and it is a world that should be treated with kindness and respect. 

Experiences with nature in conjunction with the materials in the environment inspire a reverence for all life. History is presented to the children through art and music.

 

 THE THREE PERIOD LESSON