What Makes Montessori Special?
Montessori schools begin with a deep respect for children as unique individuals, recognising their emotional and social development to be an essential part of their education.
Emphasis is not on what is to be learnt, but on how. The child selects what to learn, and is helped to find the most effective way of learning. The focus is on developing and understanding, not on mere memorisation or mechanical imitation.
The Montessori approach recognises and addresses different learning styles, and follows each individual’s pace of learning.
The curriculum is carefully structured and integrated to demonstrate the connections between different subject areas. Learning in one area thus always has relevance to other areas.
Children in Montessori schools are not afraid of making mistakes.
They are encouraged to see them as natural steps in the learning process. The culture of self-correction leads to a healthy enjoyment of challenges and a sense of perseverance.
The focus is on enjoyment in learning, and on satisfaction through personal endeavour. Satisfaction of the task itself is so high that rewards are unnecessary. Likewise, sanctions are obsolete since the quickest and best way to restore good behaviour is through satisfying activity. Unwanted behaviour is always stopped, but the focus then shifts to positive opportunities.
Children work at self-chosen tasks as well as collaborating on major projects. The emphasis is on striving for one’s personal best, or for the good of all, rather than on competing against each other.
Children learn through hands on experience, investigation and questioning. They are encouraged to be actively involved in their learning, not to be passively fed information. The teacher aims to facilitate a child’s independent discovery rather than giving instruction.
The value of learning is in its application. When children recognise the usefulness of what they learn, they come to enjoy learning!
Born in Italy in 1870, Maria Montessori became the first woman doctor in her country's history. Her early work was with special needs and very poor children; by close observation and experimentation, Dr Montessori devised a system of education that helped these children achieve high standards of academic achievement.
Her methods became world-known and many countries adopted them. Her insights into children and her ideas for helping them grow into healthy, well-rounded adults seem fresh and meaningful
today.
The failures of traditional methods of education are becoming more and more obvious. The Montessori philosophy offers a sensible, structured system that allows a child to develop at their own pace, using their own abilities with the guidance of trained teachers and the use of specially designed Montessori materials.
At the heart of any system of early childhood education should be the child. Maria
Montessori based her entire method on her observations and understanding of children as they are, not as adults imagine they might or should be.
THE MONTESSORI METHOD IS BUILT ON YOUR CHILD'S NATURAL LOVE OF LEARNING AND INSTILLS A LIFE-LONG MOTIVATION FOR CONTINUOUS LEARNING. IT HELPS YOUR CHILD REMAIN IN TOUCH WITH THEIR NATURAL GROWTH AND AVOIDS FORCING THEM TO DO ANYTHING THEY ARE NOT READY FOR.
For further reading about Maria Montessori, or the philosophy in general these publications may prove useful:
“How to raise an amazing child the Montessori way” by Tim Seldon
“Montessori Play and Learn” by Lesley Britton
“Teaching Montessori in the Home (The Preschool Years)” by Elisabeth Hainstock
Www.montessori.org.uk
Www.montessoricentenery.org
Baby and Toddler Unit
Our Montessori baby and toddler rooms create a caring and nurturing environment that supports each child’s growing need for independence and gives parents complete piece of mind.
All the equipment in our room is proportioned to be child sized and the room has a natural home like feel that is aesthetically pleasing for the children. We provide a stimulating and individualised curriculum that focuses on the development of the whole child. Our curriculum is rich in sensory exploration and the children are encouraged to explore the natural world both outside and through hands on activities indoors.
Our curriculum constantly evolves to meet the changing needs of the individual child.
About our philosophy
As a Montessori nursery, we strive to include the Montessori philosophy with our 0-3’s, setting realistic expectations for our babies and toddlers.
Basic principles include:
- Engaging in sensory exploration and investigation
- Tidying away after work or play
- Independence skills
- The development of fine motor skills & co-ordination
To achieve this we provide creative “project” times and we foster an early love of learning through our work shelf materials.
Our day includes time for individual and group activities, rest times, time to socialise and play outdoors. The children enjoy music, creative art, story time, singing, treasure basket play, heuristic play, baking and physical play. All of these activities help the young explorers to develop their language, practice their self help skills, develop fine and gross motor co-ordination, refine their senses and build a positive self image aiding them to develop a life long love of learning.
Above all, our daily routines aim to provide calm, happy, loving, trusting and secure environment for your child to grow, learn and develop, giving you the assurance that your child is in safe hands. We strive to give daily oral and written feedback and form good partnerships with parents and carers.
Through using our methods and principles the babies and toddlers in our care will not only be well prepared for the Foundation Stage curriculum from the age of 3 years to five, they will be equipped with confidence and skills for everyday life.
What is a treasure basket?
A treasure basket contains a collection of carefully selected and safe objects that offer maximum interest to babies.
The best objects to include in a treasure basket are everyday objects, if possible, not plastics. The items have no sharp edges, they are easy for little hands to grasp and they have no small pieces that might come off when sucked, tugged or pulled. Babies are carefully observed and supervised when playing with a treasure basket.
What does a baby learn from a treasure basket?
To make choices – They select and test objects as they rummage through the treasure basket, they gain reassurance from being able to select, reject and return objects independently.
Concentration – They absorb and define the texture, shape, scent and sound of objects. They learn to search the treasure basket for a particular item.
Problem Solving – They pick up and drop the objects again and again to test the sound that they make.
Observing and Communicating – They watch each others reactions to objects; they swap objects with each other, using verbal and non verbal communication.
Logical thoughts & Mathematical learning – They fit objects inside each other, they look at their reflection in shiny objects, and they test the weight of objects and test their density.
