The Philosophy
Dr. Montessori believed that human beings learn from participating in activities. They must do the work for themselves and only then, is learning actually taking place with interest and understanding. She felt that children learn best in a prepared classroom environment, which serves to make the child independent of the adult. The teacher, or directress as they are known, allows the children to work at their own pace giving them an opportunity to explore and absorb what they learn.
In fulfillment of the Montessori philosophy, we encourage parents to commit to the three year program and encourage families to carry the Montessori philosophy into their homes. This helps create harmonious and mutually supportive atmosphere where children have a positive attitude towards school and receive lifelong learning skills.
The Environment
A Montessori environment is prepared for children three to six years of age, together in one class, with materials appropriate for each level. The classroom provides exactness, precision and an esthetically pleasing environment in which the children learn respect for one another and the materials around them. They must be accessible to the child with generally only one of each exercise. This encourages the child to be patient and wait for their turn or choose another activity, thus learning respect for others. The child's classroom is prepared to help children accomplish their goals and work independently by gaining confidence and practice in a particular skill.
Gradually the children reveal qualities for which they are not usually given credit for such as:
Practical Life Exercises
The Preliminary Exercises develop movement and coordination. They form the foundation for other exercises and basic movement within the class. They teach children self-control over their bodies and enhance their awareness of the world around them. Through active Movement in the class, the children learn about listening and concentration. Care for the Environment, both indoors and out, helps to create a full self-expression of love for the environment. Care of the Person fosters dignity and independence, not just of oneself but of others as well. Grace and Courtesy are much deeper than manners; it is living together with respect. Children thrive on knowing what to do and when to do it, gives them respect for others and the community.
Sensorial Materials
The sensorial area in the classroom is a representation of a selection of materials using various colours, shapes, textures and sizes.
First, they help children refine their senses, therefore widening human perception.
Secondly, they are the classification of sensorial experiences and impressions, and thirdly, they introduce the material world to children in order that they adapt themselves and learn using their own knowledge freely. Through the sequence of sensorial materials, the child is exposed to the various elements in the environment. Their work with these materials draws the child's attention to discrimination in size, colour and shape inviting the child to explore the world around him/her. Other advanced material in the sensorial area help the children strengthen their tactile sense, their hand-eye coordination, their sense of taste, smell and hearing.
Language Materials
Preliminary language exercises teach the child to listen carefully to not just the words but the sounds that make them up. The child learns to listen to the "whole" word. Writing exercises, through the sandpaper letters, allow the child to visually see the letters and internalize them through touch. The moveable alphabet gives the child the opportunity to see that sounds have symbols; symbols combined make words, which is a building block for reading. The metal insets and their frames help prepare the hand for writing in a controlled area. Reading exercises allow the child to connect words with the appropriate objects. Children are encouraged to expand their reading skills and are introduced to phonetic cards, phonogram booklets and puzzle words (or "sight" words). This helps the child expand upon his/her reading skills and become a "total" reader. The Advanced language materials teach children the proper use of grammar and punctuation. They also help the child to focus on reading analysis and comprehension skills.
Math Materials
The child is prepared for mathematics with the aid of practical life, sensorial and language materials. The child is learning about the logical sequence of events, concentration and the precision with which they are carried out. Through exploration, the child can work freely with the materials and learn from their experiences. Numbers to Ten give the child the opportunity to see the symbols used from 0 – 10 and learn to associate the quantity that corresponds with them. Next, the child is introduced to sequencing the numbers. The Decimal System helps the child realize the different categories and quantities that match with them from one to nine thousand and beyond.
Teens and Tens Boards introduce new language to the child and fills in the "gaps" between ten and twenty and ten to one hundred. The child learns that by adding a unit or a zero, the number value changes. Exploration and memorization of tables gives the child, through addition, subtraction, multiplication and division, the freedom and confidence to work with any and all mathematical … The child has learned to categorize and visualize numbers and can begin working abstractly in the math area.
Geography
The children learn about the work around them through various Montessori materials. The use of a globe, atlas and puzzle maps to name a few countries, which allows the child to learn depending upon their age, and many different aspects of an continent or the names of a particular country its flag, capital city, etc. Children are introduced to land and water formations, space, weather, explorers and many other facts about the world we live in, both past and present and possibly in what the future may hold of technology, science and human potential.
Botany, Zoology and Science
The Botany program follows the concept of "Earth Kinder", a Montessori philosophy that emphasizes the natural processes and harmonious living on our planet. Children are introduced to plants, water and the sun; learning about the delicate balance of our ecosystem and how it affects their everyday life. Zoology and Science are also studied where animals are introduced and their needs, characteristics and habits are examined. Numerous age appropriate science experiments are also carried out.
Art and Music
Self-expression through art is an important part of the weekly program. The children are encouraged to develop their creativity.
Physical Education
Tiny Todd's offers weekly allow children to develop balance, coordination, flexibility, posture, rhythm and "team spirit". The children are encouraged to increase their physical limits, which in turn, allows them to develop confidence in their abilities.
Circle Time
This is a time for children to develop their listening skills, self-confidence (while sharing at show and tell) and learning about current events. This is a most enjoyable time for children as they share ideas and express their thoughts through stories, poems, songs and finger play. Weekly themes are also discussed at circle time, giving children an opportunity to focus more in depth about a particular topic of interest.
Extra-Curricular Activities
A variety of extracurricular activities (types of programs may differ from campus to campus) are offered during lunch break or after school by specialized instructors in their field. These may include:
Field Trips
Field trips offer a "hands on" experience to the children. We often chose our field trips to compliment the curriculum. Casa children usually go on up to three field trips per school year (one per season). We have visited many different places such as: City Playhouse Theatre, Kortright Center, Pioneer Village, and museums and places of historical interest. Parent volunteers are always welcome.
Cooking with Children
Cooking provides children with an opportunity to learn how food is prepared properly, to use equipment safely and the general process involved when cooking. It is a fun activity and allows children to role-play, without stereotypes. It teaches children the names, physical characteristics, flavours and the origins of certain foods.
Music and Movement
Music and movement encourages self-expression, creativity and fun for children. It develops an awareness and appreciation of sounds, tones and rhythm.
Circle Time and Story Telling
These two activities enhance a child's listening skills by actively participating in stories, songs and poems, encouraging a child to broaden his/her imagination. Furthermore, it develops memory skills, lengthens attention span, social skills, cognitive development and sensory experiences.
Books and Dramatic Play Centres
Books and dramatic play give children the opportunity to explore, create, learn and stimulate their imagination, allowing them to be involved and discover the world around them. The dramatic play are includes dress-up centres, housekeeping and block play.
Creative Learning and Free Play
Creative experiences provide children with the opportunity to express themselves, as well as manipulate and create objects with a variety of materials. Emphasis is placed on "PROCESS NOT PRODUCT". Creative learning allows children to work alone or in groups for social interaction and helps children to develop language, sharing, and cooperational skills. Free play provides children with an opportunity to share and develop relationships and language. It allows them an opportunity to explore, design, create and carry out projects.
Manipulative Play
Manipulative play helps to develop small muscle control, self-expression and role-playing. These activities are done individually and in a group setting and help to develop dramatic role playing, social interaction, turn–taking, self-expression and language development. It incorporates conceptual skills and contributes to small muscle dexterity and cognitive exercises.
Large Motor Activities
Large motor skill activities include daily indoor and outdoor play and promote good health and development for growth. It also aides in balance and coordination, promotes social skills such as sharing, taking turns and cooperation.