Suitable items to be included in a treasure basket are:
Large shells, shoe box, ring box, leather purse, small tins, wooden egg cup, metal or wooden curtain rings, large pine cone, pastry brush, marble egg, wicker ball, loofah, natural sponge, metal bangles, bunch of keys, length of chunky chain, metal whisk, pieces of fabric.
The list is endless!
What is Heuristic Play?
Heuristic play is discovery play for toddlers between the ages of twelve and twenty four months. These carefully organised play sessions provide the toddlers with the opportunity to safely explore a range of everyday objects.
During a Heuristic play session a child will choose an object which can help them to gain an understanding of what it is, how it feels and what it can do. Each child’s choice will lead to another in a pleasurable process of discovery.
There is no right or wrong way for a child to engage in
Heuristic play, everything that the child does is successful.
The objects selected for use in Heuristic play are safe and clean; the children are always carefully observed and supervised.
What does a toddler learn from Heuristic Play?
Concentration – They consider how they will explore the objects, they make interesting formations with them and they become totally absorbed in their own activity.
To make choices – They select what objects they will use; this gives them the opportunity to be independent in their play.
Problem solving – They experiment fitting objects inside one another, they explore the properties of each object finding out how they move and fit together. They have the freedom to plan and develop their learning strategies.
Mathematical learning - They test how similar objects will have a different effect or action. They explore objects to find out their density and weight. They compare and sort the differences and possibilities of the objects.
Language development – Clearing away is an important part of Heuristic play and helps the children to further develop and understand language. This is achieved by giving the children clear and concise instructions, e.g. “can you find me the peg?” and “it is next to your foot”.
Manipulative play – They feel and compare objects to gain knowledge of their weight and texture, as well as the coldness, smoothness and sound. By filling and emptying containers they are exploring their hand–eye co-ordination.
Suitable items to be included in Heuristic play:
Corks, pine cones, tins, boxes, cylinders, coins, hair rollers, beads, tape measures, metal chains, cotton reels, ping pong balls, toothbrushes, pom poms, rubber tubing, shells, keys, pebbles, buttons, metal jar tops, curtain rings, egg cups.
The list is endless!
Curriculum
for Over Two's
Practical Life
Things we take for granted i.e. day to day living has to be learnt. It is with this in mind that children are introduced to practical life at around two years old. Our aim is to Introduce fundamental skills such as pouring, threading, transferring and polishing as well as an appreciation of the environment and a consideration of all things within it. Our aim is that these activities will help children develop their co-ordination and concentration, and to gain confidence and independence in preparation for future progress.
Sensorial
The sensorial equipment has been specifically designed to help your child to use their senses to learn about the world. Here, your child will earn to judge different heights, lengths, weights, colours, sounds, smells, shapes and textures. Due to the nature of the equipment your child is also preparing for reading, writing and arithmetic.
Cultural subjects
We maintain a global outlook on these subjects, helping your child to understand how they fit into their environmental, geographical, historical and cultural makeup of the world. We have a French teacher who attends the nursery every week to introduce the children to French. Projects are an opportunity for group learning activities, and by our qualified and experienced staff. We like parents to be very much involved in the nursery and find that cultural subjects provide an excellent opportunity for you to share your experiences and knowledge with your child.
Language
This begins by first combining the sound, shape and visual appearance of the letter. Your child then starts to build 3 letter phonic words followed by reading; they then progress to longer words with the common spelling patterns known as phonemes.
Mathematics
We start by introducing
numbers, combining the sound, shape and visual appearance of the symbol together with the quantity. We work from simple to complex, reinforcing your child’s existing knowledge and then moving onto new concepts e.g. simple sums, sets and time.
Creative
These include arts and craft, enhancing the development of the imagination, self expression and self identification. Mark making activities are freely available for your child to use throughout the day. We have Stretch n Grow, a fun movement and exercise session aimed at helping children become aware of all aspects of healthy living. We also have a weekly visit from Jo-Jingles, a music and rhythm session, which the children thoroughly enjoy.
Our outdoor space has been designed to be a pleasurable area where the children can touch, explore and learn about the natural world. As the garden matures our aim is that it will become a relaxing sensory area for the children to play and learn in.
Many of the features in the garden have been chosen to aid the children’s need for movement, we have provided the children with obstacles such as a bridge, balancing beams and stepping stones to build upon their coordination and confidence.
Sight
Our features will include a magnifying post, which will allow the children to fully explore the natural wonders that are all around them. The variety of colourful flowers and evergreen plants in our garden will provide a bright and stimulating display throughout the seasons.
Touch
The tactile features of our willow wigwam, the feel of the various plants and flowers and the use of different textured floor surfaces, along with the natural play materials will all help to refine the children’s sense of touch.
Smell
The sweet aroma of the variety of flowers and herbs
will fill the air, the younger children will enjoy exploring these new scents, while the older children will be enjoy identifying and naming them through the scent.
Hearing
The gentle soothing sound of the running water from our water feature, the magical sound of chimes blowing in the wind and the sounds of wildlife who visit our garden will stimulate the children’s sense of hearing.
Taste
The children will be able to use the vegetables they have grown themselves in our planting area in cooking activities. The many herbs that will be growing in our garden can be also tasted.
There is
no description, no image
in any book that is capable of
replacing the sight of real trees, and
all the life to be found around them, in a
real forest. Something emanates from those
trees which speak to the soul, something no book,
no museum, is capable of giving. The wood reveals
that it is not only the tree that exists, but a whole,
interrelated collection of lives. And this earth, this
climate, this cosmic power are necessary for the
development of all these lives. The myriad lives
around the trees, the majesty, the variety
are things one must hunt for, and
which no one can
bring
into
the
school
Maria
Montessori